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This study aims to examine the approach in teaching practice to "muallaf" (Muslim indigenous people: "orang asli") and the factors of attraction toward the acceptance of Islamic understanding among them. The study was conducted at the village of "muallaf orang asli" at Paya Sendayan, Temerloh Pahang, Malaysia. Design of this study are using the qualitative methods. Data were collected by observation and selected informant interviews based on purposive sampling methods. Data were analysed using the thematic methods. The results of the study found that the approach in teaching practice to "muallaf orang asli" is "syarah" (explanation) and discussion presented through storytelling, stimulation method and "talaqqi musyafahah" (face to face). Meanwhile, the results of the attraction factors toward the acceptance of teaching and learning among "muallaf orang asli" are aspect of reward, facilities, understanding and skills of teachers or educators for the socio-culture and role model shown by teachers or educators as well as the Muslim community nearby the living community. The findings of this study show that the teaching and learning of "muallaf orang asli" should be organized systematically in line with the factors of attraction in order to increase interest and earnestly.

The "Sekolah Penggerak" program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the "Sekolah Penggerak" program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the "Sekolah Penggerak" program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the "Sekolah Penggerak" program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.

The aim of this study was to re-analyze data derived from the lead author's recent implementation of the approach, active learning in an English-language course in Japan through the lens of language teacher resilience. To do this, the study drew on the complexity-informed model of teacher resilience proposed by Kostoulas and Lämmerer (2018) and sought to investigate the antecedents to changes in teacher resilience that emerged during the implementation and their impact on the teacher's resilience system that comprised part of the model. A number of antecedents were found. These were stressors (related to e.g., the context, the implementation of the approach), positive appraisal of events, stressors and then appropriate action in response (e.g., accessing the literature, drawing on an existing skill), having a belief based on prior experience in the context, not being sufficiently informed about learners' language-learning goals and needs, and moderate interpersonal skills. Overall, the antecedents appear to have contributed to a re-configuring of the teacher's resilience system further in the direction of adaptive adjustment. Implications are discussed and suggestions for future research are made.

This study explored 8 high school science teachers' experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration of the program allowing teacher participants to become active members of research. Results showed that participants used three major lenses to understand their research experience: "self as educator," "self as learner," "self as researcher." The use of overlapping lenses provided participants with the impetus to change beliefs about science and research practices in their classrooms. Ample time and collaboration in professional development is critical to changes in beliefs about science instruction.

The purpose of this study is to determine and compare how undergraduate students' attitudes towards on-line exams vary depending on gender and some technological variables. This study was carried out by using a survey method. As data collection tool, the Undergraduate Students Attitude Scale Towards On-line Exams which consists of 21 items, each with five response alternatives covering attitudes of undergraduate students towards on-line exams was used. Scale was developed by Author & Author (2022). In this research, scale was administered to 1361 undergraduate school students from four different universities 2020-2021 academic year in Turkey. The convenience sampling method was used for selecting participants. The data were analyzed by One-Way ANOVA and independent-sample t- tests using a statistical package program (SPSS 10.0). As a result, Wi-Fi-using undergraduate students had higher attitude scores in Taking Precautions, Individual Characteristics dimensions and in total scores of USASOE. Female undergraduate students had higher attitude scores in the Taking Precautions dimension. Moreover, students who spend more hours on the internet had higher attitude scores and in on-line exams computer using students also had higher attitudes. Finally, in the Taking Precautions dimension, students who always or sometimes attend on-line courses had more positive attitudes than the ones who never attend on-line courses.

In the field of higher education, there are two dominant strands of interpretation of criticality, either as a decontextualized skill of logical reasoning, or a sense of action within larger contexts more than mere cognition. This research offers a reclaiming and reimagining of criticality in universities as an affective process, highlighting the entanglement of social, discursive and material perspectives. This research takes a comparative lens to investigate undergraduate students' perceptions of criticality and institutional cultivation of it in a Sociology undergraduate degree in China and the UK, adopting a qualitative interview method. Differences were found between cultures regarding the level of engagement with a range of criticality-embedded practices, including field work, critical inquiry in class, group work, etc. Through the development of criticality in various activities, students' feelings towards it shifted with contexts. While placed within physical and discursive universities that convey a sense of professionalism, students in the study acknowledged the importance of criticality and proactively demonstrated it. However, the feeling towards showcasing criticality outside campus was two-fold. Whereas criticality can be associated with negativity in social interactions, its value is appreciated as it enabled students to reconstruct their identities into a more rational, tolerant and caring one.

This paper reports a mixed-method study on the factors shaping language learning through didactic audiovisual translation. The aim is to analyse the determinants influencing the effective implementation of an integrative project, revealing the strengths and weaknesses of the learning process. Data from 172 students were gathered through initial and final questionnaires, which offered insights into their perceptions of didactic audiovisual translation. The results demonstrate a noticeable shift in learners' attitudes towards audiovisual translation as a language learning tool during the tasks. This transformation led to the recognition of potential benefits, not only in conventional modes like subtitling and dubbing but also in less recognised modes such as audio-description and subtitling for the deaf and hard of hearing.

The study was conducted as a case study to enhance pre-service science teachers' readiness for integration, inquiry-based learning (IBL), the use of Information and Communication Technology (ICT), and the application of real-life examples during their teacher training courses. The objective of the research was to explore pre-service science teachers' perceptions of integrated teaching, inquiry learning, and the use of ICT in science education, drawing on their experiences in teacher training. It also aimed to examine potential differences in their viewpoints and the evolution of their perceptions over time. A questionnaire was developed to gather insights from 50 pre-service science teachers regarding their views on the integration of science subjects before and after their 2-year teacher training courses. The collected data were analyzed using a qualitative approach with the QCAmap software, followed by a quantitative analysis utilizing the Microsoft Excel software. The findings revealed significant variances in perceptions among pre-service teachers based on the number of science subjects they studied during their training. Those who studied two or more subjects placed greater emphasis on the value of integration, IBL, ICT use, and real-life examples in science education, and exhibited more significant changes in their views throughout the 2 years of teacher training. Furthermore, the study found that nearly half of the pre-service teachers did not view IBL in science classes as crucial, and only about a quarter recognized the importance of ICT utilization.

This study aimed to develop e-learning for pre-service science teachers and investigate the effect of this e-learning on their attitudes toward learning and teaching. A mixed method was employed in this research. Participants were 22 pre-service science teachers at one public university in Thailand who enrolled in the Educational Psychology and Guidance for Teacher class in the first semester of 2020. The instruments used in this study were a questionnaire with 20 items to investigate participants' knowledge, understanding, and opinions toward the e-learning lessons. The data analysis by mean, standard deviation, relative gain score, and content analysis. The results indicated that the developed e-learning effectively increases pre-service science teachers' attitudes toward teaching and learning. The relative gain score of attitudes toward teaching and learning was 89.47, and the high satisfaction level towards e-learning (mean = 3.87). The findings show that participants reflected that e-learning lessons helped learners manage learning independently, learn from any place, and repeat learning to learn anytime. However, feedback highlighted areas for improvement, including the need for more engaging audio narration and detailed explanations in exercises of this e-learning because it was monotonous.

This qualitative, multicase study examined the perceived effect on teachers of an online professional development (PD) program supported by facilitators who provided extensive feedback to them. Our goal was to identify the barriers to teachers implementing their learning in their diverse contexts. Using inductive and deductive thematic analysis and cross-case analysis of interviews and reflections, we found that positive results are much more likely if the design of PD is contextual and facilitation is in place. However, for this external PD to be effective, barriers to implementation, such as administration or support, school policies, and context need to be considered. The nature of PD does not guarantee the implementation of what was learned in the classroom. Suggestions for improvements in terms of PD design and barriers are also discussed.

Active learning pedagogical practices are more effective than instructor-centered teaching in building students' knowledge, skills, and understanding of engineering content and concepts. As such, a large-scale professional development (PD) program was created to move faculty toward the use of active learning. The project aimed to engage faculty in active learning best practices through workshops and communities of practice to shift their attitudes, beliefs, and practices toward active learning strategies. This paper examines how and to what extent participation in a large-scale PD program shifts faculty awareness of, attitudes towards, and use of active learning. As such, this paper offers a model and evaluation framework for a large-scale PD program, which can be adapted to PD programs in engineering and across other STEM disciplines. In total, 82 faculty members from seven engineering disciplines participated in the PD program, comprising workshops and communities of practice sessions. Multiple assessments were utilized or created to measure the extent of faculty change using Roger's diffusion of innovation model for individual change and Coburn's cultural change model for organizational change. Faculty awareness, beliefs, and classroom practice shifted from instructor-centered teaching toward student-centered active learning. Instructors progressed moderately well through Rogers' five stages of individual innovation change and fulfilled the three tenets of Coburn's organizational change model. There were only minor shifts in student achievement, particularly for smaller classes, possibly due to insufficient time for instructors to fully implement active learning practices. The PD program influenced the initiation of a sustainable community of new and continuing active learning practitioners in the College of Engineering.

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of academic inquiry in crisis contexts. Approach: The research adopts a semi-empirical, exploratory design that evolved from ongoing events. Personal testimonies from a diverse group of seven students were analyzed for overarching theoretical themes. Findings: The analysis reveals that educational research during conflict may act as a critical, transformative tool, highlighting substantial challenges in maintaining civic engagement and democratic education. It underscores the dual role of research in understanding and actively addressing the complexities of armed conflict. Practical implications: The findings stress the need for educational public scholarship and international collaboration to support democratic education, highlighting the crucial role of researchers in shaping educational practices during crises.

Despite increases in visibility, gender-nonconforming young people continue to be at risk for bullying and discrimination. Prior work has established that gender essentialism in children correlates with prejudice against people who do not conform to gender norms, but to date no causal link has been established. The present study investigated this link more directly by testing whether children's gender essentialism and prejudice against gender nonconformity can be reduced by exposure to anti-essentialist messaging. Children ages 6--10 years of age (N = 102) in the experimental condition viewed a short video describing similarities between boys and girls and variation within each gender; children in the control condition (N = 102) viewed a corresponding video describing similarities between two types of climate and variation within each. Children then received measures of gender essentialism and prejudice against gender nonconformity. Finally, to ask whether manipulating children's gender essentialism extends to another domain, we included assessments of racial essentialism and prejudice. We found positive correlations between gender essentialism and prejudice against gender nonconformity; both also correlated negatively with participant age. However, we observed no differences between children in the experimental versus control conditions in overall essentialism or prejudice, indicating that our video was largely ineffective in manipulating essentialism. Accordingly, we were unable to provide evidence of a causal relationship between essentialism and prejudice. We did, however, see a difference between conditions on the discreteness measure, which is most closely linked to the wording in the video. This finding suggests that specific aspects of essentialism in young children may be modifiable.

Socioscientific issues (SSIs) can provide a context to address societal decision-making processes in school. In recent years, studies have demonstrated that one effective way to deal with these topics is through role play. However, role plays may induce an unreflected attitude change based on the roles the participants take on, which raises ethical concerns about indoctrination. To explain this change of attitude, we applied the Transportation-Imagery Model. We asked if transportation into a role play would bring about a change of attitude and behavior. Furthermore, we investigated whether the perspective of the prepared or performed characters affected transportation and the direction of an attitude change. The research was conducted in Germany with a sample of 256 secondary-school students (M[subscript age] = 16.9 years, SD[subscript age] = 1.5, 68% female). We found that transportation affected neither attitude change nor behavior. There was also no effect of the prepared or performed characters' perspective on transportation or attitude change. This suggests that role play does not constitute a form of manipulation and can be used as a learning method for SSIs without reservation.

Background: At the onset of the COVID-19 pandemic, schools closed across the United States. Given the impact of virtual learning and lost access to school resources, schools eventually reopened with COVID-19 mitigation protocols in place. This qualitative study sought to understand parental perceptions of school-based COVID-19 mitigation strategies. Methods: Using a phenomenology approach, nine focus groups were completed with 40 parents of children in grades K-8 representing eight Maryland counties. Based on acceptance of masking policies (as indicated on a survey), parents were sorted into 2 groups--lower and higher masking acceptance. A thematic analysis was conducted for each group and themes were compared between the 2 groups. Results: The main themes were related to parents' general sentiments regarding COVID-19, compliance, pandemic-related changes over time, changes in personal opinions, and in-person learning. Both groups described challenges related to inconsistent COVID-19 mitigation policies and practices, the challenges of rapid and frequent changes in guidelines during the pandemic, and the benefits of in-person learning. Conclusions: Parents of elementary and middle school children, regardless of general acceptance of masking policies, shared concerns about implementation and guidance regarding school-based mitigation strategies.

Stress levels are high among college students in the United States. Growth mindset and stress-is-enhancing mindset interventions offer ways to reduce stress, but minimal research has examined them. This study's aim was to examine the effect of mindset interventions on mindsets, stress, academic motivation, and responses to hypothetical academic scenarios. Participants included 210 college students who were randomized to one of four groups: growth mindset (intelligence is malleable), stress mindset (stress is beneficial), synergistic (intelligence is malleable, and stress is beneficial), or control (brain functions). The growth mindset and the synergistic mindset group increased in growth mindset, and the growth mindset group had higher growth mindset than the stress mindset and control group post-intervention. The stress mindset and the synergistic group increased in stress-is-enhancing mindset, and both groups had higher stress-is-enhancing mindsets than the growth mindset and control group post-intervention. All groups decreased in stress and increased in academic motivation. The synergistic group was the only group to improve on all the main outcomes, and students in this group were less likely to want to withdraw from a course in both negative hypothetical academic scenarios (if they failed an assignment or were faced with a professor with a fixed mindset). Our findings suggest that students would benefit from increased access to mindset interventions.

This preregistered, longitudinal study examined how much adolescents value and integrate their parents' and peers' attitudes into their own attitudes from early to middle adolescence. Across three waves, participants (N = 172, 91 female, 11-16 years across three waves; 439 data points) decided whether to pay money to learn their parents' or peers' attitudes about externalizing behaviors. Multivariate growth models revealed that adolescents were consistently willing to pay money over time to learn their parents' and peers' attitudes. The value of learning peers'--but not parents'--attitudes predicted changes in personal attitudes during adolescence, and this did not change across age. Moreover, the effect of others' attitude value on social influence weakened from early to middle adolescence, such that early adolescents who highly valued learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effect went away in middle adolescence. Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents.

Children with severe multiple disabilities face numerous possibilities for enjoying music and participating in performance activities; however, the research practice for realizing these possibilities involves various difficulties. To understand the disabilities of children and their engagement with music, awareness of one's perception of disability is necessary for each practitioner-researcher. The researchers of the current study reflected on their personal views about disability and life histories and described and analyzed them through collaborative autoethnography (CAE). The study was conducted through the practice of combining electronic music equipment and traditional instruments as a music education project for children with severe multiple disabilities. The results demonstrated that the perceptions of the researchers about disability and their life histories interacted with and transformed their research practice. Additionally, the study highlighted how endeavors in CAE encouraged dialogue among researchers and deepened mutual understanding. The suggestions for researchers of music education practice with children with disabilities include analysis of disability from the first-person perspective and sharing of views among co-researchers.

The purpose of this study was to understand music teachers' experiences with an online professional development course focused on international-mindedness (IM). This course introduced the concept of IM by exposing "xiaowai" (out-of-school) music teachers in China to international music teaching methods. The results, which were based on interviews with the participants, journal entries, and teaching reflections, revealed the advantages and the difficulties these teachers identified when attempting to switch from their traditional teaching methods to a more international style. This research suggests that IM may be essential if "xiaowai" music teachers are to change their traditional way of teaching. The participants also experienced two types of limitations: some they saw and acknowledged themselves and others that they did not consciously perceive. The findings also suggest that it would be beneficial to explore a more "Chinese" way to implement IM.

The 21st century's growing societal and environmental challenges are ubiquitous. The combination of knowledge, values, mindsets, and abilities needed to address these challenges requires educating society about the simultaneous pursuit of economic, environmental, and social goals as advocated by the United Nations' (UN) Sustainable Development Goals (SDGs). This research aims to review the academic literature on how Higher Education Institutions incorporate the SDGs into the marketing curriculum. In this regard, the expected outcome is to assist marketing academics in developing a curriculum aligned with the SDGs. An integrative literature review including 40 articles led to three core themes: Integration, Transformation, and Leadership. Building on these themes, the article contributes to marketing education through the 3Es framework (Engage, Expand, Enact) for embedding the SDGs in the marketing curriculum: "Engage" integrates sustainability knowledge into the existing marketing curriculum by fostering debates and reflection around the SDGs. "Expand" transforms values and attitudes among marketing students and staff using transformative and experiential pedagogical tools. This leads to "Enact" with leadership and partnerships within and outside the university, which leads to collaborative actions aligned with the SDGs.

In new paradigms, teachers' cognition and emotion must be considered dialectically shaped co-evolving processes. To address the issue, the study examined how language teachers' "perezhivaniya" (plural form of "perezhivanie," a concept from Sociocultural Theory that describes a unity between cognition and emotion) developed. During a semester (17 weeks), a study of 13 teachers of Japanese as a foreign language was conducted at a university in northeast China. Narrative inquiry was used to collect perezhivaniya excerpts from retrospective diaries, reflection diaries, and interviews. Q-methodology was also employed to group participants based on their cognitive and emotional changes toward technology-mediated language teaching (TMLT). In our study, teachers' negative perezhivaniya resulted from a lack of affordances for online and hybrid education in professional development. Teachers experienced many dramas (unit of analysis of perezhivaniya) as they adapted to TMLT. Conversely, teachers' positive perezhivaniya originated from teacher agency and developed through affordances offered by the sociocultural community. We also found teacher perezhivaniya changed in three staged patterns: resistance and demotivation (during large-scale offline teaching before the pandemic), obligation and adaptation (during large-scale online teaching during the pandemic), and inventiveness and motivation (during online and offline blended teaching after the pandemic). In conclusion, we identified teachers' perezhivaniya developed in a dynamic, historical, complex as well as multi-layered (with time-developmental, drama-historical, and SSD-social as indicators) pattern.

Internationalization policy in higher education facilitates a nation's economic growth and demonstrates generosity to other nations. This study investigates the impact of the International Higher Education Scholarship Program of the International Cooperation and Development Fund on recipients' perceptions of and experiences in Taiwan. Based on the management, education, medical science, and engineering programs of four case study universities, it finds attitudinal changes, increased intercultural competence, and signs of institution transfer and knowledge network formation. Socialization has fostered scholarship holders' cultural affinity and shared identity with Taiwan. As higher education institutions promote knowledge sharing and cultural diffusion, international students are also a nexus of cultural diplomacy, the attractions of which are more conspicuous than knowledge diplomacy's benefits. The empirical evidence of this study helps delineate theoretical frameworks of diplomacy in international higher education. Its longitudinal observation of alumni career trajectories can enrich cross-sectional evaluation.

In a world in need of profound change, the importance of "transformative education" is increasingly recognized. However, barriers abound in our Higher Education Institutions, including that educators often have little notion of "how" to make their teaching more transformative "in practice." This paper builds on our experience of developing a transformative learning intervention in the context of our sustainability education at Utrecht University. For this project, we designed a learning cycle consisting of seven steps, summarized as "excavate," "absorb," "experience," "observe," "deepen," "exchange," and "consolidate." We tested this seven-step learning journey in two Bachelor courses, using qualitative student evaluations (n = 305), and then substantiated it by drawing on the learning sciences literature. We conclude this cycle can help educators structure their teaching; include reflective, experiential, and interactive learning methodologies; and invite learners to systematically reflect on their change in meaning making, thereby supporting (transformative) education design in different contexts.

As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students' conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students' transformation of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching-learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning.

Racial disproportionality in school discipline is a major U.S. educational problem. Official data show that Black boys are disciplined at the highest rates of any racial and gender subgroup. Scholars suggest the "criminal" Black male image shapes teachers' views and treatment of their Black male students. Yet few studies examine the everyday mechanisms of racial discipline disparities, particularly in early childhood. This study uses ethnography to understand first-grade teachers' disciplinary interactions with Black and White boys. The findings uncover teachers' racialized disciplinary practices via differential surveillance of, differential engagement with, and differential responses to noncompliance from Black and White boys as key mechanisms that reproduce unequal disciplinary experiences in early childhood education.

Background: In higher education, Teacher Empathy is a term that refers to the empathetic skills of teachers. Researchers in other disciplines have shown that Teacher Empathy reduces teacher burnout and improves teacher satisfaction and student performance. There is little research on Teacher Empathy within engineering education. Purpose: In our current study, we explored the potential changes in perception of Teacher Empathy among three engineering faculty members as they utilized empathetic actions while teaching second-year engineering courses. Understanding the experiences of faculty members will help us to implement and further explore Teacher Empathy in engineering education. Method: Teacher Action Research methodology helped us provide agency to our three participants and research with them instead of on them. We used a combination of values coding and simultaneous coding for data analysis. Findings: Improved confidence in their empathetic skills was observed for two participants as they showed positive evolution of their perception about Teacher Empathy. The other participant increased the number of empathetic approaches he used in his classroom. Conclusion: Reduced teacher burnout, improved teacher satisfaction, and better student performance were some of the major benefits of Teacher Empathy that emerged. The difference in the evolution of each participant's perception about Teacher Empathy indicated that the personality of a faculty member has an influence on implementation and success of Teacher Empathy.

One way to achieve equitable design is to directly include users who will be impacted the most in the planning and facilitation of a project. Common financial, logistical, and/or temporal constraints reveal that direct inclusion of the people most impacted is not always possible. If this barrier arises, one promising alternative is the creation and use of personas. Using a vignette and case study qualitative methodological approach, three researchers at a large urban university in the Pacific Northwest detail personas and journey mapping as an equitable design practice during a LMS migration on a rapid development timeline. This paper details how personas were created using empirical data, how journey mapping impacted various teams, and how centering equity better prepared staff to support instructors throughout the migration while addressing the student learning impact.

Study abroad is often hailed as a unique and important learning experience that fosters students' ability to engage in effective and appropriate interactions in a variety of cultural contexts. Scholars, however, have not only questioned the learning that occurs in study abroad but have also highlighted problematic aspects such as the potential miseducation of participants and harm to host communities, particularly for short-term study abroad (STSA) experiences. Utilizing the lens of criticalhope, the purpose of this study was to critically assess the potential of STSA in fostering cross-cultural learning, while also examining its limitations and potential harm. Based on interviews with 18 participants 1 and 2 years after their STSA, we found STSA has the potential to be a catalyst for learning and growth related to the attitudes, knowledge, and skills needed for effective cross-cultural interactions. However, when participants approached STSA with a colonial attitude and failed to connect learning to cross-cultural experiences after STSA, that learning was minimal and STSA reinforced ethnocentric viewpoints. Participants' race and ethnicity shaped their learning. Black, Indigenous, and People of Color participants who had positive experiences abroad felt inspired by STSA to seek out additional cross-cultural interactions, which led to further growth. The white participants who experienced more growth had passions and interests related to cultural learning prior to STSA and engaged in meaningful cross-cultural experiences after STSA. In our Implications section, we discuss ways to maximize the potential of STSA to foster cross-cultural learning and serve as a catalyst for social change.

Background. Health-promoting behaviors and positive lifestyle changes are crucial for effective stroke prevention. However, individuals at high risk of stroke exhibit poor health behavior due to a deficiency of individual motivation. Moreover, there are only a few studies on health-promoting behaviors that have applied behavior change theories in individuals at high risk of stroke. Objective. This study aimed to use the theory of the planned behavior (TPB) model to investigate determinants of health-promoting behaviors for stroke prevention and control. Method. In this cross-sectional study, 263 participants were recruited from five community health centers in Qingdao. Confirmatory factor analysis was performed to assess the reliability and validity of the constructs, and structural equation modeling was used to analyze the proposed relationships between the TPB-related variables. Results. The attitudes, subjective norms, and perceptions of behavioral control positively influenced behavioral intention. The behavioral intention had a positive effect on health-promoting behaviors. Attitudes, subjective norms, and perceived behavioral control were influenced primarily by the mediating variable behavioral intention to affect health-promoting behaviors. Stroke knowledge was an influential facilitator of behavioral attitudes, subjective norms, and perceived behavior control. Conclusion. The TPB-based model is suitable for explaining health-promoting behaviors in individuals at risk of stroke and for guiding the development of effective health management programs. A comprehensive person-centered motivation behavior strategy that is based on health education and complemented by social support and health resource optimization is critical in promoting health behavior motivation and health promotion behaviors in stroke high-risk groups.

Traditionally, in many countries there exist different teacher education programs for special education and for regular or inclusive education, not at all with similar underlying paradigms for teaching and learning or similar definitions and understanding of the term inclusion. In this context, one central question is how to define inclusive mathematics education, how to address the manifold aspects, and how to reduce discrimination and marginalization. On the one hand, teacher education programs might focus on diverse groups and specific students, like students with special needs and integrate important questions of special education. On the other hand, teacher education programs might take explicitly a broader perspective, considering the mathematical learning of all students and not taking a specific focus. In this contribution we present research results of the project "ProViel" ('professionalisation for diversity') to discuss how a teacher education program can be designed to address both with the underlying paradigm of making mathematics accessible for all students, and what role pre-service teachers' beliefs as well as their self-efficacy might play. The project aimed at subject-specific concept development and research concerning teacher education for inclusive mathematics on the primary level, considering different points in time within the whole education program. Quantitative data of pre-service teachers' beliefs and self-efficacy have been analysed, while they participated in different university courses and a practical phase at school. Key findings of this study are, that pre-service teachers' beliefs about student achievement and their self-efficacy for inclusive mathematics teaching changed during the teacher education program.

In this paper, I explore the ways that educators can nurture transformative learning for adult students by engaging emotions, particularly shame. I discuss how shame mitigates adult student experiences, successes, and failures in higher education, and how a relational pedagogy of vulnerability can support adult learners. This approach not only helps adult learners but reifies liberatory education for students and teachers alike, challenging hegemonic norms in higher education that often limit and exclude adult learners.

This article examines secondary school learners' motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners' motivation, conceptualized as a continuum from fully autonomous to fully controlled, was measured through a survey at two time points, 2 years apart, which provided an assessment of motivational change. The second measurement was followed by interviews with selected learners. Our results show that learners from general secondary schools in the two locations exhibited different motivational patterns, while those from technical schools were similarly motivated regardless of their schools' locations. A decrease in extrinsic motivation over time was observed in both types of small-town schools. Based on these results, we discuss the implications for EFL pedagogy.

Objectives: This study evaluated the effects of reading different versions of a fotonovela about diabetes in resource-poor settings in South Africa. Design: An experimental study was conducted with 411 participants, comparing a fotonovela with a younger protagonist, a similar fotonovela version with an older protagonist and a no message control condition. Differences between the two fotonovela versions were analysed for two age groups of readers (25-49 years, and 50 years and older). Setting: Community centres in vulnerable communities in the South African provinces of the Western Cape, the Northern Cape and Gauteng. Method: In the experimental conditions, participants completed a questionnaire after reading one of the fotonovela versions. Participants in the control condition answered similar questions without having read a fotonovela. Results: Both fotonovela versions resulted in more diabetes knowledge than the control condition. Limited positive effects were found for attitudes and behavioural intentions. In the younger participant group, age similarity between the protagonist and readers resulted in knowledge gain, while in the older participant group, no such effect was found. In both age groups, no age similarity effects were found for attitudes or behavioural intentions. Conclusion: This study confirms that fotonovelas can be an effective means of health communication. Furthermore, for a narrative on a health topic for which age is relevant, it can be beneficial to choose a young protagonist. For readers from the same age group, the impact of the story on knowledge acquisition may then be greatest, while for older readers, the age of the protagonist does not seem to influence the knowledge effects of the story.

There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools; accordingly, English teacher education has also been intensified, with more attention to teaching speaking. Therefore, there is a need to investigate the impact of teacher preparation on classroom practice through empirical research considering Korean educational contexts. This study explores preservice English teachers' learning through initial teaching practice in the area of teaching speaking in Korea, which has seen major policy changes in recent years but has had limited empirical investigation. Two pre-service English teachers' perceptions and practices of teaching speaking are examined, from the perspectives of influences on, and changes in their cognition. Data include classroom observations, semi-structured interviews in sequence, documents, and qualitative questionnaires. The overall findings show limited impact of the practicum on their cognition development, and incongruence between their cognitions and practices of teaching speaking due to the gap between theory and practice. Implications for improvements are discussed, as well as suggestions for further study.

This present study was carried out to determine the opinions of the students before and after the implementation of the evidence-based learning applied to the 7th-grade students in the social studies course. In addition, this study aims to determine the difficulties encountered by students during the application process and to reveal their thoughts about the process. It enables students to make evaluations by comparing evidence-based learning with the existing method. The research was carried out with a class of fourteen students at the seventh-grade level of secondary school. The research was conducted with action research. Action research is one of the qualitative research methods. As the sampling type of the research, the easy sampling type was determined from the purposeful sampling model. The research is based on student views after a total of 32 hours of the evidence-based learning process in the social studies course. For this purpose, the units named "Communication and Human Relations" and "Living Democracy" of the seventh-grade social studies course were carried out with an evidence-based learning method. At the end of the research, a significant change occurred in students' views on evidence-based learning. It can be stated that they liked the Social Studies course more with evidence-based learning. In this process, it was observed that students' interest in the course increased, they showed a positive attitude and behavior towards evidence-based learning and actively participated in the course. It was observed that students developed positive thoughts about evidence-based learning.

This article reports findings from a study among 9th-graders who participated in a strengths-based intervention in two West-Finnish comprehensive schools. The intervention pursued to develop the students' psychological capital (PsyCap), awareness of their strengths, and experiences of student guidance. The following research question was set for this study: How do students perceive the change in themselves during a strengths-based intervention? This research used the phenomenographic approach. The students were chosen from the original group of students participating in the intervention so that those who showed highest increase in PowerZone during the initial and end measures of the intervention were invited to interviews. Altogether six girls and four boys were interviewed personally. The results showed how strengths boosted students' optimism evincing changes in perceptions of one's own strengths; changes in attitudes toward schoolwork; and changes in attitudes toward the future. This research contributed to the discussion a very important viewpoint, namely that of the young people themselves. Their experiences should be at the core and considered carefully when developing new methods and tools for student guidance and counseling.

This study aimed to produce a suitable module to improve the understanding of environmental care concepts and attitudes of fourth-grade elementary school students and determine the module's effectiveness. The data collection instruments consisted of a teacher interview guide, a student preliminary study questionnaire, a media expert validation questionnaire, material and instrument experts, a teacher response questionnaire, a student response questionnaire, and environmental care attitude assessment questionnaire, and a concept understanding ability test. The feasibility assessment uses assessments from media experts, learning material experts, and learning instruments. The practicality assessment of the module consists of a teacher response questionnaire and a student response questionnaire. The data analysis of the module's effectiveness on the ability to understand the concept and attitude of caring for the environment was analyzed using the t-test and MANOVA test with a significance level of 0.05. The results of the study showed that: (i) The module met the eligibility criteria based on the results of assessments from media experts, learning materials experts, and learning instruments that get an assessment in the "very feasible" category to use; (ii) The module met the practicality criteria based on the results of the teacher response questionnaire assessment and the student response assessment questionnaire who received an assessment in the "very feasible" category; (iii) The module was effective in increasing students' understanding of concepts and environmental care attitudes. The effectiveness is shown from the t-test and MANOVA test results with a significance level of 0.001.

Scholarship underscores the experiences of Appalachian students who must confront a social reality that consistently expects less from them because of their circumstances and the narratives surrounding their social context (Collins, 2020; Piene et al., 2020). Traditionally, the Appalachian people have been viewed by educators from a deficit approach although some theorists are transitioning to see the value in Appalachian people and, using this alternative lens, are approaching the Appalachian identity with more place-based pedagogies such as funds of knowledge (Collins, 2020; Piene et al., 2020). These culturally responsive approaches see value in the region's people and scaffolds a positive learning environment on the cultural heritages and identities of the region and allows students to expand their views of possible selves. In turn, this contribution explores the pedagogical approaches embodied in possible selves as a theory that builds on rural and small community assets and successes as related to the social resources and capital that rural students represent. Specifically, we look at the connections that possible selves as a theory makes to rural students' socioeconomic, sociocultural, and sociohistorical contexts and how this theory can accentuate concepts like social capital with respect to postsecondary student success.

The aim of this research is to investigate the development of preschool education pre-service teachers' (PST) understanding and evaluation of a socio-scientific topic, namely food additives by using debate as a teaching technique. Qualitative research was designed in a case study model with purposeful sampling in which sixty PST attended Mother and Child Nutrition course. We used qualitative data instruments including pre- and post-reflective forms (RF), assignment papers and video recordings. Data were analyzed using open coding and cross coding. The results indicated that PST's opinions about food additives may change with the use of debate and scientific articles. The findings also showed that it can be possible to improve their understanding of scientific knowledge about food additives, sources of information, evaluation of sources of information with the help of well-designed debate applications. The evaluation of the components of evidence, sources of evidence, arguments, and expert judgment as well as inclusion of these components in teacher education programs are recommended for further research.

Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single-group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific Issues, the Know-Want-Learn Form and the Project Evaluation Form were used. Quantitative and qualitative data analysis methods were used together in the evaluation of the data. Because of the study, the implemented project activities contributed to the development of the participants' views on the teaching of SSIs and caused a positive development in their views on the project. Suggestions were made considering the results of the project so that guidance could be provided for teachers and teacher educators.

This research endeavor that aimed to determine the changes in the Senior High School (SHS) teachers' attitudes, self-efficacy, and classroom practices toward formative assessment (FA) as they implemented Feedback Loop Model (FLM) in their Physics classes was examined to assess any improvement in their attitudes, self-efficacy and teachers' FA practices. Using a concurrent triangulation design to address the objectives of this study, a convenient sampling method was employed. Out of the 23 teacher-participants who attended the webinar series on FLM, only 3 Physics teachers agreed and participated in the follow-up process, which requires implementing FLM in their classrooms. These teachers approved recording their online classes, which were used for observation by external observers or cross-examiners. Likewise, they agreed to keep journals or reflections as they implemented the FLM in their Physics classes. Results have shown that teachers' attitudes, self-efficacy, and classroom practices on FA were affected significantly, leading to positive attitudes toward utilizing the assessment and improved self-confidence in applying FA in their classes. Teachers were also able to manifest and build a classroom environment that supports formative assessment, signifying the positive effect of the FLM. Therefore, it is suggested that FLM be recommended to strengthen the use of FA by conducting more professional development programs. This way, teachers would have opportunities to refine their strategies and enhance collaboration and professional growth.

This study investigated the effect of the use of content-specific material-based activities on children's mathematical skills, and changes in emotions for both sides with the help of math workstations to serve as responsive partners in delivering quality mathematics education to children and teachers. A total of 20 female kindergarten teachers and 625 children (female= 393, male=232, M = 64.57 months) studying in classes with disadvantages pertaining to materials participated in the study. The study used a fully mixed sequential equal status design, and quantitative data was analyzed using ANOVA and multilevel regression, while inductive content analysis was used to analyze qualitative data. The study found that teachers' development of facilitating alternative perspectives towards mathematics mitigated negative beliefs related to emotions arising from teachers' and children's negative experiences with mathematics. This study re-emphasizes the significance of emotional circumstances for learning mathematics in early childhood education, and teachers need game-based, effective, and innovative pedagogical approaches without prioritizing academic concerns.

The pedagogy of a servicelearning course is applied in a large urban commuter university to explore the impact of a service-learning course on upper-level students. The study population was engaged in an inmate re-entry program, and students were placed in nonprofit re-entry agencies. Results show changes in students' perception of offenders during the re-entry process. Furthermore, students' empathy and understanding of the re-entry population indicate internal changes from fundamental offender-based thinking. Offering a Recovery Coach training opportunity seems to positively impact student selfawareness while providing an essential resource to nonprofit community agencies.

Service-learning has been empirically shown to impact student learning outcomes in multiple disciplines in several countries. Prior studies have shown that students are often involved in service-learning projects that last many weeks. This study reports on student learning outcomes after business students were exposed to an intensive daylong servicelearning project at a major nonprofit organization. Using the SELEB Scale, the researchers examine how students perceive the improvements to their practical skills, citizenship, personal responsibility, and interpersonal skills, that accrued from the service project. The results indicate that although females' scores were higher, they were not significantly different from males. In addition, differences in academic major subjects caused no significant differences in the results. The results of this study demonstrate that students can benefit from service-learning projects that can be completed in a shorter time span.

In the wake of recent political events, rural people and places experience unfiltered and uncensored criticism. For the approximately 20% of America's children who are growing up in rural places, these stereotyped narratives are damaging and dehumanizing. To ensure the wellbeing of rural children across the United States, teacher education programs must prepare teacher candidates to view rural schools from a strengths-based perspective. To do this, teacher education programs must consider the importance of critical pedagogy of place and the essential role of strong school-university partnerships. This article provides a historic and current look at rural schools, discusses the impact of rural stereotypes, and charts an initial path for teacher education programs to change the current narrative about rural schools. Perspectives that address rural stereotypes through a critical lens are essential for all educational stakeholders, no matter their locale.

This study aims to investigate the influence of teaching via educational films on science teacher candidates' perceptions of biotechnology applications. This is a mixed-methods study aiming to investigate the influence of teaching with educational films on science teacher candidates' perceptions of biotechnology applications. In the quantitative data collection process of the research, a single group pre-test / post-test experimental design was used. And the phenomenology method was used, on the other hand, to collect the qualitative data of the study. For this research, which aims to investigate the influence of teaching with educational films on science teacher candidates' perceptions of biotechnology applications, 32 second-year science teacher candidates at a state university in Ankara were recruited. Two data collection tools were used in the study. The perception scale for biotechnology applications developed by the researchers was used to collect the quantitative data of the study. While the interview form was used to collect the qualitative data of the study. According to the results the study found that teaching with educational films increased the perceptions of science teacher candidates about biotechnology applications. within the scope of the research, the question of whether teaching a lesson with educational films has an effect on changing their perceptions about the subject, and if so, how this change occurs, was asked during the interview stage, and it was found that the majority of the teacher candidates perceived a meaningful change. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

This study researches relationships between 12th-grade students' epistemological beliefs towards science and their conceptual understanding of evolution by natural selection. Forty-two 12th-grade students in a suburban high school in Cyprus, who participated in a biology course, completed measures of their: (1) epistemological beliefs towards science before the intervention of being taught evolution; (2) conceptual understanding of evolution by natural selection after evolution intervention; and (3) epistemological beliefs towards science after evolution intervention. Based on previous research, we hypothesised there would be a significant relationship between students' epistemological beliefs and their conceptual understanding of evolution by natural selection after the evolution intervention. We also hypothesised that inquiry-based intervention on evolution by natural selection would foster students' epistemological beliefs. Our results indicate that participants' initial epistemological beliefs predict very modestly and statistically non-significant learning achievements on conceptual understanding of evolution by natural selection. However, our results show a significant improvement in participants' epistemological beliefs after engagement in an inquiry-based intervention on evolution by natural selection. The educational significance of this and its implications are discussed

The decline of biodiversity and natural habitats, and the lack of progress in society's behaviour towards conservation, has prompted research into effective educational programs. Studies have shown that positive emotions towards nature, particularly in relation to the innate human predisposition towards the natural environment, can encourage environmentally friendly actions. As people's attitudes towards species are linked to familiarity and experiences, insects, and other invertebrates, despite their vital role in ecosystems, are often underappreciated and face inequalities in research and conservation. Negative attitudes towards insects are shaped by cultural and educational factors. Hence, education, particularly environmental education, can play a significant role in changing preconceptions and attitudes towards insects and fostering positive behaviour towards biodiversity conservation. This study presents a scoping review of environmental education programs focused on enhancing students' awareness of insects and their significance in the ecosystem (from 2000 to 2022). The aim was to analyse the effects of intervention programs and key characteristics that contributed to their efficiency. The review highlights the importance of program duration, outdoor experiences, and the use of inquiry-based and experiential learning methods in promoting positive attitudes and knowledge about insects. The findings have implications for the design and implementation of effective environmental education programs targeting insect awareness.