Abstract: In September 2021 a man died after waiting 40 hours for an ambulance to take him from his home to the hospital. Some people have died in ambulances that were forced to wait outside the Accident & Emergency (A&E) department because it was at ‘full capacity’. Other people have waited several hours in an ambulance waiting to be admitted into A&E. Why is this happening and what can be done to stop it happening in the future? This article discusses the important role of the ‘Manchester Triage system’ in reducing waiting times in ambulances outside A&E departments, in the United Kingdom (UK).

Abstract: Children who participate in vigorous physical activity experience greater gains in academic, physical and social growth. However, children today increasingly experience a sedentary lifestyle rather than an active one. Changing this trajectory requires that teachers and administrators in schools and child care settings create opportunities for physical activity for young children. This study examines the attitudes of pre-service early childhood teachers’ toward physical activity among young children in early childhood school settings. A survey was conducted among undergraduate early childhood classes. Results of this survey are discussed in terms of teacher preparation programs and benefits of physical activity for children.

Abstract: Teachers are expected to focus more attention on expository text and students are expected to read and understand an increasing amount of informational text as they move through the grades, as stated in the 2010 Common Core State Standards and individual state standards. This article links social studies standards to past and present research on the “best practices” of strategy learning, using active learning, and focuses on three main intervention areas to enhance the understanding of social studies and history texts: (a) text features and structures, (b) content enhancements, and (c) cognitive strategies. Classroom examples of and technology supports for the intervention areas are included.

Abstract: The well-being of any population focuses primarily on economics, health, education, and cultural traditions; this is especially true for communities in rural and remote Canada. At the forefront of well-being for people living in these northern communities is educators who can deliver professional educational services to those living rurally and remotely. Specifically, living a good life, in part, can fall at the feet of teachers who offer continuous supports to students. In this paper, we examine the influences that impact the education of Indigenous populations living in rural, remote, often reserve lands in Canada, particularly the province of Ontario. Consistent access to current world issues (through stable internet and technology) and recruiting and retaining qualified professionals who are culturally competent and integrate Indigenous ways of knowing and being, are key aspects to overcoming the hurdles of living a good life in rural and remote communities. Additionally, ensuring that educators are given the tools to teach a decolonization curriculum, which includes culturally appropriate education for Canadian Indigenous Peoples.

Abstract: For LGBTQ+ students to find success in schools, curriculum must be intentionally designed and implemented. In this position paper, we first highlight how curriculum serves as the mechanism by which schools ultimately shape and cement ideas about the world. Next, we showcase how when curriculum is both designed and implemented using what we have defined as curriculum inquiry – a model of curriculum design that shifts essential questions and analyses beyond mere inclusion – LGBTQ+ students are more likely to find success in school. We call for a three-step process of untangling and then including sexuality and gender across multiple disciplines. By starting this process early in elementary school, students are asked to think critically about how gender minority roles are built, defined, and fulfilled by social and cultural norms. Our three-step process implores students to examine how gender minority roles vary from culture to culture and how gender and sexuality (and their intersection with ethnicity, race, and socioeconomic class) affect the way we are perceived and expected to behave in society. Lastly, we provide educators with practical examples of how they can use curriculum inquiry to repair damaged or incorrect student beliefs that reinforce a strictly binary system so schools and classrooms can become a place where children are free to express themselves confidently, appreciate others, and live harmoniously.

Abstract: Schools seem to be missing a crucial element to guide students to a future full of success, not only in academics but overall life courses. The present study examined the impacts of a pilot program, CruTime. The study used an interventional design to determine outcomes on social-emotional learning and character development. The researcher collected data from students and proposed that after fifteen lessons students would make statistically significant gains in Self-Awareness, Self-Management, Social-Awareness, Relationships, and Decision-Making skills. It was also hypothesized that those in the younger grades (K-2nd) would make greater gains than those in the older grades (3rd-5th). First, descriptive statistics were reported for student scores on the pre- and posttest survey, by question. Items on the survey were combined to create composite variables and one sample t tests were computed, and independent samples t tests were computed to examine statistical differences in gains in the composite variables. As predicted, results from the one sample t test indicated that students scored higher in all composite variables at posttest administration than they did at pretest administration. Results indicated that there was no statically significant difference in gains made on Self-Awareness between those in primary and those in intermediate grades. However, results indicated that students in the primary group outgained those in the intermediate group in the remaining composite variables. The results indicate a social-emotional and character development program would benefit all students. Further research is needed to determine how future lessons could be used for effective, long lasting social-emotional and character development.

Abstract: Effective pedagogical practices are critical to the success of online post-secondary education students. The purpose of this study was to investigate community college student’s perceptions of the Community of Inquiry (CoI) presences in two online course types, those being (a) a major-specific course and (b) a GenEd course. The CoI questionnaire was used for data collection. Correlation analysis and linear regression were used to model the relationship between the predictive variables of teaching and social presences, and their sub-constructs, to the outcome variable of cognitive presence, and then associated with a set of pedagogical practices. The findings suggest a predictive relationship exists between the predictor variables and cognitive presence, with minor differences between course types. The paper concludes with a discussion of the determined regression model and its relationship to the implemented pedagogical benchmarks. A graphic is provided depicting the influential associations to the cognitive presence within the CoI Framework.