Hasil untuk "Theory and practice of education"

A. Oke, F. Fernandes

Business operations are undergoing drastic changes due to the disruptive effects of technology innovations; however, there is insufficient knowledge regarding the acceptability and consequences of the fourth industrial revolution (4IR) in the education sector. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this study explores the readiness of the education sector for 4IR. We adopted face-to-face semi-structured interviews to explore the views of 33 key stakeholders in the education sector, to understand the readiness and acceptability of 4IR in the sector. Findings show that the education sector, especially in Africa, is unprepared for 4IR, although there are indications for opportunities to harness the potential of the much-anticipated 4IR. Moreover, our study demonstrates a mutual symbiotic relationship between the education sector and technology innovations. The findings show that 4IR can facilitate students’ learning experience and transforms the workplace, although there is a need to assess the learning environment, to understand the facilitators and barriers to 4IR diffusion. The findings indicate the opportunity for the education sector to harness the innovations associated with 4IR through research and teaching to enhance learners’ experience; however, this may require a significant improvement in education curricula, as well as investments. The findings contribute to the theory and practice of technology in education and the limited literature on 4IR in the education sector, particularly in Africa.

Shaofeng Wang, Zhuo Sun, Y. Chen

Muhammad Farrukh Shahzad, Shuo Xu, Hira Zahid

Andreas Schwarz, Deanna D. Sellnow, Timothy D. Sellnow et al.

During the COVID-19 pandemic, challenges at higher education institutions (HEIs) in managing public health crises were revealed globally. The literature on HEIs has focused on Western/Northern countries and lacks theoretically grounded studies of internal instructional risk communication. This article reports the results of interviews with HEI communication practitioners at 28 universities in 16 countries in the Global South and North regarding their practices of message design and distribution during COVID-19. Using the IDEA model of instructional risk communication, the results revealed that practitioners’ communication emphasized action and dissemination over internalization and explanation. Practitioners from the Global South were more likely to perceive personal relevance as important and integrate it into their messages than those from the Global North. Practitioners from the Global South also used credible sources and translated technical jargon for lay audiences more often than those in the Global North. Most of the practitioners’ risk messaging was informed by personal experience and intuition rather than by theory or best practice models.

Odin Thune Brønstad

This article explores how Emmanuel Levinas’s concept of the epiphany of the face can illuminate ethical responsibility in pedagogical encounters under late-modern conditions, where masks and roles dominate intersubjective life. Drawing on a normative-philosophical reading of Levinas and contextualised by sociological diagnoses, the analysis foregrounds how ethical responsibility precedes method, rule, and moral codes. A simple heuristic triad—the lived, the emotional, and the vulnerable—makes visible what masks attempt to conceal yet persistently leak through our (micro-)gestures. The article further examines how “the Third” translates the primary ethical call into justice and institutions without dissolving its asymmetry, and how Levinas’s account of language shapes pedagogical communication. The contribution is conceptual: it articulates conditions for pedagogical judgement and responsibility, and points toward implications for assessment, professional formation, and the design of pedagogical frameworks.

FANG Jiacheng, ZHANG Wenlan

Japanese primary and secondary school teachers have long struggled with excessive workloads, extended long working hours, chronic psychological stress, unsustainable job demands and systemic instability in school environments. In response, the Japanese government has implemented a multifaceted reform strategy targeting four core areas: clarifying teaching responsibilities to prevent role overload, strictly regulating working hours to address overtime culture, developing collaborative team-teaching models to distribute workloads, and cultivating supportive workplace conditions to improve teacher well-being. Looking ahead, reforms to reduce teachers' workloads in Japan will focus on rationalizing school operations and teaching practices, significantly reducing working hours, advancing the "Team School" initiative, and enhancing welfare protections for educators. These measures offer valuable lessons for the education system back in China: emphasizing the need for comprehensive policy frameworks to redefine teaching roles, fostering school-community partnerships in workload ma-nagement, and establishing robust support systems that empower teachers while regularly evaluating implementation effectiveness through structured feedback mechanisms.

Fernando Bárcena

Llegamos al lugar correcto cuando nos encontramos con alguien que, como ocurre con los maestros, nos descubre quiénes somos y nos ayuda a crecer; no se limita a enseñar lo que en la sociedad ya hay, sino que nos lo pone delante para que lo estudiemos con atención y precisión. Cuando enseña, el maestro se hace signo y voz, y lo que transmite no es simplemente un cuerpo unívoco de información. Su enseñanza es el acto mismo destinado a movilizar el deseo (de saber) en otro, para hacerlo crecer, y llevarlo hacia sí mismo, desplazándolo, conmoviéndolo, abriendo mundos.  El maestro transmite, sobre todo, lo que no dice. Su comunicación es indirecta, y a menudo parece que en la transmisión del saber hay una clase de engaño que adopta la forma de la ironía, un juego de ocultamiento y exhibición. Cuando el maestro transmite, convoca, como exigencia imperiosa, la necesidad de traducción de sus lecciones, que son siempre modos de dar a leer. Sin embargo, en la escuela de nuestros días parece impedirse cada vez más a los maestros ser tales –es decir, estudiantes y estudiosos-. Es interesante volver a pensar, en tal sentido, la relación con lo que se estudia, y que luego es transmitido, como el centro que instituye la figura humana del maestro, en general el oficio docente, lo que hace del adulto que eligió tal oficio un cierto ejemplo de humanidad para sus alumnos, tal vez para la ciudad.

Mijung Kim, Nimrah Ahmed, Kadriye Akdemir et al.

Abstract Students’ reasoning and decision making on complex socioscientific issues are critical for developing scientific literacy for 21st century citizenship. By incorporating a scenario-based approach, this study aims to understand the complexity of students’ decision making on environmental issues: forests and land use. To help students grasp the context of these issues, we developed scenarios reflecting their experiences and understanding of forests within local communities. Through scenario-based surveys, students in Grade 5–6 science classrooms were encouraged to explore diverse stakeholders’ perspectives and articulate their decisions regarding the scenarios. Additionally, students in focus groups participated in semi-structured discussions and interviews. The data collected from the surveys and students’ dialogues were thematically analyzed. The study found that students prioritized environmental concerns, demonstrated skepticism toward politicians’ perspectives, and emphasized righteousness in their decision making. These findings suggest that a holistic approach is essential to engage students’ diverse perspectives in socioscientific and environmental problem solving. However, this also highlights the ongoing challenge of disciplinary boundaries within school curricula and pedagogical practices in science classrooms.

Tarissa Gunaly Ginting

This article highlights the important role of education in the early stages of a child's development in shaping positive values, attitudes, and behaviours. Formation of a Solid Foundation: The Role of Early Childhood Education in Character Development is an in-depth topic on the significance of early childhood education in forming strong and ethical character through an interdisciplinary approach method, this article combines the concepts of developmental psychology, education, and ethics to explore how early childhood education can provide a solid foundation for good character development. Conduct a thorough literature review of research related to character formation in early childhood, theories of child development, and practices of character education at the preschool level. By emphasizing the importance of value-oriented parenting, positive social interaction, and appropriate intellectual stimulation, this article considers how early childhood education practices can help children become responsible, caring, and contributing individuals in society. Summarize the conclusions of the research and develop practical recommendations for early childhood education institutions in improving the effectiveness of character education practices. Thus, a better understanding of the role of early childhood education in character development can provide a strong foundation for empowered human development efforts in the future.

Jing Chen, C. K. S. Singh

Deep learning, a cognitive process involving goal alignment, advanced problem-solving, and rigorous knowledge application, lacks a unified framework despite its wide application in education. This gap poses challenges for researchers, educators, and policymakers. A meticulous review of ten pertinent articles published between 2019 and 2023, aimed to define the concept, identify influencing factors, examine research models, and scrutinize measurement methods. Results show that while "deep learning" is commonly used, a clear, unified definition is absent. Influencing factors are proposed based on diverse theoretical frameworks, including individual and environmental elements. Commonly referenced models are Biggs' 3P model and Bloom's taxonomy. Data collection predominantly employs surveys, interviews, and experiments, with a bias towards quantitative analysis, supplemented by qualitative methods. It's worth mentioning that there is a growing trend in the use of mixed methods. This study provides valuable insights for the effective implementation of empirical deep learning research. It provides practical references bridging theory and practice for education researchers.

S. Lubinga, T. Maramura, T. Masiya

The fourth industrial revolution (4IR) adoption in South Africa in higher education institutions (HEIs) has yet to be consistent. Despite the extensive literature on the possible contributions of technology to learners’ development, there is a lack of knowledge on barriers to the higher education sector's adoption of the fourth industrial revolution (4IR) to support teaching and learning. The most highly ranked universities in South Africa have somewhat embraced the 4IR, representing only a fraction of the 26 public universities in the country. The study identified factors hindering the adoption and diffusion of 4IR technologies in South Africa’s HEIs. To address this knowledge gap, we relied on the diffusion of innovation theory as a guide. Using a qualitative approach, we collected data using documentary reviews and analyses of authoritative sources to conceptualise and contextualise 4IR. The findings revealed that 4IR adoption is not only about perceptions but is also influenced by material obstacles like conflicting global views on the 4IR, complexity in conceptualising 4IR, and the digital skills gap in HEIs, among other factors. To address these obstacles and realise the value of 4IR in HEIs, institutions must understand the educational scope associated with 4IR. This can be achieved by conducting more empirical research on the implications of 4IR on the education sector. To address the digital skills gap, institutions must design detailed skills plans to respond to their respective institutions' technological needs, redesign their pedagogical approaches by extending current practices to 4IR, and implement change management.

Wei Shi, Arsenio Nicolas

This study aims to propose guidance for the transmission of Qinghai folk music to the new generation, within the context of education and literacy studies. The sample group for this study consisted of three distinct groups of individuals chosen as key informants for the field research. These groups consist of two informants who are Music and Dance Artists, two informants who are performance artists and general informants. Based on the research, the following strategies are recommended for the transmission of Qinghai folk music to the new generation: utilizing the family institution, organizing social activities, creating a folk music curriculum, organizing international music festivals, and establishing a cultural center. These strategies aim to preserve and promote Qinghai folk music heritage and enrich education and literacy by incorporating cultural traditions into educational practices. This research contributes to the field of education and literacy studies by showcasing novel methodologies and creative applications of theories in transmitting cultural heritage through folk music. By emphasizing the importance of cultural transmission, this study emphasizes the transformative power of Tibetan folk music in fostering educational development, literacy skills, cultural awareness, and artistic expression.

Oksana Salata

The article examines the development of civic competence of history and civic education teachers in the system of in-service training as a necessary condition for the development of civil society in Ukraine. The purpose of the study is to analyze the system of in-service training of history and civic education teachers in postgraduate education and their perception of their professional development process, as well as to reveal the main aspects of motivation to improve their skills and develop the civic competence of history and civic education teachers. It is shown that anthropologism as a scientific concept that considers the individual as a subject of educational activity and social relations, recognizes a person as a complex system that develops itself according to internal and external laws, is of methodological importance for in-service training in the system of postgraduate education. In the course of the study, the methods of observation, oral communication and analysis were used. The problems and difficulties of cross-cutting civic education in the educational process and the subject area of each of the subjects taught in general secondary education institutions are shown. The study has shown that the vast majority of history and civic education teachers are eager to acquire new knowledge, are well aware that professional development can contribute to profound changes in teaching if it is based on classroom practice, is continuous and is carried out in collaboration with other teachers. The vast majority of teachers understand that when they learn and develop their own competencies, they transform their knowledge into practice for the benefit of their students’ development.

Мирослава Будчик, Аліна Карпюк, Тетяна Трофімук-Кирилова et al.

Сучасні тенденції спрямовані на інтеграцію інформаційно-комунікаційних технологій в освітній процес завдяки активному використанню мобільних пристроїв та відповідних застосунків. Викладачі мають змогу швидко поширити інформацію серед студентів, забезпечити їм доступ до різноманітних матеріалів, а також отримати зворотний зв’язок від них. Поєднання мобільного навчання та гейміфікації дозволяє формувати практичні навички та закріпити теоретичні знання під час підготовки фахівців за спеціальністю 027 «Музеєзнавство, пам’яткознавство» у Волинському національному університеті імені Лесі Українки, що стало предметом дослідження. У статті показано позитивний досвід застосування мобільного застосунку АсtionTraсk на прикладі створення студентами екскурсійно-туристичного продукту з використанням інформаційно-комунікаційних технологій та їх участі у його реалізації. Така форма дозволяє здобувачам не лише вдосконалити цифрові компетентності, а й попрацювати в малих групах (проєктантів квесту, екскурсантів) та побудувати внутрішню комунікацію, засвоїти навички орієнтації в просторі, закріпити теоретичні знання, пов’язані з інтерпретацією та актуалізацією культурної спадщини. У дослідженні проаналізовано етапи розроблення та впровадження квест-екскурсії в мобільному застосунку АсtionTraсk: отримання доступу до програмного забезпечення; виставлення точок екскурсійного маршруту на онлайн-карті та розроблення завдань до них у застосунку; внесення коректив щодо локацій безпосередньо біля об’єктів культурної спадщини; спостереження за виконанням завдань та рухом учасників під час квесту. Встановлено, що в екскурсантів квесту через використання АсtionTraсk відбувається закріплення знань про культурне середовище, удосконалення цифрових навичок та формування зацікавленості до екскурсії з використанням інформаційно-комунікаційних технологій. Доведено, що застосування в освітньому процесі мобільного застосунку АсtionTraсk є вдалою формою роботи зі здобувачами освіти, яка сприяє вдосконаленню їхніх фахових компетентностей, зокрема здатнності провадити інноваційну діяльність у музейній справі та пам’яткоохоронній діяльності.

Muhammad Miftahul Amri, Urfa Khairatun Hisan

Artificial intelligence (AI) has shown promising potential to transform various fields, including medical education. Recently, the rapid advancement of AI has led to many ``new'' discoveries that caught everyone's attention. Among those discoveries are introduced by OpenAI (e.g., ChatGPT, Dall-E, and the most recent, GPT-4). The integration of AI tools, such as ChatGPT and Dall-E, can offer a new dimension to medical education by creating an interactive and engaging learning experience. In this article, we explore the potential benefits of ChatGPT and Dall-E in medical education and provide practical utilization examples of those tools. For starters, ChatGPT, or in this sense, any other similar large language models, can simulate patient interactions in a safe environment, allowing medical learners to practice their communication skills and diagnosis techniques. Furthermore, it can assist medical students and researchers in reading and writing academic articles by accurately summarizing the key points of a given topic and generating an indistinguishable abstract. In addition, ChatGPT can also create problems for medical assignments and exam practice. In this article, we also discussed ChatGPT's capability to answer standard medical assignment problems. Dall-E, on the other hand, can generate dummy copyright-free and consent-free medical images (e.g., x-ray and electrocardiogram (ECG) graphs), allowing medical learners to practice and enhance their interpretation skills. Incorporating AI-based tools into medical education can provide a new approach to teaching and learning, bridging the gap between theory and practice, and unlocking new avenues for learning and discoveries for both, the students and the instructors. It can also offer a cost-effective solution to simulate real-world scenarios that would otherwise require significant resources and time. In summary, this article concludes that AI-based tools have the potential to revolutionize medical education, empowering medical learners with the skills and knowledge necessary to excel in their field.

Golnaz Arastoopour Irgens, S. Hirsch, Danielle Herro et al.

Research-Practice Partnerships (RPP) bridge the gap between schools and universities. However, few have embraced the co-design process through a communities of practice lens and investigated how knowledge is co-constructed and negotiated. This mixed-method study explored how elementary school teachers co-construct knowledge with researchers to understand better how a community of practice can be cultivated during a co-design RPP. Findings from a survey, journal entries, observational field notes, and focus groups suggest teachers co-constructed knowledge while acknowledging and mitigating conflicts. Based on these findings, we offer ways to seed and cultivate communities of practice among teachers and researchers for co-designing educational innovations. © 2022 Elsevier Ltd. All rights reserved. In the last few decades, educational researchers have explored models in which researchers and teachers co-design curricula. Penuel et al. (2007) define co-design as a highly facilitated collaborative process with defined roles in which teachers and researchers design, develop, and implement educational innovations. Teachers play an active role by helping to frame the vision for the creation, testing the innovation in their classrooms, and providing input for improvement. Although the principal investigator of a research project initiates and organizes activity, partnerships between teachers and researchers should be mutually beneficial (Matuk et al., 2016). For example, teachers can shape the future of their practice, and researchers can learn from teachers’ experiences about the role of tools in teaching and learning. Co-designing often occurs in more formal research-practice partnerships (RPPs) in which the commitments are long-term and open-ended. The our Irgens). stakeholders of an RPP collectively define their approaches for investigating problems of practice and solutions for improving outcomes in educational systems (Coburn & Penuel, 2016). Studying how the processes and products of co-design build capacity in the partnership for bringing about educational change is a bold and vital undertaking (Penuel & Gallagher, 2017). However, research involving RPPs is relatively new, and several questions remain about outcomes and consequences, comparative studies with different designs, practical strategies and frameworks, and the political dimensions of partnerships (Coburn & Penuel, 2016). Preliminary RPP research has focused on relationships among partners. Researchers and teachers negotiate their roles and responsibilities with the shared goal of innovating education (Farrell et al., 2019). The negotiation process is built upon a foundation of trust, transparency, and flexibility (Harrison et al., 2017). When there is trust and vulnerability, sharing knowledge and aligning goals can take place. As Connolly (2019) argues, the core strength of an RPP is conducting rigorous research that practitioners can use G. Arastoopour Irgens, S. Hirsch, D. Herro et al. Teaching and Teacher Education 121 (2023) 103952 directly to impact policy and practice. In a co-design RPP, much of this process occurs during professional development sessions. Research outcomes related to teacher development in co-design RPPs include promoting teacher ownership over curriculum (Matuk et al., 2016;Westbroek et al., 2019), providing opportunities to reflect and improve practices (Scornavacco et al., 2021), and developing knowledge and skills to address just-in-time needs in the classroom (Kyza & Nicolaidou, 2017). However, the research is still nascent regarding cultivating and maintaining engagement and how knowledge is constructed and negotiated in RPPs (Farrell et al., 2022). To address these gaps, in this study, we relied on the Communities of Practice framework (Lave & Wenger, 1991; Wenger, 1999; Wenger et al., 2002) to guide the development of a professional development program inwhich teachers and researchers co-design multi-disciplinary data science curricula for elementary schoolaged children. A community of practice lens allowed us to focus on how knowledge is co-constructed in the partnership and how teachers navigated the shared goal of improving education for all students through mutual engagement with researchers. The following questions guided our study: [RQ1] To what extent did teachers view the co-design RPP as a newly developing community of practice? [RQ2] How did teachers conceptualize their engagement and knowledge-building with researchers in a co-design RPP? In the following sections, we describe the theory of communities of practice and its use in teacher education research. Then, we present results from a mixed-methods analysis of data from a communities of practice membership measure, daily journal entries, observational notes, and focus groups collected from a summer professional development program. We discuss three emerging themes related to teachers’ perceptions of the co-design process in a newly developing community of practice. Based on these findings, we summarize what we have learned about cultivating a co-design RPP community of practice. Our findings offer researchers a way to guide the design of co-design RPPs and build sustainable, mutually beneficial relationships with teachers. 1. Background and theory A community of practice is a group of people who share values and concerns about a domain and regularly interact to improve their practice together (Wenger, 1999). This framework characterizes learning as fundamentally situated, social, and participatory. In other words, through a community of practice lens, people mutually and actively construct and negotiate meanings related to a particular domain. By engaging with each other over time, members refine their practices, which Wenger (1999) defines as implicit and explicit ways of doing that are meaningful to the group. Members willingly negotiate the practice and set new norms as the community participation, roles, and membership change. Through this engagement, members not only negotiate the practice itself but also how they view themselves. For example, Lave and Wenger (1991) studied non-drinking alcoholics attending Alcoholics Anonymous meetings. They noted that one common practice was learning to tell a personal story to provide examples for other members. This practice was not explicitly learned or taught. Instead, newcomers learned the practice by observing and engaging with existing members in various ways. By engaging in such practices, members changed their behaviors and how they made meaning in the world. This example of an existing community of practice exemplifies how membership entails mutual engagement and changes in how one acts and views the world (Wenger et al., 2002). 2 Researchers have explored how teachers and researchers come together to create communities of practice with the shared goal of critiquing and improving education. This is a significant shift from Lave and Wenger's initial conceptualization of describing existing communities of practices to creating communities to develop innovative learning environments and improve practices. However, as Palincsar et al. (1998) argue, in the flexible world of education, there is no consensus about the goals of learning, and there is no single best practice for all students in all situations and communities. Unlike communities that emerge in anthropological research, teachers typically have limited opportunities to interact with other teachers or with researchers. In other words, traditional educational settings are not ideal for naturally occurring communities of practices for the profession of teaching. Thus, creating and cultivating communities of practice unites researchers and teachers with the shared goal of developing innovative educational materials. In later years,Wenger et al. (2002) agreed that communities of practice could and should be cultivated. They argue that “cultivation is an apt analogy ... some communities of practice grow spontaneously while others may require careful seeding” (p. 13). “Seeding” a community of practice in educational settings requires fostering participation and negotiating goals rather than imparting plans and structures. More recently, the cultivation of communities of practice has been applied to research on teacher professional development (Chalmers & Keown, 2006; Ervin-Kassab & Drouin, 2021; McLoughlin et al., 2018; Patton & Parker, 2017). A core principle of creating a community of practice for integrating educational research and practice is that members must have a shared purpose (Buysse et al., 2003). Typically, an RPP has a shared purpose to improve teaching and learning. Palincsar et al. (1998) found that when teachers and researchers relied on diverse expertise, it was distributed among members to achieve their shared goals. In their research bringing together teachers and researchers to design science curricula, they discovered that creating a learning community requires sharing responsibilities and authority. Hence, members rely on each other to fulfill their tasks and goals. When people rely on each other's expertise, they guide one another through their different understandings of the same problem. This process of thinking together (Pyrko et al., 2017) includes technical, practical, historical, and relational knowledge relevant to the communities' goals. Members share explicit and tacit knowledge and (re)develop how they make meaning in the world. In other words, they guide one another through their respective ways of thinking and use each other's insights to help them reach their goals more effectively. Through a communities of practice lens, thinking together requires not only knowing together but also doing together to enact and (re)create knowledge. By engaging in repeated interactions of thinking together, members can reach a deep understanding of essential knowledge of the practice. To facilitate repeated episodes of thinking togethe

Nurman, Yusriadi Yusriadi, Sufian Hamim

This study examines Indonesia's pluralistic education strategy using qualitative research methods, including interviews, observation, and document examination, to collect data. Pluralistic education theory is applied as a theoretical framework. The research sites are three elementary schools in Riau Province, Indonesia, where students from different cultures gather to study. According to the study's findings, existing education policies provide the possibility for minority students to attend public schools. The Ministry of Education and Culture has allowed schools to make policies that reflect the cultural diversity of their students. The findings also show that the curriculum includes references to diverse cultures, that textbooks include lessons that encourage students to live in harmony with individuals from different cultures, and that many schools have created multilingual education programs. A closer examination of these practices reveals that what appears to be acceptance of cultural variation is part of pluralism. Multicultural materials that have been introduced into the autonomous curriculum have mainly been included. The curriculum maintains the established characteristics that identify Indonesian culture.

T. Farrell

ABSTRACT The constraints and demands on teachers and students, related to implementing English medium instruction (EMI), mean that teachers need to be able to reflect on their practice and make appropriate adjustments. Reflective practice generally means that EMI teachers subject their philosophy of practice, principles, theories and practices to a critical analysis so that they can take more responsibility for their actions. Reflective practice allows EMI teachers to act in a deliberate, intentional manner. Reflective practice involves EMI teachers systematically looking at what they do, how they do it, why they do it, what the outcomes are in terms of student learning, and what actions EMI teachers will take as a result of knowing all of this information. Thus experience combined with systematic reflection can lead to professional growth so that we can become more effective language teachers. In this paper I discuss what reflective practice is and how it can be accomplished by EMI teachers.

Millicent Okello

Purpose: The purpose of this study is to investigate the role of parents in their children’s education. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the role of parents in their children’s education. Preliminary empirical review revealed that education in the premises of a family life, has a double meaning: it must be seen through the perspective of its contribution to the overall child raising up and education, which is crucial to his/her proper formation of children’s personality and further on, his/her preparation for leading an independent life. Unique Contribution to Theory, Practice and Policy: The Expectancy Value theory and the Ecological Systems theory may be used to anchor future studies on the role of parents in their children’s education. The focus must be put on the family as whole, and the role of children which must be based on their approach and contribution concerning family problems, which should be dealt with, and finally solved by them. Offering education support to children from their parents, concerning issues such as homework, would help

M. Al-Emran, M. Al-Nuaimi, Ibrahim Arpaci et al.