Principals’and Teachers’Awareness,Knowledge,and Differentiation of Privatization-A Secondary Publication

Based on the keynote report by Professor Martin Thrupp,this paper discusses the hollowing out of education provision by the state and the permeation of managerialism.It was pointed out that principals and boards of trustees in socioeconomically advantaged areas may not be willing to share their benefits with schools in less advantaged areas.The new liberal policies have hollowed out state provision of education,so the education system has come to rely heavily on private actors.This paper also presents the current stage of privatization in Japan and the principals’and teachers’perceptions of privatization.

Assessing healthcare workers’knowledge and confidence in the diagnosis,management and prevention of Monkeypox

BACKGROUND Monkeypox(Mpox),is a disease of global public health concern,as it does not affect only countries in western and central Africa.AIM To assess Burundi healthcare workers(HCWs)s’level of knowledge and confidence in the diagnosis and management of Mpox.METHODS We conducted a cross-sectional study via an online survey designed mainly from the World Health Organization course distributed among Burundi HCWs from June-July 2023.The questionnaire comprises 8 socioprofessional-related questions,22 questions about Mpox disease knowledge,and 3 questions to assess confidence in Mpox diagnosis and management.The data were analyzed via SPSS software version 25.0.A P value<0.05 was considered to indicate statistical significance.RESULTS The study sample comprised 471 HCWs who were mainly medical doctors(63.9%)and nurses(30.1%).None of the 22 questions concerning Mpox knowledge had at least 50%correct responses.A very low number of HCWs(17.4%)knew that Mpox has a vaccine.The confidence level to diagnose(21.20%),treat(18.00%)or prevent(23.30%)Mpox was low among HCWs.The confidence level in the diagnosis of Mpox was associated with the HCWs’age(P value=0.009),sex(P value<0.001),work experience(P value=0.002),and residence(P value<0.001).The confidence level to treat Mpox was significantly associated with the HCWs’age(P value=0.050),sex(P value<0.001),education(P value=0.033)and occupation(P value=0.005).The confidence level to prevent Mpox was associated with the HCWs’education(P value<0.001),work experience(P value=0.002),residence(P value<0.001)and type of work institution(P value=0.003).CONCLUSION This study revealed that HCWs have the lowest level of knowledge regarding Mpox and a lack of confidence in the ability to diagnose,treat or prevent it.There is an urgent need to organize continuing medical education programs on Mpox epidemiology and preparedness for Burundi HCWs.We encourage future researchers to assess potential hesitancy toward Mpox vaccination and its associated factors.

Exploring Teachers' Personal Practical Knowledge through Narrative Inquiry——A Case Study on a College English Teacher

Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers' knowledge affects every aspect of the teaching act.This paper tries to explore teachers' personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers' professional development.

Educational Probation Under the Tutorial System and the Construction of English Student Teachers’ Knowledge

This paper attempts to explore effective ways of educational probation to promote the professional development of English student teachers. An empirical study is carried out to compare the teachers’ knowledge level of 91 normal students under three different educational probation modes: tutorial system, non-tutorial system, and routine system. Quantitative analysis shows that except English knowledge, the tutorial system is more conducive to promoting normal students’ mastery of educational theory knowledge, general curriculum knowledge, English curriculum knowledge, English teaching knowledge, and students’ knowledge, and the development of these kinds of knowledge is relatively balanced. This study is helpful for teacher educators to provide guidance and help for pre-service English teachers to maximize the benefits of educational probation.

Evaluation of Nutrition and Physical Activity Knowledge, Attitudes, Self Efficacy and Behaviors in Teachers and Children after Implementation of the “Healthy Active Kids” Online Program in Australian Elementary Schools

The aims were to examine change in nutrition and physical activity knowledge, self efficacy and attitudes in a cohort of 23 teachers and 304 year 5 and 6 children after the “Healthy Active Kids” online program and to assess any behavioral change in children’s self reported nutrition and physical activity behaviors and investigate the predictors of nutrition knowledge gain in teachers and children. Results found significant (p < 0.0001) increases in teacher and student knowledge of the five food groups;key nutrients provided by each food group, The Australian Guide to Healthy Eating;food labelling laws, identification of common names for fats, sugars and salts on food labels, food proportions on the Healthy Food Plate and the level and percentage of water in the human body and human brain. Teacher attitudes towards the importance of nutrition and diet and self efficacy related to teaching nutrition in class improved (p < 0.01). The final regression model for predictors of the dependent variable, knowledge gain in students was R = 0.53, Adjusted R square = 0.28 (F = 4.76, p < 0.01) indicating that 28% of the variation in knowledge gain was predicted by the negative (low) Time 1 knowledge. Changes to eating habits reported by children were “drinking more water each day” (89.1%) and “eating foods from the five food groups each day” (76.2%);“sharing information about food labels with your family” (52.4%);“reading food labels when you go shopping” (50.0%);“changing what is on your dinner plate each night” (44.2%);“vegetables that you eat now that you didn’t eat before” (42.1%) and “fruits that you eat now” (39%). Results suggest that the development of basic nutrition knowledge is still very important for both teachers and students, but that other factors such as self efficacy, empowerment and skill development also contribute to nutrition behavior change in children.

Knowledge of Cervical Cancer and Practice of Pap Smear Testing among Secondary School Teachers in Nnewi North Local Government Area of Anambra State, South Eastern Nigeria

Introduction: Cervical cancer is one of the commonest cancers of the female genital tract and accounts for about a hundred and ninety thousand deaths each year, most of which occur in developing countries. Early cervical screening methods have contributed to the fall of cervical cancer deaths in the developed world. This is different in developing countries where people have limited knowledge about this disease condition and the screening methods for prevention. This study determined the knowledge and practice of cervical cancer screening among female secondary school teachers in Nnewi North Local Government Area of Anambra State. Method: This was a cross-sectional descriptive study in which self-administered questionnaires were returned by 142 respondents and results were analyzed using Statistical Package for Social Sciences version 17. Results: The mean age of the respondents was 35.6 ± 1.76 years. A high proportion of the respondents were aware of cervical cancer 106 (74.6%). About 44 (41.5%) knew of cervical cancer screening by Pap smear, out of which only 20.5% had done a pap smear. The most common reasons given for not doing the test were;not deeming the test necessary, not knowing where the test could be done and feeling of not being at risk of developing cervical cancer. Conclusion/Recommendation: Though the level of awareness of cervical cancer screening was high, the level of uptake of Pap smear was still very low. A national cervical cancer Pap smear campaign should be intensified to change the negative perception towards Pap smear test.

The Effect of Language Proficiency on the Teaching Knowledge Acquisition of English Student Teachers——Comparison of Three Repetitive Lessons

Based on the framework of classroom teaching learning process analysis, this study explores the relationship between language proficiency and the acquisition of teaching knowledge in the sample of three English repetitive lessons in senior high school by two English student teachers. After quantitative and qualitative analysis, it was found that the higher the level of language, the greater the improvement of teaching knowledge;the student with high language level has made rapid progress in teaching design, slow progress in teaching management and student learning, while the progress of the student with low language level is slow in all aspects. This study has important reference value for pre-service foreign language teacher education.

Assessing Comprehensive Sexuality Education Programs in the Democratic Republic of the Congo: Adolescents’ and Teachers’ Knowledge, Attitudes and Practices towards Contraception

Introduction: Improving teenagers’ knowledge on sexual and reproductive health (SRH) is important to prevent unintended pregnancies. We aimed to assess comprehensive sexuality education (CSE) programs and knowledge, attitudes and practices of adolescents and teachers towards contraception. Methods: Based on the reasoned action theory and CSE guidelines, a qualitative study was conducted with seven teachers and 62 adolescents aged 15 - 19. The data were collected through six focus groups (FG) of adolescents and seven semi-structured interviews of teachers. The program of the family life education course (FLEC) was assessed. The Atlas Ti software helped to analyze the data, using a deductive approach. Results: The periodic abstinence, male condoms and pills were the most known contraceptive methods. Adolescents and teachers were reluctant to use artificial contraceptive methods, apart from the male condom which they used irregularly. Girls especially preferred natural contraceptive methods, fearing side effects, such as the risk of infertility. Almost all adolescents wanted to be informed on SRH and family planning in school. However, they estimated that the content of the FLEC was insufficient and criticized the teachers’ lack of openness. Their main sources of information were peers, siblings and the internet. Mothers were an important source of information for girls, unlike fathers considered to be indifferent or even frightening. Conclusion: Adolescents’ and teachers’ knowledge are weak;and their attitudes unfavorable towards contraception. Misconceptions about contraception lead to the use of ineffective practices to prevent unwanted pregnancies. To improve knowledge, a teacher training program should be developed and the content of the FLEC improved, formalized and regulated.

Lipid and Diabetic Profiles of School Teachers in Afghanistan Facing Food Insecurity and Their Association with Knowledge Relating to Healthy Lifestyle

Objectives: To investigate lipid and diabetic profiles of school teachers in Kabul, Afghanistan, who face food insecurity, and examine the association of those with the teachers’ knowledge of non-communicable diseases (NCDs). Methods: A survey to examine biochemical indicators of NCDs (triglycerides (TG), total cholesterol (TC), high-density lipoprotein (HDL), hemoglobin A1c (HbA1c), blood pressure, height, weight, waist circumference), food insecurity, lifestyle and knowledge of NCDs was conducted among 600 school teachers. Analyses were made of biochemical indicators of NCDs, blood pressure, metabolic syndrome, obesity, and subject’s lifestyle in relation to food security and the subject’s knowledge of NCDs. Results: Thirty-nine percent of school teachers experienced food insecurity. The percentage of TC ≥ 200 mg/dL;HbA1c ≥ 5.5%;hypertension and metabolic syndrome were 20.2%, 29.7%, 32.2% and 33.7%, respectively. Food insecurity was associated with lower fruit and vegetable consumption and higher potato consumption. Food insecurity was associated with increased TC (AOR 2.03;95%CI: 1.23 - 3.34), decreased HDL (AOR 1.70;95%CI: 1.12 - 2.58), increased HbA1c (AOR 1.73;95%CI: 1.14 - 2.64), hypertension (AOR 1.68;95%CI: 1.01 - 2.80) and diagnosis of metabolic syndrome (AOR 1.78;95%CI: 1.18 - 2.68), after adjustment by demographic, socioeconomic and lifestyle variables. Among people living under condition of food insecurity, greater NCD knowledge was associated with smaller prevalence of TG ≥ 150 mg/dL, HDL Conclusions: Under conditions of food insecurity, diets have less variety and individuals are more likely to exhibit biomedical risk factors of NCDs. Even under conditions of food insecurity, people with knowledge of NCDs may have better coping strategies for their choice of lifestyles and exhibited a lower percentage of risk factors of NCDs.

Knowledge and Attitude of School Teachers towards Promoting Healthy Lifestyle to Students

Teachers play an important role in delivering health education to empower students with skills for healthy living to prevent non-communicable diseases. One of the common non-communicable diseases is hypertension that its development is highly associated with unhealthy lifestyle. A survey was administered to assess 130 pre-service teachers and 54 in-service teachers who were taking the health education course to prepare them for teaching the content of healthy living in Hong Kong. The assessment included their knowledge level of hypertension, attitudes towards lifestyle modification education to students, perception of knowledgeable to give health education. It was found that the knowledge level related to hypertension was generally below average among the teachers. Although they considered that lifestyle modification was an effective way to enhance students’ well-being, both pre-service and in-service teachers were reluctant to take responsibility for lifestyle modification education to their students. Lack of skill training was perceived as a problem. Teachers’ perception on health education should not be limited to the provision of simple information and advice. There is a need to improve teachers’ health literacy on some common non-communicable diseases.

Mathematics Knowledge of Proof in Geometry： Pre-Service Teachers＇ Perspectives

This article is based on research on pre-service teachers＇ perspectives on their mathematics knowledge of proof in geometry. The study was framed using tile mathematical knowledge for teaching framework. This qualitative study employed the use of a task-based worksheet, focus group sessions and semi-structured individual interviews. The task-based worksheet was completed by 180 pre-service mathematics teachers （second, third and fourth year mathematics education students）. Pre-service mathematics teachers are student teachers who have not yet completed their training to become teachers. After the analysis of the task-based worksheet, 20 participants were invited to participate in focus group sessions and individual interviews. The findings of the study reveal that the participants possess peripheral mathematics knowledge of proof in geometry. The study aims at assisting pre-service teachers and interested educationists to explore innovative methods of acquiring and imparting mathematics knowledge of proof in geometry. The study proposes possible changes in curriculum at school and university level.

Challenges and Strategies for Teachers'Knowledge Management in the"Internet Plus"Era

In the"Internet Plus"era,teachers use Internet platforms and tools for knowledge management.The Internet has triggered‘knowledge explosion’.This phenomenon has brought a series of challenges to knowledge management,such as information overload,knowledge fragmentation,knowledge inertia and so on.In view of the above challenges,we should adopt the strategies,such as,establishing a knowledge database for teachers,giving offline knowledge management media a networked label information,creating a network atmosphere for knowledge sharing,and building a networked knowledge management environment,so as to promote the healthy development of"Internet plus education".

An Assessment of the Diabetic Knowledge, Attitude, and Practice of School Teachers in Riyadh, Kingdom of Saudi Arabia

Background: Teachers are the cornerstone of the next generation and they are considered an important source of health information for students about diabetes. The objective of this study is to assess the knowledge, attitude, and practice (KAP) of teachers about diabetes mellitus (DM) and to identify the associated factors. Methods: Cross-sectional study design included a stratified random sample of male and female teachers from public and private schools in Riyadh city. A self-administered online questionnaire was developed. The data collection was from October to November 2019. Results: The study included 633 teachers. Overall, 57.2% of the surveyed teachers were knowledgeable about DM. Teachers aged between 51 and 60 years (p = 0.005), males (p = 0.018), PhD holders (p = 0.011), teaching science (p = 0.021), having more than 20 years of teaching experience (p = 0.001), diabetics (p < 0.001), and having family history of diabetes (p = 0.007) had the highest level of knowledge. Overall, positive attitude towards DM was reported among 53.1% of the teachers. Those with teaching experience between 11 and 15 years (p = 0.024), diabetics (p = 0.029), and having a diabetic student (p = 0.012) had more positive attitude towards diabetes. Good diabetes-related practice was observed among 54.3% of the teachers. Older (p < 0.001), having more than 20 years of teaching experience (p < 0.001), non-Saudi (p = 0.011), diabetic teachers with longer duration of the disease (p < 0.001), having family history of DM (p = 0.028), and principals (p = 0.002) had the highest level of good diabetes-related practice. Conclusion: The KAP of teachers in public and private schools in Riyadh about DM was sufficient in many aspects. However, targeting new young teachers should be a priority to raise awareness.

Investigation into the knowledge base of TEFL teachers in China

The key issues and challenges facing TEFL teachers in China with respect to prospective teacher preparation and professional development are discussed. Drawing upon earlier research on conceptual frameworks, the knowledge base of pre-service teachers is examined through research into the curriculums in TEFL education across diploma, undergraduate and postgraduate levels. A comparative study of the curriculum structures in the education of TEFL teachers reveals a number of key areas of concern： the main hindrance to the development of a stronger knowledge base of pre-service teachers lies in the serious shortage of pedagogical content knowledge, fundamental pedagogical knowledge that are currently available, as well as with the overall inadequacy of practicum hours. It strongly argues for the breadth versus depth in course design and calls for the imperative to reconceptualize the knowledge base of pre-service teachers.

Analysis on the Causes of Existing Problems of Professional Knowledge of Western Rural Teachers Under the Urban and Rural Educational Planning Background

This paper adopts the self-designed questionnaire to make investigations and interviews with the rural middle and primary school teachers in Chengdu and Chongqing districts about the professional development problems of western rural teachers, and refers to the educational literature materials in western rural areas. Through a comprehensive analysis, it is known that the professional knowledge status of western rural teachers is worrying, and the reason is mainly caused by the location, policy, economy, society, continuing education and teachers＇ own factors.

The Role of EFL/ESL Teachers＇ Idiosyncratic Knowledge Base in Their Professional Development in the Postmethod Premise

The present paper examines an EFL/ESL teacher＇s potential in generating and developing his/her own knowledge base and theories of teaching and learning independent of the knowledge base manufactured by the ＂experts＂ in those fields. It also makes an effort to pave the way for them to go beyond the edge and advance towards an innovation that deviates from simple, certain, controlled and established ways of teaching and conducting researches towards complex, uncertain and less-controlled ones. It scrutinizes how instead of simply testing, ＂idealizing and reifying＂ the traditional, already established literature, an EFL/ESL teacher takes it as a point of departure in order to develop their own framework based on their practical experiences. The readymade professional theories and pedagogies are mostly generalizations--sometimes overgeneralizations---of the patrons of certain ideology to privilege a certain political or cultural group to place it over others. This usually sets barrier to an individual teacher＇s professional development since they are often set back from ＂theorizing what they practice and practice what they theorize＂ denying his/her idiosyncratic knowledge base that is convincingly capable of helping him/her grow professionally. It also leads to denying the teachers＇ and learners＇ socio-politico-cultural faiths that mould up a person as a whole. However, this paper also recognizes the traditional knowledge base as the ground for individual teachers to leap offand advance towards innovation.

College English Teachers＇ Perceived Difficulties in Teaching Content-Based Courses and Opportunities for Their Knowledge Growth

This paper explores three College English teachers＇ perceived difficulties in teaching content-based courses in the Chinese context and opportunities for their change in the knowledge base. Interviews and classroom observation were used to collect data. After coding and recoding of the audio data, the researcher found that College English teachers face the following difficulties： positioning of themselves, commitment to the course, students＇ expectation, the balance between language and content, and administrative support. Meanwhile, the experience of teaching content-based courses offered them an opportunity to increase their knowledge of the content, the learners, and educational values. Some implications for CBI （content-based instruction） in curriculum reform were put forward at the end of the paper.

Narrative Inquiry into Knowledge Generation in Teacher and Learner Learning Community

Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists' knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners' prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation.

Heterogeneous Image Knowledge Driven Visual Perception

Dear Editor,This letter is concerned with visual perception closely related to heterogeneous images.Facing the huge challenge brought by different image modalities,we propose a visual perception framework based on heterogeneous image knowledge,i.e.,the domain knowledge associated with specific vision tasks,to better address the corresponding visual perception problems.

Low-Cost Federated Broad Learning for Privacy-Preserved Knowledge Sharing in the RIS-Aided Internet of Vehicles

High-efficiency and low-cost knowledge sharing can improve the decision-making ability of autonomous vehicles by mining knowledge from the Internet of Vehicles(IoVs).However,it is challenging to ensure high efficiency of local data learning models while preventing privacy leakage in a high mobility environment.In order to protect data privacy and improve data learning efficiency in knowledge sharing,we propose an asynchronous federated broad learning(FBL)framework that integrates broad learning(BL)into federated learning(FL).In FBL,we design a broad fully connected model(BFCM)as a local model for training client data.To enhance the wireless channel quality for knowledge sharing and reduce the communication and computation cost of participating clients,we construct a joint resource allocation and reconfigurable intelligent surface(RIS)configuration optimization framework for FBL.The problem is decoupled into two convex subproblems.Aiming to improve the resource scheduling efficiency in FBL,a double Davidon–Fletcher–Powell(DDFP)algorithm is presented to solve the time slot allocation and RIS configuration problem.Based on the results of resource scheduling,we design a reward-allocation algorithm based on federated incentive learning(FIL)in FBL to compensate clients for their costs.The simulation results show that the proposed FBL framework achieves better performance than the comparison models in terms of efficiency,accuracy,and cost for knowledge sharing in the IoV.