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Purpose: To investigate the adaptive competence of two physical education preservice teachers (PSTs) across two high school placements. Methods: Two PSTs each taught four 6-lesson frisbee units across two different high schools. Feedback on lesson plans prior to teaching, guided reflection-on-action, and repeated teaching was used to support adaptations to six core teaching practices. PSTs made three iterations of each lesson plan. Results: PSTs made 589 adaptations across the core teaching practices of management (28%), task presentation (16%), content development (16%), active supervision (16%), goals and assessment (7%), and rules and routines (3%). Between 16% and 30% of adaptations were made in the last iteration. The number of adaptations decreased from the first to the second school placement and from Lessons 1 to 6. Conclusion: Feedback on lesson plans, guided reflection-on-action, and repeated teaching aided PSTs' development of adaptive competence during school placements. [ABSTRACT FROM AUTHOR]

Purpose: This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method: Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings: The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6–101]; two [median = 49.00, range 14–184]; three [median = 38.00, range 18–97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions: The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs' adaptive competence in lesson plans. [ABSTRACT FROM AUTHOR]

Preparing planners to effectively engage with climate change poses vexing multi-level challenges for instructors across content, pedagogy, and relationships. There exists an urgent need, and demand, for training and education in climate change mitigation, adaptation, and resilience. This bi-national study assesses the current state of climate change planning pedagogy in Canada and the United States. Findings indicate wide variation in the breadth and depth of teaching climate change planning and major gaps to be addressed, including increasing the number of required and elective courses. Recommendations offered in the conclusion speak to program directors, instructors, and practitioners alike. [ABSTRACT FROM AUTHOR]

AbstractSusan Toenges (“Sue”) Montfort was a sex educator with Planned Parenthood from 1974 to 2013. She was the author or editor of numerous teaching guides and lesson plans on a spectrum of sexual health topics. This article remembers and celebrates Sue’s life and contributions to the world of sex education and includes memories from her friends and colleagues. [ABSTRACT FROM AUTHOR]

Despite general agreement that science outreach is important, the effectiveness of science outreach programs on participants' learning often is not assessed. Brain Explorers is a neuroscience outreach program that allows medical students to partner with Biomedical Sciences faculty to develop lesson plans with learning objectives, interactive experiments for middle schoolers, and assessments of learning. These lessons are then implemented through a community-level intervention in which medical students teach their lesson plans to middle schoolers and assist them in performing activities to reinforce the concepts. Importantly, the efficacy of these active learning interventions is assessed. Throughout the program's evolution, a variety of different forms of assessment have been utilized to examine student understanding. While the goals of outreach programs are varied, here we have focused on the evaluation of content knowledge gains laying out three unique evaluation methods including post-event, immediate pre- and post-event, and spaced pre- and post-event evaluation. Specifically, using Brain Explorers lessons as examples we explore the practicality and feasibility of various learning assessments in outreach programs, begin to examine the impacts of participation in these programs on the medical school instructors and encourage others in the field to implement assessment of their programs. [ABSTRACT FROM AUTHOR]

This study examines teachers’ and student-teachers’ conceptualisations of social justice in English language teaching (ELT), and their enactment of a social justice pedagogy in their ELT practices in state secondary schools in Argentina. Framed as collaborative action research, data types comprise interviews, classroom observations, and teaching artefacts such as lesson plans and teacher-made worksheets. Qualitative content analysis reveals that the participants’ understanding and enactment of social justice pedagogy was driven by the principle of relevance, thus making the practice of ELT highly context dependent, student-centred, and situated. The experience legitimated some of the teachers’ previous teaching experiences. However, it also brought about tensions among some of them as they attempted to address topics which were perceived as politically loaded and controversial. Such tensions led teachers to grapple with the principles of relevance and representation. The study characterises social justice pedagogy in ELT and includes implications for teacher education. [ABSTRACT FROM AUTHOR]

Teacher networks and communities have played an important role in teacher professional development. In such contexts, teachers often receive extensive feedback from peers as part of social learning. However, many teachers have difficulty identifying essential information from a large amount of peer feedback, which may impede self-reflection and peer learning. This study proposes the use of computer-assisted visual analytics of peer feedback to address this challenge. A visualisation-based analytical dashboard was designed and applied to help teachers analyse and reflect on peer feedback in a lesson study community for Technological Pedagogical Content Knowledge (TPACK) development. Primary school teachers participated in the lesson study, in which they collaborated to discuss lesson plans, observe recorded lessons, and give peer ratings and comments using an online platform. By comparing the performance between those using the analytical dashboard and others not using it, the results show that the approach has promising effects on improving teachers' TPACK as reflected in the lesson plans and their perceived confidence in TPACK. The implications of the findings are also discussed. [ABSTRACT FROM AUTHOR]

Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations of practice. We used that operationalization to investigate, which subdomains were evidenced in PMTs' lesson plans and their lesson plan reflections. Eleven secondary PMTs participated in our study. Using a qualitative content analysis method, we found Knowledge of Content and Teaching most evidenced, suggesting that the PMTs demonstrated MKT when they described mathematical tasks and associated instructional activities. Also, the PMTs demonstrated Knowledge of Content and Students when they described how their students would engage with proposed mathematical tasks. However, the PMTs struggled to plan for activities by building on students' potential mathematical thinking and reasoning. Only limited instances of Horizon Content Knowledge suggest that the PMTs had limited opportunities to demonstrate how their advanced mathematical knowledge connected with their mathematics teaching in the approximations of practice provided. We propose alternative forms of approximations of practice to optimize PMTs' opportunities to demonstrate and develop MKT. [ABSTRACT FROM AUTHOR]

The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers' ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations, study design, measurement instruments, and key findings of studies. Although most studies predominantly relate their conceptualisations on the TPACK model, they go beyond in addressing ICT integration in lesson plans as a skill, using various measurement instruments. We therefore link key findings of studies to the teacher competence discourse, highlighting ICT integration in lesson plans as a situation-specific skill of teachers, being predicted by teacher knowledge and beliefs and predicting observable teacher performance in class. Moreover, intervention studies inform about the change of ICT integration in lesson plans effected by learning opportunities both in initial teacher education and in teacher professional development. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine relationships between high school concert band directors' self-efficacy for classroom management, efficacious sources, and classroom management behaviors. Participants (N = 271) completed the Band Director Self-Efficacy for Classroom Management scale and responded to items about their demographic and school characteristics, formal preparatory experiences, stress from student behavior, support and trust, and satisfaction with recent classroom management. Additionally, participants rated their effectiveness for using classroom management behaviors. Participants' level of satisfaction with their recent classroom management was the strongest positive predictor of their self-efficacy for classroom management scores, followed by their ratings of parent resource support. When participants indicated higher stress from student behavior or higher administration resource support, they also had lower self-efficacy for classroom management scores. Results indicated that several classroom management behaviors predicted participants' self-efficacy, including establishing routines and procedures, keeping students on task, and rarely referring to the music score or lesson plan. Implementing and refining effective classroom management behaviors may improve the likelihood of directors gaining positive mastery experiences and lessen the influence of stress from student behavior on their self-efficacy for classroom management. [ABSTRACT FROM AUTHOR]

A substantial body of research highlights the value of nature experience in supporting children's well-being and development. Given the growing interest in connectedness to nature (C2N), a better understanding of C2N measurement provides multiple opportunities, including consideration of the use of tools for research purposes and practitioner program measurement. The combination of interest in C2N and the potential for measuring the human relationship with nature provide the background for this exploratory study. The study's goal was to highlight the appropriate use of C2N scales based on considerations of context and culture. Three different, albeit related, efforts to translate, adapt, and use C2N measurements with children in a Danish-Swedish context during 2021–2022 were examined using case study methodology. Synthesis of the case studies provides general lessons and specific insights researchers and practitioners have learned regarding scale development and the application of measurement tools for children. Process functionality, child well-being, and conceptual appropriateness are three outcomes of the analysis that guide using child-oriented C2N scales in a Nordic context. The results highlight promoting discussions about nature and children's access to nature while guiding scale use. Based on the results, a checklist was created supporting a decision-making process for scale use. [ABSTRACT FROM AUTHOR]

The professional development for teachers is an important component of the quality of education. However, few systems for monitoring and analysing the quality and impact of teacher professional development programmes have been created. In this article, we present the effects on classroom practices of a Colombian professional development programme for in-service secondary mathematics teachers. We compare the teachers' classroom practices of planning, implementation, and assessment, before and after participating in the programme. We found that the professional development programme shows a statistically significant and positive effect on planning, implementing and assessment practices. These results serve as evidence of teacher training policy in terms of changes in classroom practices. [ABSTRACT FROM AUTHOR]

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting studentteachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers' abilities to cultivate inclusive and effective learning environments. [ABSTRACT FROM AUTHOR]

Background: Lookback investigations are conducted by blood services when a risk of transmission of infection from a donor to a recipient has been identified. They involve tracing transfusion recipients and offering them testing for the relevant infectious agent. Results are relayed to the recipient to provide reassurance that there has been no transmission or to ensure appropriate treatment and care if required, and blood services are able to learn lessons from the planning, delivery, and outcomes of the investigation. A national lookback exercise was conducted in Scotland following the introduction of a test to identify occult hepatitis B infection, as recommended by the UK Advisory Committee for the Safety of Blood, Tissues and Organs (SaBTO) in 2021. Methods and Materials: This paper outlines the development and delivery of a national lookback program. It discusses the logistical, economic, ethical, regulatory, and scientific issues that were considered during the planning and delivery of the lookback exercise. Results: Development and delivery of a national lookback required robust governance, engagement of all relevant stakeholders and a shared understanding of aims, effective communication, systems, resources, limitations, and project management. Outcomes included a high testing uptake, low levels of reported anxiety, and a comprehensive data set. Conclusion: Key aspects for delivery of a successful large‐scale lookback program include a patient‐centered approach, clear and accessible communication, and whole‐systems multiagency collaboration. Major challenges include stakeholder engagement and capacity. [ABSTRACT FROM AUTHOR]

The current research aims to identify (the effect of the idea nomination strategy on the achievement of fifth-grade primary school students in mathematics). The researchers adopted a partial controlled experimental design with two equal experimental and control groups, to suit the circumstances of the current research. The researchers intentionally selected fifth-grade primary school students from a school Al-Horeya in the Sharqat Education Department, and in a random manner, group (B) was chosen to be an experimental group whose students were taught using the strategy of filtering ideas, while group (A) became a control group whose students were taught in the usual manner. The research sample reached (62) students. Before starting the experiment, the researchers were keen to make the students of the two research groups statistically equal in a number of variables that are believed to affect the safety of the experiment. These variables are: (chronological age calculated in months, last year's average for the fourth grade of primary school, the "Raven" intelligence test, and the educational level of the parents. Mothers' educational level. The researchers determined the educational material to be taught, which included the first three chapters of the mathematics book for the fifth grade of primary school. In light of the content, the researchers prepared behavioral objectives within three levels. The researchers also prepared (20) model teaching plans for both groups. The researchers adopted a tool to measure the variables of their research, which was an achievement test consisting of (30) multiple-choice items. They verified its validity, reliability, and discrimination. The researchers taught both groups themselves, with two lessons per week for each group. After completing the experiment, the research tool (achievement test) was applied to the two research groups. After collecting the results, the data was processed using appropriate statistical methods and the following results appeared: There is a statistically significant difference at the level of (0.05) between the average scores of students in the experimental group and the average scores of the control group in the achievement test, in favor of the experimental group. In light of the results, the researchers developed a set of conclusions, recommendations and proposals. [ABSTRACT FROM AUTHOR]

Teaching physiology can be challenging as students are initially required to understand basic and abstract concepts. Thus students typically view physiology as a "difficult" subject and place an emphasis on rote learning and memorization. Here, we attempted to address this knowledge gap by introducing a pedagogical intervention into the neurophysiology lesson plan of first-year medical and health physiology students at the University of La Réunion. This intervention aimed to better link abstract concepts (e.g., saltatory conduction) and a pathological disorder (multiple sclerosis), together with a discussion of a specific therapeutic intervention (fampridine). Students were required to complete readings (focused on neurophysiology aspects) and two online quizzes before two scheduled in-person lectures. They could also pose questions on a dedicated online forum. Thereafter, the in-person lectures discussed questions posted on the online forum, provided feedback on poorly answered questions (from the online quizzes), and dealt with questions posed by students attending classes. Student feedback regarding the pedagogic intervention was assessed by an anonymous online survey. This survey revealed that the pedagogical intervention was positively received. For example, 94% of respondents agreed the course was well developed, while 80% indicated that the pedagogical intervention was beneficial in terms of their understanding of basic and abstract neurophysiology concepts. Together, this pedagogical intervention was enthusiastically received by the students who better understood how basic nerve physiology concepts fit into the broader context and that such an understanding can result in the development and the roll-out of unique therapeutic interventions for multiple sclerosis. NEW & NOTEWORTHY: First-year physiology students can find the subject challenging, struggling to understand abstract concepts without any context. To address this, we introduced a pedagogical intervention for first-year medical and health physiology students that aimed to link abstract concepts and a pathological disorder, together with a discussion of a specific therapeutic intervention. This pedagogical intervention was well received by first-year physiology students who better understood how basic nerve physiology concepts can be applied within the clinical setting. Listen to this article's corresponding podcast at https://apspublicationspodcast.podbean.com/e/enhancing-the-understanding-of-abstract-neurophysiology-concepts-by-first-year-students/. [ABSTRACT FROM AUTHOR]

Students' behavioral and academic needs are interrelated, and educators may maximize the efficiency and effectiveness of their classroom practice by intentionally integrating academic instruction and positive behavior support practices within an integrated multi-tiered system of support (I-MTSS) framework. Integrated classroom practices are particularly important for students with disabilities and those with intensive learning and behavior needs. In this article, we describe a simple four-step plan to support the integrated implementation of foundational reading skills and share a lesson plan designed to support integrated implementation. [ABSTRACT FROM AUTHOR]

The article discusses the author's views about the use of objects and materials in the teaching of history in a classroom setting, and it mentions how material culture can lead to collaboration and provide students with an inclusive environment to pose history-related questions. An Object Analysis Worksheet is addressed, as well as a lesson plan focusing on American Civil War images, objects, and texts. Classroom activities and stereoview images are also assessed.

Learning progressions (LPs) are considered to have great potential to improve pedagogical practices. However, even with LPs, teachers may still be unaware of the barriers that keep students from progressing; many are struggling with essential pedagogical strategies to support students' progression. This study thus proposed an educative LP (ELP), a framework that informs teachers about students' cognitive development and provides pedagogical strategies to facilitate learning. Specifically, we developed an ELP of scientific modelling competence (ELPoSMC), integrating LP levels, learning challenges, and model-based inquiry, to assist teachers in lesson plan critique. We implemented the ELPoSMC with novice physics teachers (n = 32) and compared teachers' lesson plan critiques with a control group (n = 40). Results indicate that the experimental group significantly outperformed the control group, especially on seven out of 12 functions of ELP. Teachers' critiques addressed relationships among four elements in lesson planning: student characteristics, learning goals, teaching strategies, and curriculum materials. Experimental group were more likely to tap relationships between 'student characteristics' or 'learning goals' with other elements, while the control group tended to use 'teaching strategies' or 'curriculum materials' as a proxy for critiques. The study indicates that the ELP, compared to general LP, facilitated teachers' attention to supporting students with varying characteristics to achieve learning goals. [ABSTRACT FROM AUTHOR]

This case study investigates how teachers supported below-level readers who made reading comprehension gains in a virtual reading clinic during the COVID-19 pandemic. Data sources included case reports, lesson plans with reflections, and recorded instructional sessions for 10 participants—5 teachers and 5 students. All student participants were in third through fifth grade and attended a 10-week virtual reading clinic. Data sources were analyzed using open coding to identify themes. Findings indicate that teachers provided strategy instruction with an emphasis on creating a virtual environment that responded to the whole learner, selecting authentic text that motivated readers, and supporting reader success through developing their metacognition. Teachers were capable of transitioning high-quality reading comprehension instruction into the virtual setting with a supportive context. Implications for future research and practice are explored. [ABSTRACT FROM AUTHOR]

This study compares the costs of a school-based online credit recovery model to more traditional teacher-directed credit recovery using rigorous cost analysis methods. Findings indicate that differences in the comprehensive costs for online and teacher-directed credit recovery classes are small. However, cost differences across the two models of specific types of resources are substantial and statistically significant. Online credit recovery classes resulted in higher district-incurred costs largely due to the purchase of online curricula and required technology. The online model incurred lower opportunity costs to teachers stemming from less out-of-class time devoted to grading, lesson planning, and developing course materials. [ABSTRACT FROM AUTHOR]

Following the increasing impacts on the value of Western play-based pedagogy, early childhood (EC) teachers in China face developmental challenges related to understanding and implementing play-based mathematical education. The purpose of this paper is to explore Chinese EC teachers' perspectives on play-based mathematics teaching. In this qualitative study, semi-structured interviews and lesson plans are collected from six EC teachers in a Chinese kindergarten. Hedegaard's model is applied to frame analysis for capturing EC teachers' views and practices from a holistic perspective. The findings show that all six EC teachers valued play as a pedagogical tool for teaching mathematics, while their pedagogical decisions in applying play to children's mathematics are determined by the various demands from society, parents and children. The multiple demands from different perspectives result in challenges for teachers in designing collective play. This study revealed that only when play activity caters to the possibility of satisfying those demands can teachers pedagogically implement play for children's mathematical learning. The insights emerging from this study might address the pragmatic challenges that teachers face by enhancing teachers' professional development to support the advance of culturally sensitive play-based mathematics teaching in China. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Precision teaching refers to the precision and personalization of teaching objectives, teaching processes, and teaching procedures. In the teaching process, teachers use big data technology and artificial intelligence methods to first accurately design and evaluate various aspects of teaching, and then accurately analyze teaching effectiveness. Based on the conclusions drawn from the analysis, continuous adjustment of teaching methods, improvement of teaching plans, and enhancement of teaching efficiency have achieved positive feedback, thereby promoting the precision of classroom teaching. This paper analyzes both the research background and current situation of precision teaching, and explains how to carry out precision teaching in the context of big data. Based on the conditional expectation method in statistics, this paper first constructs the mathematical model of teaching evaluation in precision education; then builds the data processing model, services model and application model of precision teaching respectively. At last, the solution to achieve precision teaching from the perspective of big data is proposed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Data‐driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self‐reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in‐service English language teacher trainees in developing both corpus literacy and corpus‐based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self‐reported corpus literacy skills, high intention to conduct corpus‐based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus‐based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary‐age learners, and Vietnamese‐specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice. [ABSTRACT FROM AUTHOR]

AbstractGetting started in any new profession can be daunting, but the learning curve associated with becoming a teacher is particularly steep given the complexity of both the act of teaching (e.g., planning lessons, assessing learning) and the roles teachers occupy (managing relationships, responding to policy directives) that new teachers must master with levels of support that are, historically, uneven. This transition is further complicated by simplistic notions that dominate conceptions of teacher learning and practice. This article draws upon a study of the challenges new teachers encounter and the participants’ responses to those challenges. The data index the importance of viewing teacher development, practice, and identity formation from a complexity perspective. Working from the data generated during this study of the new teachers’ lived experiences, which are situated against a backdrop of the literature chronicling a problematic lack of progress in supporting new teachers, this article describes how Dialogical Self theory can play a crucial role in a paradigm shift in approaches to teacher development and practice that accounts for complex and contextually dependent nature of teacher learning, practice, and identity formation. [ABSTRACT FROM AUTHOR]

This study aims to examine the lesson plan development processes and related experiences of prospective teachers, and determine the potential effects their lesson plan development efforts on their perceived TPACK. The research was conducted as part of a 14-week Mathematics Teaching course. During the course, prospective teachers underwent a six-week training program focused on designing technology-supported mathematics lessons, followed by an eight-week period dedicated to developing lesson plans for different topics and objectives within the mathematics curriculum. Data for this case study was collected from sample of 44 prospective teachers through participant diaries, observation notes, interviews, and pre- and post-lesson administration of the Turkish version of Schmidt et al.'s (2009) TPACK scale. Qualitative data was thematically analyzed to complement quantitative analysis using a t-test. The findings indicate that engaging in lesson plan preparation activities during mathematics teaching courses positively influenced prospective teachers' perceived TPACK levels. Specifically, an increase in TPACK levels was observed after attending the course. Furthermore, several factors have been identified that enable prospective teachers' perception of TPACK to be positively affected. These findings suggest the need for technology-supported course design within the mathematics curriculum of teacher training programs. Providing elective courses that offer prospective teachers additional opportunities to develop lesson plans is recommended. [ABSTRACT FROM AUTHOR]

To gain a holistic understanding of how science teachers dealt with STEM education, this study explored two science teachers’ perceptions and practices at primary schools via the lens of curriculum ideology. By examining their perceptions and practices from six essential aspects (i.e., aim, content, student, teaching, learning, and assessment), we aim to provide deeper insights into what STEM education visions they have, why they promote it, and how they enact it in primary school settings. Combining deductive and inductive approaches, we analyzed data collected from multiple sources, including two rounds of semi‐structured interviews, field notes of school visits, artifact like students’ works, and documents like lesson plans and classroom videotapes. Results showed that the two teachers dealt with STEM education differently: one focused on teaching how to think and work as scientists or engineers with a scholar‐academic orientation, whereas the other was devoted to laying a foundation for students’ development and future lives with a learner‐centered orientation. Based on different value stances and aims, two teachers conceptualize STEM education and translate it into school courses and instructional activities differently, leading to varying degrees of curriculum integration, distinct cognitions of worthwhile content, and different teaching orientations. These findings have implications for researchers and practitioners to comprehend and reflect on how teachers deal with the issues involved in STEM education in school settings. The identified tensions and harmonies between different orientations provide insights into coordinating different values and interests to promote STEM education. [ABSTRACT FROM AUTHOR]

Background: Open Educational Resources (OERs) help instructors create innovative lessons and foster cost-effective and equitable access to educational materials. As more instructors turn to OERs to enhance their courses, there is a growing demand for the creation of more lesson plans. Methods: To increase the number of high-quality OERs in undergraduate biology and physics, the journal CourseSource introduced Writing Studios to assist educators in writing and publishing OERs. Over a period of 5 years, 188 attendees participated in one of 11 different Writing Studios in which they followed a scaffolded worksheet to help draft their OER and engaged in peer review with partners. Attendees completed surveys before and after participation, and we tracked whether or not they published their manuscripts. Results: We found that 38.8% of attendees shared their OERs through a CourseSource publication. Several characteristics predicted OER sharing through publication such as format of the workshop and attendee's type of institution. Participants also described a variety of supports and barriers that impacted their ability to publish as well as possible long-term supports that would help bring resources to publication. Discussion: This study highlights the importance of ongoing support and tailored strategies to facilitate the sharing of OERs. The findings can benefit instructors and professional development leaders who are committed to increasing the number of high-quality resources that are available. [ABSTRACT FROM AUTHOR]

This research aimed to determine how preservice secondary mathematics teachers supported students learning with multiple representations in their lesson plans. Participants were nine preservice secondary mathematics teachers who prepared lesson plans at the end of a 14- week mathematics methods course at a public university in Türkiye. The primary data source was the participants’ lesson plans. Semi-structured interviews were conducted with each participant regarding the details of their lesson plans. The analytic framework for meaningfulness in representational fluency was used as a lens to analyze the data. Findings revealed that the preservice teachers enriched their lesson plans with contextual, physical, verbal, visual, and symbolic representations. However, their support for students to develop representational fluency in lesson plans was limited to transpositions and translations. The preservice teachers neglected to include planning steps that would prompt students to articulate an invariant mathematical feature across multiple representations by making connections. [ABSTRACT FROM AUTHOR]

To evaluate the level of knowledge and adherence to Clinical Practice Guidelines on fibromyalgia of physiotherapists in Spain. A cross-sectional study using an ad-hoc online survey was implemented to assess aspects on the assessment, treatment, and decision of the length of the therapeutic approach on fibromyalgia. Based on the results, professionals were classified as adherent, partially adherent, or non-adherent. The level of agreement with several statements on the condition was also evaluated across the professionals surveyed to evaluate the potential consensus. A total of 240 physiotherapists met inclusion criteria, amongst which 68 (28.33%) were adherent. The academic level of studies (Chi-square = 48.601, p-value = 0.001) and having had previous training in fibromyalgia (Chi-square = 151.011, p-value = 0.001) displayed statistically significant differences across adherence-based groups. Consensus was reached for 15 out of 24 statements. Our findings highlight the presence of an acceptable level of knowledge and adherence to clinical practice guidelines in the field of fibromyalgia among physiotherapists in Spain. Practice implications Our results also reveal the existence of an evidence-to-practice gap in the field, with potential room for improvement: further efforts on promoting and reinforcing the importance of evidence-based therapies are needed, from university teaching plans to clinical updates for daily practice. [ABSTRACT FROM AUTHOR]

The Five-sphere integrated plan research-based teaching mode of academic paper writing course based on PAD class in normal universities is an important way to improve normal students'professional literacy and innovative ability and to build a first-class course with advanced,innovative and challenging nature. "The Unity of teaching and research" and "studentcentered" are the core concepts of research-based teaching in the course of academic paper writing.The teaching content of "One clue,five stages and fourteen special topics" reflects the purpose of the research-based teaching of academic paper writing course that content is king. The teaching mode of "Trinity and five steps" of "SPOC+ PAD class" provides a theoretical model for the research-based teaching of academic paper writing class.The cultivation of learning environment based on the combination of "mobile learning" and "classroom learning" on a personal and social level plays an important role in the implementation of research-based teaching.The assessment system of "online and offline", "individual and group", "computer assessment, teacher assessment and student assessment" effectively ensures the implementation of the research-based teaching of academic paper writing course.This kind of research-based teaching mode finally promotes the realization of curriculum objectives effectively. [ABSTRACT FROM AUTHOR]

This study attempts to link the clay soil in the locality to the topic of heat transfer as a contextualization point. It attempted to slightly modify the seven-step science, technology, engineering, and mathematics (STEM) lesson by having the part of the prototyping be first tried by the teacher, thereby having a change-of-hat to anticipate the ‘what if’ questions of the students. The teacher-researcher experimentation provided critical information to scaffold the students in the prototyping part. The evaluation of experts shows that the modified STEM lesson can be an excellent tool and the vodcast has been found to be a very satisfactory component of the STEM lesson. It is described as a very useful material in teaching heat transfer and related thermodynamics concepts and is highly recommended for use in both distance learning and face-to-face modality. Further, the clay oven exploration has come up with a refined clay oven production process, wherein the clay oven prototype has the capacity for the contextualization of heat transfer. It is recommended that a formal implementation be conducted to refine and standardize the lesson delivery [ABSTRACT FROM AUTHOR]

Purpose: ChatGPT is a generative artificial intelligence (AI) technology that can solve multiple complex tasks. ChatGPT-4 can facilitate educational empowerment in China through technology to understand and generate Chinese text. Although ChatGPT's benefits have been widely discussed, its educational capabilities have not been systematically assessed. This study provides evidence of and insights into the educational applications of AI tools in China. Design/Approach/Methods: This study uses various tests to systematically assess the latest iteration of the AI chatbot ChatGPT-4, including the Watson-Glaser Critical Thinking Appraisal (WGCTA), Five Core Competencies Questionnaire, and written test of China's 2022 National Teacher Certificate Examination (NTCE). Findings: The WGCTA results suggest that ChatGPT requires strong critical thinking. Compared with the other four competencies, the tool showed a lower aptitude for creativity. Regarding its educational applications, ChatGPT performed well on the 2022 NTCE written test. As technology enhances, ChatGPT and similar AI tools have potential applications in China for lesson planning, student self-learning, classroom interaction, and checking assignments. Originality/Value: This study systematically tested ChatGPT at a logical level and assessed its core competencies and educational applications. The study innovatively used 2022 NTCE data to test ChatGPT, with results providing support for the application of generative AI in future curricula and instruction in China. [ABSTRACT FROM AUTHOR]

This study aims to explore the application of an integrated approach in preparing learning plans for Indonesian language subjects at the senior high school level. The research method was qualitative in the form of a case study carried out at some schools in Makassar. The subjects of this research were Indonesian language teachers who were determined purposively. Data collection methods were observation, interviews, and documentation. Data were analyzed using (1) reduction, (2) presentation, and (3) verification techniques. The findings show that empowering the integrated approach always begins, and this was dominated by the speaking aspect rather than the other skills such as reading, writing, and listening skills. On the other hand, linguistic aspects are least programmed by Indonesian language teachers. Linguistic aspects are never combined with literature, even though it is very interesting to teach at the high school level on a multi-ethnic basis. It can be concluded that the Indonesian language is taught by using an integrated approach, which can reshape the students’ speaking competency. This approach is implemented in the lesson plan to enhance the Indonesian learning process.

This study assessed the various stakeholders' support for the National Learning Camp (NLC) implementation at Liloan Elementary School in Liloan, Cebu. A qualitative method engaging in a key informant interview using a semistructured interview guide, purposive sampling in determining the 20 respondents and thematic analysis was utilized in this paper to determine the stakeholder support initiatives in the implementation of the National Learning Camp (NLC) 2024. The findings revealed how the school head, acting as a stakeholder, facilitated positive interactions and connections between parents, students, and teachers while emphasizing their role in the program's implementation. The school head also looked for alternatives for the limited educational resources used during the National Learning Camp's implementation. The teachers were wholly committed to using NLC in lesson planning, mentoring, performance evaluation, and parent communication to guarantee that pupils had mastered literacy and numeracy. As an essential stakeholder, the parents have shown their utmost support by attending several parent-teacher conferences, watching their kid's development, contributing financially, and offering their volunteer time when needed. Despite financial limitations, budgetary restrictions, and instructional time constraints, the National Learning Camp significantly improved the pupils' academic excellence and performance, instilling a sense of optimism in all stakeholders, including the audience, about the potential of the NLC. [ABSTRACT FROM AUTHOR]

The issue of climate change is addressed within Mexico's Common National Curriculum, which serves as the foundation for developing educational materials like didactic guides and videos aimed at higher middle schools located in regions highly susceptible to its effects. However, while the curriculum incorporates climate change, it lacks specific details outlining the objectives and extent of this integration. Nonetheless, this gap doesn't deter educators from recognizing climate change's significance across various subjects and effectively employing the provided educational resources for lesson planning, teaching, and assessment. In this study, the authors performed a comprehensive analysis of the Common National Curriculum, subject syllabuses, and didactic guides within the Telebachillerato subsystem of Veracruz state (TEBAEV). They also administered an online survey to 3,698 teachers. Employing a mixed-method approach with an exploratory sequential design encompassing three phases, they analyzed and triangulated data based on the integration of Education for Change and Educate on Climate as approaches within climate change education. The central findings underscore that nearly 95% of teachers not only identify climate change themes in their teaching materials but also integrate elements of climate change education into their instructional practices. [ABSTRACT FROM AUTHOR]

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs' lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection. [ABSTRACT FROM AUTHOR]

The decisions that teachers make in transforming the curriculum into specific lesson plans determine the real enactment or otherwise of curricular ideals. These decisions are shaped by the resources available and by each teacher's goals and orientations. This exploratory study employs Schoenfeld's decision-making model to examine how resources, goals and orientations influence lesson planning for mathematics problem solving, for different profiles of primary teachers in Chile. To this purpose, a survey was conducted among 40 teachers of varying degrees of ability and experience: some were beginning teachers, others were experienced but had no further training in teaching problem solving and a third group was composed of experienced teachers with specific training in this question. Interviews with two teachers from each profile revealed important differences between the three groups. Beginning teachers relied more heavily on official resources such as the official curriculum and standard textbooks, aligning themselves with school requirements. Experienced teachers with problem solving training demonstrated a strong inclination towards teaching through a problem solving approach. While beginning teachers acknowledged the importance of promoting problem solving strategies, they did not usually adapt problems to the mathematical content or to the age/competence of their students. Interestingly, all three groups under-utilised sections of curricular resources that emphasise the present curricular focus on problem solving. Finally, the study found that experience alone is not enough to develop a problem solving approach and that focused professional development programmes are needed to equip teachers with the necessary skills. In addition, a diagnostic teaching approach should be incorporated into initial teacher training. [ABSTRACT FROM AUTHOR]

At present, the evaluation of the implementation effect of the music teaching reform project is a hot topic. This project establishes a teaching reform implementation effect evaluation model based on improving the accuracy of teaching reform plan effectiveness evaluation. This project first analyzes the current research status of the impact evaluation of the implementation of music education reform projects and builds a set of evaluation systems. The evaluation method of teaching reform plan implementation effect based on a "big data-driven - support vector machine" was constructed. The simulation experiment verifies that this method can evaluate the implementation of the teaching reform plan well. The relative error of the evaluation results is small. It is practical in improving the effectiveness evaluation of the teaching reform plan. After verification, it is found that the research results of this project are feasible. [ABSTRACT FROM AUTHOR]

This study examined how teachers integrate chatbots into English as a foreign language (EFL) teaching and learning, drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework. Ten teachers were invited to design lesson plans for teaching argumentative writing using a chatbot named Argumate. We analyzed the teachers’ professional knowledge, as demonstrated in their lesson plans. Additionally, interviews were conducted to understand the teachers’ reasoning behind their instructional planning. The results revealed that the teachers adopted three approaches to chatbot integration, including teacher instruction followed by chatbot use, chatbot use followed by teacher instruction, and chatbot use supplemented with teacher instruction. Moreover, the teachers demonstrated their professional knowledge by combining the chatbot with different teaching strategies (e.g. collaborative learning and experiential learning) and using the chatbot to design learning activities (e.g. chatbot-assisted writing practice and chatbot-supported debate activities) that leveraged the chatbot’s strengths. The teachers’ professional knowledge was also evident in their ability to identify the chatbot’s limitations and supplement chatbot-related activities with additional activities to provide comprehensive support for students’ writing development. The findings shed light on the potential of chatbots as a language learning tool and the importance of teachers’ professional knowledge in integrating chatbots in the language classroom. [ABSTRACT FROM AUTHOR]

The aim of this research article was to problematize the interpretations of fractions in the mathematics classroom, based on the cheese partitioning processes used by shopkeepers in the city of Barranquilla, Atlántico, Colombia. A qualitative approach was followed, which included an ethnographic phase with semi-structured interviews conducted with various merchants, as well as an educational phase that employed a parallel and comparative approach to structure lesson plans on fractions. The theoretical framework included references from the Ethnomathematics Program and various representations of fractions. It was found that students understood some representations of fractions as part-whole, measure, and operator. [ABSTRACT FROM AUTHOR]

Lesson planning makes possible organizing a teaching sequence coherent with the expected knowledge. The purpose of this work is to characterize the knowledge that a secondary mathematics teacher puts into play when designs class lessons about quadrilaterals. We present a case study in which the categories of the Mathematics Teacher Specialized Knowledge are used to show the knowledge he/she uses in the designing of the aforementioned lesson plans. The outcomes show the relevance of the decisions taken by the teacher during teacher planning related to the didactical strategies and resources. [ABSTRACT FROM AUTHOR]

This article provides and reflects on an original lesson plan for engaging high school, undergraduate, or graduate students in learning fundamental concepts of environmental ethics. Implementation of this lesson plan effectively promoted critical analysis, reflection, and communication of environmental ethics issues in a seminar for second-year undergraduate students focused on theoretical frameworks and research methods in the field of sustainability. After reading background information about environmental ethics, students worked in small groups to answer questions about ethical issues related to the Dakota Access Pipeline in the midwestern United States. To further apply knowledge about ethics, students independently investigated a second environmental issue of their choosing, using news reports and scholarly publications to identify key ethical questions and interested parties affected by them, then wrote a position paper about how well principles of environmental ethics were upheld in their chosen scenario and how the application of ethics could be improved. In their work, students demonstrated adequate to exceptional ability to communicate knowledge of and apply relevant ethical principles, although the scope and depth of knowledge demonstrated varied. [ABSTRACT FROM AUTHOR]

At the center of demands for cleaner air, water, and soil in communities disproportionately impacted by environmental hazards, are often cities and counties. Local jurisdictions are uniquely positioned to shape policies and engage with residents in processes that can transform land-use patterns that have negatively impacted low-income, people of color communities. This study assesses the approaches to environmental justice (EJ) that California local jurisdictions with high levels of cumulative environmental health impact are developing in their general plans, under Senate Bill 1000. Results indicate positive outcomes such as the establishment of EJ advisory committees. However, findings also underscore challenges such as a lack of political support from elected officials and minimal resources to implement measures. We find that most general plans include EJ considerations, however, there are concerns regarding how their implementation will unfold. We provide practice-based recommendations to assist planners across the nation working to develop effective EJ considerations. [ABSTRACT FROM AUTHOR]