Staropolska poezja religijna w zreformowanej szkole ponadpodstawowej

The connection between literature and religion can be observed in the writing of every literary period. Old Polish religious poetry has an established position within this field of research – it constitutes a huge part of the literary works of the Middle Ages, the Reneissance and Baroque. Therefore, it is not surprising that this kind of literature appeared in the core curricula, syllabuses and textbooks for cultural and literary education of secondary school students even before the latest reform of the educational system, as well as after it. The crucial factor in the consideration of the role of Old Polish religious poetry in schools, is the opinion of Polish teachers, who base it on their experience in teaching it. The empirical research conducted on a group of Polish teachers prove that despite various difficulties faced while teaching Old Polish religious poetry, they see a great value in this type of literature in the overall process of education as well as in young adults’ personal life. Old Polish religious poetry introduces students to symbols crucial for our cultural circle. The last but not the least, it may help to fully understand and experience oneself/other people in the face of the sacred.

Pilot prospective study on formal training in per-oral endoscopic myotomy (POEM) during advanced endoscopy fellowship

Background and study aims Gastroenterology societies have recently proposed core curricula for training in per-oral endoscopic myotomy (POEM) based on expert opinion with limited data on its applicability for advanced endoscopy fellowship (AEF) trainees. We prospectively evaluated the feasibility of a structured POEM training curriculum during a dedicated AEF and the trainee’s performance during independent practice. Methods This was a single-center prospective study evaluating a trainee’s performance of POEM using a structured assessment tool (POEMAT) to assess core cognitive and technical skills. The trainee’s performance was then prospectively assessed during the first 12 months of independent practice. Results The trainee, who had not prior background in submucosal endoscopy, first observed 22 POEM cases followed by 35 hands-on procedures during his advanced endoscopy fellowship. Based on the POEMAT, submucosal entry and mucosal incision closure were the most challenging technical aspects, while cognitive skills were uniformly attained early in training. Overall, the trainee was able to cross the threshold for competence in his POEMAT performance score in 15 of his last 18 cases (83.3 %). The trainee performed 16 POEMs (baseline mean Eckardt 7.2) in his first 12 months of independent practice. Mean procedural time was 79.8 minutes (interquartile range: 67–94 minutes minutes) with no adverse events. Clinical success (Eckardt score < 3) was achieved in 100 % of the cases at a median follow-up of 20 weeks. Conclusions Results from this pilot study support the adoptability of the recently proposed core curricula for POEM training within the context of a dedicated AEF and provide a potential blueprint for future studies of performance in POEM among trainees.

Teachers’ Perceptions of Assessment and Feedback Practices in Finland’s Foreign Language Classes During the Covid-19 Pandemic

In this paper, we examine how the Covid-19 pandemic affected the quality of teachers’ assessment and feedback in Finland’s foreign language classes during the remote teaching period in spring 2020. Multifaceted assessment and feedback practices are underscored in Finland’s core curricula, forming a focal aspect of learning. Therefore, we studied teachers’ perceptions of their assessment and feedback practices at different school levels during the remote teaching period and how they considered the remote teaching period in students’ final assessment at the end of basic education. Data were collected through an online questionnaire and analysed using both quantitative and qualitative methods. Most of the 176 respondents felt that assessment and feedback practices were implemented successfully, and the final assessment was realistic and reliable. However, teachers’ perceptions were mixed on several issues, and differences were found in the amount and form of feedback between respondents and school levels or what competence demonstration or assignments to count towards the final assessment. In addition, the remote teaching period usually had less influence on students’ final grades than the last few months of basic education. The results suggest that more attention should be paid to enhancing feedback practices and connecting with students during remote teaching periods.

Petroleum Energy Engineering Education Reform: Flipping the Curriculum

The syllabus getting outdated, classroom attendance getting less importance, fast advancements of technology and changing workforce, and demography require us to rethink and re-examine the core curricula being taught at petroleum schools. The changing landscape like clean energy and carbon neutral delivery are adding pressure to re-examine the subjects taught in the classroom so that the long-term sustainability is established. So, acquiring interdisciplinary skills is crucial with the reformed curricula. The questions to be addressed include: "What is the fundamental problem in the present petroleum education?," "Is there any problem with the present theoretical framework?," "Is the petroleum education aligned with the latest developments such as edge devices, sensors, machine learning and artificial intelligence?," "Is there an academia-industry-regulatory agencies tighter participation?," and "What are the structural changes needed like rebranding as energy engineering?." The paper addresses these questions by proposing a new approach to petroleum engineering education by way of a changed energy engineering program, which involves fundamentals of engineering, sciences, and technologies that culminates in the development of experiential learning on cyber-physical systems.

Identifying the content and context of pain within paediatric rheumatology healthcare professional curricula in the UK: a summative content analysis

Background The curriculum for professionals working in paediatric rheumatology should include pain but it is unclear to what extent this currently occurs. The aim of this study was to identify pain-related curriculum content and the context in which pain is presented in educational and training documentation for healthcare professionals in this clinical speciality. Methods Core curricula documents from UK based professional organisations were identified in partnership with healthcare professionals. Documents were analysed using a summative content analysis approach. Key pain terms were quantified and weighted frequencies were used to explore narrative pain themes. Latent content was interpreted qualitatively to explore the context within which pain terms were positioned. Results Nine curriculum documents were identified and analysed from doctors, nurses, physiotherapists and occupational therapists specialising in paediatric rheumatology. Pain themes represented a mean percentage of 1.51% of text across all documents. Pain was rarely presented in the context of both inflammatory and non-inflammatory condition types despite being a common feature of each. Musculoskeletal pain was portrayed simply as a ‘somatic’ symptom, rather than as a complex phenomenon involving biological and psychosocial processes. Content around the assessment and management of pain was vague and inexplicit. Conclusion Current educational and training documentation in paediatric rheumatology do not include core pain topics. Curricula for these healthcare professionals would benefit from updates in contemporary pain theories and examples of in-context, evidence-based pain practices. This should be a priority starting point for optimising patient pain care in paediatric musculoskeletal healthcare.

The Psycho-Didactic Approach in Religious and Moral Education. Towards Personal Growth and Positive Mental Health of Students

The psycho-didactic approach in education is becoming more and more popular. Its supporters emphasize the great values that are associated with the implementation of this approach to various fields of science and school subjects. The greatest value of the psycho-didactic approach is supporting the personal growth of the learner by respecting the developmental factors involved in each subject’s learning processes. Psycho-didactics could also be used in the design of core curricula and their implementation in the field of religious, ethical, and moral education. By supporting personal development through moral and religious education, it is possible to simultaneously influence the agencyof each learner. Personal agency in self-development, as well as in religious and moral development, is one of the greatest challenges for modern education and one of the most significant issues of positive mental health advancement in the field of education. Within psycho-didactics, it becomes possible to foster every student in an individual way, therefore all methods and techniques used in the psycho-didactic approach are focused on the student’s needs.

Faculty Recruitment and Formation

This chapter addresses the challenging question of how to sustain a distinctive religious intellectual tradition while hiring people who are diverse in multiple ways. It singles out multiple misunderstandings of what it means to “hire for mission,” defends the intellectual character of the mission of Catholic education, and gives examples of how to run workshops for faculty to hire for the mission of a Catholic university. Once faculty are hired, the next step is to give examples of how the continued formation of faculty in their academic disciplines can contribute with integrity to the Catholic educational mission. Structural elements, including appointments to chaired positions, the building of core curricula, and the importance of interdisciplinary research, can strengthen the mission of a Catholic university.

The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings, we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.