Program Design Research Articles

Promotion of basic motor competencies through pupils’ ability, knowledge, and willingness. Effects of an 8-week PE program in 2nd and 4th grade.

As soon as children want to participate in movement and sports culture, they need basic motor competencies (BMC). Hence, the acquisition of BMC in primary school physical education is a core objective in primary school curricula. However, a considerable part of European pupils do not develop sufficient BMC during primary school years (Wälti et al., 2022). At the same time, Ruin and Stibbe (2014) highlight a lack of concrete methods for implementing competence-oriented curricula. Therefore, methodological considerations and interventions that allow conclusions about the design of PE programs to promote BMC are needed. This study examined the immediate and long-term effects of an 8-week competence-oriented PE program on 2nd, and 4th graders’ BMC. In the German paradigm of competence (Klieme et al., 2008) promoting competence, understood as ability, knowledge, and willingness is one of the main goals of physical education (Amesberger & Stadler 2014). Aligned with competence paradigm, the PE program targeted motor-activity (ability) through movement-games. It also enhanced self-regulation (willingness) and cognitive engagement (knowledge) by offering movement-tasks of varying difficulty, which student could choose and evaluate using self-assessment forms. In a quasi-experimental study, 116 2nd, and 110 4th graders were assigned to an intervention and control group and BMC were tested with MOBAK-1-2 respectively MOBAK-3-4 (Herrmann, 2018) pre, post, and follow-up in overall-competence, self-movement and object-movement. Repeated measured ANCOVAs (sex and BMI as covariates) revealed strong time effects (e.g. η2 = .31, p < .001 for overall-competence in 2nd grade), small to moderate time*group interaction effects (e.g. η2 = .08, p < .01 for object-movement in 2nd grade) and medium group effects (e.g. η2 = .11, p < .001 for self-movement in 2nd grade) for overall-competence, self-movement, and object movement. Merely for object-movement in 4th grade, only a strong time effect (η2 = .24, p < .001) was observed, with no interaction or group effects, indicating that all 4th graders developed object-movement during study period independent of the study group. The results suggest that a competence-based PE program can promote BMC in primary school. Nevertheless, the lack of the interaction effect on object-movement in 4th grade shows that these effects are not general. Future studies should continue to investigate the effects of competency-oriented PE programs on pupil’s competence development. References Amesberger, G., & Stadler, R. (2014). Bildungsstandard für Bewegung und Sport. Handreichung für kompetenzorientiertes Lernen und Lehren [Educational standard for physical activity and sport. Handout for competence-orientated learning and teaching]. Bundesministerium für Unterricht, Kunst und Kultur (BMUKK). Herrmann, C. (2018). MOBAK 1-4. Test zur Erfassung Motorischer Basiskompetenzen für die Klassen 1-4 [MOBAK 1-4. Test to assess basic motor skills for grades 1-4]. Hogrefe. Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig, E. Klieme, & D. Leutner (Ed.), Assessment of competencies in educational contexts. (pp. 3-22). Hogrefe & Huber. Ruin, S., & Stibbe, G. (2014). Zum Bildungs- und Erziehungsverständnis in kompetenzorientierten Lehrplänen [On the understanding of education and upbringing in competence-orientated curricula]. Sportunterricht, 63(6), 168-173. Wälti, M., Sallen, J., Adamakis, M., Ennigkeit, F., Gerlach, E., Heim, C., Jidovtseff, B., Kossyva, I., Labudová, J., Masaryková, D., Mombarg, R., De Sousa Morgado, L., Niederkofler, B., Niehues, M., Onofre, M., Pühse, U., Quitério, A., Scheuer, C., Seelig, H., Vlček, P., … Herrmann, C. (2022). Basic motor competencies of 6- to 8-year-old primary school children in 10 European countries: A cross-sectional study on associations with age, sex, body mass index, and physical activity. Frontiers in Psychology, 13, Article 804753. https://doi.org/10.3389/fpsyg.2022.804753

Optimising the review of electronic monitoring information for management of commercial fisheries

Electronic monitoring (EM) systems incorporating cameras and other devices can collect a broad range of data to support fisheries management. We reviewed the data collection capabilities of EM and considered approaches to increasing efficiency, including cost effectiveness, of EM review. EM can provide information on catch, effort, catch handling, bycatch mitigation, fishing gear and operational data, which are relevant for fisheries management including by Regional Fisheries Management Organisations (RFMOs). Methods to increase efficiency and decrease costs of EM review apply from the programme design phase, through data collection and review. At review, costs may be reduced by sampling imagery optimally to meet monitoring objectives. Considering RFMOs as users of EM-collected information, we applied EMoptim, an open-source simulation model developed in R that estimates the amount of EM review necessary to meet one or more user-specified monitoring objectives. EMoptim uses stratification to increase review efficiency and incorporates a function to explore review costs against the monitoring objectives set. We evaluated the amount of EM review needed to estimate catch with specified precision, using fishery data available from the Western and Central Pacific Fisheries Commission. Model outputs show that EM review requirements increase as catch frequency decreases, dispersion of catch events increases, and when more precise catch estimates are required. Geographical stratification reduced the amount of review required for more commonly caught species and when catch events were focused in a limited area. Optimising review rates across multiple monitoring objectives was most effective for more commonly caught species. We highlight opportunities for future use and development of this prototype modelling package.

Study path analyses for quality assurance and support of study planning

AbstractUtilizing student lifecycle data provided by campus management systems yields the opportunity to conduct study path analyses. Methods of artificial intelligence (AI) and data science can be used to analyze study paths, identify indicators for success, and gain insights into problems and issues of student cohorts following different study paths. Meanwhile, AI can also be used to support students through informed study planning. This article presents the project AIStudyBuddy with its focus on utilizing rule-based AI and process mining to support study planning and cohort monitoring. The concept of a reference architecture and data model for study path analytics as well as details on the development of the two user applications, StudyBuddy for students and BuddyAnalytics for study program designers, are presented. By exploring how AI and process mining can be applied in the scope of the two applications, the article addresses the question of how AI can be used for quality assurance in study planning and student cohort monitoring.

Empowering Teachers Through an Online Asynchronous Science Education Cohort Graduate Program

ABSTRACT Online cohort graduate programs in education offer science teachers opportunities to enhance their knowledge and professional practice alongside a cohort community of educators without interrupting their careers or adversely affecting their personal lives. While it is understood that online cohort graduate programs can create robust professional communities, their impact on sustained pedagogical change for teachers is not fully understood. This research, based on a qualitative study of an asynchronous online Master of Education cohort program in Science Education, investigates its impact on K-12 teachers’ pedagogical attitudes, understandings, and practice. Focus groups were conducted with thirty teachers from two program cohorts. Findings suggest that through research exploration and collaborative culture, participating science teachers felt educated, supported, and empowered to make sustained pedagogical improvements within and across their educational contexts. This study contributes to the understanding of the potential of online cohort graduate programs in science education in fostering pedagogical transformation and can inform the design of similar programs.

Abstract B167: Genomics and cancer clinical trials navigator training: Results from a systematic review of the literature

Abstract Introduction: Trained cancer navigators have demonstrated success in improving outcomes for cancer patients. Trainings provided by the American Cancer Society and other organizations equip navigators with the knowledge, skills and experience to support patients and address barriers to cancer-related care and survivorship. Racial/ethnic minorities continue to be underrepresented in cancer clinical trials and are less likely to receive genomic counseling and testing. There is a notable gap in the availability of cancer navigator training in genomic and clinical trials. This study used a systematic review of the literature and consultations with Genomics and Cancer Clinical Trial (CCT) experts to inform the development of cancer navigation training curriculum. Methods: Two reviewers searched the PubMed database for peer-reviewed studies published through October 2022. Key MeSH terms included cancer, genetics, and training. An ancestor search of relevant articles was also conducted. Following title screening, eleven articles were selected for abstract and full-text review. Eight articles met all the inclusion criteria from which we extracted the 1) trainee population, 2) theoretical frameworks used, 3) program design and format, 4) curricular components, and 5) outcomes. New Data: Only seven articles on the topic of navigator training in genomics within the context of CCT were identified in the search. Training participants were diverse and were located within the United States and abroad. One training program was developed for bilingual (English/Spanish) navigators, one was tailored for cancer survivors who became navigators and two programs trained navigators for specific cancer types (e.g., colorectal cancer). Social cognitive theory (SCT) was used in two of the training programs. Other adult learning theories and intervention mapping for program development were also used in training development. The process for designing navigator trainings included: conducting discussion groups; interviews and surveys; engaging advisory boards; and adapting the National Human Genomics Research Institute modules and other resources. The curricula components included in-person and web-based; single semester or year-long sessions; formal coursework; lectures; role-playing; video viewing; tours of facilities; demonstrations; short writing assignments; action plans; case studies; story- telling; discussion and networking; assessment/evaluation; and refresher sessions. Modules addressed attitudes, barrier assessment and resolution, knowledge, self-efficacy, and communication. Conclusion: The peer-reviewed literature on navigator training describes some curricular elements that measure and address knowledge about genomics and CCT as well as the skills needed to increase self-efficacy to navigate for genetic studies and cancer clinical trials. However, the field of CCT lacks a consistent and widely used program aimed at training navigators in the integral role of genetics in precision medicine. These findings informed the design of our ACS-funded curriculum. Citation Format: Desiree Rivers, Robina Josiah Willock, Victoria Churchill. Genomics and cancer clinical trials navigator training: Results from a systematic review of the literature [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B167.

Active methodologies for learning about human rights through the Age-Friendly Cities project in the social work bachelor’s degree

ABSTRACT A teaching experience was conducted on linking academic content with activities of the Age-Friendly Cities project as applied to the city of Logroño (La Rioja, Spain). The aim was to improve students’ understanding of human rights and their application in social work practice. The article described the methodological process linked to two subjects in the third year of the Social Work degree course: Design and Evaluation of Social Programmes and Community Social Work. Cooperative learning techniques such as flipped classroom, jigsaw, discussions and community mapping were introduced. A semi-structured questionnaire was carried out to find out about the students’ perception of the project. The results showed the satisfaction of students were with the methodology used and the improvement of general and specific skills, as well as the need to reinforce the link between Human Rights and Social Work through local and community experiences that bring social problems closer to the classroom and thus promoted meaningful learning.

Abstract C130: Evaluation of key performance indicators of a community-focused patient navigation program in an outpatient cancer center

Abstract Background: In 2021, Dana-Farber Cancer Institute’s (DFCI) Cancer Care Equity Program (CCEP) implemented a Community-Focused Patient Navigation (CFPN) program to support adult medical oncology patients from historically marginalized groups by proactively identifying and addressing patients’ barriers to cancer treatment. The program has been sequentially implemented in five cancer treatment centers, gastrointestinal, breast, thoracic, and gynecologic oncology and hematologic malignancies with plans to expand further. The purpose of this analysis is to evaluate CFPN against key performance indicators (KPIs) in gastrointestinal oncology, where the program was implemented first. Methods: Patients included in the analysis met CFPN eligibility criteria: adult medical oncology patients from zip codes in the Greater Boston area with significant socio-economic disparities and who agreed to receive support from the patient navigator. Program KPIs included in the analysis were appointment no show rate, New Patient Intake Questionnaire (NPIQ) response rate, and social work encounter rate. A pre- post analysis was used to identify trends in the KPIs of interest among navigated patients from the start of the program in October 2021 through May 2024 compared to similar groups of patients seen one year prior to the launch of the program who would have met CFPN eligibility criteria if the program had existed at that time. The data were taken from the cancer center’s electronic medical record system and visualized in a dashboard. Results: Preliminary findings show a significant decrease in appointment no show rate from 4.07% to 2.29% (p<0.05) and an increase in NPIQ response rate from 20.97% to 34.74% (p<0.05) among all navigated patients after the program was implemented compared to one year prior to the program launch. While not statistically significant, there was an increase from 28.23% to 43.16% in the social work encounter rate for patients engaged with the patient navigator. Conclusion: Preliminary analysis of CFPN demonstrates a positive trend toward meeting KPIs in gastrointestinal oncology and reveals outcomes that will guide further quantitative and qualitative analysis to identify areas of programmatic success and improvement. Next steps include conducting a more in-depth quantitative analysis on additional KPIs, including patient retention rate, stratified by demographics. CCEP also plans to conduct a qualitative analysis to identify patient and care team perceptions of CFPN through focus groups and/or structured interviews. An abstract describing CFPN program design was accepted for online publication at ASCO. This project was undertaken as a Quality Improvement Initiative at DFCI, and as such was not formally supervised by the Institutional Review Board per policy. Citation Format: Sarah Pohl, Emma Green, Katherine Miller, Ludmila Svoboda, Magnolia Contreras, Christopher Lathan. Evaluation of key performance indicators of a community-focused patient navigation program in an outpatient cancer center [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr C130.

Facilitators and challenges of implementing a digital patient education programme for rheumatoid arthritis into clinical practice

BackgroundThe integration of telehealth interventions into clinical practice is frequently delayed, hindering the full adoption. Previously, we developed a digital patient education (PE) programme for self-management in rheumatoid arthritis (RA). While the programme design considered crucial factors to ensure the likelihood of success in clinical practice, there is a need for a systematic evaluation of implementation perspectives. The purpose of this study was to explore perspectives crucial to implementation of a digital PE programme in clinical practice.MethodsThe non-adoption, abandonment, scale-up, spread and sustainability (NASSS) framework was used to evaluate the successes and challenges of implementing the digital PE programme. We included a data set consisting of qualitative focus group discussions involving study nurses, rheumatologists, and leaders from rheumatology departments. Data analysis was guided by a deductive content analysis approach. Further we included data from earlier studies pertaining to the programme’s implementation, comprising the programme development process, a randomized controlled trial evaluating the programme’s effectiveness, and a qualitative study exploring patients’ perspectives of the programme.ResultsFacilitators and challenges of importance to implementation of digital PE were identified. While a wide range of patients could benefit from using digital PE, future implementation should aim for an even broader group than those studied. Both patients and healthcare providers embraced the technology, and the fact that it did not require specific technical skills enhances its potential for success. However, offering digital PE should be based on individual assessments, and expanding its use will require organizational adjustments. An adaptable structure is needed to accommodate unforeseen care needs that may arise following the use of digital PE at home. There was indication of some reluctance among healthcare providers toward the programme shown by concerns about changing roles, which could impact the adoption of the program.ConclusionsThe design and ease of use of the technology, the program’s effectiveness, its availability, and the potential to release healthcare resources may encourage the implementation of digital patient education. Challenges associated with implementing this mode of care pertains to the condition and the patient population, user adoption of the technology, and the organization of patient education.Trial registrationThe study is registered by the Central Denmark Region Scientific Committee (no. 1-16-02-52-19).

Fostering health behaviour change in overweight male football fans through the European Fans in Training (EuroFIT) program: A Self-Determination Theory perspective

The European Fans in Training (EuroFIT) program integrated need-supportive motivational strategies from Self-Determination Theory (SDT) in the design of a healthy lifestyle program delivered to overweight or obese male football fans (n = 1113; mean age of 45.9 [SD = 9.0] years old and BMI of 33.2 kg/m2 [SD = 4.6]) in professional football club settings in the UK, Portugal, Norway and the Netherlands. With a critical realist approach, we developed a structured thematic framework analysis based on Self-Determination Theory (SDT) to investigate the process of change in men who participated in the EuroFIT randomized controlled trial (RCT). We examined whether men’s experiences of the social context of EuroFIT, and whether their engagement with the program’s motivational strategies supported or frustrated their basic psychological needs while attempting to change their lifestyle behaviours. We found that men in all countries perceived the social contexts of the EuroFIT program as mostly needs-supportive, and that they found engagement with most of the program components helpful in supporting their psychological needs when initiating health behaviour changes. However, some of the program elements in the EuroFIT program were perceived as needs-frustrating by some participants and need-supportive by others. Implications for the use of need-supportive motivational strategies in designing future lifestyle interventions in sport settings to promote health behaviour change among male football fans are discussed.

To Praxis Test or Not? Mathematics Content Knowledge Tests for Teacher Licensure and Programmatic Considerations on Moving the Preparation Field Forward

ABSTRACT This study examined the relationships between recommended mathematics coursework for secondary mathematics teacher preparation, internal program measures, prior academic performance, and the Praxis-II testing requirement for initial teacher certification used in several states. Using structural equation modeling and path analysis, the research aimed to understand these relationships and their policy implications. Conducted over six years and holding the program measures and design constant for five cohorts, the study found strong support for specialized content knowledge courses, particularly for secondary mathematics teacher candidates who were not well-prepared in high school. Additionally, the findings suggest that the Praxis-II exam might not be necessary for all teacher candidates in mathematics, especially those who were well-prepared in high school and engaged in advanced mathematics coursework for teachers while meeting rigorous program requirements for teacher licensing. The study argues for reconsidering programmatic design in light of these findings while providing program faculty suggestions for program improvements. State Departments of Education and policy makers may consider the research methodology, validity of internal measures, and testing requirements for Praxis-II for future discussions.

Cohort Survival of the K to 12 Student Entrants Towards the Development of Strategic Interventions Supportive to Cbea-mmsu Programs

The study was undertaken to determine the cohort survival rate of the pioneer batch of the K to 12 student entrants of the eight (8) degree programs at the College of Business, Economics and Accountancy (CBEA), identify the underlying factors triggering the student dropout and institutionalize an intervention program to support the successful retention and graduation of all students. The Reconstructed Cohort Method was used and places less demand on the availability of detailed data over time. This method makes three assumptions: dropouts never return to school; the promotion, repetition and drop-out rates observed in the last two years remain constant over the entire period in which the cohort is enrolled in school and the same rates apply to all students enrolled in a given year level, regardless of whether they previously repeated a subject. A comprehensive analysis on the data gathered was done to process the underlying factors which will serve as valuable inputs in the design of programs and policies to reduce the dropout rate and support the successful retention and graduation of students. Findings showed that the survival rate of the pioneer batch of the K to 12 student entrants of the different programs range from 55.5% (BS Accountancy) to 97.5% (BSBA HRM) or an average of 81.62%. Overall, the survival rate among the males is 84.14% and the females is 80.86%. Majority (81.03%) of the respondents who were not able to finish their schooling on time indicated academic-related as their reason. Others mentioned about personal/family concern (17.24) and one indicated career concern. Some of the suggested interventions supportive to CBEA programs include: the implementation of an institutionalized Academic Advising Program, conduct of series of Academic Advising workshop, Academic Counseling, referral, group counselling, a more aggressive admission interview, parent/guardian conference, peer tutorial, financial assistance program and documentation of academic advising and counseling sessions. In addition, Guidance counselors must be one of the signatories in the dropping out and shifting forms. A replication research study involving different programs in the university is recommended.

Exploring the Relationship of Transformational Leadership on Teaching Effectiveness and Commitment Towards Teachers’ Empowerment Program

This study aims to assess how transformational leadership influences teaching effectiveness and commitment, with a focus on accounting teachers. It seeks to determine how these leadership traits impact teaching and commitment, leading to the design of an empowerment program to foster high performance and overall school success.The researcher used a descriptive correlational research design utilizing a quantitative research method and utilized 86 accounting teachers of any of the following universities and colleges such Dongguan University of Technology, Guangdong Medical University, Guangdong University of Science and Technology, Guangzhou Xinhua College, and Dongguan City College in Cbina. The findings indicate that transformational leadership significantly enhances teaching effectiveness and commitment among accounting teachers, particularly in areas related to student outcomes. However, while it positively influences commitment to students, there is a need for targeted programs to further strengthen commitment to the profession and subject matter, incorporating professional development and mentorship initiatives.

Survey effort and targeted landbird community metrics at Indiana lowland forest restoration sites.

Many sampling and analytical methods can estimate the abundance, distributions, and diversity of birds and other wildlife. However, challenges with sample size and analytical capacity can make these methods difficult to implement for resource-limited monitoring programs. To apprise efficient and attainable sampling designs for landbird monitoring programs with limited observational data, we used breeding season bird point survey data collected in 2016 at four forest restoration sites in Indiana, USA. We evaluated three subsets of observed species richness, total possibly breeding landbirds, Partners in Flight Regional Conservation Concern (PIF RCC) landbirds, and interior forest specialists (IFSs). Simulated surveys based on field data were used to conduct Bayesian Michaelis-Menten curve analyses estimating observed species as a function of sampling effort. On comparing simulated survey sets with multiple habitat types versus those with one habitat, we found that those with multiple habitat types had estimated 39%-83% greater observed PIF RCC species richness and required 41%-55% fewer visits per point to observe an equivalent proportion of PIF RCC species. Even with multiple habitats in a survey set, the number of visits per point required to detect 50% of observable species was 30% higher for PIF RCC species than for total breeding landbird species. Low detection rates of IFS species at two field sites made precise estimation of required effort to observe these species difficult. However, qualitatively, we found that only sites containing mature forest fragments had detections of several bird species designated as high-confidence IFS species. Our results suggest that deriving specialized species diversity metrics from point survey data can add value when interpreting those data. Additionally, designing studies to collect these metrics may require explicitly planning to visit multiple habitat types at a monitoring site and increasing the number of visits per survey point. Integr Environ Assess Manag 2024;20:1954-1968. © 2024 The Author(s). Integrated Environmental Assessment and Management published by Wiley Periodicals LLC on behalf of Society of Environmental Toxicology & Chemistry (SETAC). This article has been contributed to by U.S. Government employees and their work is in the public domain in the USA.

Loop Structure Programming in C based on the UbD Model

This paper discusses applying the UbD (Understanding by Design) based model in teaching C language cyclic structure program design. Aiming at the problems existing in the traditional teaching of C language, such as emphasizing theory over practice, single case, and single teaching method, the UbD model, through the concept of reverse instructional design, first determines the expected learning outcomes, and then designs the assessment evidence and specific teaching activities. The article describes in detail the three stages in the instructional design of the cyclic structure of C language using the UbD model: determining the expected outcomes, identifying suitable assessment evidence, and designing learning experiences and teaching activities. Teaching practice shows that instructional design utilizing the UbD model has significant advantages in enhancing students' interest in learning, strengthening classroom interaction, and promoting deep learning.

Program design and exemplary practices for preparing Teachers of Color and Indigenous Teachers

Research on Teachers of Color and Indigenous Teachers (TOCIT) has gained traction in recent years in educational scholarship. Yet very few studies have evaluated teacher education programs that prepare TOCIT within the U.S. context or have focused on the promising pedagogical practices used to prepare TOCIT. The challenge of doing program evaluation resides in the different institutional contexts and the limited time teacher education researchers have to look holistically and systematically at program design and evaluation. However, we can talk about exemplary practices that have been supportive in preparing TOCIT. This article describes various teacher education pedagogical and theoretical practices that have been used in the preparation of TOCIT within different types of teacher education programs. We discuss two common types of teacher education programs—traditional and alternative. We also discuss the policy landscape for these teacher education program types, focusing on practices used in TOCIT preparation. Recommendations are suggested for policymakers to work intentionally toward creating a diverse teacher workforce and providing support—resources and financial—throughout teachers’ careers. Keywords Teachers of color, Indigenous teachers, alternative certification programs, Grow Your Own, residency programs

Research on Teachers of Color and Indigenous Teachers: Developing and fortifying policies that diversify the educator workforce

This special issue expands upon the Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022a) and the practitioner-focused Phi Delta Kappan special issue, “Learning from the Voices of Black, Indigenous and People of Color Educators: Charting New Directions for Research, Policy, and Practice” (Gist & Bristol, 2021). The co-created articles in this special issue highlight the combined expertise of policy makers and education researchers. While the Handbook featured empirical research, and the Phi Delta Kappan special issue featured research briefs and teacher testimonies, the policy-driven articles in this special issue explore how research can be applied at district, state and national levels. A primary goal of this special issue is to provide evidence-based policy recommendations to support policymakers with strategies to address ethnoracial diversity related to one or more of the Handbook’s 11 research domains (i.e., recruitment, program design, mentorship, professional development, retention, pedagogical and leadership practices, induction and human resource development, intersectionalities, educational impact, minority serving institutions, and policy).

Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools

ABSTRACT This abstract presents an analysis of federal policies concerning rural, regional, and remote (RRR) teaching, focusing on initial teacher education and teaching quality within these areas. The study utilises Bacchi’s ‘What’s the Problem Represented to Be?’ (WPR) approach to interrogate the framing of RRR teaching issues within policy discourse. Through a comprehensive review of two federal policies, this analysis explores how the design and implementation of teacher education programmes are placed to address the challenges in providing quality education in RRR areas. We underscore the importance of critically examining policy representations to better understand and address the complex issues surrounding RRR teachers and teaching.

Building Frontline Capability for Shared Decision-Making (SDM) in a Major Academic Oncology Center Caring for People With Non-Small Cell Lung Cancer: Performance Outcomes of a SDM Simulation Training Program.

There is a growing body of evidence on shared decision-making (SDM) training programs worldwide. However, there is wide variation in program design, duration, effectiveness, and evaluation in both academia (ie, medical school) and the practice setting. SDM training has been slow to integrate in practice settings. A pilot study of 6 multidisciplinary clinicians was conducted using quantitative and qualitative methods to evaluate changes in participant understanding and implementation of SDM in the practice setting. A 2-rater criterion-based evaluation method was used to assess a simulation-based case study role-play program using 7 domains of SDM pre and post training. The authors assessed whether clinicians addressed each of the 7 domains or what fraction of each domain was addressed as part of their simulation case study role-play performance. Focus groups were conducted pre- and postintervention to provide feedback to participants and to understand the clinician experience in greater detail. The increase in improvement in SDM ranged from 17% to 37%, and 7 of 8 domains for which participants were rated showed significant improvement. The areas of greatest improvement were seen in determining a patient's goals/preferences, including risk tolerance regarding treatments (+37%) and values and self-efficacy (+37%). The results of this study reveal a significant shift in clinician awareness of a patient's goals, preferences, and values. Postintervention, clinicians began to understand the value of building a partnership with their patients whereby the patient becomes an active participant in their clinical care.

Innovative Integration of Poetry and Visual Arts in Metaverse for Sustainable Education

The rapid advancement of digital technology has necessitated a reevaluation of traditional educational methodologies, particularly in literature and visual arts. This study investigates the application of metaverse technology to integrate contemporary poetry and visual arts, aiming to enhance university-level education. The purpose is to develop a convergent teaching method that leverages the immersive and interactive capabilities of the metaverse. The research involves a joint exhibition project with students from Sangmyung University and international participants, incorporating a metaverse-based educational program. A sample of 85 students participated in the program, and their experiences were evaluated through surveys and focus group interviews (FGIs). The findings reveal significant correlations between content satisfaction and method satisfaction, underscoring the importance of engaging and interactive methods. The study also identifies technical challenges and provides insights for optimizing digital platforms for educational purposes. The implications suggest that integrating metaverse technology in arts education can significantly enhance creativity, critical thinking, and interdisciplinary skills, offering a sustainable and innovative approach to modern education. Based on these implications, this paper proposes methods for incorporating the insights gained from case analyses and implications into the design of educational programs. It is anticipated that this approach will contribute to enhancing the quality of convergence education in higher education institutions. Furthermore, it is expected that this program will serve as a starting point for the systematic implementation of integrated education and the use of digital platforms, thereby helping to reduce disparities in integrated education between countries.

Vertical Connectors in Ancient Monuments: Documentation and Experimental Study of the Behaviour of Iron and Titanium Connectors

ABSTRACT Ancient monuments are constructed following the dry construction system. Large dimensional structural members, with perfectly plane interfaces, are placed without mortar. Two types of iron connectors, vertical and horizontal, used to connect individual stone blocks, are activated in case of relative displacements, e.g. earthquakes. The paper focuses on, iron or titanium, vertical connectors, crossing the interfaces between successive stone courses, and investigates their seismic behaviour. In situ and bibliographical documentation of vertical connections in ancient Greek monuments, including their topology, dimensions, and typical pathology attributed to them, served as a basis for the design of an experimental program. First, specimens simulating the original connections are tested under monotonic and cyclic actions. The behaviour of those connections, effectuated using iron vertical connectors, having confirmed the pathology observed in situ, i.e. fracture of the substrate, an alternative connection was tested aiming at avoiding or significantly delaying the failure of the substrate (marble). An unbonded length was provided to the connector, close to the interface, to postpone the contact between the connector and the marble. The test results confirmed the anticipated change of behaviour, associated though with smaller shear resistance and larger displacements at its attainment than for the original connections.