Coping strategies used by undergraduate first-year nursing students during transition from basic to higher education: a qualitative study.

BACKGROUND: The undergraduate first year of a nursing program is regarded as a difficult and challenging part of the nursing course, due to the variation experienced in the transition from basic to higher education compared to other first-year courses. This causes stress, which could contribute to students' lack of coping with the transition to the university. These challenges call for coping strategies to ensure resilience among this cohort of undergraduate nursing students. METHODS: An exploratory descriptive qualitative research design was adopted to assess the coping mechanisms used by first-year nursing students during transition from basic to higher education. Data was gathered through four online focus group discussions which were conducted using the Microsoft Teams app, with participants purposefully selected from the two campuses where the study was conducted. The focus group discussions were recorded and transcribed verbatim for analysis. Data was analysed by the researcher and the co-coder using qualitative content data analysis. FINDINGS: Three categories emerged from the data: experiences of transition from basic to higher education, coping with transition from basic to higher education, and recommendations for coping with transition from basic to higher education. Participants expressed that they use the following six coping strategies during the transition from basic to higher education: adaptive coping, appraisal-focused coping, emotion-focused coping, problem-focused coping, social coping, and seeking help from mentors. CONCLUSIONS: Transition from basic to higher education is challenging for undergraduate first-year nursing students. The study suggests that there is a need to standardize and contextualize the support measures for undergraduate first-year nursing students during their transition from basic to higher education in order to enhance their ability to cope.

Burnout syndrome in different teaching levels during the covid-19 pandemic in Brazil.

BACKGROUND: This article's purpose is to compare burnout syndrome indicators at different levels of teaching in Brazil during the covid-19 pandemic. The comparison also considers the teachers' quality of life and health, working conditions, and digital competence. METHODS: The hypotheses of this study are that there are statistically significant differences in teachers' burnout rates, quality of life, working conditions, and digital competences depending on the teaching level. A mixed-methods ex-post-facto survey involved 438 Brazilian teachers, with a mean age of 42.93 years (SD = 9.66), 330 females (75%) and 108 males (25%). Data were collected through an online questionnaire. Statistical analysis of variance (ANOVA) tests was performed to compare groups, the Tukey test for paired comparison of the analyzed groups, and the chi-square to verify the association between variables. RESULTS: Higher levels of digital competence were associated with lower burnout syndrome scores. Elementary and middle school teachers presented worse quality of life and health indexes. Adapting pedagogical work involved learning but also overwork, exhaustion, and frustration. CONCLUSIONS: The study concludes that basic education teachers had higher burnout rate scores than higher education teachers during the covid-19 pandemic and that early childhood education should be treated as a separate category. TRIAL REGISTRATION: Ethics approval was obtained from the University of Santa Catarina (UFSC) Research Ethics Committee (4.432.063, December 7, 2020). Informed consent was obtained from all subjects.

Children and adolescents continue to be exposed to early work in Brazil.

2 million children and adolescents between 11 and 19 years old have not yet finished basic education and had left school. The current Brazilian scenario reflects the reality in which these children and adolescents are inserted, without sufficient resources for the continuity of basic or elementary education, and often the parents' lack of income leads these young people to seek work, as can be seen in several capitals and inland cities: children selling food at traffic lights, bars, restaurants, and similar situations5. According to a study carried out by Abrinq Foundation (Fundação Abrinq), in the last quarter of 2021, there were about 2.36 million adolescents aged between 14 and 17 years old in the labor market or looking for a job, of which 1.2 million were in child labor in disagreement with Brazilian legislation, including work similar to slavery, and activities harmful to health, development, and morality.

An empirical research on China's policy for ICT integration in Basic Education from 1988 to 2021.

This paper presents a comprehensive review of China's policy for the integration of ICT in basic education from 1988 to 2021 through a mixed-methods research on 179 policy documents. I identified three phases of China's evolving policy system for the integration of ICT in basic education. The policy focuses on the innovation of teaching, the construction of infrastructure, and the cultivation of ICT competence to promote education reform and modernization, which finally contributes to education equity and quality. To achieve these targets, in recent 10 years, joint efforts and open communication have been stressed in the policy. This study provides a quantitative foundation for understanding policy change for the integration of ICT in basic education in China.

[Rheumatology in German MD curricula]. / Rheumatologie im Medizinstudium.

Transmitting a substantial amount of basic knowledge in Rheumatology to all medical students is essential for the future medical care of patients with rheumatic diseases for two reasons: on the one hand, future general practitioners will need to master the patterns of rheumatic diseases to recognize them fast enough in new-onset patients and to refer them in time and directly to rheumatologists. On the other hand, the shortage of rheumatologists can only then be relieved in the future when we are able to inspire enthusiasm for our specialty. Adequate rheumatological structures are established only in some of the German faculties of medicine. Structural improvements happen in small steps only but were achieved at several sites. The better the local structures, the higher the chances of committed university teachers in rheumatology to reach all medical students. Probably from 2026 onwards, the learning objectives relevant for examinations will be defined by the national competence-based catalogue of learning objectives in medicine (NKLM), which is currently in the final stages of completion together with the German Federal Institute for Medical and Pharmaceutical Examinations (IMPP). It now appears that systemic autoimmune diseases and inflammatory rheumatic diseases are adequately depicted in this catalogue. If this is achieved, students will know more about these diseases in the future and will diagnose them faster in patients. Work on the NKLM is therefore of highest importance. In addition to the work on the learning objectives, up to date learning materials are required, which have to be available throughout Germany. A Rheumatology script just finished by the committee for medical student education of the German Society of Rheumatology (DGRh) and now available on the DGRh homepage should close this gap.

On the fly: Adapting quickly to emergency remote instruction in a family literacy programme.

The COVID-19 pandemic has led to extraordinary changes in family literacy instruction, forcing face-to-face programmes to shift rapidly (or "on the fly") to online, remote instruction. This study is one of the few on online teaching and learning in family literacy and, to the knowledge of the authors, the first on emergency remote instruction in a family literacy programme during the COVID-19 pandemic. This article examines how the Goodling Institute for Research in Family Literacy at The Pennsylvania State University in the United States has responded to the pandemic by converting its face-to-face family literacy classes into emergency remote instruction using online platforms. Serving eight immigrant families in 2019-2020 who live in the State College area in central Pennsylvania, the Family Pathways programme includes adult education, parent education and interactive parent-child literacy activities. The article discusses how teachers created online learning opportunities for parents and children to learn together, the strategies and resources instructors used to teach remotely, how challenges such as discomfort with technology were addressed, and what has been learned from the experience. Although COVID-19 presents unprecedented challenges for educators and learners in family literacy programmes more broadly, it has also compelled instructors in this particular programme to use remote instruction creatively and has revealed the critical importance of family literacy programmes as an educational support system for low-income and immigrant families.

À la volée : adaptation rapide à l'urgence du télé-enseignement dans le cadre d'un programme d'alphabétisation familiale ­ La pandémie de COVID 19 a entraîné des changements extraordinaires en matière d'alphabétisation familiale, contraignant les programmes en présentiel à passer rapidement (pour ainsi dire, à la volée) à un mode d'enseignement à distance en ligne. Cette étude est l'une des rares à aborder l'enseignement et l'apprentissage en ligne en matière d'alphabétisation et, à la connaissance des auteures, elle est la première qui porte sur l'enseignement à distance dans le cadre d'un programme d'alphabétisation familiale durant la pandémie de COVID-19. Le présent article se penche sur la réponse que l'Institut Goodling de recherche en alphabétisation familiale de la Pennsylvania State University (USA) a apporté à la pandémie en transformant, à chaud, ses cours d'alphabétisation familiale en présentiel en cours à distance par le biais de plateformes en ligne. Le programme Family Pathways, qui accueillait en 2019­2020 huit familles immigrées habitant près de State College, une circonscription administrative dans le centre de la Pennsylvanie, comporte des volets d'éducation des adultes, d'éducation parentale et d'activités interactives d'alphabétisation parents-enfants. Il examine différents aspects de ce programme : comment des enseignants ont élaboré des offres d'apprentissage en ligne pour permettre aux parents et aux enfants d'apprendre ensemble; les stratégies et ressources utilisées par les enseignants dans leurs cours à distance; comment les défis, comme le fait d'être mal à l'aise avec la technologie, ont été abordés et quels sont les leçons tirées de cette expérience. Bien que la COVID-19 pose plus globalement des défis sans précédent aux éducateurs et aux apprenants des programmes d'alphabétisation familiale, elle a aussi obligé les enseignants de ce programme particulier à faire un usage créatif du télé-enseignement et révélé l'importance décisive des programmes d'alphabétisation familiale pour offrir un système de soutien éducatif à des familles immigrées et disposant de faibles revenus.

Approaches to education provision for mobile pastoralists.

Experiences of mobile pastoralists often attest to a wide range of contradictions about the presumed advantages of formal education. While effort to 'reach' pastoralists has intensified under the global Education for All movement, there remain considerable difficulties in finding ways to make formal education relate to pastoralist livelihoods and complement endogenous knowledge. This paper examines how these dynamics play out across models of formal and non-formal education service provision, and identifies innovations that offer promising ways forward: Alternative Basic Education, Open and Distance Learning, and Pastoralist Field Schools.

Les expériences rapportées par les pasteurs nomades témoignent souvent de contradictions diverses concernant les avantages présumés de l'éducation formelle. Les efforts visant à proposer une offre adaptée aux pasteurs se sont intensifiés dans le cadre du mouvement de l'Éducation pour tous mais se heurtent à la difficulté d'élaborer des solutions d'éducation formelle en lien avec les moyens de subsistance du pastoralisme et complétant les savoirs endogènes. L'auteur examine l'évolution de ces dynamiques dans différents modèles d'offres d'éducation formelle et non formelle et identifie trois champs d'innovation qui lui paraissent prometteurs pour l'avenir : l'Enseignement élémentaire alternatif, l'apprentissage ouvert et à distance et les écoles pastorales de terrain.

La experiencia de los grupos pastorales nómadas suele evidenciar muy diversas contradicciones que ponen en tela de juicio las presuntas ventajas de la educación formal. Como parte del movimiento mundial en pro de la Educación para Todos se han redoblado esfuerzos para «llegar¼ a los grupos de pastores, pero aun así subsisten considerables dificultades a la hora de encontrar fórmulas para impartirles una enseñanza que guarde relación con sus medios de sustento y venga a completar los conocimientos endógenos. La autora examina el modo en que esta dinámica se articula con los modelos de prestación de servicios educativos formales y no formales y describe innovaciones que abren vías prometedoras: la educación básica alternativa, el aprendizaje abierto y a distancia o las escuelas de campo pastorales.

Can home labor education boost teenagers' academic performance? A Comparative analysis.

Labor education is an important part of the overall development of teenagers in terms of morality, intelligence, physical fitness and aesthetics. Family labor education should play a fundamental role in labor education. Previous empirical studies on the influence of family labor education on teenagers' academic performance are not comprehensive enough. In particular, there is still much room for improvement in terms of the authority of the data, the appropriateness of the methodology and the precision of the analyses. This study analyzes the relationship between housework and teenagers' academic performance through the data of the China Education Panel Survey (CEPS), based on the theory of "Embodied Cognition", using OLS regression, propensity score matching (PSM), quantile regression and probit regression. The results show that housework is effective in improving teenagers' academic performance; participation in housework had the strongest impact on teenagers with middle and lower academic performance; however, the effect of housework on the academic performance of academic excellence students was not as strong; and addiction to online games was the main factor that prevented teenagers from participating in housework.

Material Engagement Shaping Participation of Children on the Autism Spectrum: Embodiment and Subjectivity in Small-Group Learning.

This study investigated the material engagement and their affordances for participation of children on the autism spectrum (AS) in small-group learning. Framed by a methodology called Idea Diary that fosters social interactions in classroom environments, our focus was on understanding how and when the construction and manipulation of the diary supported children's participation and knowledge construction in small groups. This investigation was guided by the intersection of the theory of subjectivity developed by Fernando González Rey and enactive accounts of cognition. This framework provided the view of the singularity in the communicative process of children on the AS and the necessary support for examining the mechanisms of engagement that led to children's participation. We present two case studies of 9-10-year-old boys. Data consists of the diaries produced and used by children and video recordings of children's interactions during small-group discussions. Our analytical approach included a qualitative semiotic analysis of the materials and a micro-analysis of the social interactions. The results showed, first, that children on the AS continuously engaged in the construction of the diary, expressing elements of their subjectivity-experiences, ideas and the system through which they interact with the world. Repetition framed children's productions and signalled engagement. Second, material engagement enabled participatory sense-making, which in this study appeared in creating new communicative resources between the child on the AS and their peers and in adapting the narratives, approximating children's perspectives in conversations. Although contextualised within a specific pedagogical practice, the study contributes to advancing our understanding of the role of material engagement in social participation in learning situations involving children on the AS, particularly relevant in educational psychology and education.

School environmental factors, pupils' characteristics, and academic performance: The case of junior high school pupils of the Krachi west district of Ghana.

Background: Data suggest that Ghana has made significant improvements in the educational system, resulting in some accomplishments. Nonetheless, pupils' academic performance at the junior high school level and in the Basic Education Certificate Examination (BECE) remains poor nationally. Some factors have been identified to influence poor academic performance in some parts of Ghana, but none in the Krachi West district. Thus, it has become imperative to determine the local factors accountable for this trend and identify the most appropriate localised solutions. Materials and methods: An embedded research design was employed to ascertain the influence of pupils' characteristics and school environment factors on academic performance. In all, 361 participants (325 BECE candidates, 12 teachers, 12 head teachers and 12 PTA/SMC Chairpersons) were selected using cluster sampling, simple random and purposive sampling across 12 schools in the district. The academic performance of pupils was assessed using scores from six (6) subjects in the standardised district-level mock examination. Results: Based on the examination scores, half of the pupils performed poorly in the six subjects. Even though from the quantitative study, pupils' characteristics had no significant influence on academic performance, school location (ß = -3.29, p < 0.01), school type (ß = 1.15, p < 0.01), and school environmental factors (ß = 0.807, p = 0.024) were significant predictors of academic performance in the district. Pupils in private schools were thrice more likely to achieve average academic performance than pupils from public schools (OR = 3.2, CI = 1.06-9.47). Also, schools with good environmental factors were twice as likely to have average academic performance than schools with poor environmental factors (OR = 2.2 CI = 1.11-4.52). Conclusion: While school environment factors and pupil characteristics have a relationship with academic performance as suggested by the ecological theory, it was established in this study that only school location, school type and school environment factors were the significant predictors of academic performance in the Krachi West District. Therefore, education stakeholders need to consider these predictors when coming up with integrated but local strategies to improve pupils' academic performance in that district.

Does Prison-Based Adult Basic Education Improve Postrelease Outcomes for Male Prisoners in Florida?

The authors use administrative data from Florida to determine the extent to which prison-based adult basic education (ABE) improves inmate's postrelease labor market outcomes, such as earnings and employment. Using two nonexperimental comparison groups, the authors find evidence that ABE participation is associated with higher postrelease earnings and employment rates, especially for minorities. The authors find that the relationship is the largest for ABE participants who had uninterrupted ABE instruction and for those who received other education services. However, the results do not find any positive effects of ABE participation on reducing recidivism.

Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives.

This study employed quantitative and qualitative research approaches to investigate what constitutes "success" in Adult Basic Education (ABE) programs from the perspectives of multiple educational stakeholders: the state funding agency, the teachers, and the students. Success was defined in multiple ways. In the quantitative section of the study, we computed classroom value-added scores (used as a metric of the state's definition of success) to identify more and less effective ABE classrooms in two Florida counties. In the qualitative section of the study, we observed and conducted interviews with teachers and students in the selected classrooms to investigate how these stakeholders defined success in ABE. Iterative consideration of the qualitative data revealed three principal markers of success: (a) instructional strategies and teacher-student interactions; (b) views on standardized testing; and (c) student motivational factors. In general, classrooms with higher value-added scores were characterized by multiple instructional approaches, positive and collaborative teacher-student interactions, and students engaging in goal setting and citing motivational factors such as family and personal fulfillment. The implications for ABE programs are discussed.

Concern about the Spread of COVID-19 in Regular Basic Education Teachers When Returning to Face-to-Face Classes.

During the health emergency caused by COVID-19, a series of sensations such as fear, stress, and concern about contracting the virus were developed. Despite the fact that in recent months infection rates have been significantly reduced due to vaccination campaigns, the return of teachers to face-to-face classes established in Peru from April 2022 has increased once again the fear that contagion levels could grow. Therefore, the objective was to analyze the concern of regular basic education teachers about the spread of COVID-19 when returning to face-to-face classes. A quantitative investigation was carried out; the research design was observational and the type of study was descriptive cross-sectional. The sample was made up of 648 teachers who responded to the Scale of Concern for the Contagion of COVID-19, an instrument with adequate psychometric properties. The results show that 43.8% of teachers had moderate levels of concern about the spread of COVID-19, 38.7% had low levels, and 17.5% had high levels. Teachers reported most recurrent concerns about some risks in educational institutions and the fear of spreading COVID-19 to their relatives or people with whom they lived. On the other hand, it was found that some sociodemographic, occupational, and medical variables were significantly associated with this concern (p < 0.05). Then, it was concluded that teachers had moderate levels of concern about the spread of COVID-19 when returning to face-to-face classes.

Learning Competency Framework and Approach for the Displaced Rohingya Children Living in Bangladesh: A Critical Review.

This article is based on a critical review of the Learning Competency Framework and Approach (LCFA) developed for providing education to the Rohingya refugee children living in refugee camps in Bangladesh. A sectoral approach was adopted to develop the LCFA under the leadership of United Nations Children's Fund (UNICEF). To review the LCFA, a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis was used as an analytical tool. The SWOT analysis showed that the major strengths of the LCFA include its emphasis on pedagogical aspects, the inclusion of content on life skills, and the scope of engaging communities in the implementation phase. However, the major limitations of the LCFA comprised of lack of contents on post-traumatic mental wellbeing, child abuse, trafficking, and technology. In addition, the volume of content seemed too heavy concerning the duration of the levels. It was not clear if the LCFA was a research-based output, other than consultations. Several challenges were identified by this critical review in implementing the LCFA in the Rohingya refugee camps in Bangladesh. These include a lack of understanding of the Rohingya children's needs, including historical, physical (both geographical and infrastructural), and livelihood, the barrier to comprehending their language and culture, and existing resource constraints for implementing this framework. Considering the Rohingya people's perspectives, this review makes suggestions to ensure the whole education process becomes more operational, effective, successful and sustainable.

[Drop-out in adult basic education and literacy-Pandemic-related challenges and theoretical perspectives]. / Drop-out in der Alphabetisierung und Grundbildung Erwachsener ­ Pandemiebedingte Herausforderungen und theoretische Perspektiven.

The field of adult basic education and literacy occupies a central position in supporting social participation of vulnerable groups. The Covid-19 pandemic brings new transformational processes that also affect the risk factors of drop-out in adult basic education and literacy. Drop-out can be studied as an amplifier of social inequality, which gains new relevance especially in the context of pandemic-related learning conditions. Thus, this paper highlights pandemic-related challenges for the field with particular attention to drop-out. Using a multi-level analysis procedure (expert interviews & narrative literature review), it can be shown that the factors "media literacy and media access", "continuity and course structure" as well as "trust and course retention" are already known risk factors of drop-out, but take on a new significance regarding pandemic-related changes. It can be shown that pandemic-related transformational processes have an effect of a burning glass on already existing problems in the field of adult basic education and literacy. Thus, the pedagogical task of appropriately shaping unpredictable changes takes on special significance in order to counteract the increase of social inequalities.

Measuring Health Literacy in Basic Education in Finland: The Development of a Curriculum- and Performance-Based Measurement Instrument.

This paper describes the development of an objective curriculum- and performance-based health literacy (HL) measurement instrument to assess Finnish 9th graders' learning outcomes in the school subject termed Health Education (HE). There were four phases: (i) construction of the theoretical framework for the measurement, (ii) item generation, (iii) the field test (n = 252), and (iv) item analysis and item selection for the main study, in which 3652 ninth grade pupils (aged 15-16) participated. Initially, 303 HL test items were formulated, of which 107 were tested in two different field test versions. Both versions exhibited high reliability as measured by Cronbach's alpha coefficient. The main study contained 55 items. Testing and item analysis enabled the development of a comprehensive competence- and curriculum-based HL measurement instrument for school-aged children. Measurement of HL in schools provides information for national policies, and for developing HE as a school subject.

ICT Self-Efficacy, Organizational Support, Attitudes, and the Use of Blended Learning: An Exploratory Study Based on English Teachers in Basic Education.

The study aims to build a model that predicts the behavior of the use of blended learning by English teachers of basic education in China in the environment of repeated lockdowns during the COVID-19 pandemic. It examines the relationships between ICT self-efficacy, organizational support for blended learning, attitudes toward blended learning, and the use of blended learning. Data were collected from 562 teachers using a survey questionnaire. Employing partial least squares structural equation modeling (PLS-SEM), a hypothesized model was tested for path coefficients and predictive power. This study found that ICT self-efficacy and organizational support for blended learning are sound predictors of teachers' use of blended learning and that the former appeared to be a stronger determinant. In addition, attitudes toward blended learning can directly influence teachers' use of blended learning and mediate the relationship between ICT efficacy and the use of blended learning and between organizational support for blended learning and the use of blended learning. These three variables account for 54.7% of the variance in teachers' use of blended learning.

A systems perspective on early childhood development education in South Africa.

South Africa's basic education system is dysfunctional. It scores last or close to last in a myriad of metrics and delivers learners with some of the worst literacy and numeracy competencies worldwide. A bimodal distribution in the results exists when learners from the richest socioeconomic quintile are performing adequately well, while learners from the poorest quintiles are failing. This paper presents a system dynamics simulation model to describe the causal linkages between improved early childhood and pre-school learning practices on the education system as a whole. The paper investigates the difference in performance between rich and poor communities. Three interventions explore the research question of whether it is the number of enrolments into early childhood development programs that increases a cohort's school readiness, or rather the quality of the early childhood development programs into which they were enrolled. The results answer the research question for the Western Cape province by showing that increasing the quality of the formal ECD programs leads to a greater percentage of school-ready five year olds than increasing the percentage of enrolled children, but that decreasing community poverty leads to better results than either intervention. The results show the simulation model to be a powerful tool to assist with policy setting and intervention testing for any other province or country by simply changing the input data and calibration.

Improving the quality of teacher education for sustainable development of Taiwan's education system: A systematic review on the research issues of teacher education after the implementation of 12-year national basic education.

In this study, the researchers analyzed the issues in teacher education research after the implementation of the 12-Year Basic Education policy and developed suggestions to improve the quality of teacher education in Taiwan. The researchers used Taiwan's Database of Journal Citations in Science Education to collect studies on teacher education published from 2015 to 2019 and analyzed the issues described therein. Fifteen categories of issues described therein. Regarding our suggestions for future research on teacher education, this study recommends strengthening the body of literature on the following themes: (1) the professional development of preservice teachers, (2) teacher education for special education, (3) quality assurance for teacher education, (4) the career development of preservice teachers, (5) teacher education for experimental education and rural schools, (6) the sociology of teacher education, and (7) the operation of teacher education centers. Our findings may serve as a reference in efforts to improve the quality of teacher education, and promoting the sustainable development of Taiwan's education system. Systematic review registration: http://w1.dorise.info/JCSE/.

Psychometric Properties and Measurement Invariance for a Chinese Version of a Psychological Need Thwarting Scale for Teachers.

While teachers' psychological needs have been evaluated in terms of need satisfaction, need thwarting of teachers is under-researched. This study developed a Chinese version of a Psychological Need Thwarting (PNT) scale for teachers and evaluated both its psychometric properties and measurement invariance across groups. Psychometric criteria for the scale were evaluated, with satisfactory levels of internal reliability, test-retest reliability, convergent and divergent validities, and model goodness-of-fit. One item translated from the original PNT scale was removed due to cross-loading. Criterion validity was established, with R2 = 0.54 for the factor of burnout (emotional exhaustion). Measurement invariance was established using confirmatory factor analysis for the factors of gender, grade of instruction, and position. The teachers evaluated demonstrated higher levels of competence thwarting, as compared to autonomy and relatedness thwarting, but overall higher levels of thwarting as compared to previous research. Males reported higher levels of autonomy and competence thwarting as compared to females and secondary school teachers reported higher levels of relatedness thwarting as compared to primary school teachers. The developed scale can serve as a valuable tool in evaluating the thwarting of teachers' psychological needs, an issue which can profoundly impact teachers' and students' mental health and performance.