Religionsbüchlein versus Torah: Samson Raphael Hirsch's Critique of Reform Textbooks

This article explores transformational learning theory as a framework for education in congregations concerned with fostering critical theological thinking and action among lay adult Christians. Beginning with a rationale for fostering critical theological thinking among adults in churches based on the assumption that all Christians (lay and ordained) are called to ministry, the article describes one framework for doing such education known as transformational learning. Initially developed by Jack Mezirow in secular educational contexts, this perspective has been critiqued and appropriated by many including some religious educators as a helpful way to understand and foster adult learning. The article critically examines transformational learning theory for use in ecclesial contexts.

The Situations of Instructional Materials Development of Imam Hatip Schools Vocational Teachers Abstract This study was aimed at determining the situation of material development of Imam Hatip School vocational courses teachers. The research is a survey model. According to the this research results was made in Kayseri sample, Majority of the participant teachers suffer from inappropriate materials to the students and topics at their lessons. Most of teachers come to schools with making preparation. Participant teachers continue using current teaching materials and also try to prepare their own materials. Introduction and Purpose of the Study The Religious educational process has four basic variables. These are students, teachers, programs and the environment. The most important of these variables are the teachers. The teachers must/should plan, apply and evaluate the educational process. They should use teaching methods and tools in this process. With the development of technological possibilities, the number of teaching materials that can be used in religious education has increased. Educational materials can make lessons more fun and educational, and it can offers to students a rich learning experience. For this reason, effective use of materials by the religious teachers can contribute to the reduction of problems such as indifference, reluctance and boredom in religious education. The main purpose of this research was to determine the situation of material development by the Imam Hatip School vocational courses teachers. In this context, some questions asked are; 1- Are they having trouble finding instructional materials? What are these troubles? 2- How much did they develop educational materials in the process of Religious education? 3- How did they get them? 4- What kind of materials did they develop most? 5- What are they paying attention to when developing them? 6- What kind of problems they have experienced in this process? And similar questions are asked and answered Method The research is a survey model that describes the current situation. In the study datas were gathered by questionnaire on 82 Imam Hatip School vocational courses teachers in Kayseri province. 21 IBM SPSS (Statistical Package for Social Sciences) software program was used to test hypotheses generated for the purposes of research. Quantitative analyses methods (means, percentages), were used in analyzing the data. 56 % of the participants are men and 44 % are women. % 45 of them working at imam hatip high school, % 39 are imam hatip midle school, % 16 are both of them. Results and Discussion According to this research results, the participant teachers say they are having trouble finding instructional materials. Some of the teachers have said that they have not prepared their materials because of the inadequacy of the class hours. Nevertheless, they do not see themselves inadequate in material development, and the proportion of teachers who prepare their own materials has been expected to be low. They generally prefer to use ready-made materials. They provide materials from their colleagues and internet sites. The worksheet, the concept map, the slide are the materials that they get the most from the internet. The materials they do not prepare are short films, puzzles and slides. The proportion of teachers who prepare material for their students is also very low. Most of the materials that prepared by their students 13 % model-real goods and 11% worksheets). When the teachers preparing materials for religious instruction, they were paying attention to the content compliance most. To be suitable for students’ features and grade follow them. A little number of teachers say that they developing materials according to the teaching aims and functions.It is concluded that imam hatip secondary school teachers are more sensitive about developing materials than İmam Hatip High School Teachers. Additionally, female teachers are developing these materials more often than the male teachers. At the end of this survey, it was discovered, despite the fact that the teachers were having trouble finding instructional materials they did not develop their Instructional materials. Because, a large group of teachers, 82.5%, saw themselves as lacking in teaching technology and material development. Also according to this data and researches done in the past years. Religious Education Teachers are developing their materials have increased but some teachers (who are working at İmam hatip high schools) don’t know functions of materials and they don’t develop them in their lessons. Suggestions The issue can be focused especially on teachers Imam Hatip High School lessons. These suggestions can be expressed in the light of these results. The Ministry Of National Education, The General Directorate Of Religious Education can work on this subject. Information and materials banks can be created in virtual environment where the institutions for the imam hatip schools courses, also material samples. It is possible to increase the number of sharing sites where materials related to the field of Religious Education especially Imam Hatip High School lessons are collected. And they can be give information about Instructional Technology and Material Development course for Imam Hatip Schools teachers. Further research can be done in this subject. Keywords: Religious educatin, Imam Hatip Schools teachers, Instructional Technology and Material Development.

Since its inception, Islamic boarding school education has had distinctive characteristics and continues to maintain its existence even when facing the dynamics of life in this modern era. Without changing its characteristics, which are always identified with the priority of religious, cultural, and social values in its education system, Islamic boarding schools carry out transformations in various fields, including instilling religious character in their students. This holistic education system can ultimately give birth to a generation of students or students who have figures who have morals or good character. One of the Islamic boarding schools that still applies this system is the Tarbiyatussalafiyah Islamic boarding school Tegalsiwalan Probolinggo. This research is aimed at finding out the process of applying Imam Ghazali's theological thinking in shaping the character of students at the Tarbiyatussalafiyah Islamic Boarding School. The approach taken in this research uses a qualitative descriptive approach with a case study type of research. The data sources obtained by researchers were primary sources in the form of information from Islamic boarding school leaders, ustadz, administrators, and students. The research results obtained by researchers in the field in the form of character formation material include: Religious knowledge, physical education, and spirituality. Meanwhile, the implementation process carried out by caregivers, ustadz, and administrators of the Tarbiyatussalafiyah Islamic boarding school in forming the character of the students is by applying three methods, namely the exemplary method, the habituation method, and instilling character values including (1) Performing congregational prayers, (2) Instilling an honest attitude, (3) Discipline, (4) Politeness, (5) Patience, (6) Tolerance. Keywords: Internalization, al-Ghazali, Santri Character, Ayyuhal Walad.

Taking into account the adverse impacts of climate change on human health, the importance of increasing knowledge and gaining essential skills is necessary to mitigate and adapt to its impacts and protect human health. Researchers and experts are urging for more research in the climate-health nexus, as well as calling for efforts that establish climate and health educational goals. They encourage the development of agreed upon, articulated science-based curricula and resources addressing climate-health issues. This review aims to map out the current state of integration of climate change education in school-based education across the world and identify the human health topics included. Furthermore, it aims to explore the extents to which levels of prevention and health co-benefits of climate mitigation and adaptation are covered within the framework of school-based climate change education. Five electronic databases will be searched for peer reviewed articles in English, from year 2000-to May 2022. The findings from the study will be useful to school curricula developers looking to expand climate change education. This review will also highlight potential research gaps in education on climate change-related health in schools. The scoping review was preregistered with the Open Science Framework [registration DOI: https://doi.org/10.17605/OSF.IO/8U5GK].

Developing and maintaining a definitive list of scarce and essential skills is crucial for the TVET sector. TVET colleges should swiftly work on ‘workplace basics’ skills to attract different industries for their students. The purpose of this study was to inspect how TVET colleges prepare Civil Engineering students with occupational skills relevant for modern engineering era. Descriptive research design was used to describe trends of connection with the help of secondary data. This research design assisted to describe how TVET colleges prepare its Civil Engineering students with occupational skills relevant for modern engineering era. This study adapted Carnevale’s (1990) workplace basics as a conceptual framework. The collective findings revealed that TVET colleges faced several hurdles in their quest to equip Civil Engineering students with the necessary skills that would make them good candidates for taking up employment in industries against the backdrop of changes being wrought by the modern era. Among the recommendations, a call for professional teacher development with focus to 4th industrial revolutionskills is made and that SETAs should support that initiative. Also such skills should be intensified in such a way that it may be easy to adapt to the 5th industrial revolution upon its arrival.

In Québec, Canada, interest in school-based outdoor education is growing, driven by educators’ grassroots efforts and ministerial support. Despite its increasing adoption, a shared understanding of school-based outdoor education remains lacking. In response to this lack of shared understanding, this study adopted an action research approach, engaging 37 practitioner-researchers across various educational and professional roles to co-develop a framework and resources for school-based outdoor education. Guided by Guay and Gagnon’s (2021) methodology, our research team and practitioner-researchers collaboratively identified the current situation, priority problems, and a desired situation, as well as the research, action, and educational aims of the study. The resulting framework includes a clear, consensus-based definition and eight guiding principles that reflect a diversity of practices and contexts. Additionally, six professional development resources were co-created to support outdoor education across different educational levels and sectors. These resources aim to promote a shared understanding and facilitate capacity-building among educators, administrators, and public health professionals. Findings highlight the importance of intersectoral collaboration, contextual sensitivity, and professional learning in developing a framework and resources for school-based outdoor education. The study’s contributions include a contextually grounded framework and practical resources to support policy development, pre-service and in-service training. While the framework was validated by collaborating practitioner-researchers involved in this action research, its relevance and transferability in other educational contexts—such as different provinces, international settings, or culturally diverse communities—remain to be further explored.

Purpose The purpose of this paper is to examine how robotics program developers perceived the role of emulation of human ethics when programming robots for use in educational settings. A purposive sampling of online robotics program developer professional sites which focused on the role of emulation of human ethics used when programming robots for use in educational settings was included in the study. Content related to robotics program developers’ perceptions on educational uses of robots and ethics were analyzed. Design/methodology/approach The design for this study was a qualitative summative content analysis. The researchers analyzed keywords related to a phenomenon. The phenomenon was the emulation of human ethics programmed in robots. Articles selected to be analyzed in this study were published by robotics program developers who focused on robots and ethics in the education. All articles analyzed in this study were posted online, and the public has complete access to the studies. Findings Robotics program developers viewed the importance of situational human ethics interpretations and implementations. To facilitate flexibility, robotics program developers programmed robots to search computer-based ethics related research, frameworks and case studies. Robotics program developers acknowledged the importance of human ethics, but they felt more flexibility was needed in the role of how classroom human ethical models were created, developed and used. Some robotic program developers expressed questions and concerns about the implementations of flexible robot ethical accountability levels and behaviors in the educational setting. Robotics program developers argued that educational robots were not designed or programmed to emulate human ethics. Research limitations/implications One limitation of the study was 32 online, public articles written by robotics program designers analyzed through qualitative content analysis to find themes and patterns. In qualitative content analysis studies, findings may not be as generalizable as in quantitative studies. Another limitation was only a limited number of articles written by robotics programs existed which addressed robotics and emulation of human ethics in the educational setting. Practical implications The significance of this study is the need for a renewed global initiative in education to promote debates, research and on-going collaboration with scientific leaders on ethics and programming robots. The implication for education leaders is to provide ongoing professional development on the role of ethics in education and to create best practices for using robots in education to promote increased student learning and enhance the teaching process. Social implications The implications of this study are global. All cultures will be affected by the robotics’ shift in how students are taught ethical decision making in the educational setting. Robotics program developers will create computational educational moral models which will replace archetypal educational ethics frameworks. Because robotics program developers do not classify robots as human, educators, parents and communities will continue to question the use of robots in educational settings, and they will challenge robotics ethical dilemmas, moral standards and computational findings. The examination of robotics program developers’ perspectives through different lens may help close the gap and establish a new understanding among all stakeholders. Originality/value Four university doctoral faculty members conducted this content analysis study. After discussions on robotics and educational ethics, the researchers discovered a gap in the literature on the use of robots in the educational setting and the emulation of human ethics in robots. Therefore, to explore the implications for educators, the researchers formed a group to research the topic to learn more about the topic. No personal gains resulted from the study. All research was original. All cultures will be affected by the robotics’ shift in how students are taught ethical decision making in the educational setting. Robotics program developers will create computational educational moral models which will replace archetypal educational ethics frameworks. Because robotics program developers do not classify robots as human, educators, parents and communities will continue to question the use of robots in educational settings, and they will challenge robotics ethical dilemmas, moral standards, and computational findings. The examination of robotics program developers’ perspectives through different lens may help close the gap and establish a new understanding among all stakeholders.

Assessment played a crucial role in developing learning behaviors, with both positive and negative impacts. This study examined the washback effects of the Arabic language final examination conducted through the GeSchool application from Madrasah Sumbar Blended Learning. The research was carried out during the 2021/2022 academic year with 141 twelfth-grade students at MA Muhammadiyah Lakitan, West Sumatra, Indonesia, of which 92 participants were selected using Isaac and Michael's sampling technique. A survey design was employed, with data collected through a self-report questionnaire, participant observation, and documentation. The 25-item questionnaire covered seven domains, including exam preparation strategies, learning attitudes, and instructional materials, and used a 5-point Likert scale. The instrument was validated using Pearson Product Moment Correlation, yielding valid results, while reliability testing produced a Cronbach’s Alpha score of 1.05. Descriptive statistical analysis showed that the mean scores for exam preparation strategies, learning attitudes, and instructional materials were 3.72, 3.81, and 3.79, respectively, categorized as "very good." These findings demonstrated that the assessment generated predominantly positive effects on learning outcomes. This study contributes to understanding the washback effect by highlighting the potential of blended learning platforms, like GeSchool, to improve instructional quality and student engagement in a post-pandemic educational context or modern era.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Background: While sport is widely recognized for its contributions to children’s health and overall development, this potential largely depends on the methods and practices employed by coaches and practitioners. Unlike traditional sport practices, which primarily emphasize performance outcomes, the emerging physical literacy (PL) approach prioritizes not only physical but also affective, cognitive, and behavioral outcomes. As a result, PL is increasingly recognized as an innovative framework in sports, physical education, and physical activity (PA) settings, aiming to enhance children's active participation and holistic development. However, existing PL intervention research – primarily focused on children in educational settings – varies widely in content, delivery and outcomes, with most interventions failing to address PL’s holistic nature (i.e. its physical, affective, and cognitive elements). Notably, research on PL interventions in sport, particularly among girls, who are typically less physically active than boys, remains limited. Purpose: The study aimed to evaluate the effectiveness of a theory-based PL intervention program for girls participating in gymnastics, a recommended context for fostering children's PL development. The program comprehensively targeted all PL elements by incorporating practices such as, meaningful instruction, varied levels of difficulty, emphasis on personal effort, guidance, feedback, and self-assessment. Methods: Using a pretest-posttest comparison group design, four groups of girls (in total N = 80, Mage = 9.2 ± 1.3 years) enrolled in a non-competitive community-based gymnastics program were randomly assigned to control (N = 36) and experimental (N = 44) groups. For the program effectiveness analysis, PL (and its respective domains/elements) was assessed in both groups using the Greek version of the CAPL-2. To ensure comparability, the programs’ development and this report’s structure followed the guidelines of the Physical Literacy Interventions Reporting Template checklist. Results: Mixed design AN(C)OVAs revealed that the program significantly improved the PL level in the experimental group (p = .006, η 2 p = .095) compared to the control group, with notable improvements in Physical competence (p = .002, η 2 p = .118) and Knowledge and Understanding domains (p = .018, η 2 p = .074). Conclusions: This study is among the few to evaluate the effectiveness of a sport program grounded in PL theory throughout all stages of the intervention process. The findings suggest that holistic programs in gymnastics – and potentially in other sports – can foster physically literate children who are competent, motivated, confident, knowledgeable, and physically active. It is expected that children – particularly girls – who develop these attributes will be less likely to drop out of sports early, thereby laying the foundation for sustained participation in sport and PA in the long-term. Overall, the results support the potential of gymnastics and community sports as effective settings for promoting girls’ PL development through sport-specific programs targeting all PL elements simultaneously.

The aim of this book has been to examine the language teaching matrix – that is, the interactions between teachers, learners, the curriculum, classroom activities, and instructional materials – and to try to account for how different aspects of this process can be described, planned, implemented, and monitored. In doing so, I looked at some of the key issues that shape the field of second and foreign language teaching. Language teaching, somewhat more than other areas of educational focus, has been subject to constant changing enthusiasm for different “solutions” to the language teaching challenge. Typically, however, innovators focus on a single dimension of what is inevitably a multidimensional phenomenon. As Clark (1985: 6) puts it: Much unnecessary confusion has been created by those who have thought the solution to the language curriculum problem could be found in one part of the jigsaw to the exclusion of other parts. Thus, panaceas have been sought in methodology alone, or in catch-all technological aids … or in ‘graded tests’, as if assessment by itself could improve the teaching/learning process, or in the elaboration of ever more complex syllabuses such as the various Threshold documents, or in studies of second language acquisition, or the impressionistic global descriptions of proficiency at different levels. My own view is likewise that the field of second and foreign language teaching requires a comprehensive view of how successful learning and teaching is planned for and accomplished in educational settings. This perspective involves approaching language teaching as a particular case of educational program design.

Plant extracts are valuable natural resources with diverse applications in pharmaceutical and food industries that can enhance science educa-tion by connecting theoretical knowledge to real-world applications, fostering critical thinking, and promoting environmental awareness. The study aimed to design and evaluate contextualized instructional materials for Grade 7 Science, focusing on integrating Blue Porterweed (Stachytarpheta jamaicensis), a locally abundant medicinal plant, into the curriculum to address the limitations of traditional rote learning methods. The research utilized the ADDIE model, which guided the process through its phases: Analysis, Design, Development, Implementa-tion, and Evaluation. Expert evaluators, science teachers, and Grade 7 students participated in the study to ensure the materials' effectiveness and relevance. Data was collected using the standard Learning Resource Management and Development System (LRMDS) Evaluation Rating Sheet and researcher-developed questionnaires, validated using Lawshe's Content Validity Ratio to ensure validity, and employed the In-ter-class Correlation Coefficient (ICC) to assess reliability. The findings revealed that the developed instructional materials—which included a module, lesson plan, learner activity sheets, and a teacher's guide—met high-quality standards. Additionally, these materials significantly enhanced student engagement and motivation. The study concluded that contextualized instruction positively impacts science education out-comes. The study recommends the broader adoption of such instructional materials in educational settings and suggests further research to explore their long-term effects and potential applications in other subject areas.

PDAs (Personal Digital Assistants) have been used widely in educational settings. In this study, the visual illustration of a scientific text (cognitive-interest illustration, emotional-interest illustration, or no illustration) was manipulated to investigate its impact on student interest in instructional materials, achievement, and time spent on reading materials in PDA-based learning. Forty-five graduate students were randomly assigned to one of the three treatment groups: the cognitive-interest illustration group, emotional-interest illustration group, and the text only group. Each group was given instructional material corresponding to the treatments. Results revealed that the levels of post-interest across the groups were not significantly different among the three groups. However, the students in the cognitive-interest illustration group showed significantly higher achievement than those in the emotional illustration group and the text only group. Implications of the findings as a catalyst for further research in the development of instructional materials for PDA-based learning were discussed.

The use of instructional materials is essential in enhancing the delivery of content and supporting student comprehension in educational settings. In contexts with limited resources, such as many developing regions, teachers must often rely on improvisation to create these materials using locally available resources. Microteaching, a pedagogical tool that allows student teachers to practice teaching on a smaller scale, plays a crucial role in fostering improvisation skills. Through the microteaching practicum, student teachers learn to develop innovative instructional materials, aligning with constructivist and experiential learning theories. This study systematically reviews how microteaching enhances creativity, student engagement, and the development of lifelong teaching skills, particularly in resource-constrained environments. The findings suggest that the iterative process of microteaching, including planning, teaching, critiquing, and refining lessons, supports the continuous improvement of pedagogical practices and resourcefulness in teaching. The study concludes by recommending that teacher education programs incorporate mandatory training on improvisation to prepare future educators for diverse classroom challenges.

There is growing community and policy interest in educational efforts among children and young people to address pornography. Education on pornography increasingly is seen as a necessary strategy in the context of young people’s widespread exposure to pornography and the potential shifts in young people’s sexual and gendered lives and relations which this entails. What, then, does promising practice in education to address pornography’s influence look like? This article offers a framework for school-based pornography education. It begins with the rationale for conducting pornography education in schools in particular. The article then offers a detailed account of a proposed practice framework for school-based pornography education, emphasizing such principles as a whole-school approach, a robust conceptual approach, grounding in sexuality education, and participatory teaching and learning. It concludes by assessing an existing school curriculum resource, In The Picture, against this framework.