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Abstract Aims Acute myocardial infarction (AMI) is associated with left ventricular remodelling (LVR), which leads to progressive heart failure. Platelets play a pivotal role in promoting systemic and cardiac inflammatory responses during the complex process of myocardial wound healing or repair following AMI. This study aimed to investigate the impact of platelet reactivity immediately after primary percutaneous coronary intervention (PCI) on LVR in AMI patients with ST‐segment (STEMI) and non‐ST‐segment elevation (NSTEMI). Methods and results This prospective, single‐centre, observational study included 182 patients with AMI who underwent primary PCI (107 patient with STEMI and 75 patients with NSTEMI). Patients were administered a loading dose of aspirin plus prasugrel before the procedure, and platelet reactivity was assessed using the VerifyNow P2Y12 assay immediately after PCI. Echocardiography was performed before discharge and during the chronic phase (8 ± 3 months after discharge). LVR was defined as a relative ≥20% increase in left ventricular end‐diastolic volume index (LVEDVI). LVR in chronic phase was found in 34 patients (18.7%) whose platelet reactivity was significantly higher than those without LVR (259.6 ± 61.5 and 213.1 ± 74.8 P2Y12 reaction units [PRU]; P = 0.001). The occurrence of LVR did not differ between patients with STEMI and patients with NSTEMI (21.5% and 14.7%; P = 0.33). The optimal cut‐off value of platelet reactivity for discriminating LVR was ≥245 PRU. LVEDVI significantly decreased at chronic phase in patients without high platelet reactivity (

Background Endothelial dysfunction (ED) is associated with cardiovascular events in patients with atrial fibrillation (AF). However, the utility of ED as a prognostic marker after AF ablation supplementary to the CHA2DS2‐VASc score is unclear. This study aimed to investigate the relationship between ED and 5‐year cardiovascular events in patients undergoing AF ablation. Methods and Results We conducted a prospective cohort study of patients who underwent a first‐time AF ablation and for whom the endothelial function was assessed by the peripheral vascular reactive hyperemia index (RHI) before ablation. We defined ED as an RHI of

Awareness of child safety issues has increased worldwide, particularly in developed countries. Several policies have been adopted, and the mandates for teachers' compliance have been reinforced as well. However, the definition of child safety tends to be ambiguous, and teachers face difficulties in collecting evidence on violations concerning student safety owing to the sensitive nature of the problems. This situation reveals the issue of imperfect and incomplete information, terms used to refer to the absence of information about other actors and the rules of the game. A school reform approach that originated in Japan, known as School as Learning Community (SLC), effectively addresses this issue. SLC was originally developed for re-establishing learning in school communities. This study aims to examine how SLC can reduce imperfections in and incompleteness of information in the framework through both internal and external collaboration.

It has been around 15 years since the commencement of lesson study for the learning community (LSLC) in Vietnam. It started at several pilot schools in Bac Giang province, and today it is practised all over the country. While some pilot schools emerged with high-quality practices, the speed of actual changes in the practices still remains slow. This is because, as the author has found, the following conceptions persist among the policymakers, school leaders and teachers: (a) LSLC requires changing teaching techniques; (b) LSLC is a lesson demonstration, and (c) LSLC is a one-day event. This article addresses these conceptions and argues that LSLC should be considered a fundamental, long-term, and holistic school reform approach based on democratic principles and excellence. To overcome these limitations, it is critical for the practitioners, researchers and policymakers to have networks to share their experiences, be informed about the practices and theories, and research into LSLC more deeply – to even learn from the practitioners and researchers in other countries too.

Recently, group learning has been introduced in various countries as part of educational reform. While there are various approaches to group learning, the focus of this study is on collaborative learning, which is based on mutual help-seeking and consultation. This requires teachers’ decision to integrate collaborative learning into their practices and all actors to participate therein. This demonstrates whether implementing and participating in collaborative learning is a game theoretic situation. However, in the majority of studies on group learning, the game theoretic aspect has not been sufficiently investigated. Therefore, this paper aims to provide a conceptual discussion on this situation in collaborative learning using a comparative institutional analysis (CIA) framework.

This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking work-integrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students’ employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.

With increased attention on the school belonging experiences of young people from refugee backgrounds, there is limited understanding of how parents construct and respond to their children's experiences. Given the important role that parents play in their children's education, this study explored the perspectives of three mothers from newly arrived refugee backgrounds, as they responded to drawings created by their children about their schooling experiences in an Australian primary school. Employing an arts-based approach, data were collected from students' drawings and semi-structured interviews. The findings revealed that the mothers viewed language as a mediator in children's belonging experiences. English language proficiency bridged opportunities for their children's academic and social success, with translation support providing opportunities for both the children and the mothers to actively participate in the school community. Additionally, mothers felt that peers from the same language and cultural backgrounds contributed to their children's sense of belonging while 'local' peers amplified difference. The study found the mothers often focused on what their children lacked or how they were different when discussing barriers to belonging, suggesting there is a need, particularly within schools, to shift focus from what these students' lack to what they contribute to their school communities.

With an increased emphasis being placed on the importance of postgraduate students publishing articles in international journals, many students may feel a need to organise learning communities with faculty members or their peers to support this aspirational activity. Most research in this area is related to doctoral students, but places relatively little focus on master ones. This study aims to conceptualise possible patterns for the formation of such learning communities through a comparative institutional analysis, based on a qualitative game theoretic discussion. We propose four basic learning community modes: individual (i.e. one-on-one consultancy by faculty staff reviewing individual student drafts); lecture (i.e. writing lectures led by a faculty staff member); peer collaboration (i.e. only students working together on their drafts); and, solo (i.e. individual students working on their own manuscripts without structured support). This is one of a small number of attempts to formalise and provide an analytical model of possible types of coordination between faculty members and master's course students regarding learning community activities. Our analysis indicates that the most efficient strategy for students reaching the point of successful submission is to have faculty members support them by facilitating groups of student authors and providing feedback on their drafts.

The decline in foreign language learners in tertiary education is a concern in many countries. While factors influencing students' persistence in second language learning have been explored, there has been limited discussion on the potential of language programmes that develop students' self-formation alongside language learning. This study aimed to understand student experiences in a tertiary Japanese language programme that incorporated language learning with self-formation, and how these experiences influenced the students' post-graduate life choices. The study was conducted qualitatively, primarily through semi-structured interviews with three students from unconventional educational backgrounds. Data were thematically analysed using transformative learning theory as a theoretical lens. The results revealed key elements of transformative learning, such as disorienting dilemmas, reflection, critical dialogue, and taking actions for change. The process of change was recursive and evolved over time, leading to students' increased confidence and proactivity. The impact was evident in their post-graduate career choices, which were based on their new perspectives. A supportive environment, exposure to different cultures, and a curriculum combining real-life experiences with socio-cultural discussions effectively facilitated student growth. While this study was conducted in the context of foreign language education, its implications may be applicable to other disciplines.

Schools, globally, have experienced an influx of culturally and linguistically diverse students, due to voluntary migration and forced displacement. To respond to the needs of these students, particularly those from refugee backgrounds, schools must understand how these students navigate their pathways to membership and belonging within their new school environments. This study, therefore, examines the experiences of belonging among five children from refugee backgrounds as they articulate, visually and orally, their experiences within their Australian primary schools. This qualitative study captured their experiences through identity texts (e.g. experience drawings) and interviews. By drawing on Bourdieu's thinking tools of habitus, capital and field, the findings reveal the importance of key social actors (e.g. peers, teachers and translators) and school structures (e.g. policies) in creating a sense of belonging for these students. We argue that accumulating bonding capital, with the support of peers from the same cultural and linguistic background, is key for bridging relationships with teachers and the wider school community. The implications of this study suggest that schools and teachers must ensure that these young people feel visible and heard and that their cultural and linguistic values are reflected within the school practices and structures.

Purpose: This study aims to analyse the attempts of taught master course students' publications from actor-network theoretic (ANT) perspectives based on the authors' experiences. Design/methodology/approach: In this study, self-study was chosen as the research method. Self-study is a qualitative research approach based on autobiography, available materials, narratives or memory-work for researchers to investigate their own practice from professional and personal experiences and work with critical friends. In this study, self-study was conducted based on the reflective narratives of three authors (the students, Authors 1 and 2, and the lecturer, Author 3), which aims to examine the meanings and explanations of the authors' ordinary experiences and investigate a variety of their emotional memories. Findings: By drawing on ANT, this study explored how the authors translated the assignment tasks into publications by negotiating and interacting with various human and non-human actors - academic journals. The journal articles, however, were not solely the outcome of the academic endevours of the authors. Instead, the journals played a role in helping the authors learn about the academic rigour and gain confidence in their own capabilities. Further, the journals also reinforced the academic partnerships between the authors through collaboration on drafting and revising their manuscripts. Practical implications: Firstly, this process of helping students publish their papers should focus on their learning and experience rather than merely promoting competition. Additionally, the importance of reaching an agreement on role division and collaborative work ethics needs to be emphasised. Originality/value: As publications have become increasingly important for graduate students, this study sheds light on the experience of taught master's course students (TMCSs) and their lecturer in jointly publishing papers. While doctoral student publications have received significant attention, TMCSs' publications have not been extensively studied, making this research valuable and original.

The transnational movement of teachers has affected the education environment worldwide. Using a qualitative approach and conceptualising immigrant adaptation based on the differential adaptation theory, we examine the adaptation experiences of immigrant teachers in Australia. Our findings revealed that immigrant teachers' professional identity, the tension experienced in the adaptation process, and their sense of belonging are critical constructs that contributed to their differential adaptation experiences. Drawing on these findings, we theorise immigrant teachers' professional adaptation by presenting eight possible modes to explain immigrant teachers' experience trajectories through various combinations of these critical constructs.

There is increasing acknowledgement of the need to lighten the academic burden on Chinese primary and secondary students because it affects the quality of their education and well-being. This study investigates recent education policies to analyse how the problem of academic burden is framed in these policies and how they attempt to solve it. In this study, Carol Bacchi's theory of the construction of policy problems and Paul Preuss' theory of root cause analysis were utilised to provide a productive way to interpret the problem and causes of the academic burden. The data reveal larger social issues related to Chinese educational values perceived by different stakeholders and educational equity necessitating the lightening of academic burden. Therefore, policymakers need to consider the complexity of educational change to effectively reduce the academic burden.

By assessing student engagement with learning tasks along with students' understanding of subject matter before and during teaching, teachers are able to shift their teaching approaches through improvisational pedagogical reasoning in real time. However, if a teacher does not know how to respond to students' cues, their capacity to effectively adapt their teaching actions is reduced. This perspective resonates with the notion of pedagogical equilibrium. To date, studies of pedagogical equilibrium have predominantly focused on causes of disequilibrium, with scant discussion of typologies of pedagogical equilibria and mechanisms which can prompt teachers to transition from disequilibrium and equilibrium or vice versa. The purpose of this study is to conceptually discuss: (1) the transactional nature of teacher decision-making when it is based on understanding student actions and cognition; and, (2) typologies of pedagogical equilibria related to teachers' preferences for being responsive to student behaviour and understanding.

Pedagogical reform is an institutional change that involves revising the rules of the game in practice, the legitimacy of which depends on political and legislative contexts. In the context of Myanmar's experience transitioning into a democratic society, this study discusses the changes in theoretical equilibria concerning pedagogical practices with reference to the changes in the links between the national regime, education policies, and teacher preference about practices. As the country transitioned from a junta to a civilian government, education policies became more democratised. However, the coup d'état of February 2021 could retract these changes.

The global mobility and migration of teachers has affected the education environment worldwide. This study examines the professional transition of immigrant teachers and finds that teacher professional identity is a critical element in a complex process of professional transition. Using a qualitative inductive approach, this study reports on the professional transition experiences of ten teachers who migrated from Asia to Australia. Findings revealed that teachers' employment status, skills and knowledge, perceived social position, and beliefs and attitudes towards teaching are significant elements of teacher identity that either enable or inhibit immigrant teachers' professional transition. The findings relate to previous research and offer an enhanced understanding of how policymakers and educational leaders can support overseas teachers as they transition into schools within the Australian context.

Faculty who do not speak the language of instruction in their universities as their first language face additional challenges in teaching. This study aimed to investigate a non-native speaker faculty member, Eisuke Saito, who had attempted to manage and overcome language challenges in teaching. Through an autobiographical self-study of teacher education practices (S-STEP) with reference to critical incidents, and critical discussions with co-author Michelle Ludecke, this article reveals that through listening to the students and observing their non-verbal responses, Eisuke came to deepen his understanding of the complexities of students' problems and confusions. As a result, class discussions were utilized more meaningfully, which involved working with students as co-curriculum makers. In so doing, the non-verbal responses that were overwhelming at the beginning of his teaching career eventually started to support Eisuke in facilitating discussion in his classes. This study posits that for non-native speaker faculty to change their practices, multi-faceted efforts are necessary - starting with respecting their students as co-curriculum makers, understanding students' needs through non-verbal signals, and considering how to add value in developing dialogue among and with students in an emergent manner based on students' confusions or questions.

This paper aims to discuss teacher education in Japan. In pre-service education, the curriculum at the Bachelor’s degree level has shifted more to an approach that emphasizes reflective practices. Professional schools of teacher education, which have recently been established for the Master’s degree level, are supposed to function as a practical course of education, but it is still very unclear how they are different from the existing graduate schools of education. In the domain of in-service training, a teacher license renewal system was recently introduced, but it does not seem to be meaningful because of its cost. Instead of the introduction of license renewal system, it is more efficient and effective for teachers to be united and involved in reforming themselves at every school level in order to create secure learning spaces and communities inside the schools.