General Education Research Articles

Pediatric Head and Neck Dog Bites in the United States: A NEISS Database Investigation of Risk Factors and Escalation of Care.

Pediatric patients experience increased morbidity secondary to head and neck dog bites. The authors examined risk factors among pediatric head and neck dog bite patients and which factors are associated with admission to inform prevention efforts. All patients who suffered head and neck dog bites from 2013-2022 in the National Electronic Injury Surveillance System (NEISS) database were reviewed. Demographics among discharged and escalation of care (EOC) patients were compared using multinomial logistic regression (MLR), and linear regression was employed to analyze yearly emergency room (ER) visit incidence. Among 949 pediatric patients, 57.2% were male, 43.4% were 2-6 years old, and 77.7% sustained face or mouth injuries. Attacks were commonly provoked (60.5%), occurred in the home (82.3%), and involved a dog known to the patient (61.7%). The most common dog breed involved was Pitbull (33.1%). MLR revealed increased EOC among patients with neck injury (OR=11.82, SE=0.68, P<0.001), orbital injury (OR=12.91, SE=0.55, P<0.001), unprovoked attacks (OR=2.67, SE=0.16, P<0.001), and those under 2 years old (OR=1.83, SE=0.19, P=0.002). There was a significant yearly rise in the number of pediatric head and neck dog bites (model coefficient=6.467, SE=1.40, P=0.002). Overall, increased caution around particular dog breeds in households with children under 2 years old may decrease head and neck dog bite injuries. While pediatricians should perform general safety education, enhanced knowledge of risk factors is essential for proper inpatient counseling by surgical specialists.

Insights from end-of-career general practitioners on changing working conditions and generational differences: considerations for future strategies.

The landscape of general practice has experienced notable transformations in recent decades, profoundly influencing the working conditions of general practitioners (GPs). This study aimed to examine the most salient changes affecting GPs' daily practices. Through semi-structured qualitative interviews with 15 end-of-career GPs, the study explored how these changes affected work organization, equipment, working hours, work-life balance, job satisfaction, training, patient relationships, and reputation. The interviews revealed that these changes were perceived as barriers, opportunities, or a complex interplay of both for general practice. While the interviewed GPs valued technological advancements and reported positive developments in working conditions, challenges included a gradual reduction in the range of tasks, growing administrative burdens, and less practical training for young physicians. Other changes, such as new doctor-patient dynamics, the transition from single to group practice, and differing professional expectations of the younger generation, were seen as both challenging and strengthening for general practice. By combining these factors and trade-offs observed by end-of-career GPs in our study over the past few decades with general societal changes, we provide ideas for the design of future framework conditions in general practice that might enhance the attractiveness of the profession. These insights offer key considerations that can guide future strategies for general practice and medical education.

Concept-Focused and Procedure-Focused Instruction on the Algebra Performance of Grade 9 Students With and Without Mathematics Difficulty.

Developing both conceptual and procedural knowledge is important for students' mathematics competence. This study examined whether Grade 9 general education mathematics teachers' self-reported use of concept-focused instruction (CFI) and procedure-focused instruction (PFI) were associated differently with ninth graders' algebra achievement after 2.5 years, depending on students' mathematics difficulty (MD) status. Data for this study were drawn from the High School Longitudinal Study for the years 2009-2010 and 2011-2012 (N = 19,104). Multiple regression analyses indicated that students with MD who participated in Grade 9 mathematics classrooms where teachers self-reported the use of less CFI and more PFI were more positively associated with having higher algebra achievement after 2.5 years. Conversely, students without MD in classrooms where mathematics teachers self-reported the use of more CFI and less PFI were positively associated with having higher algebra achievement after 2.5 years. However, this study's findings do not suggest that teachers should disregard CFI and provide only PFI when teaching students with MD. Because the data set did not include any variable to discover whether teachers provided sufficient support (i.e., evidence-based practices) for students with MD, who have more constraints in their cognitive skills compared to students without MD, to benefit from CFI, the findings of this study should be interpreted cautiously. Directions for future research and practical implications are discussed.

ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL PUPILS BETWEEN SPECIALIST AND GENERALIST TEACHING OF SCIENCE / TECHNOLOGY IN THE ANGLOPHONE SUB-SYSTEM OF EDUCATION IN CAMEROON

The study was designed to investigate the academic achievement of primary school pupils between specialist and generalist teaching of science / technology in the anglophone sub-system of education in Cameroon. The study employed a concurrent triangulation mixed – method combining both a quasi - experimental design and a survey design. Two generalist classrooms and two specialist classrooms with 60 students each were equally shared between the North West and South West Regions. The head teachers of the four schools were interviewed. The instruments for data collection was the Achievement Test for Level three Primary School pupils (ATLPS) and an interview guide for school heads. Quantitative Data was analysed with the support of SPSS 21.0 while qualitative data went through thematic analysis. Findings showed that the specialist class had a performance of 75.2 over 100, very significantly higher than the 47.1 over 100 recorded in the generalist class (P=0.000). The hypothesis here stated is then rejected, thus implying that specialist approach of teaching is much more appropriate in enhancing pupils’ academic performance than the currently and unfortunately sustained generalist approach. It was generally perceived that teaching method, assessment and pupils’ academic achievement were more effective in the specialist classrooms. Supervision was perceived more challenging in generalist classrooms. It was recommended that there should be a gradual integration of specialist teaching in the educational system, generalist teachers should be upgraded in subject where they are more comfortable in prospect of specialist teaching, and an improvement on administrative supervision and decision making, Training of specialist teachers to be included in the curriculum of Teacher Training Colleges.

Enhancing the Creative Arts Skill of Generalist Teachers in the Ga East Municipality, Ghana

Enhancing the Creative Arts Skill of Generalist Teachers in the Ga East Municipality, Ghana

Support for a Single Underlying Dimension of Self-Reported Health in a Sample of Adults with Low Back Pain in the United States

AbstractThere is increasing interest in measuring “whole person” health and deriving an overall summary score. Underlying physical and mental health dimensions have been found consistently in prior studies of self-reported health, but it is unclear whether a single underlying health factor is supported across health domains. We examine the dimensionality of nine domains from the Patient-Reported Outcomes Measurement Information System (PROMIS®)-29 + 2 profile measure, the PROMIS social isolation scale, the Personal Wellbeing Index, and the EQ-5D-5L preference score in a sample of 1256 adults with back pain in the United States: mean age was 55 (range 18–94), 52% female, 74% non-Hispanic White, 61% were married or living with a spouse, and the highest level of education completed for 35% of the sample was a high school degree or general education diploma. The sample reported substantially more pain intensity, pain interference, and worse physical function than the U.S. general population. Product-moment correlations among the measures ranged from 0.25 to 0.83 (median correlation = 0.52). A bifactor model showed that a general health factor accounted for most of the covariation among measures, but physical function, pain interference, and pain intensity loaded slightly more on the physical health group factor than on the general health factor. The study provides some support for combining multiple aspects of self-reported health into an overall indicator of whole-person health.

ORGANIZATIONAL AND MANAGEMENT CONDITIONS OF FORMATION OF PRIMARY EDUCATION CONTENT IN GREAT BRITAIN

ORGANIZATIONAL AND MANAGEMENT CONDITIONS OF FORMATION OF PRIMARY EDUCATION CONTENT IN GREAT BRITAIN

The Implementation of Art Appreciation Courses in Chinese University General Education: A Case Study

This research critically evaluates and assesses the current status of Art Appreciation Courses (AAC) within the General Education (GE) curriculum in Chinese universities. The investigation is focused on delineating the strengths, pinpointing the weaknesses, and identifying potential areas for improvement. The research methodology encompasses a thorough review of relevant literature and the implementation of a qualitative case study approach. Interviews were conducted with four AAC instructors, selected through purposive sampling, and their documents were subjected to analysis. The primary findings suggest that the instructors are committed to enhancing students' humanities knowledge, aesthetic education, and artistic abilities by developing appreciation skills. However, they encounter several challenges, including a limited knowledge base among students, inadequate course duration, insufficient facilities, and a tenuous connection between the course and the major. The instructors adhere to a teaching philosophy integrating aesthetic education using a situational model, cultivating positive attitudes and distinctive courses. Our study recommends several enhancements for Art Appreciation Courses (AAC) in Chinese universities. We suggest diversifying AAC topics and facilitating cross-cultural comparisons. Active learning should be promoted through interactive methods and participation in art activities. Interdisciplinary integration can be bolstered by collaborating with other disciplines. Lastly, resources should be augmented, and assessments should be diversified to foster creativity, and student engagement should be enhanced.

THE CONCEPT OF SUSTAINABLE DEVELOPMENT AS THE BASIS OF CONTINUOUS ECOLOGICAL TRAINING OF FUTURE TEACHERS

Increasing attention to the ecological training of young people in the system of modern education is one of the important problems nowadays. Guarantees of environmental protection are presented in ecological knowledge, abilities and skills, as well as in the socio-cultural behavior and worldview of the population. Therefore, one of the priority tasks of the educational system is the formation of the ecological culture of the younger generation through the implementation of a system of continuous environmental education based on the principles of sustainable development. The purpose of the article is to investigate the problem of continuous ecological training of future teachers based on sustainable development. Research methods: analysis and synthesis of scientific literature (to clarify key research concepts), systematization, and generalization (for the purpose of forming the author's conclusions). It is established that ensuring the sustainable development of society involves positive life activities of people through the creation of conditions that contribute to the harmonization of their relationships, development, and satisfaction of their needs in the socio-natural environment, providing opportunities for the formation of ecological culture in the educational sphere. The peculiarities of continuous ecological training of future teachers based on the concept of sustainable development are studied, and the content and results of this process are highlighted. The goal of continuous ecological training for sustainable development is to teach people to manage the quality of life; the formation of an ecological culture in the young generation, which involves the ecological orientation of the individual, the ability to increase their ecological education and literacy, to carry out social-ecological and ecological-project activities for the benefit of sustainable development. The main tasks of continuous ecological training are the formation of scientific knowledge and ecologically oriented knowledge, the development of environmental protection skills and abilities aimed at improving the state of the environment and improving the quality of life of people, and the upbringing of a highly educated and ecologically cultural personality. Continuous ecological education for the benefit of sustainable development originates in preschool education institutions, where for the first time children master the basics of environmental education and culture, and form an idea of their unity with nature. The next stage is general secondary education, where students form environmental competence and develop an environmental outlook. The next level of the continuous ecological education system is the higher school, where the professional ecological training of the future teacher is carried out, the value-meaning sphere of the individual is formed, social-ecological norms of professional activity are mastered.

MATHEXpress: A Product Development Study of Addition Game Board for Kinder to Grade 1 Learners

MATHEXpress: A Product Development Study of Addition Game Board for Kinder to Grade 1 Learners

Measuring Communication and Collaboration Skills in Sciences of Secondary School Students in New General Curriculum: A Case of Vietnam

Communication and collaboration are important skills for students in the 21st century. In order to develop these skills, students will interact with others in specific situations, where they will need to face a situation directly. In Vietnam, the new general education curriculum was issued by the Ministry of Education and Training in 2018. This curriculum has been developed using competency-based approach. Communication and collaboration are identified as core competencies in this curriculum, and these competencies have been proposed with detail components and criteria for students at the final stage of each education levels (e.g., primary, lower secondary and upper secondary education). However, one of the practical problems teachers and students facing is that these criteria are too general. Therefore, it is difficult for teachers and teachers to monitor and assess these competencies in specific subjects. The purpose of the present research is to propose a detailed assessment framework and to validate an instrument for assessing communication and collaboration competencies in the Science subject based on general criteria of these competencies in the general education curriculum in Vietnam. The present research used Exploratory Factor Analysis (EFA) to analyse the research data. The results show that there are three components to measure communication and collaboration competencies with 19 out of 20 indicators having good factor loadings. Reliability analysis for each factor using Cronbach’s alpha shows that each factor has internal consistency, with values ranging from .704 to .861.

Predicted impact of banning nonessential, energy-dense food and beverages in schools in Mexico: A microsimulation study.

Childhood obesity is a growing concern worldwide. School-based interventions have been proposed as effective means to improve nutritional knowledge and prevent obesity. In 2023, Mexico approved a reform to the General Education Law to strengthen the ban of sales and advertising of nonessential energy-dense food and beverages (NEDFBs) in schools and surroundings. We aimed to predict the expected one-year change in total caloric intake and obesity prevalence by introducing the ban of NEDFBs sales in schools, among school-aged children and adolescents (6 to 17 years old) in Mexico. We used age-specific equations to predict baseline fat-free mass (FFM) and fat mass (FM) and then estimated total energy intake (TEI) per day. The TEI after the intervention was estimated under 4 scenarios: (1) using national data to inform the intervention effect; (2) varying law compliance; (3) using meta-analytic data to inform the intervention effect size on calories; and (4) using national data to inform the intervention effect by sex and socioeconomic status (SES). We used Hall's microsimulation model to estimate the potential impact on body weight and obesity prevalence of children and adolescents 1 year after implementing the intervention in Mexican schools. We found that children could reduce their daily energy intake by 33 kcal/day/person (uncertainty interval, UI, [25, 42] kcal/day/person), reducing on average 0.8 kg/person (UI [0.6, 1.0] kg/person) and 1.5 percentage points (pp) in obesity (UI [1.1, 1.9] pp) 1 year after implementing the law. We showed that compliance will be key to the success of this intervention: considering a 50% compliance the intervention effect could reduce 0.4 kg/person (UI [0.3, 0.5] kg/person). Our sensitivity analysis showed that the ban could reduce body weight by 1.3 kg/person (UI [0.8, 1.8] kg/person) and up to 5.4 kg/person (UI [3.4, 7.5] kg/person) in the best-case scenario. Study limitations include assuming that obesity and the contribution of NEDFBs consumed at school remain constant over time, assuming full compliance, and not considering the potential effect of banning NEDFBs in stores near schools. Even in the most conservative scenario, banning sales of NEDFBs in schools is expected to significantly reduce obesity, but achieving high compliance will be key to its success. - School-based interventions have been recognized as effective means to improve nutritional knowledge and prevent obesity-related diseases.- In December 2023, the Chamber of Representatives of Mexico approved an amendment that strengthens and updates the General Education Law (Article 75) and nutritional guidelines to ban the sales and advertising of nonessential energy-dense food and beverages (NEDFBs) in schools. - We used age-specific equations to predict baseline fat-free mass (FFM) and fat mass (FM) and total energy intake (TEI) per day.- We used microsimulation modeling to predict body weight and obesity prevalence of children and adolescents 1 year after implementing the intervention in Mexican schools.- Our modeling study suggests that an important impact on obesity prevalence can be expected if the law is implemented and enforced as intended. - If successful, this law could serve as an example beyond Mexico on how to achieve changes in body weight through school food regulation.- An important limitation of our main scenario is that we assumed full compliance of schools with the law, yet lower compliance will reduce its impact. We also did not consider historical trends on obesity or NEDFBs consumed in schools during our 1 year simulation, and we considered only the ban impact inside schools, excluding effects near and outside schools.

Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs

This qualitative study examined educational professionals’ experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used semi-structured interviews and analyzed them using thematic coding. The findings showed that the significant factors influencing successful inclusion were the belief systems of educational professionals, the number of general education classes available for inclusion, selective data collection by educators, superficial inclusion of students, the critical role of paraeducators, and interpersonal relationships among parents and educators. Recommendations included using multiple data collection methods, documenting student work in inclusive settings, revamping the paraeducator hiring and training process, increasing collaboration between general and special education teachers, expanding the number of classrooms available for ESN students, training general education teachers to teach all students, and challenging deficit thinking in teacher education programs.

Barriers to curriculum accessibility for students with visual impairment in general education setting: The experience of lower secondary school students in Senegal

AbstractThis study explores potential barriers to curriculum accessibility for lower‐secondary school students with visual impairment in Senegal. A qualitative case study approach was used with purposeful sampling to collect data at a special school for students with visual impairment, and the three junior high schools that offer placement to the students with visual impairment after primary graduation from the special school. The study comprised 22 participants including six students with visual impairment, six regular teachers, three paraeducators, three special education teachers, and the four administrators of the schools. Data were collected using semi‐structured interviews, focus group discussions, and classroom observations. The study concluded that students with visual impairment in lower secondary schools face several obstacles to having proper access to the general education curriculum. The results highlight a lack of training and skills for teachers having students with visual impairment in junior high schools, a shortage of curriculum materials and adaptations, inconvenience of classroom environment, and a restricted collaboration between actors.

Comparative study: perceptions of multiple education stakeholders on children with disabilities and goals of special education in Oman and the Philippines

PurposeThis comparative study explored the perceptions of educational stakeholders in Oman and the Philippines concerning children with disabilities and the goals of special education. Stakeholders' perspectives can influence their professional behaviours and attitudes, which, in turn, can profoundly impact children with disabilities who already face numerous challenges. Hence, comprehending the viewpoints of these stakeholders is vital for fostering socially just education for individuals with disabilities.Design/methodology/approachThis study employed a qualitative comparative case study approach with a horizontal comparison strategy, and both convenience and purposeful sampling techniques were used for participant selection. The study involved 53 participants from both countries, including policymakers, teacher educators, in-service teachers and student teachers from general and special education domains. Data were gathered through individual interviews and themes were subsequently discerned via data analysis.FindingsDespite the different cultural and historical contexts and distinct roles of stakeholders in both countries, the results indicate more parallels than disparities in their perceptions. The primary congruence underscored in this research was imperative to critically assess the language and ideology surrounding the goals of special education, such as mainstreaming and normalisation.Originality/valueAlthough numerous studies have probed the perceptions of various educational stakeholders concerning children with disabilities and educational goals, there is limited research that encompasses the perspectives of the seven distinct stakeholder groups. The consistency of language usage across both countries and among all stakeholders underscores the need for a rigorous cross-country examination involving all educational participants.

E-PROOF: E-intervention for protein intake and resistance training to optimize function: A study protocol.

Accounting for more than 60% of cancer survivors, older (≥65 years) cancer survivors have a 2- to 5-fold risk of physical function impairment, compared to cancer-free peers. One strategy to improve physical function is dietary and resistance training interventions, which improve muscle strength and mass by stimulating muscle protein synthesis. The E-PROOF (E-intervention for Protein Intake and Resistance Training to Optimize Function) study will examine the feasibility, acceptability, and preliminary efficacy of a 12-week randomized controlled trial of an online, tailored nutritional and resistance training education and counseling intervention to improve physical function and associated health outcomes (muscle strength, health-related quality of life (HRQoL), self-efficacy, and weight management). In this study, 70 older cancer survivors will be randomized to one of two groups: experimental (receiving remote behavioral counseling and evidence-based education and resources), and control (general survivorship education). We will examine the intervention effects on physical function, muscle strength, HRQoL, self-efficacy, weight, and waist circumference during a 12-week period between the experimental and control groups. Three months following the end of the intervention, we will conduct a follow-up assessment to measure physical function, muscle strength, and HRQoL. This study is the first synchronous, online protein-focused diet and resistance training intervention among older cancer survivors. This novel study advances science by promoting independent health behaviors among older cancer survivors to improve health outcomes, and provide foundational knowledge to further address this growing problem on a wider scale through online platforms.

Pathways of Indian Students Transition Through Higher Education: Why do they differ?

Differential pathways followed by the students deserve more attention due to the development of school education in general and higher education in particular during the last two decades in India. Due to the consistent efforts by the Indian government at the school education level, students arriving at the doors of higher education institutions are no longer homogeneous. As a result, the diversity of students in higher education institutions leads towards diversification of pathways followed by the heterogeneous segments of students. There is a real shortage of studies which have researched the students’ differential pathways through higher education in general and specifically in the Indian context from the micro perspective. This study examines the decision-making process and differential trajectories followed by the students during the transition from secondary to higher education. The methodology of the present study involves a mixed-method approach and data was collected from a sample of 900 senior secondary students. A Self-structured questionnaire and semi-structured interviews were used for the collection of data. The findings reveal that the decision-making process of transition through higher education is complex and involves different stakeholders and timelines in the Indian context.

Emerging Trends in Information-Seeking Behavior for Alpha-Gal Syndrome: Infodemiology Study Using Time Series and Content Analysis.

Alpha-gal syndrome is an emerging allergy characterized by an immune reaction to the carbohydrate molecule alpha-gal found in red meat. This unique food allergy is likely triggered by a tick bite. Cases of the allergy are on the rise, but prevalence estimates do not currently exist. Furthermore, varying symptoms and limited awareness of the allergy among health care providers contribute to delayed diagnosis, leading individuals to seek out their own information and potentially self-diagnose. The study aimed to (1) describe the volume and patterns of information-seeking related to alpha-gal, (2) explore correlations between alpha-gal and lone star ticks, and (3) identify specific areas of interest that individuals are searching for in relation to alpha-gal. Google Trends Supercharged-Glimpse, a new extension of Google Trends, provides estimates of the absolute volume of searches and related search queries. This extension was used to assess trends in searches for alpha-gal and lone star ticks (lone star tick, alpha gal, and meat allergy, as well as food allergy for comparison) in the United States. Time series analyses were used to examine search volume trends over time, and Spearman correlation matrices and choropleth maps were used to explore geographic and temporal correlations between alpha-gal and lone star tick searches. Content analysis was performed on related search queries to identify themes and subcategories that are of interest to information seekers. Time series analysis revealed a rapidly increasing trend in search volumes for alpha-gal beginning in 2015. After adjusting for long-term trends, seasonal trends, and media coverage, from 2015 to 2022, the predicted adjusted average annual percent change in search volume for alpha-gal was 33.78%. The estimated overall change in average search volume was 627%. In comparison, the average annual percent change was 9.23% for lone star tick, 7.34% for meat allergy, and 2.45% for food allergy during this time. Geographic analysis showed strong significant correlations between alpha-gal and lone star tick searches especially in recent years (ρ=0.80; P<.001), with primary overlap and highest search rates found in the southeastern region of the United States. Content analysis identified 10 themes of primary interest: diet, diagnosis or testing, treatment, medications or contraindications of medications, symptoms, tick related, specific sources of information and locations, general education information, alternative words for alpha-gal, and unrelated or other. The study provides insights into the changing information-seeking patterns for alpha-gal, indicating growing awareness and interest. Alpha-gal search volume is increasing at a rapid rate. Understanding specific questions and concerns can help health care providers and public health educators to tailor communication strategies. The Google Trends Supercharged-Glimpse tool offers enhanced features for analyzing information-seeking behavior and can be valuable for infodemiology research. Further research is needed to explore the evolving prevalence and impact of alpha-gal syndrome.

Navigating social and academic isolation: a qualitative exploration of American university students’ perspectives and experiences early in the COVID-19 pandemic

Objective: To qualitatively explore the multifaceted impacts of the early months of the COVID-19 pandemic on the lives of American university students. Method: Undergraduate students in general education courses at a mid-sized public Western U.S. university were recruited to complete a Qualtrics survey that evaluated their perceptions, beliefs, and behaviours towards COVID-19. Thematic analysis identified prevailing themes regarding the positive and negative changes to students’ lives during the pandemic. Results: Participants included undergraduate students (N = 241) between the ages of 18 and 24 (74.7% women), with 49.4% identifying as White. Thematic analysis of the survey identified several codes encompassed by six key themes: (1) shifting social interactions; (2) wellness; (3) school; (4) financial changes; (5) loss of experiences; and (6) political turmoil. Conclusion: Some students identified positive consequences (e.g., more family time, more flexible schedule), while almost all students reported negative consequences (e.g., difficulty with time management and organisation, loss of job or income) of the COVID-19 pandemic. University communities should consider providing additional academic, financial, and mental health resources to students to further mitigate the lasting consequences of the pandemic.

English and Swedish year-one teachers’ number-related learning goals: the influence of intended and received curricula

In this paper, drawing on semi-structured interviews with generalist teachers of year-one children in England and Sweden, we examine comparatively the influence of the intended curriculum (teachers in both countries work within mandated national curricula) and the received curriculum (the collectively assumed efficacious practices and goals handed down from one generation of teachers to the next) on teachers’ expressed number-related learning goals. Analyses, framed by a literature-derived and curriculum-independent set of eight forms of number-related competence each implicated in later mathematical learning, identified both similarities and differences in the two groups’ expressed goals. Key similarities concerned expectations that all children should become additively competent, supported by supplementary goals concerning systematic counting, number bonds, the number line and an appropriate mathematical terminology. Key differences concerned English teachers’ strongly-expressed emphasis on place value and a desire for children to learn to multiply. Overall, the strongly-framed English curriculum appears to influence teachers’ goals more than the weakly-framed Swedish, while Swedish teachers seem to draw on a received curriculum more closely aligned with the literature-derived developmental goals than the English. Finally, when set against the literature-derived and curriculum-independent developmental goals, the English curriculum, unlike the Swedish, expects year-one children to learn much age-inappropriate material.