Abstract United Nations Sustainable Development Goal 10 emphasises the need to ‘reduce inequality within and among countries.’ In line with this goal, this study focuses on the educational ...experiences of five rural migrant children from an urban village in China. Using the concept of hidden curriculum (HC), the study explores whether these children have encountered social exclusion in their schools. Through interviews and observations, the study shows that the HC is not easily discernible but subtly influences students, teachers, and parents, resulting in a certain degree of social exclusion within various educational facets. Reducing inequalities through education presents significant challenges, requiring sustained efforts.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
•Medical school, via the hidden curriculum plays an important role in the development of unprofessional behaviours.•Burnout should be viewed as an inevitable outcome of systems that are developed ...within medical education and fostered all through the career of physicians.•Interventions to reduce burnout, and improve well being generally, are heterogeneous and are skewed towards individual, rather than a systems approach.•Action research represents the most appropriate way to develop bottom-up solutions in healthcare.
For physicians, burnout is the inevitable consequence of the way that medical education is organised and the subsequent maladaptive behaviours that are reinforced in healthcare organisations via the hidden curriculum. Thus, burnout is an important indicator of how the organisation itself is functioning. A central theme in this paper will be the degree to which the organisational systems are responsible for the disconnect between performance and physician health. Healthcare pays considerable ‘lip-service’ to systems approaches, but in practice it valorises the role of the individual physician in terms of both success and failure. Thus, this contradiction needs to be addressed.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPUK, ZAGLJ, ZRSKP
This paper draws from an institutionally-funded phenomenological study of international PhD students' academic acculturation, which focuses on the distinctive strengths, challenges, and hidden ...opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: 'the third space' and 'darkness in higher education'. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provisions designed to facilitate international PhD students' acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum is an effective tool not only for international PhD students' coping and survival but even more importantly, in thriving in new societal and academic contexts.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This study aims to describe the implementation of the school-community relationship program through the Hidden Curriculum during the Covid-19 pandemic at Al-Furqan Elementary School Jember. This ...research focuses on implementing the school-community relationship program through the Hidden Curriculum during the Covid-19 pandemic at Al-Furqan Elementary School Jember. The approach in this research is qualitative research with a case study. The object of research is Al-Furqan Elementary School, Jember Regency. The data collection technique uses observation, interview, and documentation techniques with data analysis using qualitative data analysis procedures consisting of data condensation, data presentation, and inference/verification. The results showed the implementation of the school-community relationship program through the Hidden Curriculum during the Covid-19 pandemic at Al-Furqon Elementary School Jember, including learning, humanitarian, cultural, and partnership programs carried out by; 1) extracurricular activities; 2) co-curricular; and 3) extracurricular. Hidden curriculum through extracurricular activities such as character strengthening, Sunday morning activity, digital literacy, a celebration of religious holidays and the role of school committees. Co-curricular activities implemented are morning habituation with memorizing prayers, fostering homeroom teacher and Counseling Guidance teacher, and reciting the Qur'an, which is carried out through zoom and learning using google classroom. Extracurricular activities are scouting, computers and young doctor, all carried out online.
Background: Content of physical education, such as games, fitness or dance as well as their adequate didactical (re-)presentation for learning purposes are central topics of discussion in sports ...pedagogy. The concrete processes that constitute the content of PE lessons in situ tend to remain unconsidered in the discussion. Thus, there is a particular lack of detailed studies that can describe how the content is socially constructed and what becomes the content of a PE lesson Amade-Escot, C., and M. O'Sullivan. 2007. 'Research on Content in Physical Education: Theoretical Perspectives and Current Debates.' Physical Education and Sport Pedagogy 12 (3): 185-203.
Purpose: The paper presents initial findings on the practical constitution of content during PE lessons from a praxeological perspective.
Method: We examined videotaped lessons in PE from elementary school. The focus here is on the comparison of two lessons in which mainly one game is played (Zombieball and Burnball). For the reconstruction of the doings and sayings and the practical knowledge we use the documentary method. As a sequence analysis, it is designed to identify practical knowledge in the form of collectively shared orientation frameworks of social practice Bohnsack, R. 2014. 'Documentary Method.' In SAGE Handbook of Analyzing Qualitative Data, edited by Uwe Flick, 217-233. London: SAGE.
Findings: Both the two lessons researched and the games played are constituted by several practices: anticipating, announcing, and preparing a game; playing and accompanying a game; ending and debriefing a game. In this similar doings and sayings, we find case-specific differences in the orientation frameworks of constituting and maintaining PE lessons. With flowification of PE lessons, we describe a central and collectively shared orientation towards getting and keeping the game Zombieball going in a way of hurrying through the lesson (case A). With personification of PE lessons, we describe the collective orientation towards getting and keeping the game Burnball going in such a way that all students can play along. In particular, this means that one specific student must be integrated into the game above all others (case B).
Discussion: By flowification and personification, we have discovered two orientation frameworks that are visible in all phases of PE lessons, but these are especially important in the phase of play. We speak of a - fication because both orientation frameworks become the centre of educational attributions of meaning and they produce specific lesson content. The analyses indicate that, at first glance, similar practices open up different spaces of meaning with regard to the content dimension. The basis for this is different practical knowledge. The 'real' content, which practically provides learning opportunities to students, is simultaneously produced and modified by more or less shared knowledge which is experienced and incorporated along the respective history of the common PE.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Hidden curriculum plays a main role in professional learning, formation of professional identity, socialization, moral development and learning values, attitudes, beliefs, and knowledge in learners, ...so it needs to be managed. Although the majority of the theorists believe in the existence of a hidden curriculum and its greater effect and sustainability compared to the formal curriculum; none has proposed a comprehensive model or approach for its management. This study aimed to design a hidden curriculum management model in medical education.
In this study, the authors used the theory or model construction methodology to synthesize a hidden curriculum management model in medical education. According to Walker and Avant; this methodology includes the following three steps for synthesizing the model: specifying focal concepts, reviewing the literature, and organizing concepts into an integrated and efficient representation.
The results of the study showed that numerous factors affected the hidden curriculum including environmental factors (professional, organizational), human factors (teachers, peers and staff), and formal curriculum and learner's influenceability filter which bear important messages for learners, staff and teachers. To manage the hidden curriculum, in addition to the above factors, it is necessary to manage knowledge and the learners' learning in an educational institution.
This study revealed that to achieve the desired performance in students, the formal curriculum reform is not sufficient. Moreover, other factors such as environmental factors, human factors, learner's influenceability filter, and knowledge management should also be taken into account. The hidden curriculum management model can be used for training and educating the staff and students with the desired performance in any educational institution.
•The medical learning environment is multidimensional and occurs in three inter-related areas: the formal curriculum (officially declared curriculum), the informal curriculum (unwritten, mostly ...temporary programs based on the faculty–student relationship), and the hidden curriculum (a set of influences at the social and cultural structural levels).•Each school or community has its hidden curriculum, which may vary depending on the residential area, situation, individuals, age, and culture.•The HCES-N has demonstrated appropriate validity and reliability and can be used in studies related to curriculum planning in nursing and midwifery student populations.
This study was conducted to determine the validity and reliability of the Hidden Curriculum Evaluation Scale in Nursing Education (HCES-N) among Iranian nursing and midwifery students. After forward backward translation, the content, and construct validity, and reliability of the scale were assessed. The Persian version of the HCES in nursing and midwifery demonstrated good validity and reliability and can be used in studies related to hidden curricula in nursing and midwifery education
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPUK, ZAGLJ, ZRSKP
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