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From the perspective of historical institutionalism, based on several critical junctures of the past half-century in China, this paper divides over 40-year history of China's teacher certification institution into four stages and elaborates on mechanisms and processes of critical junctures that impact even determine teacher certification institution reforms. The features of China's teacher certification institution are as follows: Its examination system is increasingly perfect; its direct accreditation depends more on graduates' quality rather than major categories; its history is a seesaw effect history between pedagogic and academic orientation of teacher education; teacher certification institution and normal specialty students' quality is the bottom line of teacher workforce performance under the open teacher education system; and the intersection between pedagogic and academic orientation of teacher education leads to the standardization and professionalization of teacher education in all respects.

Advocacy is widely expected of teachers working with multilingual learners (MLs) and is included in TESOL standards and teacher education scholarship. Recent research on language teacher advocacy demonstrates the importance and necessity of advocacy for MLs and their families. However, few studies document how teachers collaboratively advocate for their MLs and how they develop collaborative alliances to implement their advocacy. This article contributes to the growing conversation of how teachers advocate collaboratively for MLs by examining a cohort of teachers from their English as a second language (ESL) certification courses into their teaching practice. Dialogic discourse analyses of 3 years of discussions show how teachers develop their community advocacy plans and stances collaboratively. The authors conclude with implications for preparing teachers to advocate collaboratively for MLs and their families.

Metacognition is defined as a higher-order thinking skill that enables individuals to monitor, control, and regulate their thinking and behavior. In education, this skill is important, as learners need to self-regulate their learning behaviors for successful lifelong learning. Thus, it is essential for educators and learners alike to know their metacognitive skills. Researchers can assist in this endeavor by developing sound and valid quantitative measures for psychological phenomena such as metacognition. No measure is more commonly used for this purpose than the Metacognitive Awareness Inventory (MAI). In the present study, the International Group on Metacognition validated the MAI employing a standard, international Spanish with a robust sample of 12 Spanish-speaking countries and 1,622 undergraduate university students. Results revealed a solid final baseline confirmatory factor analysis model for all 12 countries that supports the original two-factor structure reported in English-speaking samples from the United States. Additionally, multigroup measurement invariance analyses revealed that although five parameters varied slightly across some countries, chi-square difference tests indicated that the comparison model with these constraints freely estimated was not significantly better than the fully constrained null model, supporting measurement invariance across countries. Thus, our version of the MAI using standard, international Spanish is a valid and reliable tool for measuring metacognitive awareness in Spanish-speaking countries.

This study explores how teachers construct and enact agency in professional learning from an activity theory perspective. Through a qualitative case study of three language teachers' experiences within a professional development (PD) program focusing on China's Standards of English Language Ability (CSE), this research identifies agency construction as a triadic connection-building process among teachers (subjects), the CSE learning target (tool) and teachers' professional development goals (objects). The findings suggest that PD programs can be designed to assist teachers in building these connections by understanding their broader professional needs, guiding them to identify specific learning objectives relevant to their professional practices and supporting their application of the CSE to achieve these objectives. This study contributes to the literature on teacher professional learning by offering a nuanced understanding of teacher agency construction and proposing an agency-oriented approach to PD program design and implementation in facilitating teachers' engagement with new tools like the CSE to support sustainable professional growth.

"Quality" refers nominatively to a standard of performance. Quality is the central idea that differentiates speech protected by academic freedom (the right to worthwhile utterances) from constitutionally protected speech (the right to say anything at all). Extant documents and discussions state that professional peers determine quality based on norms of a field. But professional peers deem utterances and activities as consonant with quality only in reference to criteria that establish meaning of the term. In the absence of articulation, these criteria are ambiguous. Consequently, there exists recurrent confusion about what faculty members have a defensible right to say and do. This article develops an ontology of quality in reference to higher education teaching, a component of academic careers generally not subject to extensive peer review and where instructors thereby exercise considerable autonomy. The ontology identifies three criteria that bound quality: "constraint, context," and "amplitude." Boundedness exists only insofar as boundaries are controlled. The article examines two types of problems in professional control that affect quality: "slippage" and "overreach." Both are instances of organizational deviance and abrogation of professional ethics. It is argued that the patterns threaten the structural integrity and public confidence of faculty, fields, and higher education institutions.

A stock inhaler program provided access to rescue medication (albuterol sulfate) for school children. School staff were provided with a standardized protocol for medication administration. We hypothesized licensed nurses were more likely to report compliant events compared to unlicensed school staff. Stock inhaler events were defined as either compliant or non-compliant. A school protocol compliance score was calculated using the total number of compliant events divided by the total number of all events. The protocol for administration indicated 4 puffs for mild respiratory distress and 8 puffs for severe respiratory distress; therefore, events were defined as compliant if the dose of medication was divisible by 4. A Cragg Poisson hurdle regression was used to examine the association between compliance score and school staff experience. One-hundred fifty-two schools reported 999 stock inhaler events. Of these events, 28% were compliant and 72% of events were non-compliant. After controlling for school organizational type, grades served, and school size, school staff experience was not predictive of protocol compliance. Future efforts should focus on improving protocol compliance among licensed nurses and unlicensed school staff.

A critically important balance in educational measurement between practical concerns and matters of technique has atrophied in recent decades, and as a result, some important issues in the field have not been adequately addressed. I start with the work of E. F. Lindquist, who exemplified the balance that is now wanting. Lindquist was arguably the most prolific developer of achievement tests in the history of the field and an accomplished statistician, but he nonetheless focused extensively on the practical limitations of testing and their implications for test development, test use, and inference. I describe the withering of this balance and discuss two pressing issues that have not been adequately addressed as a result: the lack of robustness of performance standards and score inflation. I conclude by discussing steps toward reestablishing the needed balance.

Interpreters are some of the most important people in the lives of our deaf and hard of hearing students, yet hiring and retention requirements are weak, variable, or nonexistent. Despite this, many school interpreters have become skillful and effective professionals driven by their desire for competence and sense of integrity. State employment standards, however, have created a national emergency regarding interpreting services for our students. Establishing and strengthening standards to ensure high quality interpreting services is an urgent need in public schools. This article is about what is happening in schools and what change is needed.

The Standards Self-Efficacy Scale (SSES) was developed to assess 204 pre-service teachers' self-efficacy beliefs to utilize as part of the InTASC professional standards for teachers. Principal component analysis revealed the nuanced factor structure of the SSES to measure standards-based self-efficacy. The SSES was compared to the well-established General Teacher-Efficacy (GTSE) Scale to determine its comparative validity that showed significant correlations with all four factors of GTSE with providing evidence that the SSES effectively measures selfefficacy. Implications for SSES as a valid measure aligned with the InTASC standards allowing for a standards-integrated approach are discussed.

Background: Early childhood development (ECD) is pivotal in addressing educational inequality and reducing income disparities in South Africa. Government initiatives to integrate ECD into the education system underscore a positive trajectory. Aim: This study assesses the impact of relocating ECD to the Department of Basic Education (DBE) in South Africa on practitioner employment. Specifically, it investigates the challenges ECD practitioners face concerning compliance with DBE norms and standards, including qualifications, professional body registration and adherence to educator conditions outlined by the Education Labour Relations Council (ELRC). Setting: The study is conducted in South Africa, focussing on Gauteng, to examine the ramifications of relocating ECD to the DBE. Methods: Conducted as a qualitative study, this research examines the potential implications for practitioner employment by conducting interviews with practitioners from both formal and informal settings. Results: The study indicates that the anticipated policy shift has created uncertainty regarding their employment status among ECD practitioners. This uncertainty may compound sectoral challenges, underscoring the urgent need for government intervention and support. Conclusion: Addressing the concerns highlighted by this study is imperative before the transition of the ECD sector to a new ministry in South Africa. Additionally, government initiatives to formalise informal ECD centres and broaden access to subsidies are crucial for enhancing sectoral performance. Contribution: This research sheds light on the challenges confronting ECD practitioners amid policy changes in South Africa, stressing the necessity of government backing in formalising the sector and bolstering subsidy accessibility for improved performance within the South African ECD landscape.

Using the Pennsylvania Department of Education Family/Community Standards, university professors from the University of Pittsburgh at Bradford collaborated with multiple community clubs such as the Rotary and Kiwanis as well as local agencies including St. Bonaventure University on the development and implementation of a family literacy day event that assisted a rural community with increasing family literacy engagement. Seventeen community agencies/clubs and forty-two university students engaged in event coordination. Thirty-two families, including 82 children, attended. These standards aided in an efficacious first year event.

It is considered necessary to support the participation of children socially, and media tools having a significant effect on individuals today should reflect child participation. The aim of this study was to examine the right to participate in cartoons prepared for primary school children. The study was conducted with a descriptive survey model. The sample of this study was determined by criterion sampling and consists of a total of 10 cartoons on the TRT Children's channel for primary school children. The data were collected with a checklist and were analysed with descriptive analysis. As a result of the research, it was determined that in the cartoons, child-led participation was the most common level of participation, while collaborative participation was the least common. Furthermore, it was determined that the qualities of participation in cartoons were mostly related, voluntary and respectful and the safe and sensitive to risk were the least.

This study aims to reveal the views and suggestions of in-service mathematics teachers about supporting online learning. Many times, studies indicate the teachers' views related to the advantages and disadvantages of online learning. However, limited studies investigate teachers' views for improving the online learning environment. Thus, this study reveals teachers' recommendations for supporting elearning. To achieve this, a case study was conducted to describe teachers' views. Data were collected from four middle and high school mathematics teachers through interviews, reflections, and lesson plans for online mathematics education courses. Teachers' views and suggestions related to supporting online learning were coded under five categories: norms, selection of manipulatives, building a community of learners, participation in group work, and assessment in the online learning environment.

The objective of this study was to ascertain the efficacy of music therapy in alleviating anxiety among university students. This is achieved by employing the theory of planned behaviour. A survey comprising 350 participants was disseminated to evaluate their subjective norms, perceived behavioural control, attitudes, intentions to engage, and actual involvement in music therapy, as well as their degrees of anxiety. The information gathered was examined using structural equation modelling. The findings validated that favorable attitudes, robust subjective standards, and elevated perceived behavioral control fostered students' inclination to engage in music therapy. In addition, it is unsurprising that students who intended to participate ultimately followed through and carried out the task. The structural equation modelling analysis ultimately demonstrated that engaging in these sessions significantly decreased students' levels of anxiety. While effective in the examined context, the research acknowledges geographic and demographic limitations, suggesting the need for broader investigations. This study adds to the growing evidence supporting the integration of music therapy into mental health services, particularly for university students facing academic stressors.

This work provides an overview of the use of Virtual Reality (VR) technology in the context of training through the documentation of a project produced by Ohio University's Game Research and Immersive Design (GRID) Lab involving the development of a cine-VR series for police officer training in areas such as suicide prevention, mental health, crisis intervention, domestic violence resolution, and school violence prevention. The article starts by introducing the concept of VR training with its subdivisions and its benefits, including the promotion of learning and empathy through immersion. Followingly, it describes the process of planning for a VR training. Subsequently, it breaks down the several stages of creating VR training content from scenario exploration, scriptwriting, recording, to postproduction. In conclusion, this paper recognizes the challenges of creating compelling VR content such as storytelling, editing, and resources. Additionally, it attempts to pave the way for similar VR training projects by providing recommendations and emphasizing the importance of communication, adaptability, and experimentation.

Background: Many studies have been done in the past to compare country-specific curricula to international standards. However, there is an apparent lack of literature that focusses on evaluating the alignment of country-specific early grade mathematics curriculum to the Global Proficiency Framework (GPF) for mathematics. Aim: This study aims to investigate how the domains of the national early grade mathematics curriculum and the Bachelor of Education curriculum for pre-service early grade teachers in the Colleges of Education (CoE) in Ghana align with the GPF for mathematics. Setting: The study was conducted in Ghana using the national early grade and Colleges of Education (CoE) curricula. Method: Document analysis was employed to compare the list of domains in the GPF to the lists of domains in the Ghanaian national early grade mathematics curriculum and the Bachelor of Education curriculum. Results: The results showed an alignment in the list of domains in GPF and the two curricula. The Bachelor of Education curriculum included theories of early-grade numeracy development which was absent in the GPF. The indicators in the two curricula were found to have exceeded the global minimum proficiency levels in the GPF. Conclusion: The results showed an alignment between the GPF and the two curricula signifies that the mathematics curriculum used for teaching early grade learners in Ghana meets international standards and can help learners compete on a global scale in mathematics learning. Contribution: The study provided valuable insights for policy-makers to consider while making decisions about curriculum standards and teacher training programmes. This is a significant step towards enhancing the quality of early grade mathematics education in Ghana.

After the COVID-19 pandemic, many states expanded alternative teaching licensure to address nationwide teacher shortages. This manuscript sought to compare the effectiveness of traditional preparation programs and alternative certification programs but found the comparison to be inconclusive because those categories were too broad. This analysis instead identified several trends in each of the two pathways. Generally, alternative programs attracted more diverse candidates because the unpaid internship model of traditional programs was a barrier for many candidates. Meanwhile, many traditional programs prepared teachers more effectively, particularly in their first year. However, the connection between credentialing pathway and long-term retention was unclear. Based on the findings of this article's analysis, policymakers need to evaluate alternative programs closely to ensure they maintain high standards for accreditation and so that teachers who enter the classroom via alternative pathways are properly prepared, particularly if the goal in expanding alternative pathways is to address teacher shortages. More research is needed on the impact teachers had on students' learning based on their credentialing pathway.

Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus, (b) utilize collaborative learning approaches, (c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development.

Education policymakers have long sought to reduce persistent achievement disparities between students of color and White students with varying levels of success. Understanding the different needs and obstacles faced by students and families of color is important given educating all individuals for our future U.S. society is a priority. Educational policy should reflect the assumption that race matters and continues to impact educational opportunity. This paper argues that race-conscious professional teaching standards could extend the structural boundaries of teacher practice when working with racially, culturally, and linguistically diverse students. Using discourse analysis to analyze the deeper meanings of selected states' teaching standards in different sociopolitical contexts, this paper describes the challenges and opportunities for infusing race-conscious perspectives in teaching standards. Implications for how states' teaching policy language actively creates and builds teaching and learning environments are discussed.

The present study aims on the one hand to analyze North American curriculum reforms with a focus on the twentieth century, and on the other hand it aims to demonstrate the implications of Weberian rationality theory for century-specific curriculum theory and practice. At the theoretical level the study shows the implications of Weberian rationality in the work of Dewet, Weber and Tyler. At the practical level, the main findings of the study show that the progressive period was influenced by practical rationality or more specifically instrumental rationality through the social efficiency orientation promoted by Bobbitt and Tyler. Also, the need for post-Sputnik reform of the North American curriculum led to a hyper-rationalization of education towards the imposition of external standards on schools, this trend culminating in the report "A Nation at Risk" (1983) which led to an economic approach to education. The North American curriculum reforms that followed did not abandon this trend of hyper-rationalization and standardization of education.

The proliferation of artificial intelligence (AI) has impacted scholarly publishing. This study explores the use of AI tools by Arab researchers who publish in English. A survey was conducted to gather information on AI tool adoption in research conception, writing, editing, and publishing. It collected responses from 84 participants, who provided insights into their usage patterns, challenges encountered, and ethical considerations when using AI. The findings reveal diverse adoption rates of AI tools, with high usage for language correctness and content enhancement such as grammar and spelling checking. The ethical implications of AI tool usage, including the need to ensure data quality, prevent plagiarism, and maintain ethical standards, were emphasized by respondents. Tools such as Grammarly, Endnote, and QuillBot were recognized for their utility in addressing common challenges. However, certain research-related tasks, notably research design, exhibited lower AI tool integration. The study underscores the gap between awareness and adoption of AI tools, indicating potential barriers to their utilization. Challenges such as cost, integration issues, and concerns about the accuracy and appropriateness of AI-generated content were identified. These findings offer insights for researchers, institutions, and publishers to enhance editorial processes, promote ethical AI tool usage, and bridge the gap between awareness and adoption.

In recent years, academic interest in new developments in Artificial Intelligence (AI) and its ethical challenges in higher education has increased. The new emerging technologies that have become popular among the university community in recent times require an exhaustive study to evaluate their impact on academic integrity and plagiarism. The main stakeholders in higher education (SoTL, educational authorities, and policymakers) must understand the new trends and the most relevant studies to have action guides that preserve academic integrity standards in deploying AI in the university. This research analyzes scientific articles published in high-impact journals indexed in the Journal Citation Reports (JCR) (n=254) and carries out a bibliometric study using VOSviewer 1.6.18 and WordStat 2023.1. The Normalized Impact per Document (NID) and per Year (NIY) are studied, and four thematic groups and twelve main themes are identified and discussed, allowing the internal research structure of this field of study to be determined. Based on the findings, a roadmap for implementing AI in higher education is proposed, preserving ethical standards and based on three levels (Micro, Meso, Macro). This study offers practical implications for SoTL, academic authorities, and policymakers. Furthermore, the evidence found allows editors of high-impact journals to advise on unclosed gaps and new research trends and new research trends in the area.

Clearly defined professional standards result in better prepared professionals who positively impact outcomes for children and families by ensuring an effective workforce. This article describes the evolution of early intervention early/childhood special education preparation standards from the on-the-job competencies of the 1960s to the historic 2020 Initial Practice-Based Professional Standards for Early Interventionists/Early Childhood Special Educators (EI/ ECSE Standards), in concert with the evolution of the profession itself. Influencing factors include (a) changes in federal legislation and policy, (b) ages and characteristics of children served, (c) growing knowledge of effective practices, (d) collaboration with other disciplines, and (e) ongoing advocacy for EI/ ECSE as a profession. The article concludes with a vision for using the EI/ECSE Standards to guide the future local, state, and national agenda of the profession around preservice preparation and accreditation, professional development, state and federal policy, cross-disciplinary collaboration, and standards-informed research.

This study aims to study the Current Conditions, Desirable Conditions, and Necessary Needs of Educational Management according to standards for Excellence of Sub -- District Non -- Formal and Informal Education Centre. And to study educational management guidelines according to the Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. There were two steps: Step 1: Study the Current Conditions, Desirable Conditions, and Needs of educational management standards of Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. The sample consisted of 40 school administrators and 328 of the heads of Sub -- District Non -- Formal and Informal Education Centre, a total of 368 attended in the academic year 2022 using Multi-stage Random Sampling. Step 2: Study the standard educational management guidelines. The informants are qualified by studying best practices from five Models of Sub -- District Non -- Formal and Informal Education Centres, two persons, totaling ten people, by specific sampling. The research instruments: 1) The Current Conditions and Desirable Conditions Questionnaire following educational management according to standards for Excellence of Sub--District Non--Formal and Informal Education Centre, a 5-level rating scale. 2) Semi-structured interview 3) The Educational Management Approach Assessment Form is a 5-level estimation scale with statistics used to analyze the data, including mean, standard deviation, priority sorting of PNI[subscript modified] data, and content analysis. The results showed that 1) the current condition as a whole and in terms of study is at a high level; Overall desirable conditions are at the highest level. One aspect is at the highest level: six are at the highest level. Considering the necessary needs, it found that the needs of educational management according to the standards. There is a need to develop all seven areas as follows Organizational Leadership, Strategic Planning, Learner and Stakeholder Focus, Knowledge Analysis and Management Measurement, Processing Management, and Personnel Focus. 2) the suggestions were seven aspects and 135 approaches as follows Workshops, Learning from other people, Brainstorming, Operating Integration, Mentoring, and Learning from successful organizations.

This study utilized the SEC (Survey of Enacted Curriculum) method to examine the alignment between Chinese high school chemistry curriculum standards (HSCCS) and the assessment of 'Chemical Reaction Principles' in the National College Entrance Examinations (NCEEs). The HSCCS and NCEEs were coded into two-dimensional matrices separately using SPSS, MATLAB, and EXCEL. The alignment coefficients were analyzed both macroscopically and specifically based on two dimensions: themes and cognitive levels. The findings indicated a generally low alignment between NCEEs and HSCCS in the 'Chemical Reaction Principles' domain, and no statistically significant alignment was observed. Comparing Porter alignment coefficients revealed a gradual increase in the overall alignment level between 2018-2022 NCEEs and HSCCS due to curricular reforms. Further specific analyses and comparisons highlighted significant discrepancies between NCEEs and HSCCS concerning themes and cognitive levels. Regarding themes, 'Ionic Reactions and Equilibrium in Aqueous Solutions' showed substantial alignment between NCEEs and HSCCS. However, for 'Application of Ionic Reactions and Equilibrium' and 'Systems and Energy,' NCEEs diverged significantly from or exceeded HSCCS requirements. Concerning cognitive levels, NCEEs demanded higher levels of student cognition compared to HSCCS.

Background: The STEM education system has garnered significant interest due to its innovative approach in creating a multidisciplinary and integrated knowledge structure that connects science, technology, engineering, and mathematics, and allows students to apply scientific knowledge in a comprehensive and holistic manner. Consequently, evaluating the teaching methods of teachers in accordance with STEM standards is critical. This assessment should take into account various educational objectives, including cognitive, skill-based, and emotional aspects. Purpose: This study aimed to evaluate the creative teaching practices of mathematics teachers for gifted students according to STEM standards. Method: The study applied the descriptive analytical method and developed a rating scale for evaluating creative teaching practices based on STEM standards, verifying the psychometric properties in several ways. The study sample consisted of 64 teachers of mathematics for gifted students. Results: The results showed that the degree of application of creative teaching practices by the teachers of gifted students according to STEM standards was at the moderate level in three domains: planning, implementation, and assessment. Conclusions: Despite the importance of achieving integration for STEM, the actual teaching practices of teachers of the gifted according to these standards were generally average and did not reach acceptable and ambitious levels.

As the Bologna process emerged in the framework of European integration, its objectives are closely linked to the process of voluntary convergence of public policies of members of the European Union. In this context, it can be challenging to understand possible convergence or divergence trends in Bologna member countries that are outside the European Union. In this paper, I develop a theoretical framework based on Acharya's (2004) norm localization theory to analyze the historical and present factors of borrowing and adoption of the Bologna standards in Kazakhstan. While the findings suggest that convergence to the Bologna model will be limited, the identified short-term outcomes of the Bologna process include adopting the Bologna-driven competence-based approach. In the long term, the competence-based approach could replace knowledge-based education in Kazakhstan. The analysis reveals the importance of domestic factors for educational policy borrowing.

This article presents an assessment analysis of the learning outcomes of students with special needs in vocational schools. The limitations of teachers in using test instruments in learning assessments have an impact on the weak feedback on improving learning programs received by students with special needs. This study used a descriptive study method at vocational schools of SMK Negeri 1 and SMK Karsa Mulya Palangka Raya, Indonesia. The study results revealed that teachers in this vocational school had yet to use the category of children with special needs of light, medium, and severe in assessing the learning outcomes of students with special needs. The assessment is based only on the minimum standards set by the school. Then, the assessment pattern given by the teacher based on the minimum completion criteria makes the teacher's responsibility less than optimal in evaluating the learning outcomes of students with special needs, which is characterized by the lack of use of test instruments as an objective measuring tool in formative assessment.

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner. Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa. Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels. Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes. Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment. Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement. Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

Scholarship of Teaching and Learning (SoTL) scholars have long advocated for the inclusion of reflective writing as a legitimate form of scholarship. That said, for those instructors seeking to publish their reflective work, especially scholarly personal narratives (SPNs), there are persistent gaps between the aspirations of the field and the realities of scholarly publishing. The present study seeks to illuminate that gap through a systematic analysis of the policies and practices of academic journals as they pertain to the publication of reflective writing in SoTL. The ultimate aim of the study is to enable editors to close the gap between belief and practice and empower potential authors to share their reflective teaching and learning practices with others.

The emergence of the COVID-19 pandemic led to a significant transition towards online education in pre-K-12 schools, prompting school administrators to confront the disparities revealed by the remote learning model. This paper includes the findings of a multi-phase research project exploring the intersection of educational leadership, technology, and systemic inequities aimed to guide administrator preparation programs to meet relevant, post-pandemic leadership standards. Phase One of the research project, conducted early in the pandemic, highlights the findings from a survey administered to technology directors in Minnesota. The survey aimed to understand how school districts were addressing the technology disparities encountered by students and families during hybrid and distance learning models. Phase Two of the research project, conducted as the pandemic waned, focused on school leaders' evaluation of which practices developed and implemented during remote learning should be sustained. Technology directors participated in a focus group and asserted that the pandemic was an opportunity for educational leaders to reimagine schools for the success of all students. Findings call for revised administrator preparation standards, the implementation of technology plans in every state, and continued focus on identifying and addressing educational inequities.

The "Framework for Information Literacy for Higher Education" posits that the practice of asking questions in order to deepen inquiry and understanding is a key element of information literacy. While the "Research as Inquiry" frame is teachable in library instruction, it can be difficult to scale. Popular instructional design software tends to present information in linear formats that can limit how students understand the iterative nature of research. This article presents an attempt at an asynchronous tutorial that overcomes this limitation of medium and that presents "Research as Inquiry" through an iterative and question-based online game. We discuss the development, implementation, and assessment of the tutorial, as well as issues of sustainability and scale.

This research aimed to: 1) investigate the components and performance indicators for organizing experiential activities that foster life skills among early childhood students, particularly those taught by teachers under the Office of the Basic Education Commission of Thailand; 2) examine the current state, desired state, and the needs of supervision models for teachers to develop experiential competency that promotes life skills in early childhood students; and 3) enhance the supervision models for developing experiential competency, specifically focusing on promoting life skills among early childhood students taught by teachers under the Office of the Basic Education Commission of Thailand. The research is divided into 3 phrases. Phase 1: examine the components and indicators, targeting a qualified group of 9 experts selected through purposive sampling. This selection is based on the appropriateness assessment using the components and indicators evaluation form. Phase 2: investigate the needs of the supervision models. The sample group comprises 320 early childhood teachers, selected through multi-stage random sampling using a questionnaire with a 5-level Likert scale. Phase 3: developing the supervision models. Nine qualified experts selected through purposive sampling examined the appropriateness of the supervision models. The data were collected through questionnaires, interviews, assessments, and observations. Average, standard deviation and Priority Needs Index (PNImodified) were used to analyze the data. The findings of the study revealed the following: (1) The components and indicators of life skills serve as standards for teachers in organizing experiences that promote life skills for early childhood students. There are 5 components and 23 indicators, categorized as follows: 1) Decision-making with 5 indicators, 2) Problem-solving with 5 indicators, 3) Analytical thinking with 4 indicators, 4) Empathy with 4 indicators, and 5) Communication with 5 indicators. Overall, the proficiency level is rated as the highest. (2) The current state is rated as the highest, and the desired state is also at a high level. When assessing the needs of the supervision models, it is found that the component with the highest need is Component 3--Analytical Thinking. This is followed by Component 2--Problem-Solving, Component 4--Empathy, Component 1--Decision Making, and Component 5--Communication, with the lowest index of essential needs respectively. (3) The results of enhancing the supervision models for teachers to develop experiential competency that promotes life skills in early childhood students reveal that the supervision models encompasses five formats: 1) Preparation: Planning and development, 2) Strengthen Relationships and Increase Knowledge: Building relationships and expanding knowledge, 3) Knowledge into Practice: Applying knowledge into practice, 4) Reflection: Reflecting on outcomes for understanding, and 5) Evaluation: Quality measurement and assessment. These formats are deemed highly suitable, appropriate, and effective.

This article explores how music and lyrics serve as modes of storytelling in the language classroom, integrating a multimodal approach and the World-Readiness Standards for Learning Languages. In the 'Sing My Story' project, language students creatively write their own lyrics, which are subsequently performed by either student musicians or target language-speaking musicians within the school community. This initiative encourages students at the Intermediate or Advanced proficiency levels to collaboratively produce a music album, creating narrative lyrics for existing songs. Through this project, students are provided with opportunities for meaningful language application, fostering creative and transformative language learning experiences.

The ACRL "Framework for Information Literacy" revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students.