bluuebunny/crossref_metadata_2025_split huggingface dataset:
Five Recommendations to Implementing Cross‐Age Tutoring in Reading
Authors: Chang Andrew , Mauer Emily 
Published: June 2024

AbstractTeaching elementary students how to read is undeniably crucial, yet a substantial number of children encounter difficulties despite early interventions. Cross‐age tutoring, a pedagogical approach that pairs older students with younger peers, emerges as a cost‐effective solution that brings academic and social benefits to both the tutor and the tutee. Consequently, cross‐age tutoring programs are widely adopted globally. To maximize the effectiveness of cross‐age tutoring, we offer five evidence‐based recommendations tailored for its implementation. When integrated into the preparation and implementation steps, these recommendations hold the potential to significantly improve learning outcomes for both tutors and tutees.
Architecture as Educator for Sustainable Grown-Upness: An ESD Performance Framework for School Habitats
Authors: Vanderveen Anna W. , Mohammadi Masi , Lichtenberg Jos J. N. 
Published: June 2024

AbstractPhysical environments influence how children develop. Therefore, they matter in education. Relating school habitats to the whole school approach to education for sustainable development (ESD) shows that, beyond their ecological performance, school habitats also deliver an educational performance through their own ‘hidden’ curriculum and pedagogy. Yet, the educational role of school habitats hardly gains attention in global research and action on ESD. This chapter departs from ESD as a concept in education that contributes to ‘sustainable grown-upness’, understood as the development of a mature relationship with our own desires and forces from ‘elsewhere’. Building on this interpretation, this chapter presents a framework revealing educational performance characteristics of school habitats, which describe educational performances. The framework builds on the ‘heart, head and hands’ model and comprises three areas for the educational performance of school habitats: (1) engage the heart, (2) exemplify the head and (3) enable the hands.
A Whole School Approach Towards Sustainability: Assessing the Implementation of a School Programme “Recreos Residuos Cero” (Zero Waste Break Time)
Authors: Ballegeer Anne-Marie , Murciego Álvaro Lozano , Lagos Enzo Rainiero Ferrari , Leirós Miriam , Gloder Carmen , Ruiz Camilo 
Published: June 2024

AbstractIn this study, we discuss the alignment of the programme “Recreos Residuos Cero” (zero waste break time) with the theoretical framework of the Whole School Approach (WSA) and use different instruments to evaluate the impact of a WSA approach towards waste management and sustainability in Spanish schools. The first instrument is an app that was designed to track the waste generated in different classrooms informing us on the efficiency of the program in terms of waste reduction. The second instrument is a questionnaire among the participating teachers that evaluates the implementation of 6 WSA principles during the RR0 programme. Lastly, we use the experiences of the participating schools and teachers to identify the strengths and challenges of each of the principles and as a general reflection of the effectiveness of the RR0 program within the WSA.
Utilizing Collaborative Self-Study to Explore Pedagogies for Sustainability
Authors: Phillips Christina , Howard Patrick 
Published: June 2024

AbstractWhole school approaches (Wals and Mathie, Whole school approaches to sustainability: Exemplary practices from around the world. Wageningen University, Education and Learning Sciences, 2022) to sustainability where various facets or currents of environmental education (e.g., Sauvé, Can J Environ Educ 10(1): 11–37, 2005) are seamlessly integrated with disciplinary subject matter, leadership practices, and everyday classroom routines remain elusive in many contexts as they serve as counter-narratives to the status quo promoting over-consumption and exploitation of environments and people. We present a case study exploring how a Canadian post-secondary institution, Cape Breton University, has enacted inclusive (e.g., Indigenous perspectives), whole school approaches to sustainability in novel and immersive ways. We present this work as a reflexive, collaborative self-study examining program objectives in teacher education and how these sustainability goals have been interpreted, translated, and implemented at the course level in pre-service teacher education (i.e., science methods courses) and at the graduate level (i.e., an applied research project course for the Master of Education in Sustainability, Creativity, and Innovation).
Critical Eco-Reflexive Approaches: A Case Study of “Teaching for Sustainability” Towards SDG 4.7 Transition Via a Whole School Approach Perspective in Higher Education
Authors: Nordén Birgitta 
Published: June 2024

AbstractRarely conducted in teacher training and professional development programmes, this case study focuses on achievable co-determining indicators of progress and on reflexive methodologies for transformative teaching towards sustainability as an essential component of learning-based change and innovation. It aims to examine how heterogenous groups of international teacher education students experience their learning process in the context of a student-led non-traditional inquiry-based learning assessment. With a critical eco-reflexive approach assisted by participatory action research, the students analyse and describe their interpretation of critical consciousness, critical literacy (content), and critical agency (mode) involved in sustainability education. They also reflect upon the standards of their upcoming profession. The findings indicate that the current teacher education ought to be revised didactically towards a Whole Institution Approach. The context of our global challenges requires a holistic approach to HESD-based teacher education embedded in integrative worldview perspectives, pluralism, and sustainability awareness.
Whole-School Project-Based Approach to Promote Education for Sustainability: A Mauritian Experience
Authors: Rumjaun Anwar , Atchia Shakeel M. C. 
Published: June 2024

AbstractThe whole-school approach to education for sustainability (WSAES) involves calls for sustainable development to be integrated in the school curriculum in a holistic manner where sustainability also is incorporated through sustainable school operations such as integrated governance, stakeholder and community engagement, long-term planning and sustainability monitoring and evaluation. The WSAES advocates for active and participatory learning, calling for the engagement of the entire school community including students, educators, administrators and other stakeholders.This chapter showcases the Mauritian experience of using WSAES in 30 primary schools in Mauritius. Drawing from the UNESCO whole-school 4Cs (culture, campus, curriculum and community) model, each school was engaged in (i) setting up a school-based sustainability team, (ii) identifying a sustainability related issue in their school context, (iii) conceptualising, developing and designing a school project to address the issue and (iv) a reflection on the challenges and learning experiences that students gained through the implementation of the project.
It Takes a Whole School: A Synthesis
Authors: Bjønness Birgitte , Eikeland Ingrid , Sinnes Astrid , Wals Arjen E. J. 
Published: June 2024

AbstractThe whole-school approach offers a structure and language to exchange and celebrate diverse educational perspectives, priorities, and practices. Our goal in assembling this collection is not to offer a blueprint, a narrowing solution to problems of schooling in contemporary times, but to share promising and inspiring cases, to provoke dialogue and open conversations, but also to question, resist, struggle, and break with restricting traditions and orders. Of course, all schools are unique, contextually rich, complex, dynamic, and ever-evolving. They are educational communities, education homes assembled through scholarly expertise, professional practices, institutional structures, and lots of dedication, love, and care. Professional growth, Maxine Greene writes, requires a “quest for a better state of things for those we teach and the world we share” (Greene, 1995, p. 1). This quest brings together the innovative practices outlined in this collection. Here, we showcase diverse professional communities reflexively engaged in working together, teaching and learning together, in particular contexts and times. We offer this book as an invitation to think differently about schools and schooling. Above all else, this invitation is deeply educational. In this closing chapter, we highlight tensions, common threads, and noticeable absences that might inform the future development of the WSA in our pursuit of a world that is more sustainable than the one currently in prospect.
Insights, Challenges, and Prospects on Whole School Approach to Sustainability in the UN Economic Commission for Europe (UNECE) Region
Authors: Zachariou Aravella , Hadjiachilleos Stella , Beltran Chrysanthi-Kadji , van Raaij Roel 
Published: June 2024

AbstractThis chapter examines the implementation of the whole school approach (WSA) to education for sustainable development in the United Nations Economic Commission for Europe (UNECE) region through 34 national reports submitted by its member states. The reports were analyzed under six axes: schools’ vision, ethos, leadership, and coordination; curriculum; pedagogy and didactics; school management and operations; professional development; and school environment. Despite a clear orientation toward a whole school approach, the analysis showed that within the UNECE region, the six axes were unevenly addressed and some were poorly reported, leading to a partial view of the state (e.g., school infrastructure). The results are discussed in the framework of the whole school approach literature providing insights on ways to strengthen the approach and eliminate gaps and challenges through the new implementation framework of the UNECE Strategy on ESD 2021–2030.
How to Institutionalize a Whole School Approach to ESD
Authors: Gericke Niklas , Seiser Anette Forssten , Mogren Anna , Berglund Teresa , Olsson Daniel 
Published: June 2024

AbstractThe literature on whole school approach (WSA) to education for sustainable development (ESD) has mainly been practice-based, lacking empirical and theoretical grounding. Moreover, the existing literature shows that it is difficult to accomplish WSA to ESD. This chapter addresses these issues by grounding WSA to ESD in applied methods and theories from the field of school improvement research and exemplifying with empirical findings of how to build the capacity to reform a local school in line with WSA to ESD. Four identified themes for developing a local school’s capacity are discussed: improvement history of the school, infrastructure of the school organization, improvement processes, and improvement roles. The chapter takes a novel process-oriented perspective and discusses the school improvement process longitudinally from initiation via implementation to reach institutionalization of WSA to ESD. The main conclusion is that it may take 5–8 years to institutionalize WSA to ESD.
Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach
Authors: Morin Émilie , Therriault Geneviève , Bader Barbara 
Published: June 2024

AbstractEducating youth is an essential way to deal with climate change (Kwauk, Roadblocks to quality education in a time of climate change. Center for Universal Education, 2020). A transformative and sociocritical epistemological and pedagogical approach (Jickling & Wals, Curriculum and environmental education: Perspectives, priorities and challenges. Routledge, Taylor and Francis Group, 2018) supports the idea that youth must be recognized as full-fledged actors in the resolution of the climate crisis. Doing so is essential to develop their sense of empowerment. However, the notion of “sense of empowerment” has not been conceptualized yet in the scientific literature on education. The capability approach (Sen, Commodities and capabilities. North Holland, 1985a) underscores the relevance of taking into consideration different types of freedoms that youth need to be given. In the doctoral thesis underpinning this chapter, we used a qualitative methodology to interview youth in the province of Québec (Canada). In this chapter, we illustrate how youth express what is needed to reinforce their sense of empowerment when it comes to climate change and how this sense is consistent with a whole school approach (WSA).
Accelerating Change-Making: Reflections on Embedding Regenerative Practices in School Climate Action
Authors: Field Ellen , Andrews Michèle , Hannah John , Kerr Eleonor , Stephens Drew , Elliott Alison 
Published: June 2024

AbstractThis chapter explores how three schools in Canada are accelerating climate action through a whole school approach, facilitated by the Climate Action Accelerator Program (CAAP). Teachers and administrators from three different schools and at different stages (early, intermediate, and advanced) of whole school sustainability, engaged in critical reflection on their schools’ journeys, shared through three vignettes. The vignettes are followed by a discussion of shared approaches across the schools that we noted as important—including regenerative practice as a paradigm shift—for moving schools along climate action pathways and whole school journeys as well as shared challenges and emerging opportunities.
The Whole-School Alignment Model: Facilitating a Teacher Team in Sustainable Entrepreneurship Education
Authors: Hugo Aksel , Iversen Elisabeth 
Published: June 2024

AbstractIn this chapter, we explore a whole-school alignment model (WSAM) as a tool for facilitating a team of teachers in developing their sustainable entrepreneurship programme at a vocational upper secondary school in Norway. Its aim was to attune key actors (teacher team, students and leadership) and align key operational processes (yearly lesson plans, aims and assessment goals). The WSAM facilitation processes enabled the teacher team to coherently align their own innovation process within the whole-school context. A collaborative culture of inquiry was built, taking ownership of their own process and recreating their school’s identity. The central role of liminal spaces in sustainable entrepreneurship education was revealed, also clear limits of the linear, instrumental approaches to institutional coherence on sustainability. Consequently, a redesigned WSAM is proposed, where the liminal space of collaborative inquiry processes forms a navigation centre, attuning tensions and aligning the structures, programme designs, spaces and pedagogies, cultivating transformative coherency.
Causal Talk Permeates Ordinary Language
Authors: Johansson Lars-Göran , Banitz Thomas , Grimm Volker , Hertz Tilman , Lindkvist Emilie , Martínez Peña Rodrigo , Radosavljevic Sonja , Ylikoski Petri , Schlüter Maja 
Published: June 2024

AbstractThis chapter gives an overview of causal idiom in ordinary language and introduces some fundamental semantic distinctions. The main points are:

The words ‘cause’ and ‘effect’ have quite a number of near synonyms.

‘Cause’ and ‘effect’ are relational terms.

Causal relations relate three kinds of things: events, categories of events and variables used in statistical treatments of such categories.

A mathematical relation between variables does not in itself tell us whether they are causally related or not.
Causation, Laws and Regularities
Authors: Johansson Lars-Göran , Banitz Thomas , Grimm Volker , Hertz Tilman , Lindkvist Emilie , Martínez Peña Rodrigo , Radosavljevic Sonja , Ylikoski Petri , Schlüter Maja 
Published: June 2024

AbstractIn this chapter we explore the connections between on the one hand causal relations and on the other hand strict and less strict laws, i.e., regularities, expressed as correlations and regressions.It is tempting to think that laws and regularities describe general causal relations. They do not. Neither laws nor regularities distinguish between cause and effect, they state relations between quantities only; the causal aspect is connected to the manipulation and this aspect is not represented in formulations of laws and regularities.Non-strict laws, often called ‘regularities’, differ from strict laws in that they are conditioned on ceteris paribus clauses, i.e., unspecified clauses of the form ‘all else the same’. This makes generalisations, i.e., inferences to unobserved situations, difficult.The main points of this chapter are:

Laws, strict and non-strict, express relations between quantities, not cause-effect relations.

Regularities are expressed by two measures, coefficient of correlation and regression.

Inferring causal relations from laws and regularities requires additional information.

Having such information one may represent causal relations using directed graphs and/or structural equations.
Causal Explanations
Authors: Johansson Lars-Göran , Banitz Thomas , Grimm Volker , Hertz Tilman , Lindkvist Emilie , Martínez Peña Rodrigo , Radosavljevic Sonja , Ylikoski Petri , Schlüter Maja 
Published: June 2024

AbstractThere are several forms of explanation, one of which being causal explanations. Causal explanations are often descriptions of mechanisms, i.e., descriptions of how a state change in one object, labelled ‘the cause’, is transmitted through a number of intermediate objects to the final effect, i.e., a state change in another object. So the fundamental structure of mechanistic explanations is that of chained cause-effect relations.The main points of this chapter are:

Causal explanation is one kind of explanation beside several other kinds.

A causal explanation often consists of describing the mechanism by which the cause produces its effect.

Reasons for human actions are often viewed as causes of those actions, but that is controversial.

Three types of causal explanations in terms of mechanisms are confounder mechanisms, feedbacks, and bifurcations.
Positivity-causality competition: a road to ultimate EFT consistency constraints
Authors: Carrillo González Mariana , de Rham Claudia , Jaitly Sumer , Pozsgay Victor , Tokareva Anna 
Published: June 2024

Abstract
Effective field theories (EFT) are strongly constrained by fundamental principles such as unitarity, locality, causality, and Lorentz invariance. In this paper, we consider the EFT of photons (or other U(1) gauge field) and compare different approaches to obtain bounds on its Wilson coefficients. We present an analytic derivation of the implications of unitarity (linear and non-linear positivity bounds) and compare these constraints with the requirement of causal propagation of the photon modes around non-trivial backgrounds generated by external sources. Within this setup, we find that the low energy causality condition can give complementary constraints to our analytic positivity bounds. In other words, simple analytic techniques can give strong constraints on the allowed region of the photon EFT parameters even when the positivity bounds are not numerically optimized.
NS5-brane backgrounds and coset CFT partition functions
Authors: Dei Andrea , Martinec Emil J. 
Published: June 2024

Abstract
Worldsheet string theory is solvable for a variety of backgrounds involving Neveu-Schwarz fivebranes, in terms of gauged nonlinear sigma models on group manifolds. We compute the worldsheet torus partition function of these models, and propose gauging of null isometries as a unifying principle and conceptual framework for this large family of string backgrounds. In the process, we explain how partition functions of asymmetrically gauged Wess-Zumino-Witten models can be computed from the path integral, and organize and systematize various results scattered throughout the literature.
Combination of tumor antigen drainage and immune activation to promote a cancer-immunity cycle against glioblastoma
Authors: Xu Han , Zhao Xiaomei , Luo Jincai 
Published: June 2024

AbstractWhile conventional cancer modalities, such as chemotherapy and radiotherapy, act through direct killing of tumor cells, cancer immunotherapy elicits potent anti-tumor immune responses thereby eliminating tumors. Nevertheless, promising outcomes have not been reported in patients with glioblastoma (GBM) likely due to the immune privileged status of the central nervous system and immunosuppressive micro-environment within GBM. In the past years, several exciting findings, such as the re-discovery of meningeal lymphatic vessels (MLVs), three-dimensional anatomical reconstruction of MLV networks, and the demonstration of the promotion of GBM immunosurveillance by lymphatic drainage enhancement, have revealed an intricate communication between the nervous and immune systems, and brought hope for the development of new GBM treatment. Based on conceptual framework of the updated cancer-immunity (CI) cycle, here we focus on GBM antigen drainage and immune activation, the early events in driving the CI cycle. We also discuss the implications of these findings for developing new therapeutic approaches in tackling fatal GBM in the future.
Characterising trees and hyperbolic spaces by their boundaries
Authors: Davies Isobel 
Published: June 2024

AbstractWe use the language of proper CAT(-1) spaces to study thick, locally compact trees, the real, complex and quaternionic hyperbolic spaces and the hyperbolic plane over the octonions. These are rank 1 Euclidean buildings, respectively rank 1 symmetric spaces of non-compact type. We give a uniform proof that these spaces may be reconstructed using the cross ratio on their visual boundary, bringing together the work of Tits and Bourdon.
Best Approximation and Inverse Results for Neural Network Operators
Authors: Coroianu Lucian , Costarelli Danilo 
Published: June 2024

AbstractIn the present paper we considered the problems of studying the best approximation order and inverse approximation theorems for families of neural network (NN) operators. Both the cases of classical and Kantorovich type NN operators have been considered. As a remarkable achievement, we provide a characterization of the well-known Lipschitz classes in terms of the order of approximation of the considered NN operators. The latter result has inspired a conjecture concerning the saturation order of the considered families of approximation operators. Finally, several noteworthy examples have been discussed in detail
Investigation of laser-material interaction in picosecond single-point laser ablation of bronze
Authors: Ghadiri Zahrani Esmaeil , Soltani Babak , Azarhoushang Bahman 
Published: June 2024

AbstractComprehending the laser ablation mechanism is fundamental in determining how diverse laser parameters affect the quality of the ablation process. A finite difference model was developed in this study to investigate the ablation depth and temperature distribution in picosecond ablation process. The investigation involved conducting single-point laser experiments on bronze material using an ultrashort pulse laser with a pulse duration of 12 ps. The experiments were carried out with varying numbers of pulses, ranging from 1 to 80 pulses. The calculated depths of ablations were compared with experimental results. The variation of the ablation mechanism on the workpiece's surface during laser radiation was also investigated. The model established the laser-material interaction mechanisms under different incident pulses. The ionization temperature and ablated material temperature during laser processing are also determined. The results show that for the number of pulses higher than 10, the laser-material interaction changes from Multi-Photon Ionization to ablation, while in lower numbers, there are no effects of thermal damages adjacent to the laser points. The relationship between variations in the ablation depth and changes in the incidence angle was also investigated. As the incidence angle increases, the removal mechanism changes from MPI to the thermal.