Search Results (486)

This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article

As diversity, equity, and inclusion (DEI) efforts in higher education face increasing political resistance, it is critical to understand how equity-centered institutional change is fostered, and who is transformed in the process. This study examines the intended and emergent outcomes of faculty professional development initiatives implemented through the Howard Hughes Medical Institute’s Inclusive Excellence (HHMI IE) program. We analyzed annual institutional reports and anonymous reflections from four public universities in a regional Peer Implementation Cluster (PIC), focusing on how change occurred at individual, community, and institutional levels. Guided by Kezar’s Shared Equity Leadership (SEL) framework, our thematic analysis revealed that while initiatives were designed to improve student outcomes through inclusive pedagogy, the most profound outcome was the development of equity consciousness among faculty. Defined as a growing awareness of systemic inequities and a sustained commitment to address them, equity consciousness emerged as the most frequently coded theme across all levels of change. These findings suggest that equity-centered faculty development can serve as a catalyst for institutional transformation, not only by shifting teaching practices but also by building distributed leadership and deeper organizational engagement with equity. This effort also emphasizes that documenting emergent outcomes is essential for recognizing the holistic impact of sustained institutional change. Full article

There is a lack of studies comparing PE teachers’ reflections on the role of sport in different regions. Using Kirk’s conceptualization of the role of sport, this qualitative comparative study aimed to explore and compare fifth-grade physical education (PE) teachers’ perceptions and experiences related to PE teaching in Finland and in the Kurdistan region of Iraq (KRI). In-depth interviews were conducted with eight Finnish and six KRI teachers, and the data were analyzed using the NVivo qualitative analysis program. The results showed that the Finnish teachers’ reflections were classified into four themes: joy and competence rather than sport, sport and curriculum, the status of sport in society and prerequisites for physical activities and sport. The KRI teachers’ reflections were also classified into four themes: sport as an aim in PE, the teacher as a model and leader of the sport, sport raising one’s status and PE being not only about sport. The role of sport in PE was recognized by teachers from both regions, although from different perspectives. The Finnish teachers made a clear distinction between PE and sport. The KRI teachers perceived PE and sport almost as one, in the belief that PE primarily teaches pupils about sport and that sport itself is a central goal. Both groups of teachers aimed to enhance their pupils’ well-being and encourage a physically active lifestyle through PE. The KRI teachers believed that engaging students in sports would promote these aims, whereas Finnish teachers saw sport as just one of many components needed to achieve these objectives. The Finnish teachers emphasized the national PE curriculum guiding their work, while the KRI teachers had no standardized PE curriculum in primary school. This comparative study highlights the importance of implementing a well-structured PE curriculum in primary schools in the KRI. Further studies should examine how the implementation of such a curriculum will affect KRI teachers’ teaching and the role of sport in PE. Full article

Background: The effective use of electronic health records (EHRs) is an essential clinical skill, but medical schools have traditionally provided limited systematic teaching on the topic. Inefficient use of EHRs results in delays in diagnosis, fragmented care, and clinician burnout. This study investigates the impact on medical students’ confidence, efficiency, and proficiency in extracting clinically pertinent information from patient records following an organised EHR teaching programme. Methods: This observational cohort involved 60 final-year medical students from three London medical schools. Participants received a structured three-phase intervention involving an introductory workshop, case-based hands-on practice, and guided reflection on EHR navigation habits. Pre- and post-intervention testing involved mixed-method surveys, simulated case tasks, and faculty-assessed data retrieval exercises to measure changes in students’ confidence, efficiency, and ability to synthesise patient information. Quantitative data were analysed using paired t-tests, while qualitative reflections were theme-analysed to identify shifts in clinical reasoning. Results: All 60 students successfully finished the intervention and assessments. Pre-intervention, only 28% students reported feeling confident in using EHRs effectively, with a confidence rating of 3.0. Post-intervention, 87% reported confidence with a rating of 4.5 (p < 0.01). Efficiency in the recovery of critical patient information improved from 3.2 to 4.6 (p < 0.01). Students also demonstrated enhanced awareness regarding system-related issues, such as information overload and fragmented documentation, and provided recommendations on enhancing data synthesis for clinical decision making. Conclusions: This study emphasises the value of structured EHR instruction in enhancing the confidence and proficiency of medical students in using electronic records. The integration of structured EHR education to medical curricula can better prepare future physicians in managing information overload, improve diagnostic accuracy, and enhance the quality of patient care. Future research should explore the long-term impact of structured EHR training on clinical performance, diagnostic accuracy, and patient outcomes during real-world clinical placements and postgraduate training. Full article

Vajrayāna teaching places the guru outside space and time, while simultaneously manifest in the teacher’s physical body. Those who regard Danzanravjaa primarily as a Buddhist teacher even today have his poems as a potent source of his teaching and consequently as a catalyst for their own spiritual development. But what can we hear across two centuries, and how can we actively listen to his religious teaching through his singular, aphoristic, and complex poetics? And to what extent can we understand today his nomadic perspective on Buddhist teaching in order better to understand the particular nature of Mongolian Buddhism? This paper will examine Danzanravjaa’s poetry in both Mongolian and Tibetan through the intertwining outer, inner, and secret levels of Tibeto-Mongolian Vajrayāna Buddhism, listening to how his poetic language and down-to-earth themes might have spoken to his contemporaries, as well as how they might speak to us today. In doing so, it presents Danzanravjaa’s poetry in a different light—not in terms of nineteenth century literature but as actionable spiritual wisdom from a teacher who, like any other, presents his own direct apprehension of Buddha nature in a challenging, personal style. Full article

This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields. Full article

A citizen’s ability to thrive in today’s technologically advanced society necessitates robust and nimble scientific literacy. The development of such literacy is rooted in science instruction that engages students with appropriate cognitive tools that enable active knowledge construction through scientific practices. One such instructional approach with proven positive science learning outcomes is project-based learning. However, little is known about future teachers’ takeaways from participation in project-based learning science methods courses and how those takeaways connect to teachers’ developing pedagogical content knowledge. In this qualitative study, we examined pre-service teachers’ end-of-semester reflective blogs and identified the main themes and connections to the five dimensions of pedagogical content knowledge (PCK). Across three cohorts of pre-service science teachers, we found nine common themes connected to the four dimensions of PCK that involve teachers’ orientations towards science teaching, their knowledge of science curricula, instructional strategies, and students’ understanding of science. We found no prominent connections to the dimension that emphasizes a teacher’s knowledge of the scientific literacy assessment. These findings suggest the asymmetrical development of pre-service teachers’ PCK. Teacher educators should explicitly address the scientific literacy assessment and support pre-service teachers as they develop their knowledge of it. We discuss additional implications for research and practice. Full article

There is an increasing number of multilingual children attending early childhood education and care (ECEC) settings around the world. Early childhood teachers play a crucial role in supporting these multilingual young children. As teachers’ teaching practices are directed by their beliefs, it is significant to understand early childhood teachers’ beliefs about multilingualism in the existing literature in order to better support multilingual children. From 14 studies, this review categorised three main themes of early childhood teachers’ beliefs about multilingualism: multilingualism as a problem, multilingualism as a right, and concerns about multilingualism as a resource. Two studies examined factors associated with the variation in teachers’ beliefs. The findings of this review summarised various perspectives of teachers’ misconceptions and negative beliefs about multilingualism, although a small number of studies reported teachers’ positive beliefs about multilingualism in ECEC. This review addresses early childhood teachers’ knowledge gaps in child language development and multilingual pedagogies. In addition, this review identifies several research gaps for future studies. For example, more studies conducted in non-Western contexts and studies on teachers’ beliefs about supporting multilingual infants and toddlers are much needed. This review also contributes to informing future directions for professional development to empower early childhood teachers to support multilingualism. Full article

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented and economically disadvantaged students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis revealed five main themes reflecting the teachers’ growth: (1) Teachers reported positive outcomes including improved understanding, confidence, and intentions regarding CS integration as a result of attending PD; (2) Teachers demonstrated enhanced abilities to use a variety of tools and resources in CS teaching after PD; (3) Teachers discussed various pedagogies, including culturally and personally responsive pedagogical practices, and racial awareness to promote inclusive instruction in the classroom and used strategies to promote personal relevance more than the collective cultural values or beliefs in CS teaching specifically; (4) Teachers reported having ongoing reflections on how they can implement successful CS-integrated instruction with their enhanced knowledge and beliefs; (5) Positive student outcomes were both reported by the teachers and observed by the researchers as a result of teachers’ experimentation, which gave the teachers more confidence to enact CS teaching. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing. Full article

Middle school students face significant transitions and often do not receive education on important social-emotional learning (SEL) skills. To address this issue, we investigated how middle school students experience an outdoor adventure education program focused on SEL development. Nine students from an urban public charter school participated in the ROVER program, which taught the following SEL skills: resilience, risk management, self-efficacy, self-regulation, and emotion regulation. Students then applied these concepts through adventure sports and were instructed to translate the lessons to their home and school lives. Students completed weekly reflections to explore how students experienced this piloted program. A Structure Tabular-Thematic Analysis (ST-TA) approach was used to investigate thematic coding of reflections. Prominent themes uncovered across the reflections were emotion regulation, experience intensity, social influences, resilience, and self-preservation. We describe program implementation and discuss how using adventure sports after-school programs can impact urban middle school students’ SEL skills development. Implications suggest potential benefits of directly teaching and applying SEL competencies. Full article

School social work practice in the South African context is a growing field; however, there is limited research regarding the roles and responsibilities of school social workers, particularly in the Gauteng province. This province is unique in that school social workers are employed by multiple institutions, including individual schools and the education and social development departments. This study aimed to explore and describe the roles and responsibilities of school social workers in the Gauteng province, recognizing them as critical specialists in addressing learners’ psychosocial needs within school settings. An explorative qualitative design was used in this study. Data were collected from 22 purposively selected participants, comprising school social workers, supervisors, and provincial managers of school social work programs. Semi-structured interviews were conducted to collect data, and thematic analysis was employed to identify themes. The findings revealed context-specific roles of school social workers, including the creation of conducive teaching and learning environments, advocacy for social justice and child protection, conducting interviews and psychosocial assessments, providing counseling and trauma debriefing, conducting home visits and offering family services, removing abused learners from harmful environments, including their respective homes, and providing parental skills training and support. As a conclusion, this study highlights the need for standardized national and provincial guidelines to formalize and support school social work practice. It is recommended that the identified roles be incorporated into future practice frameworks. Furthermore, it is suggested that a uniform assessment tool be developed to promote consistency and guide school social workers in the initial evaluation processes. Full article

The latest Relationships Education, Relationships and Sex Education, and Health Education (RSHE) Draft Guidance seeks to reduce the inclusion of LGBT themes in English schools. Additionally, the Gender Questioning Draft Guidance for Schools and Colleges and the Cass Review overlook the rights of trans and non-binary young people, further intensifying the heated debates surrounding their lives. In response, the author draws upon research conducted in a primary school in Greater London in 2021, when statutory RSHE, including LGBT content, was first introduced. The research aimed to understand how teachers felt about teaching RSHE and to collaborate with them to enhance pupil learning within and beyond the RSHE curriculum. This paper critiques lesson observations and teachers’ reflections on their lessons using a Framework for Sexuality Education and Queer Theory. The researcher’s call to rethink how RSHE is taught should not be taken to mean it should not be taught. To the contrary, the findings suggest a need for the school to broaden its curriculum, teaching methods, and strategies to become a truly ‘LGBT-inclusive’ environment. However, the paper also illuminates the apprehensions these primary school teachers experienced, which in turn influenced pedagogical decisions. The article concludes by recommending specific whole-school approaches and effective pedagogical practices for RSHE in the school, which could be beneficial to other primary school settings. Effective teaching of LGBT themes requires clear support for educators, especially within the complexity of a primary school setting and given the changing political and social climate. Full article

Background: Nurses play a crucial role in health promotion (HP) policy and in encouraging healthy behaviors. However, challenges persist in effectively integrating HP as a core component of healthcare systems and nursing practice. Therefore, it is essential to develop specialized and advanced competencies in nursing students, incorporate HP into nursing academic curricula, and better understand the factors influencing nursing students’ development of these competencies—an area that remains underexplored. Accordingly, this study explores and describes the factors nursing students perceive as essential in developing competencies in HP and in fulfilling their role as health promoters. Methods: A qualitative study was conducted using Reflexive Thematic Analysis. Data were collected through semi-structured interviews with 19 nursing students. Results: Five main themes emerged: (1) Training Needs of Future Health Promoters, (2) Navigating Time Constraints in Health Promotion, (3) Nurses’ Awareness of Their Role in HP, (4) Perceived Need to Adopt Healthier Lifestyles, and (5) Challenges of Lifestyle Management. Key facilitators included strong mentorship and well-structured educational programs; barriers included insufficient clinical exposure and time constraints. Additionally, students emphasized the need for HP to be a core aspect of nursing curricula. While acknowledging existing obstacles, participants also identified practical solutions that could be integrated into training and practice to enhance the impact of HP in nursing care. Conclusions: The study highlights significant gaps in HP education for nursing students and the need for curriculum reforms to better prepare them as health promoters. Future research should consider the perspectives of clinical mentors and evaluate the effectiveness of innovative teaching methods—such as simulation-based training—in strengthening students’ HP competencies. Full article

The theology of deification in the Christian tradition is fraught with misconceptions. Although it embodies the core teaching of the faith, it is not only a neglected theme of theology, but often critiqued as a Promethean distortion of the gospel and/or a semi-Pelagian heterodoxy. Hans Urs von Balthasar, through his examination of the teachings of the early Church Fathers, presents the doctrine in its Christocentric context, emphasizing its kenotic and inherently relational character. Deification is thus revealed as an antidote to the narrowly conceived notion of “justification” as salvation, which is rooted in a juridic understanding of God’s grace. Conceived as the dynamic incorporation of the believer into the life of Christ himself, deification is rightly understood as a present, existential process and thus far more than a mere eschatological hope. Full article

There are few conceptual frameworks or models related to educators’ competencies at the intersection of social justice; youth development; and physical education, activity, or sport content and pedagogy. The purpose of this multiple case study was to examine how the racialized and pedagogical experiences of individuals teaching physical education contribute to understanding the integration of social justice principles in youth development contexts through sport and physical activity. This study involved the within-case and cross-case analyses of two main cases: preservice teachers and graduate teaching assistants teaching physical education in a youth development context. The preservice teacher and the graduate teaching assistant within-case analysis each resulted in two complementary themes (four total). The cross-case analysis resulted in three total themes. Together, these seven themes are conceptualized into three categories: (1) assumptions prior to teaching, (2) emergent just teaching, and (3) considering race. While training all future professionals for equitable and justice-oriented teaching is key, we cannot ignore the glaring reality that many individuals with more culturally diverse backgrounds are predisposed to embodying such orientations. Findings reinforce the importance of preparing (and recruiting) educators who not only have pedagogical skills but who can also teach for justice. Full article