Intersecting shadows: examining the dynamics between formal and shadow curricula in Türkiye

This study examines ways in which political ideology influences discourses of race and social class in the formal curriculum and teacher attitudes in social studies education. More specifically, the study determined how elements of conservative, liberal, and radical ideologies affect discourses around race, social class, democracy and citizenship. The study drew on two data sources: all seven versions of the formal social studies curriculum used in British Columbia's high schools from 1941 to the present; and transcripts from interviews with current social studies department heads in ten high schools in Vancouver, British Columbia. Critical discourse analysis was used to analyze both data sources. The interview transcripts were also analyzed using an interpretation of meaning approach. The study demonstrates that the British Columbia curriculum evolved from a conservative document to one influenced by liberalism. The early curriculum guides were essentially conservative. The 1956,1968, and 1980 versions indicated oscillation between these two ideologies. The 1988 and 1997 versions were completely dominated by liberalism. Over this time period, conservative depictions of non-white peoples that were overtly racist transformed to liberal representations in a pluralist multicultural framework. Social class issues were always presented from the standpoint of capital in the conservative versions of the curriculum, while subsequent liberal versions almost completely ignored social class representation. The treatment of democracy and citizenship evolved from conservative to liberal conceptions. Radical elements were almost completely absent from any curricular documents. The study revealed that ideology influences teacher attitudes toward issues of race, class, democracy and citizenship. In general, liberalism was the most dominant ideology. Conservative discourses, however, appeared more than in the formal curriculum. Teachers invoked radical discourses only rarely. The liberal cultural deficit discourse was used by the majority to explain differences in academic proficiency along axes of race and class. Conservative genetic-deficit discourses appeared about as frequently as radical discourses that focused on unfair structural problems. The teachers were evenly divided in their use of conservative and liberal discourses about democracy and citizenship. Recommendations were made to alter social studies curriculum and teacher education programs to reflect social justice aims from a radical perspective.

In East Asian countries, shadow education has long existed as an alternative form of education alongside public schooling to enhance academic achievement. This system of shadow education includes personalized preparation for high school and university entrance exams via home-based individual tutoring (gawoe), group learning (hakwon), and online learning. Shadow education is a supplementary “learning space”—in the sense proposed by Davies and Aurini (2006)—that permeates the K-12 education of students in East Asian countries. When examining students' academic success and learning culture, the meaning, value, and impact of shadow education should be discussed. Theorizing Shadow Education and Academic Success in East Asia: Understanding the Meaning, Value, and Use of Shadow Education by East Asian Students by Kim and Jung presents the first international study introducing Western scholars to the contribution of shadow education to the world-class academic achievements of East Asian students on international tests such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). Furthermore, the theoretical approach and empirical data used in this book provide a comprehensive framework to help readers understand the role of shadow education, offering insights into the academic success of East Asian students through ethnographic and qualitative research methods. This book is divided into three parts. Part 1 establishes a new theoretical ground of shadow education through the lens of transboundary learning culture and East Asian students' nomadic identities, revisiting the dominant discourse on shadow education and uncovering its defining characteristics. It explores how shadow education is applied to facilitate the academic success of East Asian students through an analysis of empirical data. This part induces a shift in the perception of the power and influence of shadow education, which has previously been portrayed negatively in the works of both Eastern and Western educational scholars. Part 2 documents case studies of shadow education in five East Asian countries—South Korea, Japan, Taiwan, Hong Kong, and Singapore—written by scholars specializing in each country, exploring how shadow education is embedded within learning cultures that enhance students' academic achievement. This book forms the first academic effort in which leading scholars from each country introduce the learning culture associated with shadow education in relation to the academic achievement and self-development of elementary, middle, and high school students in the East Asian context. Part 3 highlights three negative impacts of shadow education on students' educational growth and future success: (1) shadow education widens the learning gap between slow and fast learners, (2) its hidden curriculum negatively influences students, and (3) it reproduces inequality based on meritocracy and social class. The authors extend general issues of educational inequality and learning gaps in public education to practices of shadow education, calling on educational scholars in various fields—such as curriculum studies, sociology of education, educational anthropology, and educational policy—to discuss solutions and policy implementation necessary to address the three issues. The authors reinvent Western definitions of East Asian learning culture and methods using postmodern concepts such as “de-truth,” “students as nomads,” and “learning culture beyond borders.” This book is, therefore, an ethnographic anthology on the academic success of East Asian students facilitated by shadow education. By examining postcolonial cases, the book effectively explains the diversity and important aspects of East Asian students' learning methods and cultures for academic success using ethnographic and qualitative research (Kim et al. 2020). A limitation of this book is its somewhat narrow perspective that focuses only on East Asia. Therefore, it would be beneficial to include a broader comparative perspective that encompasses other regions, such as Southeast Asia or South Asia, where private education is also widespread. This could help strengthen the argument that private education is a global phenomenon with diverse regional manifestations. This book, which positions shadow education as a cultural and social practice, provides a new framework for understanding how education operates outside formal education systems. The focus on East Asian students' experiences and perceptions offers valuable insights into how educational practices are shaped by cultural and social expectations. This book can serve as a valuable resource for understanding shadow education as an alternative learning space facilitating the academic success of East Asian students, a topic that has not been seriously discussed or theorized in Western educational scholarship. Thus, this anthology could help Western scholars determine the factors underlying the superior academic achievements of East Asian students in tests such as PISA and TIMSS. Broadly speaking, the postcolonial research presented in this book can effectively shift the anthropological research focus from Western-centered student learning and academic development to more diverse, non-Western, and multicultural contexts. This study was supported by the KU Research Professor Program of Konkuk University.

Weill Cornell Medical College of Cornell University

Concerns have been expressed by patient and professional bodies, and the UK Parliamentary Health Select Committee, about the poor standard of allergy teaching in UK medical schools. It is argued that this deficiency is an important contributing factor to the generally poor quality of care experienced by patients with allergic disorders. Allergy services are currently being reviewed by the Scottish Executive and Department of Health for England. To describe and map the teaching of allergy-related topics in the formal undergraduate curriculum of a UK medical school. We undertook a systematic analysis of learning objectives and other electronic documentation of modules taught during the five years of undergraduate medical training at the University of Edinburgh. Allergy and allergy-related topics are mentioned within the learning objectives of 11 (26%) of the 43 modules in the five-year MBChB curriculum. Our overall assessment reveals significant gaps in the described curriculum regarding allergy-related topics. Although formal teaching on allergic disorders has been identified in a number of modules throughout the five years, it is not comprehensively described in the course documentation and significant gaps exist. We accept that the delivered curriculum may not be captured by the level of detail present in the learning objectives and recommend that further mapping and triangulation is undertaken through student focus groups and information gathering from teaching staff. We also recommend that in the absence of informal and clinical attachment opportunities in allergic disorders, the stated learning objectives be developed into a coherent vertical element throughout the medical curriculum. This, together with an advocate and suitable assessment, would increase the impact of allergy training on students and emphasise the knowledge and skills required to deliver high quality allergy care.

A Three-Year Develop-Pilot-Revise Process Produces Effective and Enjoyable Behavior-based Nutrition Lessons (Grades 6-12)

Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis

Overview of the Geriatrics Curriculum In recent years, we have developed and strengthened the geriatrics curriculum through a deliberate process of specifying learning outcomes, identifying existing geriatrics content, designing and implementing new learning activities and resources, and assessing students’ geriatrics-related knowledge, skills, and attitudes. Further, recent changes in the curriculum governance structure ensure ongoing assessment and improvement of the geriatrics curriculum. The geriatrics curriculum now is fully integrated in required courses across all four years of the curriculum, providing a coherent and comprehensive program that prepares students to care effectively and compassionately for older adults. A unique feature of our curriculum is its focus on preparing students to improve the health of the state’s population, which includes a growing number of citizens over the age of 65. Approximately 40% of clinical teaching takes place in communities throughout the state, where students learn about caring for diverse populations in a variety of communities and health care settings. Curriculum Management and Governance Structure (see Figure 1)FIGURE 1. Governance StructureIn January 2002, the Curriculum Management and Policy Committee (CMPC) was established as the central body responsible for curriculum management and governance. The CMPC is chaired by the executive associate dean for medical education, who reports to the dean, and its members are the co-chairs of the three course directors’ committees and the associate deans for admission, student affairs, and educational development. The following committees report to and advise the CMPC and are the avenue by which the geriatrics curriculum has been integrated in the overall curriculum: Three course directors’ committees, one each for the first and second year, and one for the third and fourth years combined, are responsible for overseeing, coordinating, and improving the individual courses and overall curriculum for each year. The co-chairs of these committees are appointed by the executive associate dean for medical education. Each committee is composed of all of the course directors for the respective year(s). Ex-officio members include staff from the Office of Medical Education and student representatives. The director of the Program on Aging, as a second-year course director, is a member of that committee and also attends the first-, third- and fourth-year committee meetings. The Curriculum Advisory Board convenes quarterly to serve as a forum for all constituencies and stakeholders involved with the educational program for the MD degree, to share ideas about the curriculum, and discuss current practice, concerns, and plans. The director of the Program on Aging is a member of this committee. Two additional committees report to the CMPC and have supported the development of the geriatrics curriculum: The Faculty Advisory Committee on Educational Technology advises the executive associate dean for medical education on matters regarding effective selection and use of educational technology and information systems. Much of the computer-assisted geriatrics instruction has been facilitated by this group. The Whitehead Curriculum Committee, an arm of the Whitehead Medical Society (the student government), works to improve individual courses and the overall curriculum and serves as the liaison among students, student government, and the Curriculum Management and Policy Committee. Each year the two second-year students who are elected co-vice presidents for curriculum of the Whitehead Medical Society serve as co-chairs of the committee, which is composed of student representatives from each class, the co-chairs of the course directors’ committees, the executive associate dean for medical education, and the associate deans for student affairs and educational development. Whitehead representatives attend meetings of the course directors’ committees and Curriculum Advisory Board. The new governance structure has permitted organizational and administrative flexibility to manage and coordinate the curriculum and to react to a rapidly changing academic medical center environment to facilitate change if and when it is deemed necessary. The strengthening of the geriatrics curriculum has been and continues to be a critical focus. In addition to the overall curriculum governance structure of the medical school, the Geriatrics Curriculum Committee (GCC), centered in the Program on Aging, serves as a major force in the development of the geriatrics curriculum. The seven-member interdisciplinary GCC, chaired by the director of the Program on Aging, was created to remedy gaps in the geriatrics curriculum. The group’s accomplishments include: development of a comprehensive syllabus outlining geriatrics learning objectives and content that all medical students should master prior to graduation; thiswas done through surveying practicing physicians to determine the skills needed to work effectively with elders in the community and following guidelines from the American Geriatrics Society (“Areas of Basic Competency for the Care of Older Patients for Medical and Osteopathic Schools,” 1998); evaluation of existing geriatrics content and learning activities to assess where and how well these topics are taught in the curriculum; and implementation of educationally sound methods to address geriatrics components that may not be fully incorporated into the medical curriculum. Plans developed by the GCC are shared with the three course directors’ committees and the Curriculum Advisory Board via the Program on Aging representative. THE AAMC/HARTFORD GERIATRICS CURRICULUM PROGRAM Institutional Involvement in Curricular Change The John A. Hartford Foundation grant received through the AAMC in June 2000 provided the resources that allowed us to strengthen and build the geriatrics curriculum across all four years, expand our outreach to students interested in geriatrics medicine, and document those areas in the curriculum where geriatrics knowledge and skills were inadequate or lacking. Specifically, our goals were to increase (1) the exposure of all students to core geriatrics content to help ensure a sound knowledge base for practice, (2) the number of opportunities for student exposure to older adults to support empathic practice, based upon an appreciation of normal and successful aging as well as its challenges, and (3) educational experiences to engage students in applying their knowledge and skills to solve complex problems in geriatrics medicine. These efforts were well received by faculty and students and resulted in increased visibility throughout the School of Medicine and increased awareness of the importance of geriatric medicine as an inherent component of core competencies. Both before and midway through the grant period, institutional involvement in curriculum change permitted even greater achievements in enhancing the geriatrics program. Prior to this, the Program on Aging had limited opportunities to make formal recommendations regarding medical school curriculum design and content, with virtually no active, authoritative role in the decision-making process. In 1999, the large and unwieldy First- and Second-Year Course Directors’ Committee was divided in two, so that each committee could focus exclusively on a single year’s curriculum. This promoted more intense and focused work on analyzing the curriculum and determining ways to strengthen it. In 2001, the dean appointed the Leadership Task Force on the Outcomes of the Medical School Curriculum, composed of nine department chairs representing both basic and clinical sciences. This committee was charged with describing the core competencies (learning objectives) to be achieved by graduating medical students and with revising the curriculum governance structure to promote efficient and effective decision making. The subsequent establishment of a set of core competencies and the reconfiguration of the governance structure (described above) resulted in major curriculum changes, with significant implications for expanding the depth and breath of geriatrics content throughout the four-year curriculum. The Second-Year Course Directors’ Committee transformed the second-year curriculum from separate courses generated by each department into integrated block courses focusing on organ systems. The committee also established both an introductory and a capstone block to begin and end the year, with each of these blocks using case-based learning with a strong geriatrics focus. Theme for the Geriatrics Curriculum The teaching mission of the Division of Geriatric Medicine and the Program on Aging is to build the capacity of UNC to prepare health care providers at all levels for evidence-based, outcomes-oriented health care for older adults and ultimately, to improve or preserve their level of function and quality of life. The major theme for the geriatrics dimension of the UNC medical school curriculum is twofold, to ensure (1) that the geriatrics curriculum is a recognizable and integral component throughout all four years of the medical curriculum; and (2) that students, faculty, and administrators recognize that the mastery of geriatrics competencies is most effectively achieved within an interdisciplinary system of care delivery that recognizes the interdependence of education; research; primary, subspecialty, and ancillary care; and public policy and regulation. The questions that must be addressed for each curricular activity are “How does this intervention affect the student’s acquisition of identifiable geriatric core competencies?” and “How does this intervention increase the student’s understanding and implementation of interdisciplinary team skills?” An additional theme is the commitment to recognize and encourage those students who have a particular interest in geriatrics and the potential to be leaders in the field, regardless of their subspecialty interest. Learning Outcomes for the Geriatrics Curriculum After completion of the enhanced four-year geriatrics curriculum, students will be able to describe age-related physiological changes, differentiate between normal aging and disease processes, demonstrate the problem-solving ability necessary to provide care to older persons, exhibit the professional qualities of integrity, compassion, thoroughness, responsibility, and commitment to caring for older persons, identify political, financial, and social factors that affect delivery of care, and recognize their own potential and that of their patients for subscribing to aging stereotypes. Special Programs Community partnerships Community partnerships play an essential role in fulfilling the university’s commitment to prepare professionals to meet the health care needs of North Carolina’s citizens. The Program on Aging facilitates student involvement in two partnerships that offer a variety of opportunities for work with older adults across the spectrum of geriatrics issues: The Program on Aging enjoys a strong and longstanding relationship with the North Carolina Area Health Education Centers (AHEC) program, a nationally recognized model for interdisciplinary education and training of health care providers. Several regional AHECs collaborate with us on innovative projects to ensure that there are community clinical training sites with well-qualified preceptors available to teach geriatrics knowledge and clinical skills. The Education for Lifelong Service (ELS) Program provides students with community service opportunities, complemented by a curriculum designed to foster leadership skills in service delivery. ELS has responsibility for the newly established Office of Community Service and sponsors courses on the care of underserved and vulnerable populations, including activities that emphasize services to older adults. Program on Aging representatives participate on the ELS leadership team. Standardized geriatric patients The UNC School of Medicine Standardized Patient (SP) Program, administered by the Office of Educational Development, gives students opportunities to practice communication and diagnostic and examination skills before they encounter patients in the actual clinical setting. In addition, the program provides a mechanism to assess these same skills in a standardized format. The program maintains an active database of SPs, including those who are suitable for presentation of geriatric illnesses and situations. Simulated case presentations using geriatric standardized patients are frequently requested for classroom learning, most notably in the first- and second-year Introduction to Clinical Medicine course, in second- year integrated cases, and as part of the fourth-year Clinical Performance Examination, which students must pass in order to graduate. Faculty development The Office of Educational Development provides several faculty development programs and activities in which geriatrics faculty participate and that help to strengthen the geriatrics curriculum. The Expert Preceptor Program, designed for practitioners in community-based clinical settings, is available in an online, interactive format known as the Expert Preceptor Interactive Curriculum. This is a self-paced program comprising modules that can be used individually as information resources or collectively as a complete curriculum. Each module focuses on a skill related to clinical teaching in the community practice setting or on strategies for teaching contemporary health issues. The Teaching Scholars Program is a year-long series of monthly seminars designed to promote expertise and scholarship in medical education for fellows and faculty. In addition, participants choose a specific area of educational interest to pursue in depth and present their results to colleagues at a symposium at the conclusion of the program. Completion of the program confers recognition as a scholar in medical education, and graduates are targeted for positions of leadership in the curriculum. Each year, ten teaching scholars are chosen from faculty nominated by their department chairs, with at least one participant from the Program on Aging. The Excellence in Teaching Series consists of monthly seminars and workshops focused on innovative approaches that enhance learning and instruction in medical education. These sessions provide a forum for participants to discuss practical approaches that facilitate and maximize student learning. The series is designed for faculty and residents who have responsibility for teaching in the classroom, lab, and/or clinical setting. Consultations on teaching and curriculum development issues are provided for individuals or groups of faculty as needed. Faculty and staff from the Office of Educational Development work closely with the Program on Aging to provide ongoing support for efforts to enhance the geriatrics curriculum. Student interest group The UNC Student Chapter of the American Geriatrics Society is a student-led organization for physicians-in-training who have an interest in geriatrics medicine regardless of intended area of specialty. The group focuses on ways to enhance the visibility of geriatrics issues at the UNC School of Medicine and to provide educational programs on geriatric medicine. For those students specifically interested in careers in geriatrics, the chapter seeks to develop leadership skills in geriatrics medicine by sponsoring interdisciplinary educational programs, encouraging research participation, and creating geriatrics-related community service opportunities. The leaders of this student group have initiated a one-hour orientation to geriatric patient care for first year students prior to their community week experience. (See the discussion of “Students’ Clinical Experiences” below.) Palliative care and end-of-life issues In the first year, the required Medicine and Society course provides multiple opportunities for exploration of the social aspects of aging in our society and in politics, as well as the economic factors affecting geriatrics health care. Students discuss various medical-ethical issues found most often among the elderly, e.g., palliative care and end-of-life decisions. In the second year, up to 20 students may select the seminar entitled The Good Death or the Good Fight: Ethnical, Legal, and Policy Issues in Medical Choices as their required humanities and social sciences seminar. A fourth-year elective course sponsored by the Department of Medicine specifically addresses palliative care and end-of-life issues. Palliative Medicine is a six semester-hour, interdisciplinary course taught by faculty from the Departments of Medicine (including a certified geriatrician) and Psychiatry; the Schools of Social Work, Pharmacy, and Nursing; and the Hospital Chaplaincy Office. Resulting Pedagogical Changes Program on Aging faculty promote the importance of teaching methods that encourage students’ active engagement in learning processes that are both self-directed and collaborative. One approach that has proven particularly effective is a merger of evidence-based and problem-based methods. Students are given a clinical vignette in which a patient presents with symptoms and complaints (a problem-based case). Students work in teams to define the problem and set priorities for self-directed (evidence-based) study. This approach is especially appropriate where students must understand the unique and complex presentation of common illnesses among older adults. Specific curricular enhancements include: The Introduction to Clinical Medicine course for first-year students (ICM-1), which devotes time for more in-depth presentations of topics that traditionally have not been an inherent component of the medical curriculum. When these “special topics” were introduced into the curriculum in 1998, geriatrics medicine was included as a three-hour roundtable discussion. Today, the day-long seminar on aging is a firmly established component of ICM-1. Through the AAMC-Hartford program, we further developed this activity to include a lecture and exercise on ageism and aging stereotypes. Strengthened geriatrics content in the following targeted first- and second-year courses: Psychiatry, Gross Anatomy, Immunology, Cardiovascular System, and Respiratory System. The success of this collaborative effort with individual course directors led to an invitation to participate in the design and implementation of the new second-year integrated curriculum. Other regularly scheduled, geriatrics-specific teaching opportunities for required first- and second-year courses. These include geriatrics assessment interviews with standardized patients, a polypharmacy component for the pharmacy course, a geriatrics problem-based case that addresses end-of-life issues, and geriatrics case exercises; they were developed for use in the new introductory and capstone block courses in the second-year curriculum. An interactive, Web-based geriatrics case exercise for the first-year Introduction to Clinical Medicine (ICM) course, which was developed, integrated, and titled “Meet Mrs. Jefferson.” A problem-based case, “Robert Waters,” was developed for the second-year ICM course. A “patient bank” of geriatric subjects for student interviews for the required first-year Medicine and Society course. Students are assigned two patients to interview in teams (two to three students per team). The assignment required recruitment of a significant number of patient-volunteers. Geriatricians from the Program on Aging assisted with recruitment, providing an additional opportunity to ensure a geriatrics component in course content. Additions of geriatrics content to the third-year family medicine, internal medicine, psychiatry, and obstetrics - gynecology (See “Students’ Clinical in below.) of the required fourth-year care to include two additional care geriatrics These two sites are in communities with the growing populations in the In addition to the required courses and activities the Program on Aging sponsors the following elective For years, the Program on Aging has sponsored a elective course, known as designed to provide first- and second-year students with clinical care of older patients in and care and opportunities for The Program the by groups of students to an geriatrics to make to older patients and to patients over an Geriatric Education Consultations provide a forum for students to with a master geriatrics clinical team to community-based sites for interdisciplinary with practitioners regarding complex geriatric patient issues. Students who are based in the community are often in with patients or family members and responsibility for case presentations and on geriatrics are through the Departments of Medicine and including in in Geriatric Health and and An to of Technology The School of Medicine that all first-year medical students a and that are specifically to ensure that all students have and to all resources needed for the medical school curriculum. Each student has a at or assigned and each lecture has as resources are and begin with the course that serve as the for course The first-year course students how to and research and build The Educational Technology provides faculty and staff with and to for curricular course directors with and provide expertise necessary to teaching resources to the classroom, the lab, and the clinical setting. This strong learning environment our commitment to evidence-based practice and learning, as in Pedagogical of the ways in which technology the geriatrics curriculum include use of an geriatrics case-based exercise in the Introduction to Clinical Medicine course, and providing students with the appropriate information resources needed to complete the case-based in the introductory and capstone block courses in the second year. Clinical in Geriatrics One and Two the first two years of the medical curriculum focus on students a in the basic the Introduction to Clinical Medicine course provides clinical experiences as Students are introduced to basic clinical skills on in sessions with faculty In addition, they in community-based care Students learn the complete and in the of a approach to care. Both in the classroom and their clinical in the students are to the spectrum of care, from to The Student Chapter of the American Geriatrics Society has initiated a one-hour week seminar for first-year students focusing on basic care issues common to older the internal medicine at least one of the required patient must focus on a patient or the obstetrics and gynecology each student is required to complete two of and two of and attend of and two of which address issues often in geriatric patients, e.g., and Students are responsible for case one of which must be of a patient age or The Geriatric and Management on the service is one of six students can choose to meet the This geriatrics clinical is available for six the academic year and can six students per Through the students learn clinical skills in the of among geriatric geriatrics content the family medicine among overall at least of patients by students are age or and on geriatrics issues are throughout the The required care has two newly established geriatrics-specific sites where students have clinical preceptors who are certified In the academic year students received geriatrics clinical training at these provide additional opportunities for fourth-year students to complete clinical geriatric One is a where the student is assigned to a variety of clinical to work with certified The second is a where the student works with a certified geriatrics to provide comprehensive and for specifically assigned In both the students are to focus on a specific area of interest. The and An clinical examination is used to assess students in the Introduction to Clinical Medicine course, faculty to and how well students specific clinical skills and Students through a series of patient For each the student is to a and a faculty the student’s using a assessment Standardized geriatrics patients are included in this of geriatrics content that is in the courses and is by including appropriate on the various and In with the and Course Directors’ Committee, the Office of Educational Development the Clinical Performance a assessment required of all fourth-year to patient in North the a patient that and medical problems most frequently in care in this geriatrics one to one third of the The is designed to ensure that relationship and communication skills, examination skills, skills, and management and assessment skills are across to Students a that provides a of each case, for each case, overall and skill In with the students are given a case-based geriatrics developed by the Program on Aging. For both the and the the Program on Aging works with the Office of Educational Development to ensure that core geriatrics competencies are included in the to the Program a of the success we have in geriatrics needs to the we are now with the for ongoing faculty teaching time and significant staff and expand our educational programs in all we must engage new faculty as well as who can a geriatrics component to the training they offer in their respective The success of the John A. grant has the for a comprehensive approach to geriatrics education. must to new ways to address the needs of at to assess the of new and to rapidly new information and methods to our Outcomes The recent of the second-year curriculum from courses to integrated blocks us an opportunity to more fully develop the geriatrics curriculum. The provides an for case-based learning the AAMC-Hartford had given new to geriatrics content, we were able to for additional case-based geriatrics The introductory block with a evidence-based case using a geriatric The case provided an opportunity to demonstrate how diagnostic information is used in patient care, to emphasize the of geriatrics care, and to students’ awareness regarding the of health care issues by this rapidly growing of the The capstone block focuses on two patient cases, one of which an Both are designed to multiple aspects of medical care that were addressed in Students work in groups to the including and and The of the curriculum governance system allowed for more Program on Aging involvement in curriculum Through committee the Program on Aging continues to new and from faculty to in and implementing geriatrics teaching resources and of The Program on Aging has achieved an level of visibility and within the School of Medicine and throughout all the and programs in the UNC Division of Health is a relationship with the Office of Medical Education and with individual course a commitment to ensure that geriatrics content and an integral component of required courses. available between 2000 and the staff time needed to collaborate with course directors and offer geriatrics-specific classroom and learning the two years, these course have and the Program on Aging has on all course directors’ committees and in curriculum design and The by the AAMC-Hartford allowed us to for additional from the is us both further expand the medical student curriculum and also build educational programs for and faculty, including community-based For further at

In this study, the transformational play approach was further used to deploy drama‐based situational learning in the classroom through the Digital Learning Theatre (DLT) by engaging drama performers and the audience collaboratively. This study analysed the learners' learning effectiveness based on translation and sentence‐construction abilities, and their perception by focussing on concentration, and comprehension of dialogues before and after the drama‐based activity. The experimental results were based on both the DLT including tablet PCs to enable audience participation in drama performances, and the DLT for drama performances in which the audience can participate through traditional open discussion sessions with the narrator of the drama. Sixty‐five students were selected randomly as participants from the English as a Foreign Language academic program at the junior high school level. The application of the DLT including the tablet PCs approach showed considerable improvement in students' learning effectiveness as well as a significant positive effect on classroom learning, outperform the effectiveness of the DLT with traditional open discussion sessions for the audience. Accordingly, to improve students' learning effectiveness, their engagement in the learning process can be advanced through situational learning activities using educational technologies that combine with collaborative learning mechanisms for classroom learning. Practitioner notes What is already known about this topic The transformational play proposed by Sasha Barab is designed based on situated cognition theory to position persons, content, and context together through digital games. Dorothy Heathcote proposed a drama‐based learning approach for learning in the classroom, and learners can play various roles in the drama to learn in a situational learning setting. The teacher, too, plays a role to guide the students and engage them in the situational learning setting. Integration of immersive educational technologies supports learning by reducing obstacles to adoption in the learning process and improve learning effectiveness. Within a rich contextual learning environment, learners can be placed in different situational learning tasks that allow them to apply existing knowledge and experiences. What does this paper add This study introduces a manner of applying the transformational play approach in drama‐based situational learning activities suitable for collaborative learning in a classroom setting. It introduces a practical and simple method to transform a regular classroom into a digital version of the learning theatre, including a virtual stage to drama performances. The drama‐based situational learning approach facilitates the audience as well as the performers to transform themselves into protagonists in the learning context by collaboratively following the learning content and learning with their peers. The technology‐enhanced drama‐based situational learning approach is introduced based on the transformation play approach that allows the students to learn situationally through different script instances, and improves their learning effectiveness by helping them understand the learning content through performing, participating, watching, and interacting in the learning context. Implications for practice and/or policy Learners can apply their prior knowledge and experiences creatively through drama‐based learning activities, and interactive engagement allows the audience to participate in the learning process equally as drama performers. Educators and learning system developers can implement this approach to facilitate situational practice and discuss learning content. The learning process supports the reinterpretation of the learners' experiences and reflects on how to procure/adopt new knowledge and apply it to real‐life situations. Drama performance is a collaborative/group learning task and it is performed for the audience. Students with higher achievements will help students with lower achievements so that everyone can contribute in the learning process to achieve their learning objectives.

This paper examines Hong Kong students’ perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more effective in the provision of examination support compared with mainstream schooling and teachers. However, perceptions vary according to students’ self-reported academic levels and motives for taking private tutoring. The operations of the parallel sector of private tutoring have significant implications for the nature of schooling and therefore need to be considered by teachers and school administrators. The Hong Kong data contribute to the international analysis of private tutoring and add a significant component to the wider conceptual literature.

The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.

The laboratory is the main means of learning contextual physics. The results of observations in high schools of Padang Pariaman Regency, West Sumatra, showed that the implementation of laboratory activities in learning physics was still low. An analysis was conducted to highlight the implementation of these laboratory activities in high school physics learning in terms of teachers’ and principals’ perceptions. Aspects that can be disclosed are a) the implementation of laboratory activities in terms of; availability of infrastructure and perceptions of teachers and school principals on laboratory activities, and b) the relationship between teachers’ and principals’ perceptions of laboratory activities in physical education. Sampling was done using the Cluster Random Sampling technique. The data obtained were described using the percent technique. The results of data analysis and processing concluded that a) in terms of the availability of facilities and infrastructure for the implementation of laboratory activities, the average was in the very low category (17.86%), b) The perception of teachers and principals on laboratory activities in physical learning was on average the same for the lower criteria (43.00%) and 45.20%); and c) data on the relationship between the perceptions of teachers and principals on laboratory activities is in a very strong (0.816) and strong (0.788) relationship with their respective contributions of 66.60% and 62.10%. In general, this analysis concludes that a very low percentage The implementation of laboratory activities is largely influenced by the low perception of teachers and principals’ perceptions of the role of laboratory activities in learning physics.

This study is motivated by the importance of strengthening Islamic religious education from an early age, particularly through the learning of Al-Qur'an Hadith in Islamic elementary schools (madrasah ibtidaiyah). One crucial aspect of this subject is the practice of Qur’anic memorization (tahfizh), which not only emphasizes memorizing verses but also fosters students’ religious character. However, the implementation of tahfizh methods within formal classroom settings still faces several challenges, including limited instructional time, varying memorization abilities among students, and low learning motivation. Therefore, this research aims to describe and analyze the memorization (tahfizh) methods applied in Al-Qur'an Hadith subject at Madrasah Ibtidaiyah Al-Furqon. This research employed a qualitative approach with a phenomenological method. The research site was selected purposively due to MI Al-Furqon's integrated tahfizh program within its formal curriculum. The data sources consisted of primary data obtained through interviews, observations, and documentation, and secondary data from school archives. Data were analyzed using the Miles and Huberman model, with data validity ensured through triangulation techniques. The results revealed that tahfizh teaching methods were implemented through a combination of talaqqi, sima’i, and murojaah techniques in a structured manner. The role of teachers and parental involvement were key factors in supporting the success of the program. This research contributes positively to the development of a structured and effective Qur’an memorization-based learning model in Islamic elementary education.

The rapid rate of the development of computer technology raises the issue of how to reform Computer Science education in elementary and middle schools. In Korea the government has taken this issue seriously, and the Ministry of Education & Human Resources Development has announced substantial revisions to its computing curricula, leading to a new curriculum in Informatics to be introduced for middle schools in 2010, and for high schools in 2011. There is a proposal that the elementary school curriculum will be linked to these, and with a stronger focus on not just learning how to operate computers and software, but understanding the methods and algorithms behind Computer Science. Research on identifying effective teaching methods for CS topics at the elementary level is critical at the moment, as the content of the developing curriculum will be influenced by information about which topics are able to be taught effectively at this level. We are particularly interested to establish how these topics can be covered effectively without having to reduce them to a comfortable re-working of the status quo driven by a lack of background on teaching these new topics. Hence it is important to have experience with teaching such topics so that they can be considered for widespread use in the curriculum. As in most countries, Korean elementary school teachers are generalists, and therefore the Informatics curriculum needs to be presented in a way that a generalist can engage with it, as well as engage their students. One approach that avoids the difficulties and distraction of computers in the elementary school classroom is the use of offline activities: activities that work with Computer Science concepts, but are not done at the computer. These aim to educate students about abstract and challenging concepts behind algorithms, but without using a computer. It is our belief that computer science fundamentals can be taught without the help of computers; many key concepts predate the modern computer, and many demonstrations are available for a wide range of concepts. Currently the existing work on offline activities is not directly aimed at teaching CS to elementary-age children. Much of the published work is aimed primarily at tertiary level students, and is generally intended for motivated students in a university classroom. Most of the kinesthetic material developed for elementary school material is aimed at enthusing students about CS; they explicitly do not presume to teach ideas , but simply inform students about the kind of thinking and problem solving that is required for CS, and therefore make students better informed about choosing a career in the field. In particular, assessment is an important component of teaching, and current resources are not strong in this area. With the opportunity for CS topics to be taught to students, we have experimented with using kinesthetic approaches in the classroom. In addition to needing to provide assessment, we have identified that a particular issue is that elementary level teachers are usually non-specialists, and we report on work to enable such teachers to adopt CS teaching material effectively. An important component of this is providing background information about how the topic is used in practice. The poster summarises our experiences and feedback from teachers in making this material accessible for elementary school students.

In the last decade, mindfulness-based interventions have been shown to be effective interventions for both psychiatric disorders and chronic and severe physical conditions, such as cancer. The literature consistently stresses the importance of mindfulness teachers having an ongoing experiential engagement with mindfulness meditation practice in addition to theoretical knowledge in order to be effective as a teacher. However, there has been little systematic investigation of the role of the mindfulness teacher. This study explores the role of the mindfulness-based teacher from the perspective of both participant and teacher. Three qualitative techniques are used to obtain information: in-depth interviews of mindfulness training participants (n = 10) and teachers (n = 9); a focus group consisting of mindfulness teachers (n = 6); and observation by participation in a mindfulness-based cognitive therapy course (MBCT). These three sources of information enabled us to use triangulation to come to our conclusions. A thematic analysis approach was used to derive central themes from the interviews. Analyses resulted in four overarching themes characterising the teacher-participant relationship in MBCT: embodiment, empowerment, non-reactivity and peer support. The embodiment of the method by the teacher, the teaching of an empowering way of dealing with problems and group processes are mentioned as key factors. Group processes seem to be underestimated by the teachers in our study. Further quantitative research is necessary to validate the results of this explorative study.

Educational philosophy, in general, is at the heart of the growth of education. It outlines the institution’s goals, subject matters, teaching methods, roles of teachers as well as the role of students, assessment methods, and teaching/learning experiences. The study aimed to identify the educational philosophical implications of idealism in schools in Al Ain city of the United Arab Emirates from the perspectives of mathematics teachers. The researchers used a questionnaire with thirty-two Likert-type items as a quantitative method for data collection. The instrument was administered to a randomly selected sample of 82 (46 male and 36 female) mathematics teachers in Al Ain city. The data were analyzed in IBM SPSS version 28 for one sample t-tests and independent samples t-tests to compare teachers’ perceptions of curriculum, education values, school functions, roles of teachers, and teaching methods with gender and school type. Further analyses included a one-way ANOVA for teaching experiences and teaching cycles, bivariate correlations between the variables, and a generalized linear model to identify the significant predictors of the teaching method. The findings of the study showed that mathematics teachers in Al Ain city embrace an idealistic philosophy of curriculum, educational values, the role of schools and teachers, and teaching methods in general. The teachers’ perceptions of the curriculum and school functions were found to be significant predictors of their teaching methods. These findings have both pedagogical and curricular implications.