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This erratum addresses an error in the original article’s abstract, which included a sentence from a previous, anonymized version of the submission. The phrase “[University Name]\" was removed from the abstract in the following sentence: \"The Principal Preparation Answerability Rubric (PPAR) was co-created by Joy, guided by Dr. Chadwick, to assess principal preparation syllabi and other pedagogical materials at [University Name].” The original article can be found at online at: https://radicalteacher.library.pitt.edu/ojs/radicalteacher/article/view/1274

Around the world, programming education is actively promoted by such factors as economic and technical requirements. The use of a robot in programming education could help students understand computer-science concepts more easily. In this study we designed a course in programming a robot for elementary school students and investigated its effectiveness by implementing it in actual classes. We further examined the effects of students’ prior skills and of gender on the outcomes. In addition, we reviewed the applicable teaching and learning strategies in the field of robotics programming. Our course in programming a robot was implemented for 155 Korean elementary school students in the fifth and sixth grades. The course was conducted for 11 weeks. Our results show that teaching programming by using a robot significantly improved computational thinking and creativity. Computational thinking, however, was not significantly improved in the group that initially showed high scores. Further, creativity was improved more in girls than in boys, and the mean difference was statistically significant, but the difference in computational thinking was not. The implication of this study is that the best approach is to design a course in programming a robot and apply it in actual classrooms in order to discuss teaching and learning strategies according to students’ prior skills and their gender.

In today’s globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in multilingual encounters has numerous implications for the field of TESOL. This article reports on a study with preservice and in-service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1-year Master’s in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT-related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in-service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation.

Purpose: Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people's learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge. Design/methodology/approach: This paper provides a reflexive case study of the development of an innovative course on \"Sustainability and Inner Transformation\" and associated interventions in the form of a practice lab and weekly councils. Findings: The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice. Originality/value: It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from.

ObjectivesThe royal college of paediatrics and child health list safeguarding as a core competency for paediatric trainees. The advent of progress plus has led to many junior paediatric postgraduate doctors in training advancing through their career with potentially little guidance on how to approach cases involving safeguarding or child protection.Our objectives were to:Increase awareness of the child protection process and safeguarding proceduresDemonstrate how to fill out a child protection proforma and strategy meetingFacilitate simulation for candidates to undertake a child protection with debrief and signpost to useful resourcesMethodsWe designed a child protection study day that consistent of a series of lectures followed by a simulated scenarios with facilitation from experienced registrars with an interest in or those who had subspecialised in safeguarding. The candidates were briefed at the start of the day with a trigger warning due to some of the content that would be discussed and received a series of lectures from faculty detailing the legal misnomers, physical injuries that they may see, a live demonstration of how to fill in a child protection booklet and a fictionalised depiction of what a simulation would look like.ResultsCandidates were asked to fill in a pre and post questionnaire. The pre-survey highlighted that none of the attendees had been placed in a community post with just over a half having read a child protection report and two thirds having never accessed the Child Protection Companion Tool.100 percent of all attendees felt the course had addressed any concerns or questions they had felt before attending.When asked about the demonstration of a child protection and strategy meeting attendees praised the realistic depiction and the sense of following through the patient journey.Using a likert scale 14/15 attendees found the event very useful.ConclusionOverall candidates extorted the utility of this course in helping them prepare for scenarios where they may face safeguarding and be required to complete a child protection medical examination.Our survey highlighted that many candidates felt unprepared to lead on such scenarios before this intervention. The authors believe that such a training day, a hybrid of lectures, demonstrations, simulation and group debrief should be incorporated into regional training across deaneries particularly in the advent of Progress Plus,1 including exploring further teaching surrounding sudden unexpected death in infants and children.ReferenceRoyal College of Paediatrics and Child Health. RCPCH Progress+ core syllabus (from summer 2023). [Internet] Available from: https://www.rcpch.ac.uk/resources/rcpch-progress-plus-curriculum-syllabi (accessed 28th October 2023).

This article discusses the parameter of social impact embedded in the UK’s research exercise with reference to the case study “Gender and Education in Rural Brazil,” and assesses the benefits of UK-produced landlessness-specific scholarship to the “Sem Terra” segment of Brazilian society. It reviews the first stage of the research,“Landless Voices I,” whilst looking into the parameter's expectation of long-term impact vis-à-vis markedly protean macro contexts. It then focuses on the project’s inevitable second stage, “Landless Voices II” (2014–18), a new research and major pedagogical intervention in countryside education within the Brazilian context of concomitant landmark structural developments (technology reaching the remote countryside) and legal and cultural changes (legalisation of same-sex relationships in 2013). “Landless Voices II” thus interconnects scholarship on the culture of landlessness and on gender-related intergenerational differences as well as the concept of interterritoriality, coined by Fernandes in 2009, for the analysis of profound generational tensions in the countryside in response to said changes and the potentialised projection of non-normative conjugalities by TV from 2013–2015. The researchers’ established scholarship on landless-specific ethos and modes of expression will be seen to have been particularly relevant to provide an echo chamber for the youth to voice out repressed responses to historical mutability, to root gender diversity in countryside schools’ syllabi, and to create counter-hegemonic expressions. The article concludes with a meditation on the paucity of methodological tools in the Humanities to render symbolic impact an empirically established fact, and thus measurable.

PurposeCourse recommendations are important for improving learner satisfaction and reducing dropout rates on massive open online course (MOOC) platforms. This study aims to propose an interpretable method of analyzing students' learning behaviors and recommending MOOCs by integrating multiple data sources.Design/methodology/approachThe study proposes a deep learning method of recommending MOOCs to students based on a multi-attention mechanism comprising learning records attention, word-level review attention, sentence-level review attention and course description attention. The proposed model is validated using real-world data consisting of the learning records of 6,628 students for 1,789 courses and 65,155 reviews.FindingsThe main contribution of this study is its exploration of multiple unstructured information using the proposed multi-attention network model. It provides an interpretable strategy for analyzing students' learning behaviors and conducting personalized MOOC recommendations.Practical implicationsThe findings suggest that MOOC platforms must fully utilize the information implied in course reviews to extract personalized learning preferences.Originality/valueThis study is the first attempt to recommend MOOCs by exploring students' preferences in course reviews. The proposed multi-attention mechanism improves the interpretability of MOOC recommendations.

Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined including learning outcomes, instructional design and learner characteristics, followed by suggestions for further research, and concluding with implications for online learning pertinent to administrators, instructors, course designers and students. Online learning may not be appropriate for every student. Identifying particular characteristics that contribute to online success versus failure may aid in predicting possible learning outcomes and save students from enrolling in online courses if this type of learning environment is not appropriate for them. Furthermore, knowing these learner attributes may assist faculty in designing quality online courses to meet students’ needs. Adequate instructional methods, support, course structure and design can facilitate student performance and satisfaction.Keywords: online learning; learner characteristics; instructional design; online learning outcomes(Published: 27 August 2015)Responsible Editor: Meg O’Reilly, Southern Cross University, AustraliaCitation: Research in Learning Technology 2015, 23: 26507 - http://dx.doi.org/10.3402/rlt.v23.26507

572747 LANGUAGE TEACHING RESEARCH Language Teaching Research 2015, Vol. 19(2) 129 132 The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1362168815572747 ltr.sagepub.com Qualitative and descriptive research methods have been very common procedures for conducting research in many disciplines, including education, psychology, and social sciences. Qualitative and descriptive research is well suited to the study of L2 classroom teaching, where conducting tightly controlled experimental research is hardly possible, and even if controlled experimental research is conducted in such settings, the generalizability of its findings to real classroom contexts are questionable. [...]Language Teaching Research receives many manuscripts that report qualitative or descriptive research. [...]observation and survey tools are often used to gather data (Gall, Gall, & Borg, 2007). Data were collected from four NSs and four NNSs of German at a university in the US using a number of data collection tools, including questionnaires, field notes from classroom observations, self-reflective journal entries, a focus-group interview, and semi-guided interviews.

PurposeThis study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals.Design/methodology/approachThe factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges.FindingsThe results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials.Research limitations/implicationsThe findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications.Originality/valueThe novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.