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過去聚焦系所選擇的性別差異之研究，視性別為個人特質，而家庭是性別信仰的守門人，但本研究意圖以互動視角將個人性別放置於其所處的性別環境。本研究結合STEM教育及手足結構兩大研究傳統，檢視手足性別組成對個人選組的影響。採用臺灣教育長期追蹤資料庫2001年高中生第一波樣本，分析結果顯示數學能力及自我教育期望與選擇自然組之間存在顯著正相關，且對女生的影響高於男生。擁有相異性別手足的學生傾向遵循性別傳統的選擇，有姊妹會增加男生選擇STEM教育的機會，而擁有兄弟則會降低女孩進入STEM課程的可能性，但此效果存在於家長從事非專業工作的家庭。此結果意味著手足的性別組成對個人教育機會的性別不對稱影響，可能從垂直分層轉成水平分化—選組行為運作

我國自1996 年開始試辦綜合高中，該政策的目的在於促使我國後期中等教育能在高中、高職之外，提供另一條不同的選擇進路，俾使學生得以適性發展，學得多方面知識，達到適性教育的目標。綜合高中分流政策立意甚佳，然而就歷年來綜合高中學生數變化來看，顯然綜合高中在我國後期中等教育仍不是主流，何以綜合高中沒有成為我國後期中等教育的主流？是否與國內相關研究發現綜合高中分流政策在執行上遭遇瓶頸有關，且進一步影響到國中畢業生在選擇就讀綜合高中的考量？此外，過去國內關於綜合高中分流政策的研究，大都集中在探討綜合高中的辦學績效和實施困難，而非該政策對學生學習成就的影響之探討。有鑑於此，本研究進一步探討綜合高中分流政策對綜合高中學生學習成就的影響？原始資料取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey）公共使用版中的第一波到第四波國中追蹤樣本資料，並使用傾向分數配對法（propensity score matching）進行資料分析。研究結果發現：在學生學習成就表現上，就整體平均效果來看，就讀綜合高中的學生並不比就讀普通高中或高職的學生來得好。最後，說明本研究結果對綜合高中分流政策的意涵，及提出研究建議供相關人員與後續研究之用

在幼教職場中，「情緒能力」被視為幼兒教師課程活動設計、班級經營的重要能 力。職前教師很少有情緒技能的培育或如何管理情緒的課程教導（Meyer, 2009）。當幼 兒教師遇到家長的無理要求或不知所措時，回應到幼兒身上的，幾乎都是負向的情緒。 職前幼兒教師應當學習如何成為情緒的主人，倘若教師無法控制自我的生理及行為，教 學品質將受到干擾。因此，幼兒教師以他們所理解的情緒設計課程，並成為他們的教學 風格及教學方法，此意謂著這位教師是個稱職教師，因為他能理解自己及學生的情緒 （Zembylas, 2007）。從職場需求的「課程分流」觀點而言，思考的情緒能力培育將有助 於職前幼兒教師畢業後更能適應職場現況，也能在教學上得到更好的肯定與支持

近年來，由於就業環境快速變化，以及大專畢業生快速增加，使得許多畢業生面臨重大就業挑戰。值此時刻，政府、產業及學校紛紛試圖找出解決方法。課程分流是以學生學習為主體，進行專業實務導向課程內容，以及教學型態變革，藉此凸顯學術研究與專業實務之不同教學型態，並透過業師授課或安排實習，培養學生就業連結及跨域能力。本文係以中原大學實施課程分流為例，分別從理念、目標與架構、策略與實施方法、以及實施效益等面向進行探討。在實施過程中，透過課程分流設計與學生未來職涯結合，針對大學部及碩士學位進行推動，藉由課程再造激發學生學習動機，使其清楚了解學習目的與學習內容。在此，透過課程分流的實施經驗，提供一些建議做為各校在推動課程分流時之參考

The chapter focuses on the academic and social hierarchies at the school and students’ roles in perpetuating such hierarchies. Examples focus on how students of color are differently labeled “smart,” “stupid,” “sporty,” or “stupid” while White students are believed to be less identifiable. There are also examples of anti-immigrant posturing among some Asian Americans that is linked to larger assimilationist imperatives.

This chapter reveals the intensification of a tutoring industry. Some students—primarily middle and upper middle class Asian American students–receive extensive tutoring in Chinese schools and from for-profit organizations. In contrast, many Latina/o students across class position receive no tutoring or limited tutoring. Such unequal access to tutoring fuels academic and social differences, and some teachers are even changing their curriculum in ways that benefit students with tutoring.

Reflecting on my experiences sharing the research findings with the school, this chapter conveys the urgency and the difficulty of change. While presenting, I learned that some heard my analysis through the same frameworks that I aimed to critique. Others found it difficult to transform school practices in the current period of schooling where assessment drives education.

Investigated the social distribution of mathematics achievement in a random sample of students and high schools drawn from the base year and first followup of High School and Beyond. Focused on their academic experiences particularly on the differences in curriculum tracking and the enrollment in academic courses in Catholic and public schools. Track placement and course of study are the major mediating factors that link students' background with academic achievement. (Abstract amended)

Robotic surgery is increasingly adopted into surgical practice, but it remains unclear what level of robotic training general surgery residents receive. The purpose of our study was to assess the variation in robotic surgery training amongst general surgery residency programs in the United States. A web-based survey was sent to 277 general surgery residency programs to determine characteristics of resident experience and training in robotic surgery. A total of 114 (41%) programs responded. 92% (n = 105) have residents participating in robotic surgeries; 68%(n = 71) of which have a robotics curriculum, 44%(n = 46) track residents’ robotic experience, and 55%(n = 58) offer formal recognition of training completion. Responses from university-affiliated (n = 83) and independent (n = 31) programs were not significantly different. Many general surgery residencies offer robotic surgery experience, but vary widely in requisite components, formal credentialing, and case tracking. There is a need to adopt a standardized training curriculum and document resident competency. •96% of responding programs believe robotic surgery training important for residents.•92% have residents participating in robotic surgery; 84% have residents at console.•68% have formal robotic surgery training curriculum; requirements vary widely.•44% specifically track resident experience; 55% give formal recognition of expertise.•Similar responses between university-affiliated and independent programs.

Childhood is a period of significant formative development where knowledge, skills, and capacities for adequate health literacy are acquired, particularly within school settings. The new Curriculum for Wales (CfW), phasing in from September 2022 for learners aged 3–16 years, places statutory focus on health and well-being and school-level curriculum design, providing unprecedented opportunities to empower children as agents in making health-enhancing decisions. Designing, tracking, and evaluating impacts of the CfW on children’s health literacy requires scalable monitoring tools; however, research efforts have focused on adolescent populations. This national-scale scoping and pilot study, the first to explore children’s health literacy in Wales, piloted the Health Literacy for School-Aged Children (HLSAC-5) within the existing nationwide Health and Attainment of Pupils in Primary EducatioN (HAPPEN-Wales) health and well-being survey to examine the health literacy of children aged 8–11 (n = 2607) and explore associations between health literacy and health behaviours. Children’s health literacy was categorized as low (22.6%), moderate (50.4%), and high (27.0%). Multinomial logistic regression analyses suggest high health literacy compared to low health literacy was associated with higher sleep [relative risk ratio (RRR): 1.08, 95% CI 1.01–1.15], higher weekly physical activity (RRR: 1.13, 95% CI 1.03–1.25), fewer sedentary days per week (RRR: 0.89, 95% CI 0.81–0.99), and higher health-related well-being (RRR: 1.35, 95% CI 1.27–1.44). This study offers a sustainable measure of pre-adolescent children’s health literacy and health behaviours and tracking of CfW impacts. This enables efforts to be tailored to person-centred (understanding children’s health literacy needs), place-based (examining specific organizational health literacy context within schools and CfW design), and policy-focused approaches (re-energizing health literacy within current/emerging policies in Wales including the CfW).