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Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers' (PSTs) PCK for children's fraction reasoning in grades 4–6. Emplying165 undergraduate students, the research investigates how different levels of coursework and field experience influence PCK-Fractions scores. Results suggest that both completing coursework in a teacher education program and having grades 4–6 field experience each led to higher PCK-Fractions scores. Additionally, this study provides further evidence supporting the validity of the PCK-Fractions measure as a reliable indicator of PSTs' proficiency in teaching fractions. Implications for mathematics teacher education and educational research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

In the last decade, rural youth worldwide have grappled with a crisis marked by limited economic opportunities, inadequate services, and underdeveloped infrastructure in their home communities. This has driven a significant uptick in rural-to-urban migration, especially among young people in developing countries. Despite its lower urbanization rate compared to neighboring nations, Ecuador has seen a consistent rise in rural-to-urban youth migration. This trend is primarily attributed to environmental degradation, community conflicts, and rural areas' lack of educational and employment prospects. This study investigated the migration intentions of high school students in rural Ecuador, specifically those enrolled in agricultural and non-agricultural programs. The findings reveal that agricultural programs significantly influence youth migration intentions. Those in agricultural programs express an inclination to migrate. Moreover, students who have migrated before are more likely to migrate. These results underscore the importance of tailoring educational initiatives to inspire youth to explore opportunities within their rural communities. Future research should delve into the perspectives of rural youth and evaluate the effectiveness of agricultural education programs, contributing to a more comprehensive understanding of rural development and strategies for retaining youth in rural areas. [ABSTRACT FROM AUTHOR]

We investigate whether targeting algorithms can improve the effectiveness of financial education programs by identifying ex‐ante the most appropriate recipients. To this end, we use micro‐data from around 3800 individuals who participated in a financial education campaign conducted in Italy in late 2021. First, we employ machine learning (ML) tools to devise a targeting rule that identifies individuals who should be primarily targeted by a financial education campaign based on easily observable characteristics. Second, we simulate a policy scenario, using a random sample of individuals who took part in the campaign but were not employed to devise the targeting rule. We find that pairing a financial education campaign with an ML‐based targeting rule leads to greater effectiveness. Finally, we discuss the policy implications of our findings, and the conditions that must be met for ML‐based targeting to be effectively implemented. [ABSTRACT FROM AUTHOR]

Fostering occupational knowledge during early childhood could help build a foundation for more sophisticated future knowledge of the world of work. Thus, we developed and initially evaluated the effectiveness of a career education program designed to promote occupational knowledge of kindergarten children. Participants were 133 Italian kindergarten children with a mean age of 4.62 years (SD = 0.47) who were randomly assigned to an experimental or control group. Results indicated that, compared to the control group, the experimental group experienced a significantly greater overall increase in occupational knowledge after the intervention. Results of social validity measures indicated that parents and teachers of the experimental group perceived the intervention very favorably in terms of its goals, acceptability and usability of the procedures, and outcomes. The study results provide initial support for the potential of the career education program to promote understanding of the world of work and occupations in early childhood. [ABSTRACT FROM AUTHOR]

Research summary: The primary outcome desired for juvenile delinquency programs is the cessation of delinquent and related problematic behaviors. However, this outcome is almost always pursued by attempting to change intermediate outcomes, such as family functioning, improved mental health, or peer relations. We can conceptualize intermediate outcomes that are related to reduced delinquency as change levers for effective intervention. A large meta‐analysis identified several school‐related change levers, including school engagement (i.e., improved attendance and reduced truancy), nondelinquent problem behaviors, and attitudes about school and teachers. In addition, family functioning and reducing substance use were also effective change levers. In contrast, effects on youth getting/keeping a job, peer relationships, and academic achievement were not associated with reduced delinquency. Policy implications: Only a small percentage of rehabilitative programs provided to youth involved in the juvenile justice system have been established as evidence based. Moreover, there are constraints on what local policy makers and practitioners can do regarding the selection, adoption, and implementation of programs from the available lists of evidence‐based programs. Adopting programs that focus on effective change levers and avoiding those that concentrate on ineffective ones has the potential to increase the likelihood that a local agency is engaged in effective programming. Based on our data, programs known to improve family functioning, attachment to and involvement in schooling, and reducing substance use are justified by the change lever evidence, even if these programs' effectiveness in reducing delinquency has not been directly proven. In contrast, programs focusing on vocational skills, academic achievement, and peer relations are less likely to be beneficial. Furthermore, a change lever perspective can help frontline staff select appropriate programs for different juvenile offenders and focus their quality control efforts on those aspects of a program that are likely to be essential to maintaining effectiveness. [ABSTRACT FROM AUTHOR]

Background: The elderly is defined as the person who is beyond middle age and approaching old age (60 or above), also called senior citizens. The number of older adults globally is expected to increase from 420 million in 2000 to 974 million in 2030. In 2017. The objectives of the study were to assess the existing level of knowledge regarding health promotion strategies and to determine the effectiveness of health education program on knowledge regarding health promotion among the elderly in old age home. Materials and Methods: The study employed one‑group pretest and posttest preexperimental design without a control group. The sample size of 50 was selected using a non‑probability convenient sampling technique. Baseline data were collected by a structured questionnaire, and a structured teaching program was given for 2 weeks, and after 15 days, a posttest was conducted with the same tool. Statistical Analysis: Data collected were analyzed by using both descriptive and inferential statistics. Results: The knowledge score increased significantly from baseline. The mean score of the pretest was 18.38, the mean score of the posttest was 21.78, the mean improvement was 3.40, and the paired value obtained for knowledge was 17.36, which was found significant at 0.05 level (P < 0.05). There was a significant improvement in the knowledge regarding health promotion strategies in the geriatric population. Conclusions: The result of the study concluded that health education program was effective in improving the knowledge regarding health promotion strategies in the geriatric population. [ABSTRACT FROM AUTHOR]

Background: This study explores the relatively underexamined impact of Teacher Training Programs on the quality of English education, with a specific focus on Shaxi Village in Yunnan Province, China. Problem: Despite numerous studies demonstrating the effectiveness of such programs, their specific impact on rural areas such as Shaxi remains insufficiently understood. Purpose: This research aims to evaluate the effectiveness of three primary training initiatives-the National Teachers Training Program, Online Professional Development Courses, and Interactive Teaching Skills Seminars-in enhancing the quality of English education among teachers in Shaxi Village. Method: Employing a quantitative research design, this study gathers data from 120 educators through surveys. Stratified random sampling is used to capture diverse perspectives, while closed-ended questions facilitate efficient data collection and analysis. Findings: Reliability tests, including Cronbach's Alpha, reveal high internal consistency among survey items assessing program effectiveness and education quality. Correlation analysis shows strong positive relationships between the training programs and the quality of English education, with Interactive Teaching Skills Seminars (r = .955), Online Professional Development Courses (r = .961), and the National Teachers Training Program (r = .955), all significantly correlated (p < .01). Regression analysis further confirms the significant predictive power of these programs on the quality of English education, with an R² of .941 and an F-value of 641.880 (df = 3, 121, p < .001). Implications: These findings underscore the crucial role of teacher training programs in enhancing the quality of English education in rural areas, with Online Professional Development Courses demonstrating a particularly strong impact. The study highlights the potential of targeted teacher training initiatives to significantly improve English education quality in rural contexts, providing valuable insights for educational policy and practice. [ABSTRACT FROM AUTHOR]

This research investigates the effectiveness of a motor education program in enhancing Visual Perception (Visual Attention, Visual Discrimination, Figure-Ground Perception, and Visual Closure) and Pre-academic Skills (Phonological Awareness, Letter Recognition, Mathematical Concepts, and Colors) for educable mentally handicapped children with Down Syndrome (DS) at the preparation level in schools of intellectual education. Additionally, the research examines the sustainability of the program's impact on improving Visual Perception and Pre-academic Skills –if any–among children in the Experimental Group. The research sample consists of ten(10) educable children with Down Syndrome (DS) at the preparation level in two (2) schools of intellectual education in Tanta. The sample was divided into two(2)equivalent groups: Experimental and Control. Each group comprised five (5) children aged between 6 and 9 years, Average age (7.85), standard deviation (0.587). The study employed the Quasi-experimental Approach, utilizing a two-group experimental design (Experimental and Control groups), StanfordBinet Intelligence Scale (Fifth Edition) prepared, translated and codified by Abu El-Nil et al (2011), the Measure of The SocioEconomic and Cultural Status Sa'fan & Khattab (2016), Visual Perception Scale, Pre-academic Skills (Prepared by the two researchers), and Motor Education Program (Prepared by the two researchers). Findings: The Motor Education Program was found to be effective in improving Visual Perception and Pre-academic Skills in all their dimensions among children with Down Syndrome (DS). This improvement persisted for one month after the program ended for children in the Experimental Group. Recommendations: The study recommends incorporating motor games for children with Down Syndrome (DS) in all schools of intellectual education and providing specialized instructors for these children, given the significant impact of motor education and its activities on enhancing Visual Perception and Pre-academic Skills. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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.)

Epilepsy is a common neurological condition affecting primary school learners, often leading to misconceptions, stigma, and limited social inclusion. These misconceptions transpire because of a lack of knowledge regarding the condition and may lead to high school dropouts. This systematic review aimed to evaluate the effectiveness of epilepsy education programs on epilepsy-related knowledge and understanding, values and attitudes, and skills among primary school learners. A thorough search of electronic databases was conducted to identify relevant studies published between January 2000 and September 2023. Studies that satisfied the eligibility criteria were chosen, and two reviewers conducted data extraction independently. A narrative synthesis approach was utilised to analyse the findings. The review included 10 studies that satisfied the inclusion requirements. The epilepsy education interventions varied in content, duration, and delivery method. Findings indicated that diverse delivery methods, such as classroom-based programs, hospital-based programs, and communitycentred interventions, effectively enhanced epilepsy-related knowledge and understanding, values and attitudes, and skills among primary school learners. This systematic review provides evidence that epilepsy education programs can effectively enhance epilepsy-related knowledge, understanding, values, attitudes, and skills among primary school learners. These findings support developing and implementing comprehensive guidelines for teaching epilepsy in primary schools, suggesting various delivery methods and integrating cultural values to promote optimal learning outcomes and social inclusion for learners with epilepsy. [ABSTRACT FROM AUTHOR]

Background: Adolescents diagnosed with asthma make a transition to adult care when they reach a certain age. Besides, these adolescents need specialized education for them to become autonomous, competent, and adult patients and gain the necessary knowledge and skills related to their disease. In this study, by using a prospective randomized controlled trial design, we evaluated the effectiveness of an education program based on healthcare transition provided to adolescents diagnosed with asthma. Methods: After obtaining the consent of adolescents and their parents, 52 adolescents aged between 14 and 18 years who were diagnosed with asthma were randomly assigned to the intervention group (individual four face‐to‐face and six online education sessions) or the control group (standard care). The primary outcome was the differences between the Transition Readiness Assessment Questionnaire (TRAQ) scores of the two groups. The secondary outcomes included the differences between the Self‐Efficacy Scale for Children and Adolescents with Asthma and Mind the Gap scores of the two groups. The outcomes were measured at two different time points: baseline (first assessment; Week 0) and immediately after the intervention (last assessment; Week 12). Results: In the initial evaluations, there was no significant difference between the groups in terms of the primary or secondary outcomes (p >.05). In the final assessments, the TRAQ (Z = −4.740, p <.001) and Self‐Efficacy Scale for Children and Adolescents with Asthma (t = 6.344, p <.001) scores of the intervention group were found to be significantly higher than the scores of the control group, while their Mind the Gap Scale scores were significantly lower (t = 6.146, p <.001). Conclusion: It was determined that the educational intervention integrated with pediatric care based on readiness for transition from pediatric care to adult care was effective in increasing the transition readiness and self‐efficacy of the adolescents. The study was registered at ClinicalTrials.gov with the ID code NCT05550922. [ABSTRACT FROM AUTHOR]

Diabetes is a metabolic disease that is a major health problem globally. Dietary interventions contribute to the management of the disease and the improvement in patients' quality of life. The aim of the present study was to assess the effects of a nutrition and lifestyle education intervention on a sample of patients with diabetes. The duration of the intervention was 3 months, and it focused on the promotion of the Mediterranean diet through information pamphlets, diet plans and healthy lifestyle guidelines, which were provided in addition to patients' standard medical treatment. Patients were enrolled in the outpatient clinic of the University Hospital of Larissa (Greece). Anthropometric and biochemical parameters were recorded at baseline and follow-up using standardized equipment and methods. The intervention improved patients' body mass index, body composition, fasting glucose, postprandial glucose, triglycerides, HDL/LDL cholesterol and cholesterol. For smoking status, alcohol consumption and physical activity categorization, physical activity improved but not the other two indices. The results of this study show that patient education should be provided according to the nutritional recommendations for T2DM plus a more individually structured intervention. It is therefore necessary to direct the attention of doctors to the need for continuous and detailed discussions with patients in relation to both the standards of a healthy diet and the benefits it brings. Patients, for their part, need to commit to following an appropriate, healthy diet. [ABSTRACT FROM AUTHOR]

Background: Nutrition education is being used to encourage school adolescents to adopt healthy eating habits. To the best of our knowledge, very little study has been undertaken in Nepal to examine the effectiveness of nutrition education programs. This study aimed to assess the effect of nutrition education on nutritional knowledge, attitude, and diet quality among school-going adolescents in selected private schools in Nepal. Methods: A quasi-experimental study was conducted among 226 students aged 12 − 19 years of two selected private schools in Banepa municipality of Nepal. Students (n = 113) from the first school were assigned to intervention and the same number of students from the second school were enrolled in the study as the control. Over 12 weeks, students in the intervention group received one hour of nutrition education in the form of mini-lectures and interactive discussions, whilst students in the control group received no education. The student's two-sample t-test was used to compare two groups and to assess the effectiveness of the nutrition education program. Results: Between the intervention and control group, the magnitude of difference in knowledge score was 1.80 (95% CI: 1.11 − 2.49), emotional eating was 0.98 (95% CI: 0.42 − 1.54), uncontrolled eating was 3.60 (95% CI: 2.10 − 5.09), and cognitive restraint of eating was 2.26 (95% CI: 1.51 − 3.01). Conclusions: A tailored health education intervention was found to be effective in increase nutritional knowledge and attitude among school-going adolescents. Adopting nutrition education interventions as part of public health school intervention builds positive knowledge, attitudes, and healthy eating habits in school-going adolescents. [ABSTRACT FROM AUTHOR]

Student parents, who make up approximately four million US undergraduates, are highly motivated to succeed in school but often face barriers to educational success due to logistical and financial constraints as well as mental health stressors. This randomized control trial examined the effectiveness of an education program centered in an adult workforce agency that was specifically designed to meet the needs of student parents and their families. Family‐centered supportive services included coordinated parent–child schedules and childcare in addition to peer cohorts led by coaches, tuition‐free courses, and additional financial assistance. Two hundred seventy‐seven parents responded to online survey questions about their education and career, wellbeing, and parenting at baseline and approximately 1 year later (treatment n = 191, control n = 86). The racially and ethnically diverse pool of parents consisted mostly of low‐income mothers aged 29 years on average who had a high school diploma or completed a General Educational Development (GED) program. After 1 year, parents in the education program were more likely to obtain at least a certificate or associate degree compared to control parents. These findings suggest that a family‐focused approach is key to improving the educational success of student parents. [ABSTRACT FROM AUTHOR]

Compared to their public-school peers, homeschool students are less physically active, perform worse in health-related physical fitness tests, and have poorer body composition status (Kabiri et al., 2017; Kabiri et al., 2020; Long et al., 2010; Tribby & Berrigan, 2021). The purpose of this study was to examine the impacts of an outdoor education program (OEP) on homeschool adolescents' physical fitness level and life skills. Homeschool students were recruited to participate in a nineweek OEP that included activities such as hiking and mountain biking and a pre- and posttest to assess physical fitness and life skills. Descriptive and inferential (e.g., paired-samples t-tests) statistics were used to analyze the resulting data. Findings reveal that male homeschool students self-report higher levels of life skills and that the OEP had a greater positive impact on males' fitness outcomes. Recommendations for OEP practitioners include developing OEPs that increase the frequency and decrease the duration of physical activity time and emphasize skills such as emotional control. Recommendations for future research are to utilize large, diverse sample sizes and to consider at-home activities that may influence variables of interest. [ABSTRACT FROM AUTHOR]

Recent expansions in prison school offerings and the re-introduction of the Second Chance Pell Grant have heightened the need for a better understanding of the effectiveness of prison education programs on policy-relevant outcomes. We estimate the effects of various forms of prison education on recidivism, post-release employment, and post-release wages. Using a sample of 152 estimates drawn from 79 papers, we conducted a meta-analysis to estimate the effect of four forms of prison education (adult basic education, secondary, vocational, and college). We find that prison education decreases recidivism and increases post-release employment and wages. The largest effects are experienced by prisoners participating in vocational or college education programs. We also calculate the economic returns on educational investment for prisons and prisoners. We find that each form of education yields large, positive returns due primarily to the high costs of incarceration and, therefore, high benefits to crime avoidance. The returns vary across education types, with vocational education having the highest return per dollar spent ($3.05) and college having the highest positive impact per student participating ($16,908). [ABSTRACT FROM AUTHOR]

Prior research shows employment is an important component of desistance, but there is mixed evidence regarding the effectiveness of prison-based education programs. Therefore, this study examines whether participation in vocational education programs while incarcerated improves recidivism and post-release employment outcomes. In addition, the study controls for the timing of release to examine whether recidivism and employment outcomes varied during the COVID-19 pandemic. Observable selection bias was reduced by using propensity score matching to create similar treatment and comparison groups. After matching, there were no differences in any outcome between those who obtained vocational certificates and the comparison group. The results demonstrate the importance of accounting for selection bias in evaluations of education and employment programs. It is recommended that career-focused educational programs incorporate the risk-needs-responsivity model and the continuum of care principle, build relationships with community employers, and assist with practical barriers to employment. [ABSTRACT FROM AUTHOR]

For time-to-event outcomes, the difference in restricted mean survival time is a measure of the intervention effect, an alternative to the hazard ratio, corresponding to the expected survival duration gain due to the intervention up to a predefined time t *. We extended two existing approaches of restricted mean survival time estimation for independent data to clustered data in the framework of cluster randomized trials: one based on the direct integration of Kaplan-Meier curves and the other based on pseudo-values regression. Then, we conducted a simulation study to assess and compare the statistical performance of the proposed methods, varying the number and size of clusters, the degree of clustering, and the magnitude of the intervention effect under proportional and non-proportional hazards assumption. We found that the extended methods well estimated the variance and controlled the type I error if there was a sufficient number of clusters (≥ 50) under both proportional and non-proportional hazards assumption. For cluster randomized trials with a limited number of clusters (< 50), a permutation test for pseudo-values regression was implemented and corrected the type I error. We also provided a procedure to estimate permutation-based confidence intervals which produced adequate coverage. All the extended methods performed similarly, but the pseudo-values regression offered the possibility to adjust for covariates. Finally, we illustrated each considered method with a cluster randomized trial evaluating the effectiveness of an asthma-control education program. [ABSTRACT FROM AUTHOR]

This study was conducted to assess the effective‑ ness of a health education program on mothers' knowledge and practices related to amebiasis. Pre‑ and post‑I and II‑tests were used, along with a two‑group quasi‑experimental design. The study included a convenience sample of 120 mothers, including 60 from the study and 60 from the control group. Out of the entire number of PHCs in Wasit Governorate, seven were used for the study. A three‑part structured questionnaire tests mothers' knowledge of the illness and attitudes about it. The results of this study indicated that there is statistically significant difference between the study and control groups during the post‑test I and post‑test II periods (t=14.968, P=.000 and t=13.731, P=.000, respectively). Data from the study group during the pre‑test period of 31.17(9.14) revealed that (70%) of mothers had bad practices connected to Entameba Histolytica among children. According to the post‑test I results, 47.4 (9.48) respondents, or 70%, identified good practices. The main finding showed that, after the educational program was implemented, mothers' knowledge and practice of amebiasis dramatically increased, with pre‑post implementation differ‑ ences that are statistically significan [ABSTRACT FROM AUTHOR]

Learning to interpret data in context is an important educational outcome. To assess students' attainment of this outcome, it is necessary to examine the interplay between their contextual and statistical reasoning. We describe a research method designed to do so. The method draws upon Toulmin's (1958, 2003) model of argumentation for the first stage of qualitative data analysis and the Structure of the Observed Learning Outcome (SOLO) (Biggs & Collis, 1991) model for the second stage. Toulmin analyses help identify the justifications and expressions of uncertainty students provide in their interpretive arguments. Subsequent analyses based on the multi-modal conceptualization of SOLO help characterize the quality of student arguments relative to one another. Existing literature and an empirical example are drawn upon to explain how the Toulmin and SOLO models can be used in tandem to analyze students' interpretations of contextualized data. We also explain how pairing Toulmin and SOLO can address theoretical and practical limitations that arise when using just one of the two models on its own. [ABSTRACT FROM AUTHOR]

Introduction: Personal characteristics have been shown to influence the psychosexual development of people with intellectual disabilities. This study aims to evaluate the effectiveness of the SALUDIVERSEX program about affective-sexual education depending on gender, age, relationship status, and degree of autonomy. Methods: Two hundred fifty-four participants, clustered within 28 daytime support services, completed a battery of instruments before and after the intervention. The data was collected between January 2021 and April 2022. Results: Multilevel analyses, controlling for participant's dependence within the same center, confirm that the program is equally effective regardless of gender. Likewise, younger participants, who have greater autonomy and who have a partner, seem to benefit more from the intervention. Conclusions: This suggests that the SALUDIVERSEX program is a useful tool for educating adults with intellectual disabilities on sexuality, when they possess a high degree of autonomy. Policy Implications: The present study contributes to the successful replication of the intervention being tested, providing information on the aspects that may be more difficult to learn depending on the personal characteristics of the individuals. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research 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.)

We use admissions lotteries to estimate the effects of large-scale public preschool in Boston on college-going, college preparation, standardized test scores, and behavioral outcomes. Preschool enrollment boosts college attendance as well as SAT test taking and high school graduation. Preschool also decreases high school disciplinary measures including juvenile incarceration, but has no detectable effect on state achievement test scores. An analysis of subgroups shows that effects on college enrollment, SAT-taking, and disciplinary outcomes are larger for boys than for girls. Our findings illustrate possibilities for large-scale modern, public preschool and highlight the importance of measuring long-term and non–test score outcomes in evaluating the effectiveness of education programs. [ABSTRACT FROM AUTHOR]

This article aims to verify the effectiveness of the "I'm creative" program in the development of creative writing of student s in the first two years of the Bilingual Initial Education Career of the National Intercultural University of the Amazon 2022. This program is a novel way to develop creativity in students and consists of 25 learning sessions. To carry out the measurement, a sample of student s from this career was selected with simple random sampling, who had to solve a test on creative writing before and after going through the program. The validation of the instrument was carried out by means of Cronbach's alpha whose result was 0.8; determining that the instrument is reliable. A paired-sample t test was applied to determine if the improvement in results after the students went through the program is significant.. The 2-tuple linguistic model was used to aggregate the results of the evaluations given by 6 experts, thus obtaining continuous numerical values that represent linguistic values. These real scalar values were those that were statistically compared as the result before and after passing the program. [ABSTRACT FROM AUTHOR]

The ongoing implementation of research-based learning (RBL) within the higher education core curriculum leads to a growing number of students who conduct their own research projects during their course of study. Although previous studies have indicated that research-based learning has positive outcomes for students, their causal link remains unclear given a focus on specific disciplines, and the lack of pre-post designs and control groups. To fill this gap, the aim of our study is to examine how research-based learning, specifically the conduct of the research process by students on their own, affects their self-rated research competences with a longitudinal research design that was conducted in a wide range of disciplines. We used panel data from Germany (N = 520) and applied fixed-effects panel regression models to analyze students within student variance to the treatment effect of research-based learning. Results suggest two main findings. First, engagement in research-based learning significantly increases students' self-rated research competences relating to reviews of the state of research, methodology, reflection on research findings, communication, and content knowledge. Second, the effectiveness of research-based learning differed among students enrolled in bachelor's and master's degree programs. [ABSTRACT FROM AUTHOR]

Copyright of Journal University Management / Revista Gestio´n Universitaria is the property of ECORFAN-Mexico S.C. 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.)

This study aimed to develop and assess the effectiveness of a web-based nutrition education program for self-managing IBS symptoms using the IMB model. This study used single-arm, pre–post study design to test the effectiveness of the nutrition education program after its development. Participants were adults in their twenties and thirties in South Korea with IBS according to the ROME IV diagnostic criteria (n = 49). For statistical analysis, normality was verified using the Shapiro–Wilk test, and variables that met the assumption of normality were analyzed using the paired t-test, and variables that did not meet the assumption of normality were analyzed using the Wilcoxon signed-rank test. p < 0.05 was considered statistically significant. IBS patients (n = 49) experienced a statistically significant increase in nutrition knowledge after receiving nutrition education (p = 0.015). IBS patients (n = 35) with no prior experience in nutrition education or diet modification also demonstrated a statistically significant increase in self-efficacy (p = 0.044) and nutrition knowledge (p = 0.016). The web-based nutrition education program based on the IMB model developed in this study was found to be effective. These results will contribute to diversifying symptom prevention strategies for patients with IBS. [ABSTRACT FROM AUTHOR]

Purpose: This research investigated the utility of a QR code-based video pharmaceutical education program to guide the proper use of the inhalation device in elderly chronic obstructive pulmonary disease (COPD) patients. Methods: The patients were recruited for this prospective study during a COPD hospitalization, with 96 patients in the control group (CG) receiving conventional hospital care and 93 patients in the intervention group (IG) receiving QR code-based video pharmaceutical education from hospitalization to six months after discharge to improve proper utilization of inhalation technology The outcome measures used to assess the effectiveness of the education program were the COPD Assessment Test (CAT), inhaler use accuracy, inhaler technique score, Beliefs about Medicines Questionnaire (BMQ) score and patient satisfaction. Results: Compared with CG, inhaler use accuracy and inhaler use scores improved in the IG group, while BMQ-Concern and CAT scores were significantly lower (P<0.05). Improvements in patient quality-of-life and satisfaction were reported. Conclusions: This study revealed that the QR code-based video pharmaceutical education program can improve the quality of life and satisfaction of elderly COPD patients. [ABSTRACT FROM AUTHOR]

Based on various published scholarly works, teaching internship is an essential component of professional development in the field of teacher education. Additionally, relevant literature has accentuated the importance of students conducting reflective assessments of the internships they participate in so that educational practices can be refined. In this regard, this present study was conducted to examine the implementation of the teaching internship program of the Institute of Education, Arts, and Sciences at City College of Angeles, specifically, students from the Bachelor of Physical Education and Bachelor of Performing Arts programs. Additionally, it assessed the association and direct influence of Institutional (IE) and Company Evaluation (CE) on Program Effectiveness (PE). After obtaining data from 84 pre-service teachers (NMale = 38, NFemale = 46), it was unraveled that the perception of pre-service teachers based on Institutional Evaluation and Company Evaluation are fully implemented. Concerning PE, it was perceived by the pre-service teachers as very effective. Results revealed that the internship program of the Teacher Education department is very effective since it is responsive to the needs of the stakeholders, and at the same time effective in helping students develop the skills needed for their teaching career. Lastly, a significant association and direct influence were observed between IE, CE, and PE. In the following, recommendations and potential next steps for further research related to this topic are discussed. [ABSTRACT FROM AUTHOR]

This study investigated the perceived speaking skills of undergraduate students who were majoring or minoring in Japanese Studies at two universities in Vietnam and Bulgaria. It also examined the factors associated with students' speaking skills, their motives for studying Japanese, and their needs for communication with native Japanese speakers while proposing a hypothetical model linking these constructs. A total of 108 students participated in the cross-sectional online survey questionnaire, which included questions on personal information, perceived Japanese language skills, motives for studying Japanese, needs for communication with native Japanese speakers, and self-esteem. The data were analyzed using SPSS. The results showed that the respondents perceived their Japanese speaking skills level as lower than the other three skills. Factors such as age, year of enrollment, years studying Japanese, English level, co-living status, study abroad experience, and self-esteem were found to be associated with the perceived speaking skills of the respondents. Family-related factors, such as parents' education and the family's study abroad experience, were also found to be associated with perceived speaking skills. The study also validated three constructs of motives for studying Japanese, including being interested in Japan, being interested in communication, and being interested in going to Japan and highlighting the respondents' needs for communication with native speakers. The proposed model suggests that motives for studying Japanese influence perceived speaking skills and the need for communication with native Japanese speakers. The findings of this study have implications for Japanese language education, particularly in the development of teaching strategies that enhance students' speaking skills and provide opportunities for communication with native speakers. It also underscores the importance of understanding students' motives for studying Japanese, as these motivations can influence their language proficiency and the effectiveness of language education programs. [ABSTRACT FROM AUTHOR]

Background: In 1997 the European Parkinson's Disease Associations launched the Charter for People with Parkinson's disease that stated the right of patients to be informed and trained on the disease, its course, and treatments available. To date, few data analyzed the effectiveness of education program on motor and non-motor symptoms of PD. Objective: The aim of this study was to evaluate the efficacy of an education program as it was a pharmacological treatment, thus choosing as the primary endpoint the change in daily OFF hours, the most widely used outcome in pharmaceutical clinical trials on PD patients with motor fluctuations. Secondary outcomes were change in motor and non-motor symptoms, quality of life and social functioning. The long-term efficacy of the education therapy was also evaluated by analyzing data collected at 12- and 24-weeks follow-up outpatient visits. Methods: One hundred and twenty advanced patients and their caregivers were assigned to the intervention or control group in a single-blind, multicentric, prospective, randomized study evaluating an education program structured in individual and group sessions over a 6-weeks period. At the end of study, the intervention group showed a significant reduction in daily OFF hours compared to control patients (-1.07 ± 0.78 vs. 0.09 ± 0.35, p < 0.0001) and a significant improvement was also reported in most secondary outcomes. Patients retained significant medication adherence and daily OFF hours reduction at 12- and 24-weeks follow-up. Conclusion: The results obtained demonstrated that education programs may translate in a notable improvement in motor fluctuations and non-motor symptoms in advanced PD patients. [ABSTRACT FROM AUTHOR]

This article explores new nationalisms as part of the conflicting political interactions constituting the post-Cold war governance arrangements in higher education. Drawing on policy documents, archival sources and interviews and against the backdrop of a historical perspective on the university and the EU's role as an education actor, the article investigates the development from internationalisation to national protectionism in Danish higher education policy. The article suggests that current practices concerning the nation-state are reshaping international collaboration and that these new nationalisms are characterised by post-Cold War readjustments and displacements in the relation between the university, the nation-state and international alliances. [ABSTRACT FROM AUTHOR]

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Asset-based approaches to public service reform suggest a need for policymakers to shift attention from 'fixing' the perceived deficits of disadvantaged neighbourhoods, to recognising and building on the resources, or assets, they hold. However, these approaches have also been critiqued for interpreting assets so broadly that they effectively become meaningless, or so narrowly that they perpetuate deficit views. To counter these tendencies, a new conceptually and methodologically robust endogenous assets-mapping approach is proposed. This has been designed to enable nuanced insights into the assets young people living in disadvantaged neighbourhoods may draw upon to pursue positive educational and wider life outcomes. The approach's utility is illustrated through the case of Ayesha, a 14-year-old student with a difficult relationship with school. The paper concludes that an endogenous assets-mapping approach can help to generate more positive narratives for vulnerable learners living in disadvantaged neighbourhoods than schooling may typically enable. [ABSTRACT FROM AUTHOR]

We use admissions lotteries to estimate the effects of large-scale public preschool in Boston on college-going, college preparation, standardized test scores, and behavioral outcomes. Preschool enrollment boosts college attendance as well as SAT test taking and high school graduation. Preschool also decreases high school disciplinary measures including juvenile incarceration, but has no detectable effect on state achievement test scores. An analysis of subgroups shows that effects on college enrollment, SAT-taking, and disciplinary outcomes are larger for boys than for girls. Our findings illustrate possibilities for large-scale modern, public preschool and highlight the importance of measuring long-term and non–test score outcomes in evaluating the effectiveness of education programs. [ABSTRACT FROM AUTHOR]

Feedback processes are difficult to manage, and the accumulated frustrations of teachers and students inhibit the learning potential of feedback. In this conceptual paper, challenges to the development of effective feedback processes are reviewed and a new framework for teacher feedback literacy is proposed. The framework comprises three dimensions: a design dimension focuses on designing feedback processes for student uptake and enabling student evaluative judgment; a relational dimension represents the interpersonal side of feedback exchanges; and a pragmatic dimension addresses how teachers manage the compromises inherent in disciplinary and institutional feedback practices. Implications discuss the need for partnership approaches to feedback predicated on shared responsibilities between teachers and students, and the interplay between teacher and student feedback literacy. Key recommendations for practice are suggested within the design, relational and pragmatic dimensions. Avenues for further research are proposed, including how teacher and student feedback literacy might be developed in tandem. [ABSTRACT FROM AUTHOR]

Background: The use of insecticide-treated bed nets has been proven to be effective in reducing malaria transmission in highly endemic areas. Use of long-lasting insecticidal nets (LLINs) has been embraced by many malaria endemic countries. LLINs are up to 95% effective in inhibiting blood feeding, when used consistently even after 7 years. The challenge, however, is enhancing their consistent use, especially by the most vulnerable groups (children under 5 years and pregnant women). The study established factors associated with consistent use of bed nets for malaria control among children under 5 years in Soroti district. Methods: The study employed a cross-sectional design, with multi-stage sampling of households. A total of 400 households (HH) were sampled and the HH head in each household interviewed. Key informant interviews (KIIs) were conducted with 7 key informants who were knowledgeable on the subject matter. Data analysis was done using SPSS 17.0 at Univariate, Bivariate and Multivariable levels; after entry and cleaning. Key informants' data were summarized manually; verbatim quotes and text used to reinforce quantitative data in line with objectives. Results: Only 56.8% of the 690 children under 5 years used bed nets consistently. The factors affecting consistent bed net use were age of the child, their use of bed nets the previous night, occupation of caretaker, respondents' perceived susceptibility, perceived risk of getting malaria, size and shape of the bed nets. Rectangular nets were difficult to hang daily in huts according to most key informants. Conclusion: Consistent bed net use among under fives is still below the RBM target of 85% by 2015 and can be enhanced by providing conical bed nets and setting aside a health education programme to emphasize the effectiveness of even one mosquito in spreading malaria at night to the entire household and ability of bed nets to stop transmission better than other methods. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate and compare the scientific efficacy of medical specialism theses prepared in the Forensic Medicine Departments of universities in Turkey, to examine how visible these are to the scientific community, and to determine the links between an academic career and thesis publication. In this retrospective cohort study, a total of 383 forensic medicine specialism theses were evaluated from The National Thesis Centre internet address between 1983 and 2020. The most common research subject was clinical forensic medicine and trauma with 58 (15.1%) theses. 307 (80.2%) of theses were published. While 307 (80.2%) of the theses were not presented as a publication in a scientific journal, 76 (19.8%) were converted to a scientific publication, of which75 (98.6%) were published in Google Scholar, 39 (51.3%) in SCI-E, 31 (40.8%) in PubMed, and 2 (2.6%) in SCI journals. The provision of courses including the process of thesis writing, applying for ethics committee approval, statistical analysis and evaluation, the rules of writing a scientific article, and the selection of a scientific journal, will encourage young researchers on the subject of scientific publication and will play an important role in the improvement of the quality of publications. [ABSTRACT FROM AUTHOR]

Intimate relationships are the focal aspiration for human beings. Romantic relationship education is described as a road map for helping people to find strategies and solutions that fit their context, values and relationship goals. By using evidence-based skills training, people can learn techniques to navigate typical relationship challenges and safely express emotions. Being in a mutually satisfying committed relationship has proven to be associated with many positive outcomes including life satisfaction, physical well-being, better coping with major illness, as well as longer life expectancy and career achievement. Relationship education programs are developed by psychologists in Western countries as a preventive intervention for couples, adolescents and emerging adults before relationships reach crisis stage. There is, however, a lack of empirical studies to examine the effectiveness of relationship education within the Turkish cultural context. The overarching aim of this study is to review the relationship education programs within Turkish and international literature. This study provides an overview of the relationship education, and its scope, and theoretical foundations and also effectiveness of relationship education programs for couples, adolescents and emerging adults. The study further provides cultural, theoretical and practical recommendations for future directions in Turkish relationship education programs. [ABSTRACT FROM AUTHOR]

Purpose: The accreditation process of academic programs is being used more to recognize program quality and identify areas for improvement based on rigorous standards. This study aims to use the standards of the Council for Accreditation of Educator Preparation (CAEP) as a theoretical and analytical framework to examine the effectiveness and areas for improvement of the teacher education program at Sultan Qaboos University in Oman. Design/methodology/approach: A multiple case-study design is used to investigate the cases of 16 novice program completers. Data is collected using nonparticipant observation and semistructured interviews with 48 key stakeholders: program completers, their educational supervisors and school principals. Findings: Results show that, overall, the program is effective in preparing future teachers to enter the teaching profession, especially in the subject and pedagogical content knowledge, and that stakeholders are generally satisfied with the program. However, about a third believe the program lacks relevance to the responsibilities teachers face on the job and some "technical" skills needed in practice. Research limitations/implications: First, the findings are limited by the small number of completers' cases from one teacher education program. Therefore, the authors recommend that future studies should include larger samples of novice teachers graduating from different teacher education programs. Second, the study is limited by focusing only on stakeholders' perspectives, and teacher observation through CAEP informed categories related to standards 1, 4 and 5. So future research can tell more to the story by uncovering other CAEP standards to provide a more comprehensive view. Practical implications: The findings of this study are expected to contribute to the existing pool of knowledge on the utility of using international accreditation frameworks, not only as a means to measure the effectiveness of teacher education programs but also to develop such programs according to an internationally recognized set of quality standards. The results may also contribute to the discourse on whether the Madonlization of CAEP standards is a useless business for Arabic-speaking countries. Social implications: As elsewhere in the Arab region, education has been placed at the core of the Oman 2040 vision, which prioritizes the improvement of educational outcomes as Oman's gateway to becoming a developed country. Therefore, it has become clear that teacher education programs need to be subject to scrutiny to ensure that they produce highly qualified teachers. While reform initiatives have raised concerns about the quality of teacher performance in Omani schools, little attention has been given to the effectiveness of teacher education programs in the country. Originality/value: These results are discussed through three main themes related to the role of teacher preparation programs in the Arab region from a standards-based perspective: they need to be viewed as a rite of passage for all teachers to provide them with only the threshold competence to commence the professional teaching performance, there is a need for more authentic and safe learning experiences in these programs, and finally, there is a need for continuous adjustment of courses in these programs to perfect the "potion" that makes them more effective and relevant. [ABSTRACT FROM AUTHOR]

Environmental Education Programs (EEPs) are considered environmental management tools in Brazilian environmental licensing processes, within the scope of mitigatory and compensatory measures to the social, environmental, and economic impacts caused by development projects or new enterprises. Here, we assess the perceptions and expectations regarding environmental education programs of three groups of actors (communities, environmental managers, and environmental agency technicians) involved in the licensing processes of port activities in the region of Paranaguá, in the State of Paraná, Brazil. Paranaguá is the largest coastal municipality of the state of Paraná, in the southern region of Brazil, and is home to Brazil's second largest port. Since this is environmental conservation area, the conflicts between the port activities, environmental protection and needs of the local communities require efficient environmental management practices, with EEPs as one of their main implementation tools. The evaluation was based on semi-structured interviews which were analyzed using the methods of content analysis and discourse of the collective subject. The actors understand that environmental education is a potentially effective tool to promote the mitigation or compensation of environmental impacts generated by port developments undergoing licensing processes. The groups considered that the continuity, promotion of social organization, and correlation with the actual environmental impacts related to each enterprise are essential qualities for good EEPs. The evaluated perceptions were complementary and indicate a complex but effective ideal scenario for EEPs in the region. [ABSTRACT FROM AUTHOR]

The Israeli ultra-Orthodox community is a segregated religious minority suffering from poverty, yet its youth do not receive financial education. This mixed-method research explores the effectiveness of a financial education program for affianced ultra-Orthodox men. 11 interviewees answered qualitative questionnaires, and 201 program graduates evaluated program effectiveness, financial conduct, and demographics, compared to 36 control-group participants. Qualitative results emphasize the program's importance for yeshiva students. Quantitative results demonstrate better savings behavior and more consultation willingness of graduates. Culturally-sensitive programming can lead to improved financial conduct; therefore, governmental investment is essential for Israeli economic welfare and for the ultra-Orthodox community. [ABSTRACT FROM AUTHOR]

Bilingual education programmes are characterised by the use of students' second/foreign/additional language (L2) as the medium of instruction for content subjects. In many educational contexts, such programmes are implemented by content subject specialists who have not received sufficient training in helping students master content and L2 simultaneously. Professional development is therefore necessary for this group of teachers. One potential professional development model is promoting collaboration between content and L2 teachers in the same school. Previous studies have explored different forms of cross-curricular collaboration, teachers' attitudes and factors affecting its effectiveness. This paper seeks to extend the current discussion by investigating different models of teacher collaboration, based on a multi-case study of secondary schools adopting English (L2) as the medium of instruction for some or all subjects in Hong Kong. With various sources of data and cross-case comparison, this paper conceptualises a continuum of teacher collaboration in bilingual education programmes. [ABSTRACT FROM AUTHOR]

Background: Although the benefits of breastfeeding have been well documented, the rate of breastfeeding in Jordan has recently decreased. Objective: This study aimed to determine the effectiveness of a guided breastfeeding education program on the breastfeeding skills and attitude towards breastfeeding among Jordanian first-time mothers who were exclusively breastfeeding. Methods: A quasi-experimental de'a Hospital (PBH) in Irbid, Jordan. Data were collected using the Iowa Infant Feeding Attitude Scale (IIFAS) and the LATCH Assessment Tool at the pre-intervention phase (within four hours postpartum) and at the postintervention phase (at eight weeks postpartum). Repeated measures ANOVA was used to analyze the differences in means between and within the groups. Results: The results showed a significant increase in breastfeeding skills and attitude towards breastfeeding in the intervention group compared to the control. Conclusion: Guided breastfeeding education with breastfeeding support can improve breastfeeding skill and reflect positively on the attitude towards breastfeeding, as well as increase the intention to exclusively breastfeed, especially among first-time mothers. [ABSTRACT FROM AUTHOR]

The main purpose of this research is to determine the effectiveness of the mother education program based on needs and interaction in reducing the problem behaviors of children with mental retardation. In the current study, a mixed method research design in which both qualitative and quantitative research data collection methods integrated and used. In the quantitative dimension of the study, a single subject design format, the range-bound changing criterion design which is an extension of Changing Criterion Design was applied. The participants of this research Special Education Primary School in 2019-2020 academic year, three students and, their parents. Within the scope of the research, quantitative data were tried to be supported by various qualitative data collection tools, and simultaneous data collection was carried out with multiple data collection tools. Data collection tools used in the study are: Identification Forms of Mother Needs, Mother Interview Forms. In addition, Anecdote / Event / Time Recording Data Sheet were used. The data gathered by the qualitative and quantitative data collection tools were independently analyzed and the findings were separately explained. The frequency and percentage values of the data were calculated. In the quantitative dimension that the single-subject experimental design used, the analysis of the data and the interpretation of the results were demonstrated by graphic analysis. The data gathered for the qualitative dimension of the research, descriptive and content analysis was made. In addition, the analyzed data of the participants were presented with the coding, and inferences were made by performing detailed analysis. At the end of the implemented family education program; there was a significant difference in the problem behaviors of the students when it is compared to the baseline phase. The findings from qualitative data sets also supports the findings of quantitative data sets of the study. [ABSTRACT FROM AUTHOR]