Instructive Example Research Articles

Integrating Science, Technology, Engineering, and Mathematics (STEM) into Indigenous Education for Sustainability: The Development and Implementation of a Curriculum Based on Disaster Prevention for Young Children

There are differences between Western mainstream culture and traditional Indigenous culture in the way they address sustainable development. The spirit of sustainability has been emphasized and practiced by Indigenous cultures for hundreds or even thousands of years, but it is increasingly disappearing over time due to the threat of natural disasters. It is necessary to recover this practice of sustainable development from its roots in traditional Indigenous knowledge. This study considers the possibility and utility of incorporating science, technology, engineering, and mathematics (STEM) into Indigenous education for sustainability, a topic that has not been addressed by other studies. Based on a literature review, the proposed framework and content for this study focus on Indigenous disaster prevention. The specific topic was chosen to be most relevant to young Indigenous children. STEM indicators from the US next-generation science standards (NGSS) were referenced to create the proposed STEM teaching objectives, which were designed to be specifically appropriate for Indigenous curricula and teaching activities. Additionally, the cultural curriculum model was adopted to reform the Indigenous curriculum and teaching model by utilizing the transformation and social action approaches. Finally, the five-stage learning cycle was used as the framework to implement the curriculum, intertwined with the principles of the spiral curriculum, to co-construct an instructional example of Indigenous education for sustainability for future reference.

Social Mobile Learning with 21st Century Learning for Thailand Education 4.0

The Thailand 4.0 initiative aims to transform the country into a digital economy, with education reform being a crucial component. Social mobile learning has the potential to support this transformation. However, engagement with social mobile learning varies among different groups. This paper examines the relationship between education reform, the Thailand 4.0 initiative, and social mobile learning. It explores the challenges of communication for sustainability, the importance of reflection in understanding complexity, the role of design thinking in teaching sustainability, and examples of teaching for sustainable development within the context of Thailand 4.0 and social mobile learning. The study's findings suggest that while social mobile learning can support education reform and the Thailand 4.0 initiative, effective engagement varies. Incorporating sustainable development teaching into Thailand 4.0's education system can help promote a culture of sustainability.

Invariant subspaces of analytic perturbations

Analytic perturbations are understood here as shifts of the form M z + F M_z + F , where M z M_z is the unilateral shift and F F is a finite rank operator on the Hardy space over the open unit disk. Here the term “a shift” refers to the multiplication operator M z M_z on some analytic reproducing kernel Hilbert space. In this paper, first, a natural class of finite rank operators is isolated for which the corresponding perturbations are analytic, and then a complete classification of invariant subspaces of those analytic perturbations is presented. Some instructive examples and several distinctive properties (like cyclicity, essential normality, hyponormality, etc.) of analytic perturbations are also described.

Collaborative Commentary: A New and Innovative Tool for Language Commentary and Analysis

The goal of this article is to introduce the Collaborative Commentary (CC) tool and explain how it can be used in conjunction with the many TalkBank shared databases to enhance research and teaching in many areas of language study. The CC tool and its features are described in a detailed example of an assignment for an introductory course on language development. Students are able to join a CC group set up by their instructor, open specific transcripts in the CHILDES database, watch an interaction on video, follow the interaction in the transcript, and insert comments or codes directly into the transcript which are only available to members of that CC group. Additional examples of teaching, research, and clinical applications are given for using CC with other TalkBank shared databases such as AphasiaBank, TBIBank, DementiaBank, FluencyBank, and ClassBank. CC is an innovative tool that opens the rich resources of the TalkBank shared databases for a variety of purposes. Instructors can use CC to give students the opportunity to apply what they are learning by identifying behaviors such as those associated with typical dysfluencies versus stuttering or typical language development versus late talking that they are learning about in academic classes. Clinical instructors can have students practice scoring various tests or describe the techniques used in a particular treatment program. Researchers can use CC to debate theories on language, refine definitions of commonly used terms, establish coding reliability, and code behaviors of interests such as gestures, errors, coherence, macrostructure, and pragmatics. The CC tool can open up many exciting new ways to investigate language in many disciplines.

Collaborative Commentary: A New and Innovative Tool for Language Commentary and Analysis

The goal of this article is to introduce the Collaborative Commentary (CC) tool and explain how it can be used in conjunction with the many TalkBank shared databases to enhance research and teaching in many areas of language study. The CC tool and its features are described in a detailed example of an assignment for an introductory course on language development. Students are able to join a CC group set up by their instructor, open specific transcripts in the CHILDES database, watch an interaction on video, follow the interaction in the transcript, and insert comments or codes directly into the transcript which are only available to members of that CC group. Additional examples of teaching, research, and clinical applications are given for using CC with other TalkBank shared databases such as AphasiaBank, TBIBank, DementiaBank, FluencyBank, and ClassBank. CC is an innovative tool that opens the rich resources of the TalkBank shared databases for a variety of purposes. Instructors can use CC to give students the opportunity to apply what they are learning by identifying behaviors such as those associated with typical dysfluencies versus stuttering or typical language development versus late talking that they are learning about in academic classes. Clinical instructors can have students practice scoring various tests or describe the techniques used in a particular treatment program. Researchers can use CC to debate theories on language, refine definitions of commonly used terms, establish coding reliability, and code behaviors of interests such as gestures, errors, coherence, macrostructure, and pragmatics. The CC tool can open up many exciting new ways to investigate language in many disciplines.

Off-shell invariants of linearized 4D,N=2 supergravity in the harmonic approach

Using the harmonic superspace approach, we construct, at the linearized level, N=2 supersymmetric curvatures generalizing scalar curvature, Ricci curvature and Weyl tensor. These supercurvatures are the building blocks of various linearized 4D,N=2 Einstein supergravity invariants. The supercurvatures involving the scalar and Ricci curvatures are analytic harmonic N=2 superfields, while the Weyl supertensor is a chiral N=2 superfield. As the basic distinguished feature of our construction, all these objects are expressed through the fundamental analytic gauge prepotentials h++M,M=(αα˙,α+,α˙+,5). The related characteristic features are the heavy use of harmonic derivatives and harmonic zero-curvature equations. On a number of instructive examples, we describe the component reduction of the superfield invariants constructed. Published by the American Physical Society 2024

Virtuous leadership: Ambiguities, challenges, and precedents

AbstractVirtuous leadership is the focus of a growing body of academic literature but is little discussed by contemporary philosophers. Current treatments tend to over‐generalisation: assimilating diverse features to a few broad categories and applying simplified ethical theories. This essay argues that virtue and character education need to be keyed to specific activities, that “virtuous leadership” is in danger of being confused with extrinsic activism, and that the history of ethics in health care provides an instructive example of thinking ethically about practice. Questions commonly posed in the literature—What specific virtues are required for leadership? How may these be formed?—are unduly simple and often rest on faulty assumptions about the nature of leadership and of the structure of virtuous action. Philosophers engaged in advising professionals about the virtues of leadership would do well to consider how the relevant points apply to their own practice.

Distribution Matching for Machine Teaching.

Machine teaching is an inverse problem of machine learning that aims at steering the student toward its target hypothesis, in which the teacher has already known the student's learning parameters. Previous studies on machine teaching focused on balancing the teaching risk and cost to find the best teaching examples deriving from the student model. This optimization solver is in general ineffective when the student does not disclose any cue of the learning parameters. To supervise such a teaching scenario, this article presents a distribution matching-based machine teaching strategy via iteratively shrinking the teaching cost in a smooth surrogate, which eliminates boundary perturbations from the version space. Technically, our strategy could be redefined as a cost-controlled optimization process that finds the optimal teaching examples without further exploring the parameter distribution of the student. Then, given any limited teaching cost, the training examples would have a closed-form expression. Theoretical analysis and experiment results demonstrate the effectiveness of this strategy.

"Inspired to be a teacher seriously": An autoethnography of student engagement in a Vietnamese TESOL training programme

TESOL (Teaching English to Speakers of Other Languages) training programmes in Vietnam often emphasise the significant alignment of academic knowledge with practical classroom methods. However, an intricate yet underexplored topic is understanding the dynamic engagement of student teachers in those programmes to investigate the complexities of such alignment. Therefore, this research examines factors influencing student teachers’ in-class engagement following a 120-hour TESOL training programme at an institution in Vietnam. This autoethnographic study analysed a TESOL teacher trainer’s reflections on student teachers’ engagement in the programme, using artefacts in the form of anonymous and open-ended short-text feedback from 30 students across approximately eight months. The reflection and feedback responses were analysed thematically, anchored in a framework emphasising the three facets of in-class engagement, i.e., cognitive, emotional, and behavioural dimensions. Through the analysis, three themes were constructed: (1) theoretical-practical synthesis: how TESOL-related concepts are blended with concrete teaching examples; (2) pedagogical climate: the teacher educator’s critical role in creating a receptive and engaging learning environment; and (3) professional pathway clarity: the student teachers’ understanding of their future roles and trajectories in the TESOL arena. The research’s findings provide TESOL educators with crucial insights into student teachers’ engagement with teaching methods that synthesise both theoretical and practical components. Moreover, the research enriches the academic discourse, underscoring the potential of using the cognitive, emotional, and behavioural engagement triad as a diagnostic tool to understand students’ learning experiences in TESOL training programmes.

Exploring preservice ECE teachers’ TPACK through digital storytelling during the pandemic

ABSTRACT In this study, nine preservice teachers' online teaching performances in their teaching practicum during COVID-19 were examined. Altogether, 42 online storytelling activities were recorded, and preservice teachers' views were collected in a 120-minute focus group. We employed thematic analysis to code the participants' reflections, to understand their knowledge of the technological pedagogical content knowledge (TPACK) framework and their preparation for digital storytelling activities. Our findings indicated that preservice teachers spend most of their time on pedagogical content knowledge (PCK) and technological content knowledge (TCK) and only a few minutes on technological pedagogical knowledge (TPK) during digital storytelling activities. It revealed the extent of the TPACK of current ECE teachers and provided insights and recommendations on how to improve ECE teachers' professional development regarding technology, including providing multiple types of digital devices and their applications and examples of technology-assisted teaching.

Curriculum Considerations for Developing Mathematical Talent in Elementary Students

To effectively nurture the talents of elementary students with mathematical talent they need to be challenged with an advanced curriculum that is designed with their specific needs in mind. The purpose of this paper is to describe an effective model for developing such a curriculum and explore effective, research-based examples of curriculum and instruction using this model. The paper begins with a review of literature covering a broadened definition of mathematical talent that showcases the need for a more complex and multi-dimensional curriculum to nurture their talents. Next, evidence-based curriculum considerations for talented students at the elementary level are explored. Essential characteristics of mathematics curriculum for talented students are detailed including a focus on advanced content, conceptual development and higher-level processes akin to those used by mathematicians. Accompanying research-based instructional strategies to increase challenge, complexity, and creativity are outlined. Examples at the primary and elementary grade levels are provided to illustrate effective, research-based curriculum and instruction that develop mathematical talent in advanced students.

Optimization scheduling for low-carbon operation of building integrated energy systems considering source-load uncertainty and user comfort

Hydrogen, being a clean energy source, presents novel possibilities for the efficient exploitation of building energy. Nevertheless, the unpredictability in the production of renewable energy, the fluctuating demand from users, and the varying comfort needs within buildings provide substantial obstacles to the functioning of building energy systems. This work suggests an optimal technique for managing a comprehensive energy system based on hydrogen. The strategy takes into account the variability in energy sources and the need for user satisfaction. Firstly, a model of building integrated energy system (BIES) is created, which includes devices for utilizing hydrogen due to its adaptable qualities. Afterwards, the adaptable attributes of electrical, cooling, and heating loads within the building are carefully examined, resulting in the creation of a integrated demand response (IDR) model and a user-integrated comfort rating model. Moreover, a ladder-type carbon tax framework is implemented, employing robust optimization methods to tackle uncertainty in the production of renewable energy and demand. Finally, a model for optimizing the scheduling of energy system operation is formulated. A case analysis is performed utilizing a spacious office building located in the northern region as an instructive example. The findings indicate that the suggested approaches successfully control user involvement in demand response, decrease carbon emissions in the system, improve user energy comfort, and accomplish the economic, low-carbon, and comfortable functioning of BIES.

W. E. B. Du Bois’s universal history in Black Folk Then and Now (1939)

Abstract While debates about ‘Eurocentric’ versus ‘Afrocentric’ theories of history have driven previous studies of Du Bois’s writings on ancient Africa, I read his account of African antiquity in Black Folk Then and Now in the context of the moral and educational projects articulated within both Greco-Roman and African American historiography. I pay special attention to conventional ancient views of history that Diodorus expresses in his Bibliotheke, which treats history as a source of morally instructive examples and ‘universal history’ as especially educational because it synthesizes different historical narratives: these concepts of history were broadly influential into the nineteenth century, including among African American writers. An ancient model of universal history allows Du Bois to tell the story of a distinct human community and nevertheless insist on the unity of peoples, a principle which is central to his philosophy of race and of human history writ large.

Using Educational Games in Teaching English, A Foreign Language

The objective of learning and acquiring languages via peers and social interaction is greatly aided by the use of educational games in English language teaching and learning. Prior research has shown the value of games as a fundamental teaching method in language instruction. Playing is good for individuals of all ages, even though it is crucial for a child's growth. Gardner's hypothesis of multiple intelligences is closely linked to the use of games in language instruction. Including games in the classroom may make learning more enjoyable and joyful, reduce stress, and help students form connections with one another and the outside world. Learning may be enhanced by the use of games, whether they are played online or in person. This study aims to clarify some fundamental components, as well as their characteristics, trends, and circumstances, that instructional games have to include. Lastly, this study provides an explanation of a few instructional game examples that educators might use in the classroom.

A Qualitative Program Evaluation of a Digital Peer Support Group for Formerly Incarcerated People

Abstract: Objectives: A qualitative program evaluation of the Formerly Incarcerated Peer Support (FIPS) group, a peer-led mutual support group for formerly incarcerated people, was conducted to understand participant perceptions of (1) digital delivery via Zoom, (2) curriculum content, (3) roles of group participants, and (4) therapeutic value of FIPS group as it relates to traumatic experiences in prison and ongoing challenges after release. Methods: Using a community-based participatory action research approach, a qualitative evaluation was conducted with participants in either the 2020 or 2021 curriculum. Semi-structured interviews were conducted via Zoom, transcribed, de-identified, coded, and analyzed via applied thematic analysis and results reviewed with participants. Results: Of 75 formerly incarcerated participants, 20 interviews were conducted and recorded ( n = 20). All participants were male, 85% were Black, and the average age was 54.8 years old. Zoom delivery was not preferred, but feasible. Most appreciated the comprehensive and holistic curriculum that enabled peers to gain practical and emotional social support in different areas of life after release. The facilitator’s experience with prison programs and relationships within peer networks was essential for recruitment and retention. Participants described (1) feelings of acceptance, (2) examples of teaching and learning from peers’ improved insight, trigger management, response modification to stressors, and (3) improved understanding within relationships with those who have not been incarcerated. Conclusions: Digital delivery of peer-led psychosocial support groups for formerly incarcerated people is feasible and impactful. Future research can further characterize the lingering impacts of institutional traumas and quantify changes.

Science journeys of Pacific learners: Myths and realities

There is concern in Aotearoa New Zealand that Pacific students, families, and communities are underserved by schooling. Of note is the inability of education to encourage and equitably enable Pacific students to follow a successful journey into science. To shed light on this situation, this article presents the stories of two young Pacific scientists who are now engaged in the health sector. Key elements include stereotypes, motivations, sacrifices, and teacher influence. The stories offer instructive examples of the “context behind the context”, offering guidance to teachers of Pacific students in science and other subjects.

Tutorial on Describing, Classifying, and Visualizing Common Crystal Structures in Nanoscale Materials Systems.

Crystal structures underpin many aspects of nanoscience and technology, from the arrangements of atoms in nanoscale materials to the ways in which nanoscale materials form and grow to the structures formed when nanoscale materials interact with each other and assemble. The impacts of crystal structures and their relationships to one another in nanoscale materials systems are vast. This Tutorial provides nanoscience researchers with highlights of many crystal structures that are commonly observed in nanoscale materials systems, as well as an overview of the tools and concepts that help to derive, describe, visualize, and rationalize key structural features. The scope of materials focuses on the elements and their compounds that are most frequently encountered as nanoscale materials, including both close-packed and nonclose-packed structures. Examples include three-dimensionally and two-dimensionally bonded compounds related to the rocksalt, nickel arsenide, fluorite, zincblende, wurtzite, cesium chloride, and perovskite structures, as well as layered perovskites, intergrowth compounds, MXenes, transition metal dichalcogenides, and other layered materials. Ordered versus disordered structures, high entropy materials, and instructive examples of more complex structures, including copper sulfides, are also discussed to demonstrate how structural visualization tools can be applied. The overall emphasis of this Tutorial is on the ways in which complex structures are derived from simpler building blocks, as well as the similarities and interrelationships among certain classes of structures that, at first glance, may be interpreted as being very different. Identifying and appreciating these structural relationships is useful to nanoscience researchers, as it allows them to deconstruct complex structures into simpler components, which is important for designing, understanding, and using nanoscale materials.

Navigating Emotional Discomfort in Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework

Background Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. Purpose This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. Conceptual Model We explore the role of emotions in/as learning, drawing insights from the learning science literature, and analyze empirical studies in leadership education to unravel how and why discomforting emotions are triggered and operationalized when learning about racism and inequities. We present a framework, the pedagogy of discomfort toward critical hope, drawing on scholarly work bridging emotional discomfort and critical pedagogy, and exemplified by various examples of pedagogies of discomfort. Building on this foundation, we introduce an emotional scaffolding design centered around three concepts: generating discomfort to make oppression and privilege visible, guided emotion participation for engaging critical reflection and dialogue, and appraising emotions with metacognitive and meta-affect tools. Discussion and Implications This article extends the scholarship on teaching and learning for developing equity leaders by bridging insights from learning science and critical pedagogy.

The Application of English Grammar Teaching Based on the Thematic Contexts in Junior High Schools

Grammar is an important part of the language. It directly affects the accuracy and appropriateness of language comprehension and expression. English Curriculum Standards for Compulsory Education (2022 Edition) offers suggestions for grammar teaching. Students are encouraged to explore grammar in the context based on their understanding of the theme. However, teachers may neglect the role of thematic meaning in grammar teaching, also they fail to create the context in teaching practice. As a result, students have difficulty applying grammar properly in their lives. Based on the concept of three-dimensional dynamic grammar and teaching examples, the paper explores the strategies and specific methods of grammar teaching in thematic contexts. Through relevant literature on the thematic context and the application of some progressive activities in thematic contextualization, it is made clear that the connotation of grammar learning is to perceive grammar forms, explore grammar rules, understand grammatical meanings and further express them in correct ways. The conclusions are summarized as follows. English grammar teaching based on the thematic contexts helps to stimulate students' interest in grammar learning, while students’ ability to transfer knowledge, their cultural awareness and the quality of thinking are all enhanced.

Cultivating Diverse Harmonic Thinking in Improvisational Accompaniment: Strategies and Case Studies Exploration

As compulsory courses for music major students, improvisational accompaniment has gradually received significant attention from universities and scholars. However, due to the comprehensive and complex nature of its curriculum content, achieving the preset teaching objectives often proves challenging during the teaching process. Consequently, many students feel the need to enhance their improvisational accompaniment skills even after entering the workforce. The cultivation of harmonic thinking abilities is identified as a crucial factor in improving improvisational accompaniment proficiency, deserving ample attention. This paper aims to outline strategies for comprehensively strengthening students' harmonic thinking abilities. By incorporating teaching examples for analysis, it seeks to address the deficiency in students' harmonic thinking abilities, thereby further enhancing the effectiveness of improvisational accompaniment teaching.