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Microschool founder—and former public school teacher—Latoya Nelson says teachers may need to re‐​program what they think school has to look like because education is not one‐​size‐​fits‐​all.

Abstract
Even though artificial intelligence (AI) is no new occurrence, with its beginnings dating back to the 1950s, its use has gained popularity worldwide, especially in recent years, and its presence and importance has grown in many areas of human lives, including education. Surveys conducted internationally have found generally positive attitudes of university students towards artificial intelligence (AI) and its inclusion into various fields of research and study. However, only few research probes have been conducted among students of philology and future language teachers. No such research has been conducted among university students or pre-service EFL teachers in Central Europe. This paper aims to fill this gap in educational research knowledge, as knowing teachers' and teacher students' attitudes towards AI can be a key factor in the success or failure of applying AI in education. Therefore, the aim of the study is to determine the level of knowledge and dominant attitudes towards AI in general, AI in learning/teaching EFL and the inclusion of AI in the teacher training curriculum among pre-service EFL teachers in Slovakia.
To collect data from the respondents, a cross-sectional survey in the form of a KAP questionnaire was conducted in November-December 2022. 137 pre-service English language teachers responded to a pre-tested online questionnaire consisting of 19 closed-ended (5-point Likert scale) items and one open-ended question.
Slovak EFL pre-service teachers were equally interested (38.67%) and uninterested (39.42%) in the ongoing discussion about AI in education. Overall, they self-reported having no (61.31%) or unsatisfactory (21.17%) understanding of the basic computational principles of AI. On the other hand, they were significantly more satisfied with their knowledge of AI-based applications for EFL teaching, which they considered adequate (35.04%). Nevertheless, almost half of the students (45.25%) rated their knowledge as inadequate. It was therefore encouraging to learn that 64.24% of the respondents agreed that AI education should be included in their university curriculum and had predominantly positive expectations of AI and its application in education. 63.50% of them agreed with the statement that AI will improve education in general (compared to only 18.98% who disagreed). They shared a predominantly positive attitude towards the incorporation of AI into EFL and showed their optimistic expectations regarding the impact of AI on teaching and learning English as a foreign language. Slovak EFL pre-service teachers did not express any concerns about the future of their profession. However, a majority of them (53.28%) agreed that EFL teachers might lose some of their skills when using AI in their practice and a significant number (42.33%) feared that AI would make EFL teaching less personal. These findings are consistent with previous research conducted internationally.

Статья посвящена проблеме формирования педагогического мастерства преподавателей физической подготовки военного вуза. В статье учтены следующие положения: профессионально-психологическая структура педагогической деятельности преподавателей; комплекс профессионально-значимых качеств военного педагога; особенности обучения и подготовки курсантов. ; The article deals with the problem of forming the pedagogical skills of PT teachers. There've been taken into account the following factors: professional-psychological structure of pedagogical activities of the teacher; the complex of professionally significant qualities of the military teacher; the peculiarities of cadets' teaching and training.

Penelitian ini bertujuan untuk mengkaji bagaimana sebuah pembelajaran demokratis yang ideal dapat dikembangkan dengan mempertimbangkan penggunaan metode yang relevan dengan perkembangan teknologi informasi dan komunikasi. Jenis riset yang digunakan dalam artikel ini adalah jenis penelitian kualitatif yaitu riset yang didasarkan pada upaya mengonstruksi pandangan terhadap objek penelitian secara rinci, dibentuk dengan menggunakan kata-kata, gambaran yang bersifat holistic dan kompleks. Penelitian ini menggunakan pendekatan deskriptif analitik yaitu penelitian yang dimaksudkan untuk menggali dan menemukan data yang mengandung makna yang mendalam, serta menelaah masalah yang ada pada saat ini. Teknik pengumpulan data menggunakan metode studi pustaka, yaitu dengan memilah sumber-sumber referensi dan literature ilmiah yang terkait dengan teori-teori pendidikan dan pembelajaran demokratis, pembelajaran berbasis teknologi informasi dan komunikasi, serta perkembangan teknologi pendidikan di era revolosi industri 4.0. Data-data yang telah ditemukan kemudian dikaji dan dianalisis untuk kemudian disajikan dalam tulisan yang sistematis. Hasil dari penelitian ini menunjukkan bahwa pendidikan demokratis di era pendidikan 4.0 ini membutuhkan peran guru yang mampu menyesuaikan dirinya dengan perkembangan teknologi informasi dan komunikasi di bidang pembelajaran.AbstractThis study aims to examine how ideal democratic learning can be developed by considering the use of methods that are relevant to the development of information and communication technology. This type of research used in this article is a type of qualitative research that is research-based on efforts to construct views of the object of research in detail, formed using words, images that are holistic and complex. This study uses a descriptive-analytic approach which is to explore and find data that contains profound meanings, as well as examining existing problems at the moment. Data collection techniques using literature study, by sorting sources of references and scientific literature related to theories of education and democratic learning, ICT-based learning, and the development of educational technology in the industrial revolution era 4.0. The data that has been found is then reviewed and analyzed and then presented in systematic writing. The results of this study indicate that democratic education in the 4.0 education era requires the role of teachers who are able to adjust themselves to the development of information and communication technology

This offering is the 4th edition of a successful formula that presents chapters from leading Social Studies scholars, theorists and educators coalescing them around the central themes of purposes, issues and pedagogical application. This edition has twelve new contributions with current cache, such as ecological democracy, patriotism and islamophobia in the classroom, while repeat appearances from 3rd edition have undergone revision and updating. The aim of the collection "to challenge readers to reconsider their assumptions and understandings of the origins, purposes, nature, and possibilities of the social studies curriculum" (Ross, 2014:xi) is explicit and remains constant since the first iteration in 1997. The target market for this book is educators from all sectors, with the overarching assumption of the vital role of the teacher in curriculum development and change but the appeal of this, at times, provocative edition extends to a general reader interested in the uses, challenges and potential of Social Studies education. It is organized into four parts.

A study aimed at ascertaining the importance of shrewd management skills to a productive and motivated workforce in the education sector of Zimbabwe. ; This study was carried out to establish the perceived influence of school head leadership styles on teachers' performance. In this study the researchers used a mixed method research design that incorporated both the quantitative and qualitative approaches. The population consisted of ten school heads and sixty teachers, thus a total of seventy respondents. The research instruments were opened and closed ended questionnaire and semi-structured interview. The major findings revealed that the school heads in Bikita district of Masvingo province were generally perceived to display a high degree of democratic style of leadership based on the frequency of responses. It also emerged that leadership style of school heads influence performance of teachers. Calibre of students, teacher incompetence, lack of professional development and lack of motivation were also some of the factors that affected performance of some teachers.

At present, the Bologna Declaration is the most important document for the academic community worldwide. This act, signed in 1999 by 29 European education ministers, lists goals that are expected to bring European education systems closer together. The implementation of the Declaration's objectives and their adoption in the development of tertiary education is known as the Bologna Process. The main goal of the Bologna document is to establish the European Higher Education Area by 2010. This noble goal is to be pursued by implementing transparent and comparable systems of research degrees, adopting an education system based on three cycles and common application of credits. Harmonisation of academic communities across Europe would not happen without efforts to promote student and teacher mobility or without joint European efforts to improve the quality of education. Eight years have passed since the Bologna Declaration was signed. The academic community has taken steps to pursue its objectives so it is interesting to see how far they have been put into practice at universities. This will help us to assess the mobilisation of the entire Bologna movement in extenso. Also, such analysis will identify areas where progress has been most significant and those where more effort is required. The arrangements developed by education ministers in Bologna in 1999 and during subsequent (cyclical) meetings in Berlin (2001), Prague (2003), Bergen (2005) and London (2007) should, or even must, be translated into practice. With this in view, the Author attempts to describe the actual progress towards implementation of the Bologna objectives as this considerably influences the development of Poland's higher education. However, not all domestic universities seem to be sufficiently involved. In his discussion, the Author relies on findings from studies conducted in public and non-public schools of tertiary education in the Kujawsko-Pomorskie voivodship (one of Poland's provinces). Recapitulation of those studies is likely to produce the real picture of progress towards the Bologna objectives in Poland's higher education. ; Deklaracja Bolońska jest obecnie najważniejszym dokumentem dla środowiska akademickiego w skali globalnej. Akt ten, podpisany przez 29 europejskich ministrów szkolnictwa wyższego w 1999 r., formułuje cele prowadzące do zbliżenia europejskich systemów kształcenia. Realizacja dezyderatów zawartych w Deklaracji, a także ich dostosowanie do zmian zachodzących w szkolnictwie, nazywane są Procesem Bolońskim. Głównym celem zapisów zawartych w bolońskim dokumencie jest stworzenie do 2010 r. Europejskiego Obszaru Szkolnictwa Wyższego. Realizacja tego szczytnego celu polega na wdrażaniu przejrzystych i porównywalnych systemów stopni naukowych, przyjęciu systemu kształcenia opartego na trzech poziomach kształcenia i powszechnym stosowaniu systemu punktów kredytowych. Harmonizacja środowisk akademickich Europy nie nastąpiłaby także bez promowania mobilności studentów i nauczycieli akademickich oraz współpracy europejskiej w zakresie podnoszenia jakości kształcenia. Od podpisania Deklaracji Bolońskiej minęło już osiem lat. Środowisko akademickie stara się wdrażać te założenia, dlatego też warto przeprowadzić rozeznanie, w jakim stopniu i zakresie są one urzeczywistniane w uczelniach. Umożliwi to ocenę mobilizacji całego ruchu bolońskiego in extenso. Wskaże też, w których dziedzinach postęp jest największy, a w których należy zwiększyć wysiłki. Uzgodnienia wypracowane przez ministrów szkolnictwa wyższego w Bolonii w 1999 r. oraz podczas późniejszych (cyklicznych) spotkań - w Berlinie (2001), Pradze (2003), Bergen (2005) i Londynie (2007) - powinny, a nawet muszą, znaleźć odzwierciedlenie w praktyce. Z tego względu autor podjął próbę określenia stanu faktycznego implementacji założeń Procesu Bolońskiego. Wywiera ona bowiem znaczny wpływ na rozwój polskiego szkolnictwa wyższego. Jednak nie wszystkie krajowe uczelnie biorą w niej udział wystarczająco efektywnie. Autor opiera swe rozważania na wynikach badań przeprowadzonych w publicznych i niepublicznych szkołach wyższych województwa kujawsko-pomorskiego. Rekapitulacja tych badań może jednak przedstawiać realny obraz realizacji założeń ruchu bolońskiego w polskim szkolnictwie wyższym.

It is interesting to scrutinize that many variables contribute to a teacher's assessment knowledge and practice. The teacher's knowledge is required to comprise not only those of the subject matter and general pedagogy but also that of students. What the teacher experienced as a student-teacher in higher education context likely transformed into her knowledge of teaching, intertwining with her insights of the current development in teaching and learning as well as technology. Using narrative inquiry as its method, the present study highlights a female Indonesian teacher's assessment knowledge and practice within the context of higher education. The essentials of having a complete story about what she experienced as a student and what she did as a teacher provide an insight on how the experiences shaped her knowledge in making decision regarding the classroom assessment. The qualitative analysis about the content and the nature of assessment knowledge and practice come up with three findings related to time, place, and social. First, current assessment practice was affected by her experiences as a student-teacher. Second, her awareness of the advancement in technology enable her to bring assessment practice to occur in three places: inside, outside, and virtual. Third, her assessment knowledge and practice are influenced by her knowledge and assumptions about learning. Regardless of the findings which are limited to a local context, it is expected that the discussion of this study contributes to the body of knowledge on teacher professional development with specific reference to assessment knowledge and practice.

This chapter departs from the crisis of education to explore the students' perceptions about the teacher within the classroom. Based on a sociological qualitative study developed with both students and teachers at secondary public schools in Brazil and Portugal, four categories of teachers were characterized: authoritarian, bureaucratic, accomplice, and the democratic teacher. An in-depth analysis of data sheds new light on the definition of giftedness and talent among teachers, as the category of teachers here designated as "democratic" seems to be characterized by the teachers' ability and talent in balancing the two main axes of school education: transmission and socialization. Relations between respect, gift, and talent are further explored, proving to be of the utmost importance in the classroom, insofar as gifted and talented (GATE) teachers are perceived as those who, based on responsibility for the educational act, manage to establish a pedagogical contract based on mutual respect.

Ukraine is currently involved in a heated debate about inclusion at all levels of education. This debate has become part of the country's efforts to improve human rights. Prior to independence in 1991, students with disabilities in Ukraine who desired higher education were not permitted to attend universities. How instructors and students with disabilities perceive the process of integration is important for Ukraine's continued movement toward becoming an egalitarian society. This study examined the differences in attitude regarding inclusion and university life between university instructors and students with special needs attending Open International University of Human Development "UKRAINE," the only Ukrainian university that welcomes students with disabilities. Results revealed no significant differences in the attitudes of the two groups. However, when individual questions were analyzed, instructors and students differed in their perception of instruct or willingness to change locations of classes if they were unsuitable for students with physical disabilities, instruct or willingness to change their teaching style to communicate with students with disabilities, and instruct or ability to make students with disabilities feel accepted. Nonetheless, both instructors and students rated their experience with integrated university education as satisfactory.

Despite the fact that the Constitution of South Africa uses language that could be described as "value-language", our country is experiencing an intense moral crisis. There is an urgent need to establish ways of finding answers to the value crisis in South Africa. Morality has been and is part of education. In this article the relationship between values, education and discipline is addressed from a Biblically-based (in this case, reformational) perspective. The teacher as secondary educator plays an important role in the establishment of values among learners. The Department of Education has made clear its intention to establish values in schools in its Manifesto on Values, Education and Democracy. The values emphasised in this document concur with the ideals of nation-building in the new democratic South Africa. Unfortunately, the absence of discipline and self-discipline among learners and educators implies that these ideals cannot be realised. The main cause of discipline problems can possibly be ascribed to the absence of a value system rooted in a specific life and worldview, for without such a perspective the management of discipline problems can only be symptomatic.

Includes bibliographical references (leaves 97-107). ; This study represents qualitative research on the experiences of inclusion and exclusion of a group of the minority Xhosa learners at a predominantly Coloured secondary school in Mitchells Plain, in Cape Town, South Africa, in 2004 and 2006. The South African Schools Act (1996) and the National Curriculum Policy document (2005), both underpinned by the Constitution of South Africa (1996), envision an education system free of any discrimination. This study uses a social justice framework to focus on how racial construction includes and excludes. It also outlines and discusses the three main models that the education ministry has worked with in its endeavour to achieve its transformative agenda. This research is a longitudinal study conducted in the qualitative paradigm. Data was collected by means of semi-structured individual questionnaires, individual and group informal interviews and participant observation. While the aim of the study was to gain the Xhosa learners' perspectives on the processes of inclusion and exclusion, it includes a response from the principal and five teachers' perspectives, to balance the study and add validity. Permission to conduct this research was obtained from the Western Cape Education Department. The principal of the site gave consent for the research to take place, and written consent was obtained from the teacher participants and the parents of the learner respondents. The data was analysed and presented according to the responses of the participants to the research questions, using grounded theory. The findings revealed that the Xhosa learners at the site still experience marginalisation, fourteen years after democracy, with racism being the most prominent form of injustice. This study recommends that the teachers undergo training in social justice education by the Western Cape Education Department.

"American Politics and Government Today teaches students exactly what they need to know to succeed in the course and become informed citizens. The part structure and chapter organization clearly maps to the five AP® U.S. Government and Politics units, for close alignment with the course framework. In each chapter, integrated policy coverage allows students to see how social, economic, or foreign policy relates to real-life situations, while AP®-style multiple-choice questions and the full range of free response questions offer students practice opportunities at the end of each chapter"--

The widespread success of charter school legislation has fostered a perception that charter schooling is apolitical and has clouded our understanding of the politics of the issue. In a case study of Virginia's charter school program, we suggest that three important political variables have been largely overlooked to date. The "weak" form of Virginia's charter school legislation can be attributed in large part to: (1) the schism between the educationally privileged communities of Northern Virginia and those of the rest of the state, (2) the lack of a perceived educational crisis, and (3) the vocal presence of minority opposition. Teacher organizations did not strongly oppose charter school legislation, but they worked to ensure that legislation would be mild. In examining the political gestation of Virginia's "weak" charter school law, this study complements existing work that has generally concentrated on "strong" laws in states like Arizona, Colorado, and Michigan. The struggle for passage in Virginia illuminates many tensions less evident in states where charter schooling passed more easily.

The widespread success of charter school legislation has fostered a perception that charter schooling is apolitical and has clouded our understanding of the politics of the issue. In a case study of Virginia's charter school program, we suggest that three important political variables have been largely overlooked to date. The "weak" form of Virginia's charter school legislation can be attributed in large part to: (1) the schism between the educationally privileged communities of Northern Virginia and those of the rest of the state, (2) the lack of a perceived educational crisis, and (3) the vocal presence of minority opposition. Teacher organizations did not strongly oppose charter school legislation, but they worked to ensure that legislation would be mild. In examining the political gestation of Virginia's "weak" charter school law, this study complements existing work that has generally concentrated on "strong" laws in states like Arizona, Colorado, and Michigan. The struggle for passage in Virginia illuminates many tensions less evident in states where charter schooling passed more easily.