Opportunities for K-8 Students to Learn Statistics Created by States' Standards in the United States

Statistical literacy is key in this heavily polarized information age for an informed and critical citizenry to make sense of arguments in the media and society. The responsibility of developing statistical literacy is often left to the K-12 mathematics curriculum. In this article, we discuss our investigation of K-8 students' current opportunities to learn statistics created by state mathematics standards. We analyze the standards for alignment to the Guidelines for the Assessment and Instruction in Statistics Education (GAISE II) PreK-12 report and summarize the conceptual themes that emerged. We found that while states provide K-8 students opportunities to analyze and interpret data, they do not offer many opportunities for students to engage in formulating questions and collecting/considering data. We discuss the implications of the findings for policy makers and researchers and provide recommendations for policy makers and standards writers.

Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Princeton University, including the various language programs it offers, has intentionally resisted distance learning for decades, primarily out of a desire to concentrate on the residential undergraduate educational experience. In New Jersey, USA, state-level restrictions and institutional decisions resulted in the closure of campus instructional spaces from the halfway point of the 2020 spring semester through the end of the 2020-2021 academic year, with further precautions, mitigations, and flexible responses throughout the following academic year, including but not limited to frequent reversion to remote instruction during periods of high incidence, interior masking requirements, and social distancing when possible in classroom spaces. For the past six years, I have also redesigned, expanded, and aligned our second-year German program with the first year, which is based on a high-frequency core vocabulary and the development of contextual reading strategies, among other approaches (for a detailed description of approach, form, and function, see Oberlin, in press). Of the many tools and approaches considered during this frantic and bewildering week, one stands out: the application of outside-of-class student-to-student communication via Zoom or other video-conferencing technologies with written follow-up to fulfill a number of desiderata: (1) that students speak more in an alternate assignment format given the realities of affective and technological hurdles while using video conferencing software;(2) that they are provided with an unsupervised opportunity to speak in an effort to reduce anxiety;(3) that self-scheduled partner work might offer flexibility necessary during home-based study and the various complications and distractions that entails, particularly during a period of ongoing disruptions;and (4) that a written response to this oral communication would generate classroom discussion, deepen engagement with materials, and present instructors with another avenue for teacher-student feedback and the assessment of sentence- or paragraph-level writing.

Course Design: WELL 2100: Writing for Wellness

[...]the course supports writing growth through rhetorical practices, a process approach, and authentic audiences, while also asking students to explore and experiment with writing practices to improve their individual wellness. Under the leadership of Chancellor Rebecca Chopp (2014-2019), DU launched a new strategic plan in 2016-IMPACT 2025-which included enhanced attention to global and collaborative learning, community-engaged and cross-disciplinary work, and several capital projects to foster economic growth and neighborhood engagement. Following a two-year process of planning and development by faculty, staff, and administrators from across campus, the University launched this "4D Experience" to support students in four dimensions: advancing intellectual growth, exploring character, pursuing careers and lives of purpose, and cultivating well-being (Hernandez). In this way, the course fits within both the UWP model of writing and the University's minor in wellness that "weaves together many different disciplines, curricula, and facets of experience to promote conscious growth and dynamic balance in life" ("Wellness Minor" 185). [...]after its initial offering through the UWP (as WRIT 2701), the writing course is now officially homed in the wellness minor (as WELL 2100) and cross-listed in the applied writing category of the writing minor.

The Why and Whither of Asian American Studies: Toward a Reckoning

Yuri Kochiyama (1921–2014) On March 11, 2020, roughly three months after the first death attributed to the newly discovered SARS-CoV-2 (COVID-19) virus was confirmed in Wuhan, China, the World Health Organization elevated its characterization of the ensuing outbreaks from "public health emergency of international concern" (PHEIC) to global pandemic. [...]we editors, along with the contributors to this special issue, acknowledge from the outset that the formation of Asian American studies—along with ethnic studies and gender/sexuality studies—was first and foremost a paradigmatic endeavor, one that, as Lisa Lowe productively characterizes it, remains "key to thinking in comparative relational ways about race, power, and interconnected colonialisms. More than a few students found themselves spending more time in the community than in school. [...]were born a host of Asian American community organizations and services, as well as an increasing vector of Asian American political activism in defense of our communities. "4 Such reckonings, intimately tied to the formation of Asian American studies as a critical race-based interdiscipline born out of 1960s civil rights movements and liberation fronts, encapsulate the field's aspirational politics.

Integrating Telehealth: Curricular Mapping to New Standards in Nurse Practitioner Post-baccalaureate Doctor of Nursing Practice Programs

Owing to the increased use of telehealth as a widely accepted means of providing patient care and the movement toward competency-based education, implementation of telehealth teaching, learning, and evaluation strategies into the graduate nursing plan of study is evolving quickly. This report uses Rutledge's "4Ps of Telehealth” framework to provide resources for faculty to incorporate telehealth knowledge, skills, attitudes, core telehealth competencies, and evaluation practices into the bachelor of science nursing to doctor of nursing practice program curriculum based on the National Organization of Nurse Practitioner Faculties Nurse Practitioner Core Competencies. Formal preparation of students ensures future nurse practitioners are able to provide proficient, effective care through telehealth upon graduation.

A multi-component curriculum to promote teachers' mental health: Findings from the PROMEHS program

In the last two years, a growing number of studies have focused on the promotion of students' mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers' mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers' wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers' mental health. A total of 687 teachers participated in the study. Applying a preand post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area.

Well-being Content Inclusion in Pharmacy Education Across the United States and Canada

Objective. To describe the landscape of well-being content inclusion across schools and colleges of pharmacy in the United States and Canada through identification of content implementation, incorporation, and assessment. Methods. A cross-sectional survey was distributed to all accredited schools and colleges of pharmacy in the United States (n=143) and Canada (n=10). Survey questions included curricular and cocurricular timing, frequency, assessment strategies, and support for well-being initiatives, using a framework of eight dimensions (pillars) of wellness to categorize content. Results. Descriptive data analyses were applied to 99 completed surveys (65%), 89 (62%) in the United States and 10 (100%) in Canada. Well-being content was most prevalent within the cocurricular realm and incorporated into didactic and elective more than experiential curricula. The most content came from intellectual, emotional, and physical pillars, and the least content came from financial, spiritual, and environmental pillars. Less than 50% of schools and colleges of pharmacy include well-being within their strategic plans or core values. Funding is primarily at the level of the university (59%) or the school or college of pharmacy (59%). Almost half of respondents reported inclusion of some assessment, with a need for more training, expertise, and standardization. Conclusion. Survey results revealed a wide range of implementation and assessment of well-being programs across the United States and Canada. These results provide a reference point for the state of well-being programs that can serve as a call to action and research across the Academy.

A Course-Based Undergraduate Research Experience (CURE) using Ocean Plastic Microbes as a Framework that Is Impactful for Both In-Person and Online Course Modalities

A course-based undergraduate research experience (CURE) is described, both in its original, field-based and in-person design, as well as its adaptation to online delivery during the COVID-19 pandemic. The CURE experience was centered around the topic of microbes attaching to ocean plastic debris, and included connecting nontraditional undergraduate students attending a primarily teaching institution to personnel of a research-intensive institution. The CURE was implemented in nonmajors and majors' general biology laboratory courses, as well as in an introductory microbiology lab course for health majors. Student perception of the CURE was assessed quantitatively through self-administered retrospective surveys, and qualitatively using open-ended survey questions and focus group interviews. Survey questions were grouped into four themes: (1) research at the research institution, (2) research at the teaching institution, (3) laboratory skills, and (4) interest in science. To assess impact of the CURE by modality, major and course level, theme scores were analyzed using ANOVAs (α = 0.05). Changes in student perception of learning were measured by comparing the "before” and "after” survey scores in each theme. The main source of variation in the model was time, followed by theme and major, while modality had a negligible effect. Overall, there were increases in student perception of learning across all themes across modality, major, and course level;however, not all were statistically significant. Highest gains were observed among nonmajors, while those of the majors' upper division courses were the lowest. On the other hand, majors' overall scores were the highest. Health majors' survey gains were mostly between those of nonmajors and majors. Qualitative data contextualized the quantitative results. The online adaptation was a valuable alternative, especially for nonmajors, as it expanded the range of students reached, with results similar to the in-person alternative. Preliminary data show a positive effect of the CURE in student success majoring in biology.

Higher education leadership and curricular design in industry 5.0 environment: a cursory glance

PurposeTo offer an insight into post-COVID-19 Industry 5.0 environment, educational responses that are being made by Higher Education institutions (HEIs), and leadership qualities that appear to be effective in this environment. Also, to develop a conceptual model of causal relationships between the identified constructs in producing educational curricular outcomes.Design/methodology/approachInterpretative review was conducted identifying, analyzing and synthesizing the relevant literature on the relationships between post-COVID-19 Industry 5.0 environment, HEI's leadership characteristics, their decision-making bases and curricular design outcomes.FindingsThe literature showed that in unpredictable post-COVID-19 Industry 5.0 environment, thriving HEIs are found to have leaders who are perceptive, visionary and agile with effective communication and navigation skills;embracing change culture;and able to learn from concrete experiences. Responding to the pandemic and Industry 5.0's disruptive technology, these leaders are accelerating university–industry engagement and developing more flexible, student-centered, work-based curricula. Synthesis of the literature resulted in developing a conceptual model that shows that environmental turbulence is likely to influence curriculum design through leaders' decision bases, and that leaders' characteristics and industry engagement may interact with leaders' decision bases to strengthen this influence.Originality/valueA different lens was offered of the type of leadership that is seen to be effective in the turbulent and HE post-COVID-19 Industry 5.0 environment, and a novel conceptual model of relationships was developed which has potential impacts for HE leadership theory and practice.

Research on a Sustainable Teaching Model Based on the OBE Concept and the TSEM Framework

This paper reports the results of a study on the implementation of a sustainable teaching model based on the OBE (Outcome-Based Education) concept and the TSEM (Teach, Study, Evaluate, and Manage) framework in computer science and technology at NingboTech University, China. In the context of digital education, the OBE concept and the TSEM framework are integrated to explore sustainable teaching and learning models based on "artificial intelligence and education”. Based on the core concept of engineering professional education accreditation, the course is designed by using the PCCM (Professional Competency Correlation Matrix) method to build a model based on big data analysis, deepen the classroom teaching reform of "artificial intelligence and education”, and explore the integrated digital sustainable teaching mode of "teaching, learning, evaluation, and management”. The aim of this study is to explore the effectiveness of the teaching model based on OBE and the TSEM framework on students' sustainable development. The results show that students deepen their learning in computer science while enhancing their own learning initiative, teamwork skills, innovation skills, and awareness of sustainable development. Research shows that our teaching model plays an important role in the development of student sustainable education, enhancing student engineering practice and innovation capabilities and cultivating applied innovative talents. The efficacy of the teaching model based on the OBE concept and the TSEM framework for improving students' competence in sustainable education warrants further investigation.

ASIAN AMERICAN HISTORY IS AMERICAN HISTORY

Sansbury still remember her stomach clenching, losing her breath, horrified by such violence in the community she calls home. On Mar 16, 2021, a mere twelve miles from her school's campus, several Asian American women were shot point-blank and killed. Since the beginning of the COVID-19 pandemic, anti-Asian hate had been on the rise, but this tragedy literally hit home--and she found herself jolted into action. She knew their school and community had to do something, and she began searching for ideas.

University-Wide Digital Skills Training: A Case Study Evaluation

Digital competencies and confidence are thought to be critical to success in higher education. However, despite learning frequently taking place online through the use of virtual learning environment and tools such as lecture capture, and evidence to counter the idea of digital nativity, these critical skills are often not explicitly taught at university. In the present study, we describe the development and evaluation of our Essential Digital Skills programme, which is a university-wide digital training programme designed and implemented at a large London university, aimed at new students but open to all students at the University. Using Kirkpatrick's evaluation model, we demonstrate that the programme provided effective training in digital skills for all students but that individual differences exist in the training experience, notably around ethnicity and student status, with Black and Minority Ethnic (BAME) students and international students feeling that the training made a greater contribution to their skill levels and resulted in greater behaviour change and impact, as well as intention to undertake further training.

Effectiveness of Telemedicine in Diabetes Management: A Retrospective Study in an Urban Medically Underserved Population Area (UMUPA)

This paper examines the efficacy of telemedicine (TM) technology compared to traditional face-to-face (F2F) visits as an alternative healthcare delivery service for managing diabetes in populations residing in urban medically underserved areas (UMUPAs). Retrospective electronic patient health records (ePHR) with type 2 diabetes mellitus (T2DM) were examined from 1 January 2019 to 30 June 2021. Multiple linear regression models indicated that T2DM patients with uncontrolled diabetes utilizing TM were similar to traditional visits in lowering hemoglobin (HbA1c) levels. The healthcare service type significantly predicted HbA1c % values, as the regression coefficient for TM (vs. F2F) showed a significant negative association (B = −0.339, p < 0.001), suggesting that patients using TM were likely to have 0.34 lower HbA1c % values on average when compared with F2F visits. The regression coefficient for female (vs. male) gender showed a positive association (B = 0.190, p < 0.034), with HbA1c % levels showing that female patients had 0.19 higher HbA1c levels than males. Age (B = −0.026, p < 0.001) was a significant predictor of HbA1c % levels, with 0.026 lower HbA1c % levels for each year's increase in age. Black adults (B = 0.888, p < 0.001), on average, were more likely to have 0.888 higher HbA1c % levels when compared with White adults.

Impact of Face-to-Face Interactions and Digital Learning Platforms on Learning Motivation, Learning Achievements and Peer Interaction in After-School Activities

[LANGUAGE=”English”] With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn and interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction.In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23.The results of the quantitative analysis revealed the following results: (1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided th work among themselves, and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their learning achievement and learning motivation.The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems.[LANGUAGE=”Chinese”] 本研究目的在比較以面對面、Moodle、Office 365進行課後活動，對學生英文的學習動機、學習成效與同儕互動之影響。以課後活動形式為自變項，分成面對面組、Moodle組、Office 365組，分別以三種不同方式進行英文課程之課後活動，如課後分組討論、課後作業等，並探討其在不同層面之差異。本研究採量化為主、質化為輔的分析方式，以六班143位國中三年級學生為研究對象進行實驗，每種課後活動形式各兩個班級參與。研究結果顯示：一、不同課後活動形式對學習動機無顯著差異；二、面對面組之學習成效顯著優於Office 365組；三、Office 365組之同儕互動有高於面對面組之傾向；四、針對討論歷程分析發現，透過Moodle、Office 365之學習平台進行討論，會出現特定組員直接貼出解答、各組員直接任務分工等未進行小組討論之情況發生；五、對Moodle組而言，各組員之發言比例與學習成效、同儕互動為正相關；對Office 365組而言，各組員之發言比例與學習成效、學習動機為正相關。Alternate abstract:”English”] With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn a d interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction.In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23.The results of the quantitative analysis revealed the following results:(1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided the work among themselves, and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their lea ning achievement and learning motivation.The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems.Alternate abstract:”Chinese”] 本研究目的在比較以面對面、Moodle、Office 365進行課後活動，對學生英文的學習動機、學習成效與同儕互動之影響。以課後活動形式為自變項，分成面對面組、Moodle組、Office 365組，分別以三種不同方式進行英文課程之課後活動，如課後分組討論、課後作業等，並探討其在不同層面之差異。本研究採量化為主、質化為輔的分析方式，以六班143位國中三年級學生為研究對象進行實驗，每種課後活動形式各兩個班級參與。研究結果顯示：一、不同課後活動形式對學習動機無顯著差異；二、面對面組之學習成效顯著優於Office 365組；三、Office 365組之同儕互動有高於面對面組之傾向；四、針對討論歷程分析發現，透過Moodle、Office 365之學習平台進行討論，會出現特定組員直接貼出解答、各組員直接任務分工等未進行小組討論之情況發生；五、對Moodle組而言，各組員之發言比例與學習成效、同儕互動為正相關；對Office 365組而言，各組員之發言比例與學習成效、學習動機為正相關。

Lessons for Improving Curriculum from the COVID-19 Pandemic

There have been countless challenges faced by American families with school-aged children during the COVID-19 pandemic. Among the many challenges specifically relating to education has been ensuring children had access to a challenging academic curriculum. Whether children have been educated remotely or in hybrid settings, or whether they have been in a pod or homeschool, there have been barriers to the provision of a quality curriculum, such as: (1) Whether the school's curriculum materials (if there were any) are suitable for remote, homeschool, or pod instruction, (2) Whether teachers (whether regular certified teachers, homeschooling parents, or pod teachers) have the knowledge and skill to select and implement needed core and supplementary curriculum materials, and (3) Whether and how teachers are supplementing the core curriculum materials with enrichment activities and activities matched to student needs. This paper examines how the COVID-19 pandemic affected the ways curriculum materials were used and identify lessons that could help improve access to quality curriculum and instruction moving forward, whether children are being educated in school, remotely, or in a homeschool/pod setting.

Emerging stronger post pandemic: Medical and Health Professional Education

During the height of the pandemic, most of the undergraduate learners were prevented from clinical training sites, restricted intra, inter-institutional and overseas learning opportunities and in many institutions, there were termination of onsite learner-educator engagements (Ng et al., 2021;Renaud et al., 2021;Samarasekera et al., 2020). Aligned to the performance evaluations, there needs to be supportive schemes to incentivise and reward faculty members who contributed to enhance the learning environment for students and residents. [...]the quality improvement and quality assurance processes in health professions education must be aligned to the local context needs. Medical school faculty development post-pandemic – Opportunities in the digital shift. During the height of the pandemic, most of the undergraduate learners were prevented from clinical training sites, restricted intra, inter-institutional and overseas learning opportunities and in many institutions, there were termination of onsite learner-educator engagements (Ng et al., 2021;Renaud et al., 2021;Samarasekera et al., 2020).

A Careless Whisper Between Genius Hour and Schooling Under/After the COVID-19 Pandemic

One of the most popular educational trends in 2021, Genius Hour, is an innovative educational technology that allows students to spend an hour a day independently completing self-paced and optional tasks, originated from the policy of Google Inc. using 20% of working hours on "the tasks that are not related to work, but are of interest to oneself". In 2018, the Ministry of Education promulgated the 12-year National Basic Education Curriculum Guidelines of Integrated Activity, in which the learning performance of the self-directed learning and management projects in the second and third learning stages of the Integrated Activity field coincides with the connotation of the so-called "Genius Hour". However, according to the current number of learning periods in the primary and secondary school curriculum syllabus, there will be limitations for the implementation of "genius time" in public primary and secondary schools. This article is based on the examples of "Genius Time" in practical teaching, the expectations for self-directed learning in the field of integrated activities in the curriculum, and the dialog records from the informal online interviews with 12 primary and secondary school principals, directors and teachers on "Genius Hour" to provide a possible imagination for the implementation of "Genius Hour" in the primary and secondary schools in countries where the COVID-19 pandemic still prevail.

Middle leaders and managers' perspectives of distributive leadership during COVID-19

On a global level, COVID-19 has shaken the foundations of every sector. In the South African education context, the traditional methods of teaching, learning, and managing schools changed drastically overnight and management roles and responsibilities were pushed to unprecedented levels. Moreover, the roles of middle leaders and managers took place within a more distributive framework, encouraging school leaders to adopt varying styles of leadership to cope with the demands of COVID-19. For this study, middle leaders constitute departmental heads, grade heads and subject heads. This study utilised a qualitative research design, adopting a case study approach within the interpretivist paradigm. Three departmental heads and seven post level one educators who occupy grade heads/leaders' roles in a primary school constituted the sample. Semi-structured individual interviews were conducted with participants to gain their understanding of how distributive leadership was practiced during the pandemic. Four themes emerged, namely leadership styles and factors informing the leadership behaviour and leadership growth of middle leaders and managers in schools;middle leaders' and managers' perceptions of distributive leadership and the responsibilities of the different stakeholders;the impact of COVID-19 on distributive leadership as perceived by middle leaders and managers;and the advantages and disadvantages of distributive leadership practices. The study recommends that School Management Teams (SMTs) involve middle leaders and managers to a greater degree to secure an effective 'buy-in' to the concept of distributive leadership and that middle managers offer opportunities for others to lead, by developing leadership-specific courses for them. SMTs must also ensure that individuals have a stable working environment where their psychological, sociological, and emotional needs are respected, fulfilled, and validated during any pandemic.

Assessment of Anatomy Education Teaching Modalities before and during COVID-19 in US Medical Schools

Medical schools in the United States, as well as across the world, have undergone curriculum reform in the delivery of anatomy courses, which recently required social distancing during the COVID-19 pandemic. The aim of this study was to compare total teaching time across three major types of anatomy curricular formats in preclerkship and clerkship phases of US medical education, and quantitatively describe which tools/teaching modalities are used within different curricula structures across preclinical and clinical anatomy courses as well as evaluate the relative percent of the curricular time their use comprised prior to and during the pandemic. An optional survey instrument (with skip patterns), developed using Qualtrics Software and approved by the author's home Institutional Review Board, was sent to anatomy course directors at 152 allopathic medical schools, from all four geographic and size categories delineated by the Association of American Medical Colleges. Data were analyzed using Qualtrics XM Stats iQ software. Thirty allopathic US medical institutions were represented in this survey, among which there existed an even distribution across the three integration formats with the majority of instruction occurring in the first-year curriculum. Total anatomy teaching time varied widely, but cadaveric dissection and lectures were the predominant teaching modalities, even during the pandemic. Traditional dissection comprised the majority of contact time compared to alternative modalities, but less than half of respondents currently incorporate new modalities. Approximately half of the schools changed to an all-virtual format for 2020–2021. Among those that were fully virtual, time using 3D anatomy significantly increased. Our results demonstrate that traditional anatomic educational practices remain the mainstay of medical education. Surprisingly, total contact hours in anatomic education varied widely, but there were striking similarities in the use of traditional tools.

Guest editorial

[...]educational institutions quickly declared antiracist action plans: public statements, training workshops, reading lists and reading circles. While we still wait for the coinciding beliefs and actions that Black lives have meaning, the COVID-19 global pandemic continues to ravage the Earth and has taken an (under)estimated 4 million of the Earth's citizens away. Because of global anti-Blackness, a disproportionate amount of Black and Brown people have lost their lives or have been completely engulfed with personal and communal destruction this disease has caused. School buildings were shuttered, and if students did not disappear from the roster all together, they were herded into virtual learning, often revealing how resources that were considered scarce and unaffordable were all of a sudden, plentiful and accessible. Particularly in an anti-Black education system, change often materializes in the s of statements condemning racism and in diversity and inclusion initiatives – more speaker events, more book clubs more workshops. Rarely, if ever, does change from the oppressor requires consistency with the following characteristics: interrogating White supremacy and Whiteness in pedagogical practices and value systems;challenging curricula that harm Black and Brown youth of Color;exposing racial trauma in classrooms;and/or honoring the literacies and full humanity of Black and Brown youth.