Educational methods

implementing the CCSS-M, districts faced several common "roadblock" conditionsspecific challenges related to how to provide effective, scalable PD to staff, administrators, and teachers in support of CCSS-M implementation. Despite the challenges that they presented, these roadblocks also created rich environments for innovation, problem solving, and learning across the MiC community of practice. This report describes some of the more common roadblocks that MiC districts faced in their early years of CCSS-M implementation, and routes that the districts took around the roadblocks in order to support teacher and student learning. These descriptions of district PD efforts are not meant to provide comprehensive reporting of all PD offerings across all 10 MiC districts over the five-year initiative. Moreover, districts may have, and probably did, take multiple other routes to bypass similar roadblocks. However, we hope that other districts can learn from and adapt some of the more widely adopted and successful routes taken in the MiC districts. This report also includes brief vignettes, in The View from the Field text boxes, of districts' practices, to more clearly illustrate some of these roadblocks and the routes around them.

An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught and whether this instruction improves students' reading comprehension. Lower socioeconomic status third graders (M age = 8 years, 7 months) from a variety of cultural backgrounds (N = 46) were randomly assigned to treatment and control groups. Those receiving metalinguistic ambiguity instruction learned to analyze multiple meanings of words and sentenc es in isolation, in riddles, and in text taken from the Amelia Bedelia series (Parish, 1979, 988). The control group received a book-reading and discussion treatment to provide special attention and to rule out Hawthorne effects. Results showed that metalinguistic ambiguity instruction was effective in teaching students to identify multiple meanings of homonyms and ambiguous sentences and to detect inconsistencies in text. Moreover, this training enhanced students' reading com prehension on a paragraph-completion task but not on a multiple-choice passage-recall task, possibly because the two tests differ in the array of linguistic or cognitive correlates influencing performance. Comprehension monitoring was not found to mediate the relationship between ambiguity instruction and reading comprehension. Results carry implications for the use of language-based methods to improve reading comprehension in the classroom.

Despite the popularity of e-readers and the enthusiasm of some for their use in secondary education, their utility in elementary education has not yet been systematically explored. Some advantages and disadvantages to teaching elementary literacy with e-readers are identified here. A convenience sample of ten teachers from a variety of different types of elementary schools and classrooms who were e-reader novices read a chapter of a gradeappropriate book on a Kindle and evaluated its use for their students. The teachers gave their opinions and ideas on how the devices could be implemented. Three specific technological affordances of an e-reader that carry pedagogical implications are discussed: the text-to-speech and dictionary functions, and the idea of unlimited access to books.

Employing the descriptive multiple case study method, this qualitative study explores the experiences of ten faculty members involved in learning about technology at a Major Pubic University in the United States. Participants shed light on the learning process in instructional technology by sharing their personal experiences, perspectives, ideas and behaviors. This paper summarizes the results of the study, making comparisons with related literature, and then discussing its practical implications and recommendations for faculty development. The findings indicate the need of a more holistic approach to faculty development programs in instructional technology.

The challenges of the increasingly diverse U.S. college class room may at first seem problematic. However, when educators become aware of the broad range of cultural and linguistic be haviors that can inform their particular classroom culture, areas in which students are expert, they can not only defuse incipi ent tensions but also experience such diversity as a rich resource for alternative modes of teaching and learning. The dynamics of the culturally diverse classroom are outlined, and strategies are proposed for reducing miscommunication and expanding understanding of different educational practices and varieties of English that may emerge in the classroom.

Last summer, a group of participants in ABO’s #WriteWithAphra program joined a co-writing group that continues to meet each weekday. When presented with ABO’s call for reflections in early 2020, we wanted to reflect as we have worked this past year: together. We share here our conversation from June 4, 2021 (edited for clarity) that addresses why we joined the writing group, as well as what we have gained, the challenges we have encountered, and why we are still here. We frame the conversation with a brief introduction that explores the feminist nature of co-writing.

In this article, reflecting critically on past school food studies and considering the landscape of qualitative methods, notably youth participatory action research methodologies, the authors share methodological suggestions for centering social justice and sustainability with the lived experience of youth by drawing on their critical qualitative research in Detroit and New York City public schools. We advance an analytic framework that aims to center youth voices and solutions to social problems such as food justice and equity. To this end we call for attention to human rights, youth participatory research, and relational ethics as part of our intention to center youth voices. Furthermore, the article emphasizes how this critical research with urban communities, ought to, and can, directly involve young people in schools together with their teachers and school leaders working and learning to take actions in support of the health, strength, and sustainability of their communities.

Virtual microscopy (VM) has been widely available for more than a decade, especially in clinical settings and medical schools. In recent years the movement away from conventional optical microscopy (OM) and towards VM has been accelerating and several VM websites are now available online and readily accessible to educators. VM can enhance the instructor’s ability to teach the histology component of anatomy and physiology classes, facilitate student learning, save time for both students and instructors, and ultimately save money that can be more productively used for other facets of the laboratory. The many pedagogical and practical advantages provided by VM suggest that now is the time for undergraduate anatomy and physiology programs to consider a transition to VM. doi: 10.21692/haps.2017.024

Providing culturally competent and culturally congruent care to patients leads to better outcomes and reduction of poor outcomes due to health disparities. Providing care that is not culturally congruent can contribute to communication barriers, resulting in deficient diagnostic testing, miscommunication about etiologies, treatment plans that are not individualized, and discounting of patient\u27s ideas. Individuals from diverse cultures face health disparities which contribute to inadequate care and poor outcomes. The purpose of this project was to survey former graduates of the Southern Illinois University of Edwardsville (SIUE) family nurse practitioner (FNP) program to assess their level of cultural competence and areas where curriculum changes can be implemented to improve cultural competence levels of future graduates. An extensive literature review was conducted, and a survey tool was identified. Alumni of the SIUE FNP were invited via email to voluntarily participate in a su...

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable data...

The readability tools allow us to measure the readability of a text. The previous studies have elaborated the use of readability tools to analyze reading materials, but it is relatively sparse regarding the teaching of readability tools especially involving the second language teaching education (SLTE) program as a context. Therefore, this study aimed to explore the acceptance of pre-service English as a foreign language (EFL) teacher upon readability text tools. It covers their acceptance towards the tools, the extent to how the pre-service teachers accept the Web-FX and Readability Analyzer as readability tools and seeks for participants’ concerns using the tools. The study was conducted at one English Language Education Study Program at in East Java, Indonesia, involving 33 third-year undergraduate students taking pre-teaching program. Having incorporated a qualitative data analysis approach on the students’ text analysis reports and interviews, the study revealed that the participants have positive acceptance of the tools for several reasons. Some final concerns from pre-service teachers after readability tools teachings are presented, including suggestions for future research related to readability tools.

The structure of accounting education in Greece is facing nowadays many significant challenges since the GFC (Global Financial Crisis) has left behind many critical educational burdens. At the same time, there is an increase in accounting omissions and malpractices of ethics both in the public and in the private sector of Greece complicating the consequences of the crisis. These facts motivated the author to study on restructuring accounting education by devising a new educational framework that could be applied to Greek universities and colleges with the purpose of preparing finest and ethical professionals. Data were collected through interviews and questionnaires administered to professors and professionals in Greece. The study reveals that the accountancy programs as currently structured are outdated and inappropriate in terms of helping graduates acquire the skills and competencies needed in the real world. In addition, the respondents recognize many ethical lessons learnt deri...

Animated handwriting in multimedia video lessons, such as those popularized by the Khan Academy, has reimagined the classic teaching technique of writing on a chalkboard while lecturing for online delivery. This digital chalk talk effect mimics classroom lectures where words are written letter by letter on a chalkboard as they are spoken. Low-cost applications, tablets, and document cameras allow instructors at all levels to easily create their own animated handwritten videos. As adoption increases, it is important to understand the effects of this strategy. This study employed a true experimental, between-subjects, posttest design that compared multimedia lessons with different text display formats on outcomes of motivation, mental effort, and learning. Undergraduate student volunteers (n = 234) from a large U.S., West Coast, regional, four-year public university were randomly assigned to one of three treatments: Animated handwritten, animated typewritten, or static typewritten. Each group watched a different version of a five-segment, twelve-minute multimedia lesson about cryptography. Lessons differed only in the visual text display format and contained identical narration and content. Results indicated that multimedia with animated handwritten text produced strong social cues motivating learners. Participants who viewed the animated handwriting reported significantly greater social agency attitudes toward the learning experience than with static typewritten text. They perceived the narrator's voice as more dynamic with animated handwriting when compared to static, even though the voice was identical. They also reported more attention to the lesson and materials with animated handwriting than either animated typewritten or static typewritten. These motivational gains are accomplished without introducing extraneous cognitive load or negatively impacting learning outcomes. Significant findings from this research demonstrated that animated handwritten text is more than just a signaling strategy. The combination of text being hand-drawn and appearing as if a real person is writing it in real time adds a powerful social cue. Results of this study demonstrate that using animated handwriting in multimedia video lessons is an effective way to increase motivation through social cues that can be accomplished without requiring expansive technical knowledge, expensive equipment or extensive time investments.

Photo-elicitation as a qualitative research technique has attracted considerable attention. It is generally agreed that photo-elicitation is not applicable to all topics, and it is seldom the researcher's only tool, however, there are substantial benefits when the topic is appropriate and when incorporated with other tools. Although receiving scant attention, photo-elicitation techniques can also be applied within the university classroom. With this lack of attention in mind, this paper will discuss the application of photo-elicitation techniques as a learning tool within university classrooms. Photographs can quickly introduce students to a large amount of visual data and when the photographs are strategically chosen can generate interest, reflection, propagate questions and generate quality classroom discussion. An objective of photo-elicitations within the classroom is to improve not only individual knowledge but also the collective knowledge within the classroom. This paper will outline a marketing lecturer's experiences of photo-elicitation techniques within the classroom. The paper discusses three broad areas: the justification for photo-elicitation; building photo-elicitation techniques into a teaching plan; and the presentation and analysis of student comments. From a technology perspective, photo-elicitation is now within the reach of most lecturers and students. Moreover, the widespread adoption of enabling technologies outside the classroom has increased the potential value of photo-elicitation as a teaching and learning tool.

Chapter 2 In the ever-evolving landscape of education, the quest to enhance teacher productivity remains a paramount concern. Nowhere is this challenge more pressing than in the senior secondary schools of the Komani District in South Africa. Senior secondary schools play a vital role in shaping the future of the nation, yet they face an array of unique obstacles that demand innovative solutions. This imperative for transformation is the focal point of our exploration in this paper. The teaching profession is a cornerstone of society, and teachers are the architects of knowledge, instilling it in the minds of the next generation. However, the educators in Komani District's senior secondary schools face a multifaceted set of challenges, including overcrowded classrooms, resource constraints, and diverse student populations with varying educational needs. In the face of these obstacles, it is essential to seek novel and forward-thinking approaches to elevate teacher productivity and thereby empower educators to inspire, guide and educate their students effectively. This chapter embarks on a journey through innovative methodologies, strategies and technologies that hold the potential to redefine the way education is delivered in the Komani District. We will delve into the intricate interplay of factors that influence teacher productivity, examining not only the classroom dynamics, but also the broader societal, technological, and pedagogical context that informs teaching practices. Our investigation will uncover promising avenues such as personalised learning, digital tools, professional development initiatives, and community engagement strategies, which have the power to transform the educational landscape in the Komani District. By embracing these transformative approaches, we aim to revitalise teacher productivity, enhance student outcomes, and ultimately contribute to the overall progress and prosperity of South Africa. In this era of rapid change and global interconnectedness, the importance of a well-educated populace cannot be overstated. By looking beyond traditional methods and adopting innovative strategies, we can unlock the full potential of educators in the

A transdisciplinary team of candidates with teacher and social work educators describe their perspectives of trauma-informed teaching and intentions to use evidence-based practices in classrooms. We studied classroom management from a trauma-informed perspective in the first course in the program, then reflected back on these through a professional learning community created to intentionally focus on trauma informed teaching. We highlight findings around candidates’ perspectives and specific actions they attended to in order to incorporate those practices.

Although I often read history, especially books regarding pre-, during, and post-World War II and Germany, and I've been a European Holocaust researcher since I was ten years old, memoirs, collected memories, analysis into the various horrors and sheer arrogant stupidity of what the Nazis and others did, I seldom, if ever, read fiction books about those times. This book, however, caught my eye because the central character was a Zwerg, or dwarf, one of the many groups considered "unfit to live" in Nazi Germany.

A. COURSE DESCRIPTION This course introduces education leadership candidates interested in serving at the school district level to the concepts and methods of action research. Participants learn to develop skills for problem diagnosis (what is the real issue?); problem analysis (what are the various components of this problem and how they are interrelated) and solving (what kind of action should we take to come up with a sustainable solution?) and what kind of follow up mechanism should we put in place. The course emphasizes the notion that action research is an inquiry process that is site-based and involves all concerned stakeholders. These stakeholders define the problems to be examined, cogenerate relevant knowledge about them, learn and execute social research techniques, take actions, and interpret the results of actions based on what they have learned. This course is aligned with the Interstate School Leaders Licensure Consortium (ISLLC) standards 1, 2, 3, 4 and the appropriate National Council for Accreditation of Teacher Education (NCATE) standards. This course is also aligned with the Core Values of the Education Unit of promoting Equity, Excellence, and Ethics in urban schools and communities. More specifically, the Education Unit is committed to preparing teachers and other school professionals who: a) build inclusive communities that nurture and challenge all learners; b) demonstrate professionalism, scholarship, efficacy, evidence-based practice and reflection; and c) value diversity, democracy, and social justice. The Education Unit uses Chalk and Wire as an electronic portfolio and assessment system. When candidates are admitted to one of the undergraduate or graduate programs in the Education Unit, they will be required to register for a Chalk and Wire ePortfolio subscription to submit their assignments as directed until graduation. Faculty will assess all key program assignments submitted by candidates in Chalk and Wire. Designated course work will be assessed for professional

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and st...

Course Description Honors 101 is a humanities-based interdisciplinary course designed to explore itineraries pertinent to a life of public engagement and ethical respon-sibility. The theme for the current academic year is “East Meets West.” We examine key primary sources (textual, ...

Sophistication of the integrated world of work and increased recognition of business processes as critical corporate assets, require graduates and employees to develop ‘process orientation’. Responding to these dynamic changes in business organizations, business schools are also continuing to modify their curriculum and introducing innovative teaching and learning strategies. ERP business simulation game is one such initiative that helps in understanding the business processes and in developing process orientation among business graduates. This paper is a part of a large research project that investigates influence of this simulation game on learning effectiveness, skills development, decision making and dynamics of group working. This paper reports on the impact of deploying an ERP simulation game as a teaching and learning tool on the students’ ability to develop process orientation and analyses their generic attitudes towards the learning of SAP through this game. Results reveal ...

The purpose of this study was to examine the effectiveness of two professional development models in increasing family child care providers' frequency of linguistic inputs in conversations with young children. The first professional development model consisted of a 10-h in-service training focused on supporting early language development. The second included the same 10-h in-service training program and mentoring. Providers and children at 48 family child care programs participated in this study. The family child care programs were randomly assigned to one of the two professional development models (i.e., training or training with mentoring) or to a control group. Audio recordings of the language environment were collected prior to the in-service training, at the completion of the in-service training, and at the completion of the mentoring. Hierarchical linear modeling was used to examine the average increase in the frequency of providers' use of linguistic inputs over three observations, conducted before training, immediately at the end of training, and 6 weeks after training. Results indicate that both forms of professional development increased linguistically stimulating inputs as compared to the control group. The professional development model including mentoring support was related to greater increases in providers' use of informational talk and teaching utterances over in-service training without mentoring.

Stereotype threat (ST) is implicated as a contributory factor to attrition in Science Technology Engineering and Math (STEM) fi elds. One of the mechanisms by which ST degrades performance is by impairing metacognitive monitoring (Schmader et al. 2008), which is positively related to learning and performance (Hadwin et al., 2017; Winne & Hadwin, 1998, 2008). Several interventions to improve metacognition exist, but to our knowledge, none have evaluated their eff ectiveness in improving performance outcomes among ST susceptible students who are more likely to suff er situational defi cits in metacognitive processing under threat. The present investigation fi lls this gap in the literature through a brief intervention to improve performance judgments. 25 Black Engineering students participated in a four-week intervention to improve judgments of learning. Results showed that the intervention improved student calibration among Black engineering students susceptible to race-related ST and attenuated the negative relationship between calibration bias and performance. Specifi cally, study participants underestimated 2024: VOLUME 12 ISSUE 4 15 ADVANCES IN ENGINEERING EDUCATION Improving Judgements of Performance Among Black Engineering Students Highly Susceptible to Stereotype Threat: An Intervention. their performance, which was negatively and signifi cantly associated with performance at the onset of the study. However, calibration bias diminished signifi cantly over the intervention and subsequently had no impact on performance at four and six weeks (two weeks post-intervention).

This research investigated high school students' experiences of informed learning in a literacy development workshop. It was conducted in the library of an Australian high school with a low socio-economic population. Building upon students' fascination with Manga fiction and artwork, the workshop was part of a larger university - community engagement project, Crossing Boundaries with Reading, which aimed to address widespread literacy challenges at the school. The paper first provides a brief literature review that introduces the concept of informed learning, or the experience of using information to learn. In practice, informed learning fosters simultaneous learning about using information and learning about a topic. Thus, information is a transformative force that extends beyond functional information literacy skills. Then the paper outlines the phenomenographic methodology used in this study, the workshop context and the research participants. The findings reveal three di...

Students' task interpretation is a critical first step in the process of self-regulated learning and a key determinant in students setting their learning goals and selecting strategies to approach assigned work. Laboratory activities improve students' conceptual understanding because of the cognitive demand when students integrate laboratory activities and theory. The purpose of this study is to investigate how students' interpretation of the task assigned during laboratory work may change during the task process, and how it is related to their conceptual understanding. One-hundred and forty-three students enrolled in the course of Electronics participated in this study. Instruments used to measure task interpretation and conceptual understanding were created, piloted, and applied before and after selected laboratory activities during the semester. Findings suggest students' task interpretation change during the task process, increasing after the completion of laboratory activity but still showing low levels of task interpretation. Findings confirm previous research stating that students generally have an incomplete understanding of the assigned tasks, and students struggle to establish a connection between laboratory activities and theory. Lastly, this study reports a significant relationship between students' task interpretation and conceptual understanding in laboratory work.

for DBER Group Discussion on 2017-02-09 Authors and Affiliations: Presentacion Rivera Postdoctoral Researcher Department of Electrical and Computer Engineering University of Nebraska-Lincoln Title Self-regulated learning in engineering labs Abstract Students’ task interpretation is a critical first step in the process of self-regulated learning and a key determinant in students setting their learning goals and selecting strategies to approach assigned work. Laboratory activities improve students’ conceptual understanding because of the cognitive demand when students integrate laboratory activities and theory. The purpose of this study is to investigate how students’ interpretation of the task assigned during laboratory work may change during the task process, and how it is related to their conceptual understanding. One-hundred and forty-three students enrolled in the course of Electronics participated in this study. Instruments used to measure task interpretation and conceptual unde...

Aim: This study aimed to examine the mediating roles of cognitive avoidance, negative problem orientation, and positive beliefs about worry in the relationship between intolerance of uncertainty and chronic pain in patients with multiple sclerosis. Method: This correlational study included 350 patients (194 men and 156 women) selected through convenience sampling from visitors to the Kosar Imaging Center and the MS Society of Iran in Tehran. Participants completed the Intolerance of Uncertainty Scale (Freeston et al., 1994), the Metacognitive Beliefs Questionnaire (Wells & Cartwright-Hatton, 2004), the Negative Problem Orientation Questionnaire (Robichaud & Dugas, 2005), the Cognitive Avoidance Questionnaire (Sexton & Dugas, 2004), and the Short-Form Pain Inventory (Cleeland, 1989). Path analysis was used to examine the proposed model. Results: The findings from path analysis indicated that the model incorporating cognitive avoidance, negative problem orientation, and positive beliefs about worry as mediators between intolerance of uncertainty and chronic pain demonstrated a good fit with the data. Conclusion: These findings provide further evidence for understanding chronic pain in multiple sclerosis patients through the lens of intolerance of uncertainty, mediated by cognitive avoidance, negative problem orientation, and positive beliefs about worry. The results also support the relevance of cognitive models in explaining psychological aspects of chronic pain.

A general problem of Colombian education is the low performance of students in the
national tests of the Colombian Institute for the Evaluation of Education; condition that
accentuates the need to promote significant and innovative strategies in the teaching of the 21st
century, as well as to strengthen reading competence from the elementary school. As a solution
to this problem, the digital educational capsule of stories was designed and created to strengthen
reading comprehension at the inferential level of the third grade students of the Escuela Normal
Superior Sagrado Corazón de Aranzazu, Caldas. The investigative process was carried out under
the Design-Based Research model framed within a mixed investigation consisting of the analysis
of qualitative and quantitative variables collected through measurement instruments that serve as
input for the digital educational resource. The present project had a positive impact on the
reading competence at the inferential level in the students as well as in the pedagogical practice
of the literature teacher. Such an assessment is evidenced in the results obtained by the applied
instruments that, contrasted with the diagnostic test, denote an immense improvement in the
sufficiency of reading comprehension at the inferential level that starts from 4% at a high level
and culminates in 96% at the degree mentioned after the application of the educational digital
story capsule. The results obtained gave support to the solution of the problem situation that,
with the use of the digital educational resource, innovated, transformed and positively impacted
the teaching and learning process, as well as strengthening the reading comprehension skills in
the study population.

The COVID-19 pandemic—coupled with ongoing prominent injustice related to race, poverty, healthcare, and education—has highlighted the interlocking and reinforcing nature of systemic oppression. Now more than ever, facilitators of experiential learning are galvanized to explore and deepen their understanding of systemic change and to enhance their teaching of justice concepts, perspectives, and skills. Advancing social justice was a part of the original vision for service-learning (Stanton et al., 1999). However, scholars have long identified the ways in which service-learning can perpetuate inequitable social hierarchies, be miseducative in teaching simplistic understandings of solutions to social problems, and not equip students to participate in social movements for justice (Eby, 1998; Mitchell and Latta, 2020). By incorporating critical pedagogy, action, and reflection in and beyond the classroom, “critical service-learning” seeks to increase understanding of oppression, redistr...

Stunting -indicator of chronic malnutrition manifested by shortness for one's age (WHO, 2010) 2 Underweight -indicator of present and chronic malnutrition, manifested by low weight for one's age (WHO, 2010) 3 Competence -in clinical contexts is defined as 'the habitual and judicious use of communications, knowledge, technical skills, clinical reasoning, emotions, values and reflection in daily practice for the benefit of the individual and community being served' Kahn & Ramachandran, 2012).

Present-day issues facing the US National Park Service (NPS) pose complex challenges for future management. Multidimensional pressures on a single park can include urban population growth emerging at the wildland–urban interface, fostering engagement of diverse and under-served populations, climate change, and invasive species challenges, as well as resource use conflicts. In addition, the current NPS employee base largely comprises individuals from the baby-boomer era who will retire within the next 10–20 years, creating ...

This study explores the personality traits and academic performance of early childhood pre-service teachers at Western Mindanao State University using the NERIS Type Explorer Instrument. Respondents were 114 early childhood preservice teachers at College of Teacher Education. Findings revealed that the academic performance of the early childhood pre-service teachers manifest a good outstanding performance during the first semester of academic year 2023-2024. The findings reveal a diverse range of personality traits among early childhood pre-service teachers.