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Healing -- Seven theses: from scripture to today -- Healing in the Old Testament -- Healing in the New Testament and the church's practice -- Biblical theological analysis of healing -- Church as healing community -- Health care: moral-theological perspectives -- Health and health care in Biblical-theological perspective -- Biblical and theological foundations of health care through mutual aid -- Health care in Christian history and mission -- Disability, God's two hands of love: internal care, external witness -- From present systems to new paradigms -- Health care reform: evaluation and prospects -- From high-tech and triage to shalom and service -- Living toward sustainable health care -- Mennonites, brethren and related groups in mission and medicine -- Center for Healing and Hope

Critical of various US studies and an Australian study conducted in New South Wales which assert that class size reductions have a positive effect on student achievement; argues that effective teaching is a far more important contributory factor and that local schools should have the authority to set their educational priorities. Based on two Issue Analysis papers, no. 29 and no. 29a, available on the Internet.

"Focusing specifically on Interactional Ethnography (IE) as a distinct, discourse-based form of ethnography, this book introduces readers to the logic and practice behind IE, and exemplifies the logic of ethnographic inquiry through a range of example-based chapters. Edited by two of the foremost scholars in the field of IE, this book brings together a body of work that has until now been largely dispersed. Illustrating how IE intersects with ethnographic methods - including observation, interviews, and fieldwork - the book highlights considerations relating to data analysis, researcher positionality, and the ethics of engaging participants in research. Offering examples of IE in international contexts and across a range of social science and educational settings, the book provides foundational principles and key examples of IE to guide readers' work. This book offers researchers, scholars, and teacher educators a definitive, novel contribution to current methodological literature on IE broadly, and will be of particular use to ethnographers starting out in their career. Due to the interdisciplinary nature of the volume in illustrating the use of IE in a range of educational sub-disciplines, the book's relevance extends to the fields of medical education, teacher education, arts and literacy research, as well as provides situated examples of IE in settings with relevance to the social sciences, anthropology, and cultural studies. Audra Skukauskaitė is Associate Professor in the College of Community Innovation and Education at the University of Central Florida, USA. Judith L. Green is Distinguished Emerita Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara, USA"--

The transition from emergency remote teaching schemes to effective online learning ones has posed just as much similar as specific challenges to different countries and regions during school closures of the COVID-19 pandemic first wave. In Portugal, the specific challenge of a notably aged teaching workforce that admits being underprepared for pedagogically meaningful use of digital technologies in education has become more evident. Focusing on the views of seven interviewed schools' headteachers, this paper presents and discusses the reported facilitators and barriers/constraints of their schools' transition from emergency remote teaching to online learning, during the first pandemic wave and relates those factors with the particular issues of veteran teachers' engagement with online learning. The paper introduces the rekindle+50 project under which the data collection and analysis took place and underlines the extreme importance of continued investment in teacher professional development and collaboration to enhance more effective use of online learning tools and platforms in times of uncertainty.

AbstractDuring the coronavirus pandemic, educational institutions were forced to shift to virtual learning. Drawing on the Community of Inquiry framework and bioecological perspective, this research explores the virtual learning experiences of female college students at one higher education institution in the United Arab Emirates using an interpretive phenomenological paradigm. A convergent parallel mixed method design was implemented with participants (N = 350) who completed a questionnaire about the challenges of virtual learning followed by semi-structured interviews (N = 10). Observations, journals, and peer-reviewed literature was also used to explore the influence of cognitive, social, and teaching presence on students' perceptions. The data were analyzed using descriptive statistics and thematic analysis. The researcher found students had a high perception of the three influences of Community of Inquiry framework and were aware of its importance. Furthermore, there were clear relationships between cognitive and teaching presence and cognitive and social presence. The importance of online teaching and learning strategies supports the interactivity of these presences.

Although problem-solving skills are considered as key higher order cognitive skills, in the Chinese learning context there are gaps in the literature regarding more comprehensive examinations of which factors are likely to promote university students' creative problem-solving skills.
We explored the relationships of the learning contextual factors of higher order learning and effective teaching practices with student rule-oriented, procedural, and intellectual engagement, and the students' problem-solving skills. Participants were 21,584 junior undergraduate students at
10 Chinese universities. Findings indicate that (a) effective teaching practices were the most important determinants in formulating students' problem-solving skills, (b) higher order learning was the strongest predictor of student engagement, and (c) student engagement components mediated
the relationship between learning contextual factors and the development of problem-solving skills. The results of an importance–performance map analysis revealed that teachers' constructive feedback to students was a specific weakness in current Chinese teaching practices. Therefore,
teachers need to provide students with more timely and facilitative feedback on their academic performance.

In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers, as well as follow-up interviews with a representative sub-set of those who took part in the initial round of the survey, to gain perspectives on teaching during the pandemic crisis. We summarize the foundations of the entire study and focus on the analysis and discussion of interview data to provide enhanced understanding of initial survey results. This study presents five lessons from the voices of teachers in the initial stages of COVID-19 in Canadian K-12 schools. Each lesson addresses a reality of teaching that was magnified by the pandemic and is highlighted for future consideration of educators in times of uncertainty and change.

In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers, as well as follow-up interviews with a representative sub-set of those who took part in the initial round of the survey, to gain perspectives on teaching during the pandemic crisis. We summarize the foundations of the entire study and focus on the analysis and discussion of interview data to provide enhanced understanding of initial survey results. This study presents five lessons from the voices of teachers in the initial stages of COVID-19 in Canadian K-12 schools. Each lesson addresses a reality of teaching that was magnified by the pandemic and is highlighted for future consideration of educators in times of uncertainty and change. ; https://jtl.uwindsor.ca/index.php/jtl/article/view/6486

Our study endeavors to explore how culturally relevant care manifests in our teaching at a predominantly Hispanic-Serving Institution (HSI). Through duoethnography and collaborative interpretation of narrative data from our former students, we seek to better understand our own and our students' learning experiences. Collecting our own and our students' perspectives and stories about lived experiences with us as professors in narrative form allows for us and our respondents to reflect and express freely--to share views, impressions, interpretations, and experiences in our/their own words. Analysis of narrative reflections provides an opportunity to craft a story, to give voice to those living within the intersection of race, ethnicity, and cross-cultural teaching–learning relationships at a predominantly Hispanic-Serving Institution (HSI). Findings intend to illuminate personal epistemologies (Hofer & Bendixen, 2012) and dispositions for transcending cultural, racial, and linguistic boundaries in higher education, thus providing a multifaceted collective story of cultivating care in cross-cultural teaching–learning relationships.

Abstract
With the help of Chinese reform and the opening-up policy, as well as the global cultural fusion, TCSL (Teaching Chinese as a Second Language) is gradually growing into a hot research field where more and more research has been conducted to solve difficulties in practical teaching. However, little of this is concerned with the semiotic value of the TCSL classroom. To fill this research gap, this paper innovatively regards the TCSL classroom as a special semiotic text and applies Roland Barthes' textual analysis theory into the TCSL classroom. Through a series of theoretical analyses and case studies, it aims at exploring the mutual connection between Barthes' free text and the TCSL classroom and elaborating five codes existing in the TCSL classroom. At the same time, a new plural teaching model is expected to be constructed which can realize the democratic communication between the teacher and students, bring students' subjective initiative into full play and eventually achieve the goal of mutual learning.

Studies have shown that the students' regulation of learning is associated to their learning outcomes, cognitive processing strategies and understanding of the content. In Pakistan, it was suggested that science students at secondary school possesses inadequate learning behaviours which diminished regulation of learning behaviours. This study was conducted with the intention to explore the issue of regulation of learning among secondary school science students in Pakistan. Twenty-four male students were selected purposefully to participate in the study. The data was collected through focus group interviews to understand their view of self-regulation of learning behaviour. The Applied Thematic Analysis was executed to analyse the student's comments. It was found that the external regulation of learning in Pakistani secondary school science students were presence. Three common factors such as gender, teaching methods, and field of study were highlighted by the participants as a vital role in the development of external regulation of learning. The findings promote changes in teaching and learning approaches at the Pakistani secondary school level in science teaching.

The focus of this article is on academic resistance to quality assurance processes that have developed within UK higher education in relation to both research and teaching. These quality processes are often seen as forms of disciplining technologies (Blackmore, 2009) and are arguably an important part of the means by which new public management has been introduced to the sector. They have been perceived to monitor and control academic work in relation to teaching and research within UK universities over the last 20 years or so. However, this article attempts to look at the complexity of academic reactions to these processes and the ways in which academics situated within particular contexts might challenge and resist the discourses and subject positions that are being offered to them Thomas and Davies (2005). Following the work of Graham (2011) and Hyatt (2013) a Foucauldian informed critical discourse analysis is used to examine two critical case studies of resistance to both the quality assurance processes for teaching and the assessment and evaluation of university research work.

Повышение качества подготовки специалистов предполагает необходимость использования в образовательном процессе новых подходов. В статье представлен опыт кафедры бухгалтерского учёта Финакадемии по внедрению в процесс преподавания учётных дисциплин мини-лекций и повышению эффективности самостоятельной работы студентов. Разработанная методика основана на изучении опыта университетов Великобритании, Германии, Испании. Она применялась при изучении дисциплины «Международные стандарты финансовой отчётности». В статье обоснована целесообразность использования данного подхода при изучении других учётных дисциплин. ; Improvement of quality of experts' preparation assumes necessity of using new approaches and methods in the educational process. The article describes the experience of the Accounting Department of the Finance Academy under the Government of the Russian Federation in the sphere of introducing «mini lectures» and increasing the effectiveness of students' independent work in the process of teaching Accounting disciplines. The created methods are based on the analysis of experience of universities in Great Britain, Germany and Spain. It was used in teaching the discipline «International Financial Reporting Standards». The authors hold that the application of the abovementioned method may be effective when teaching other accounting disciplines.

PurposeThe objective of this paper is to study how marketing professors see their job. How they assess their career paths, the reasons, and motivations underlying their professional choice, their points of view on the practices they employ, and their problems and difficulties, as well as the solutions they have found during the course of their professional development.Design/methodology/approachThis study is exploratory and qualitative. Grounded theory technique was employed to collect and analyse the data.FindingsThere is a substantial diversity of professional paths and a quest for satisfaction and pleasure associated with the relative freedom and lower stress of the teaching profession, as compared to executive life.Research limitations/implicationsThe exploratory and non‐conclusive nature hinder the findings to be generalised and the wideness of the problem making the analysis broad but not deep.Practical implicationsUnderstand marketing professors and raise some ideas about how to improve teaching performance.Originality/valueThe work should be of interest to academics, professors and educational organizations seeking to improve marketing teaching and learning.

This article explores the use of simulations and games in tertiary education. It examines the extent to which academics use different simulation-based teaching approaches and how they perceive the barriers to adopting such techniques. Following a review of the extant literature, a typology of simulations is constructed. A staff survey within a UK higher education (HE) institution is conducted to investigate the use of the different approaches identified within the typology. The findings show significant levels of use of both computer and non-computer-based simulations and games. The main barrier to teaching with simulations, as perceived by the respondents, is the availability of resources. However, further analysis indicates that use of simulations is not associated with perceptions of resource issues, but rather is influenced by views on the suitability of, and risk attached to, such learning methods. The study concludes by recommending improved promotion of simulation-based teaching through enhanced information provision on the various techniques available and their application across subject areas.