Hasil untuk "Theory and practice of education"

A. Mosadeghrad

BACKGROUND The main purpose of this study was to identify factors that influence healthcare quality in the Iranian context. METHODS Exploratory in-depth individual and focus group interviews were conducted with 222 healthcare stakeholders including healthcare providers, managers, policy-makers, and payers to identify factors affecting the quality of healthcare services provided in Iranian healthcare organisations. RESULTS Quality in healthcare is a production of cooperation between the patient and the healthcare provider in a supportive environment. Personal factors of the provider and the patient, and factors pertaining to the healthcare organisation, healthcare system, and the broader environment affect healthcare service quality. Healthcare quality can be improved by supportive visionary leadership, proper planning, education and training, availability of resources, effective management of resources, employees and processes, and collaboration and cooperation among providers. CONCLUSION This article contributes to healthcare theory and practice by developing a conceptual framework that provides policy-makers and managers a practical understanding of factors that affect healthcare service quality.

Albert Maganaka

This critical autoethnography examines how intersecting identities—race, gender expression, linguistic background, and migration—shape professional legitimacy in English language education. Drawing on counter‑storytelling within a Critical Race Theory and intersectionality framework, the study centers the lived experience of a Filipino‑Canadian non‑native English‑speaking teacher (NNEST) and language assessor. Narratives trace early gendered exclusion, the internalization and critique of native‑speakerism, and a shift toward intelligibility‑focused assessment and translanguaging‑informed pedagogy. The analysis demonstrates how legitimacy is negotiated across individual encounters and institutional structures, and how reflective practice transforms deficit framings into asset‑based, identity‑affirming instruction. Findings highlight three implications: (1) redefining legitimacy beyond “nativeness” to emphasize pedagogical competence and lived expertise; (2) positioning identity negotiation and resilience as central to educator development; and (3) using counter‑storytelling to challenge dominant ideologies and inform inclusive assessment. Recommendations address teacher education, mentorship, anti‑bias admissions and hiring, and policies that value multilingualism and protect gender identity and expression.

Tryfon Sivenas, Panagiota Maragkaki

The purpose of this study was to examine, from the perspective of secondary education students, the educational affordances and constraints of using Artificial Intelligence (AI) in teaching and learning. The sample consisted of 45 students from the 2nd year of General Lyceum (11th grade, ages 16-17) in Greece, who, after becoming familiarized with ChatGPT-4o and completing six activities, filled in an open-ended questionnaire related to the research purpose. Open, axial, and selective coding of the data revealed that students recognize five educational affordances: the creation of new knowledge building on prior knowledge, immediate feedback, friendly interaction through messaging, ease and speed of access to information, and skills development. Concurrently, three main constraints were identified: content reliability, anxiety about AI use, and privacy concerns. The study concludes that students are positive toward AI use in education.

Aohua Ni, A. Cheung

Previous studies have demonstrated the effectiveness of intelligent tutoring systems (ITS) in facilitating English learning. However, no empirical research has been conducted on secondary students’ intention to use ITSs in the language domain. This study proposes an extended technology acceptance model (TAM) to predict secondary students’ continuance intention to use and actual use of ITSs for English learning. The model included fifteen hypotheses that were tested with 528 senior secondary students in China. The results of structural equation modeling showed that (1) perceived usefulness and price value had direct positive impacts on continuance intention; (2) perceived ease of use was not directly associated with students’ intention but indirectly influenced intention via perceived usefulness; (3) through the mediation of perceptions, learning goal orientation and facilitating conditions were positively associated with continuance intention; (4) perceived enjoyment positively predicted and anxiety negatively predicted students’ intention to use ITSs; and (5) students’ continuance intention to use ITSs was significantly positively associated with their actual use of ITSs for English learning. The model showed strong explanatory power and might be implemented in future research. This study contributes to the theory and practice of ITSs in K-12 education.

Raidell Avello-Martínez, Abraham Prieto García

Visual servo control is a key robotic control technique that uses visual feedback to dynamically adjust movements. This study, conducted within the AIM@VET project, evaluates the effectiveness of a RoboDK-based lesson with 25 vocational students. The lesson was divided into two activities: Activity 1, which focused on image processing and computer vision setup, and Activity 2, which emphasized the implementation of visual servo control. Data were collected using a multiple-choice questionnaire and two open-ended questions to assess both knowledge acquisition and students' perceptions. The average score was 5.96. Higher-scoring questions related to Activity 2, while lower-scoring questions highlighted difficulties in image processing and computer vision setup. While students rated the lesson positively, many found Activity 1 unclear, reinforcing previous findings that abstract image processing concepts require more structured learning approaches. To enhance understanding, structured tutorials, real-time feedback mechanisms, and guided exercises in RoboDK are recommended.

Mozhgan Ebrahimian, Bahman Gorjian, Zohreh Seifoori

<p>Complex structures, which consist of dependent and independent clauses, make it difficult for Iranian high school students to recognize their grammatical complexities. This study investigates the effect of collaborative tasks (i.e., co-practice task writers, corrective feedback providers, and evaluators) on the types of corrective feedback (i.e., teacher feedback vs. peer feedback) and their impact on EFL learners' recall and production of complex structures. A quasi-experimental design was adopted, involving three equal intact classes comprising 96 lower-intermediate students, selected through convenience sampling. A production pretest and posttest of complex structures, as well as recall pretests and posttests of complex structures, were implemented following a pilot study to validate the tests. A two-way multivariate analysis of covariance (MANCOVA) was run. Findings revealed that collaborative tasks (co-practice task writers, corrective feedback providers, and evaluators) have a positive effect on high school students' recall and production of complex structures. Additionally, teacher feedback is a significant factor in students' recall and production of complex structures. No significant interaction was observed between explicit instruction of collaborative tasks and types of feedback on learners' recall and production of complex structures. The results address several suggestions for EFL teachers, learners, and pedagogical practitioners.</p>

Marina Babayeva

The increasing availability of digital tools for education offers significant opportunities to enhance teaching practices and student engagement. This study presents a structured categorization of online educational tools based on their core functionalities, including content creation, assessment, classroom management, and collaboration. A pilot implementation of selected tools was conducted in secondary-level science education, followed by a refinement phase to address usability and integration challenges. Feedback from participating teachers and workshop attendees highlighted the importance of accessibility, intuitive interfaces, and support materials. Observations revealed that while multiple tools offer broad functionality, unified platforms may better support effective instruction. The resulting categories and experiences provide practical guidance for educators seeking to integrate digital tools into their teaching in a purposeful and inclusive way.

Yusto Aron and Onesmo Amos

This study aims to provide an in-depth understanding of strategies for enhancing the implementation of instructional leadership practices for collective decision-making in Public Secondary Schools in Morogoro Municipality. This study adopted the Distributed Transformational leadership theories propounded by James Spillane and Bernard Bass. The study adopted a convergent research design under a mixed research approach. Probability and non-probability sampling techniques were employed to sample respondents in this study. The study collected data from five (5) Heads of Schools (HoSs) and fifty (50) Teachers using an interview guide and questionnaire. The study found that instructional leadership encompasses the actions and strategies undertaken by school leaders to promote effective teaching practices, curriculum development, and student achievement. Nevertheless, the study also found that instructional leadership is a critical factor influencing teaching quality and student achievement. There is limited understanding of how these practices manifest and interact with collective decision-making structures within school settings. The hypothesis test indicated no significant relationship between instructional leadership practices and collective decision-making in public secondary schools. This study concluded that school administrators should work on improving instructional leadership practices to enhance collective decision-making. The study also resolved that instructional leadership and collective decision-making jointly create an effective collaborative school environment that focuses on improving teaching and learning outcomes for all students. Therefore, the study recommended Ministry of Education to organize capacity-building programs for HoSs focusing on instructional leadership skills and effective decision-making.

Glenn Stockwell

This introduction to the special issue examines the integration of ChatGPT and similar generative AI technologies in language teaching and learning. It examines the rapid evolution of AI tools since 2022, with particular focus on their applications in educational settings and the mixed responses they have generated among educators and learners. While some educators embrace these tools for their potential to automate and enhance instructional tasks, others express concern over issues such as academic integrity, accuracy, and potential job displacement. This special issue explores various perspectives on the use of ChatGPT, including its benefits in providing non-judgmental feedback, aiding material creation, and enhancing language practice, alongside challenges like ethical use, student over-reliance, and the evolving digital literacy demands for both teachers and students. The collection of articles in this special issue seeks to balance the hype with practical insights and offers a framework for understanding the nuanced impacts of generative AI on second language education. 

Maria Rita Mancaniello, Francesco Lavanga

Digital dialogic pedagogy embodies an extension of the traditional dialogic, in which digital technologies and, in particular, AI chatbots, take a central role in promoting educational interaction, fostering personalized learning. Question-driven interaction, the foundation of dialogic pedagogy, turns out to be a crucial tool for developing critical thinking and divergent thinking, as well as to stimulate individual autonomy. The interaction between humans and machines evolves from a simple exchange based on preset commands to a deeper dialogue in which AI chatbots are able to stimulate reflections, guide users in formulating questions and personalize feedback based on their individual needs. The concept of digital dialogic pedagogy highlights how artificial intelligence can improve the quality and accessibility of educational dialogue, offering new generative opportunities in diverse learning contexts. Certainly, the educational and scientific worlds are experiencing the value of AI in developing the knowledge and skills of the younger generation, but the integration of AI chatbots into educational practice can not only foster the personalization of learning, but also promotes a more inclusive approach, capable of actively engaging students and learners, regardless of their skills or backgrounds.

Scott Allen, Lisa Bardach, Jamie Jirout et al.

Educators are more than workers within educational systems; they are stewards of educational systems. They must analyze student performance data, identify patterns that inform targeted interventions and personalized learning plans, continuously develop the curriculum, set ambitious learning goals and use up-to-date pedagogical theory to adapt instructional strategies, act as advocates for educational policies that promote inclusivity and equity, and much more. Most educators deeply care about the learning and wellbeing of their students and colleagues. Given the chance, they will do whatever they can to make improvements to these ends. In this role as architects of change, educators deal with conflicting definitions of success, multiple stakeholders, complex causal relationships, ambiguous data, and intricate human factors. Amid all this, most educators and the educational systems around them are strained to the capacity of what their time, training, and budgets allow. The problem is not merely that they must perform demanding tasks, but more so that they must constantly implement improvements and interventions amid the complex challenges of the organizations in which they work. These challenges can be especially difficult in implementation of related education technology, which is continuously developing at sometimes rapid pace. Whether the context is an individual classroom, a school district, or a postsecondary institution, implementing beneficial human-technology partnerships requires attending to the needs and constraints of these classrooms, districts, institutions, and so forth as organizations and engaging in this work as a partnership with educators. This chapter lays out the principles and processes of developing successful educator-technology partnerships including key considerations for each step and an example protocol for engaging in this endeavor.

Wei Hung Pan, Ming Jie Chok, Jonathan Leong Shan Wong et al.

Educators are increasingly concerned about the usage of Large Language Models (LLMs) such as ChatGPT in programming education, particularly regarding the potential exploitation of imperfections in Artificial Intelligence Generated Content (AIGC) Detectors for academic misconduct. In this paper, we present an empirical study where the LLM is examined for its attempts to bypass detection by AIGC Detectors. This is achieved by generating code in response to a given question using different variants. We collected a dataset comprising 5,069 samples, with each sample consisting of a textual description of a coding problem and its corresponding human-written Python solution codes. These samples were obtained from various sources, including 80 from Quescol, 3,264 from Kaggle, and 1,725 from LeetCode. From the dataset, we created 13 sets of code problem variant prompts, which were used to instruct ChatGPT to generate the outputs. Subsequently, we assessed the performance of five AIGC detectors. Our results demonstrate that existing AIGC Detectors perform poorly in distinguishing between human-written code and AI-generated code.

Nathan Hagen

We compare the optical science & engineering graduate-level educational environments at two universities in two countries: Utsunomiya University in Japan, and the University of Arizona in the United States. Because the university education systems in the two countries are so different, we also explain how financial resources drive many of these differences and discuss how these impact student and faculty life.

Jiaqi Fu, Chaixiu Li, Chunlan Zhou et al.

BackgroundGiven the rapid development of social media, effective extraction and analysis of the contents of social media for health care have attracted widespread attention from health care providers. As far as we know, most of the reviews focus on the application of social media, and there is a lack of reviews that integrate the methods for analyzing social media information for health care. ObjectiveThis scoping review aims to answer the following 4 questions: (1) What types of research have been used to investigate social media for health care, (2) what methods have been used to analyze the existing health information on social media, (3) what indicators should be applied to collect and evaluate the characteristics of methods for analyzing the contents of social media for health care, and (4) what are the current problems and development directions of methods used to analyze the contents of social media for health care? MethodsA scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was conducted. We searched PubMed, the Web of Science, EMBASE, the Cumulative Index to Nursing and Allied Health Literature, and the Cochrane Library for the period from 2010 to May 2023 for primary studies focusing on social media and health care. Two independent reviewers screened eligible studies against inclusion criteria. A narrative synthesis of the included studies was conducted. ResultsOf 16,161 identified citations, 134 (0.8%) studies were included in this review. These included 67 (50.0%) qualitative designs, 43 (32.1%) quantitative designs, and 24 (17.9%) mixed methods designs. The applied research methods were classified based on the following aspects: (1) manual analysis methods (content analysis methodology, grounded theory, ethnography, classification analysis, thematic analysis, and scoring tables) and computer-aided analysis methods (latent Dirichlet allocation, support vector machine, probabilistic clustering, image analysis, topic modeling, sentiment analysis, and other natural language processing technologies), (2) categories of research contents, and (3) health care areas (health practice, health services, and health education). ConclusionsBased on an extensive literature review, we investigated the methods for analyzing the contents of social media for health care to determine the main applications, differences, trends, and existing problems. We also discussed the implications for the future. Traditional content analysis is still the mainstream method for analyzing social media content, and future research may be combined with big data research. With the progress of computers, mobile phones, smartwatches, and other smart devices, social media information sources will become more diversified. Future research can combine new sources, such as pictures, videos, and physiological signals, with online social networking to adapt to the development trend of the internet. More medical information talents need to be trained in the future to better solve the problem of network information analysis. Overall, this scoping review can be useful for a large audience that includes researchers entering the field.

Josephine C. Meyer, Gina Passante, Bethany R. Wilcox

Driven in large part by the National Quantum Initiative Act of 2018, quantum information science (QIS) coursework and degree programs are rapidly spreading across US institutions. Yet prior work suggests that access to quantum workforce education is unequally distributed, disproportionately benefiting students at private research-focused institutions whose student bodies are unrepresentative of US higher education as a whole. We use regression analysis to analyze the distribution of QIS coursework across 456 institutions of higher learning as of fall 2022, identifying statistically significant disparities across institutions in particular along the axes of institution classification, funding, and geographic distribution suggesting today's QIS education programs are largely failing to reach low-income and rural students. We also conduct a brief analysis of the distribution of emerging dedicated QIS degree programs, discovering much the same trends. We conclude with a discussion of implications for educators, policymakers, and education researchers including specific policy recommendations to direct investments in QIS education to schools serving low-income and rural students, leverage existing grassroots diversity and inclusion initiatives that have arisen within the quantum community, and update and modernize procedures for collecting QIS educational data to better track these trends.

Zhengliang Liu, Xinyu He, Lei Liu et al.

This study aims at improving the performance of scoring student responses in science education automatically. BERT-based language models have shown significant superiority over traditional NLP models in various language-related tasks. However, science writing of students, including argumentation and explanation, is domain-specific. In addition, the language used by students is different from the language in journals and Wikipedia, which are training sources of BERT and its existing variants. All these suggest that a domain-specific model pre-trained using science education data may improve model performance. However, the ideal type of data to contextualize pre-trained language model and improve the performance in automatically scoring student written responses remains unclear. Therefore, we employ different data in this study to contextualize both BERT and SciBERT models and compare their performance on automatic scoring of assessment tasks for scientific argumentation. We use three datasets to pre-train the model: 1) journal articles in science education, 2) a large dataset of students' written responses (sample size over 50,000), and 3) a small dataset of students' written responses of scientific argumentation tasks. Our experimental results show that in-domain training corpora constructed from science questions and responses improve language model performance on a wide variety of downstream tasks. Our study confirms the effectiveness of continual pre-training on domain-specific data in the education domain and demonstrates a generalizable strategy for automating science education tasks with high accuracy. We plan to release our data and SciEdBERT models for public use and community engagement.

Spatio-temporal, Of, Health and et al.

Abstract Background Engagement in self-care behaviours is a crucial part of arterial hypertension (AH) management. Yet, now patients practice self-care selectively and with low adherence. This study aimed to determine the association between patients’ experience with a general practitioner (GP) and positive self-care behaviours among people with arterial hypertension in Latvia. Methods A cross-sectional study of 950 participants aged 15-74 (median 62, 38.7% male) with AH from a population survey in Latvia in 2022 was conducted. Logistic regression was used to determine respondents’ experience with a GP (overall attitude, providing information and counselling on a lifestyle change) in relation to having positive self-care behaviour (use of medication, weight loss, physical activity (PA), salt intake, smoking cessation) adjusting for age, sex and education. Results Most of the participants reported being satisfied with their GP (94.1%) and the information provided about their disease (84.8-89.4%). Regular use of AH medications was reported by 83.6%, and lifestyle change attempts by 5.2-16.1%. Regular medication use increased by receiving information about complications of AH (aOR=4.43, p ≤ 0.001), and being satisfied with the provided information about the treatment plan (aOR=1.91, p = 0.011), and alternative treatment methods (aOR=2.21, p ≤ 0.001). Receiving advice to change eating habits increased adhering to a diet for weight loss (aOR=4.16, p ≤ 0.001), reducing salt intake (aOR=4.64, p ≤ 0.001), and increasing PA (aOR=4.33, p ≤ 0.001). Similarly, advice to increase PA or reduce weight was statistically significantly associated with other self-care behaviours. None of the factors had a statistically significant impact on smoking cessation. Conclusions Patients’ experiences with a GP are important factors in determining engagement in positive self-care behaviour regarding medication use, PA, and changes in eating habits. The GP's role in smoking cessation requires to be strengthened. Key messages • Arterial hypertension patients are more engaged in self-care when supported by a general practitioner. Yet patients are more focused on medication use than lifestyle change. • Strengthening the communication skills of general practitioners is crucial for improving the disease-related health literacy of arterial hypertension patients and their ability to practice self-care.

T. Lenskjold, Anders V. Munch, Vibeke Riisberg

During the 1960s and 1970s, Denmark experienced a significant shift in arts and crafts, driven in particular by younger women. This paper examines how such upheavals took place across different platforms, such as the 1969 student rebellion at the Copenhagen School of Arts and Crafts, the initiation of a collective crafts shop, and the staging of an international feminist art exhibition. Despite challenges posed by patriarchal hierarchies in art and craft, female practitioners, especially in textiles, leveraged these platforms to foster collaborative practices, reshape their status and secure livelihoods. Drawing on archives, interviews and feminist theory, the paper explores tensions between tradition and innovation, focusing on how craft evolved from decorative to critical practice, gaining institutional recognition. These struggles highlight the dynamic intersections of gender, art/craft hierarchies and societal change, offering insights into how Danish studio craft challenged conventions and inspired new frameworks for education, collaboration and feminist expression.

A. G. L. T. N. Y. Today, Karen Harris, Georgia Kouseri

This paper discusses how family history can be selected, read, and utilised in historical education to cultivate historical thinking among pupils aged between 16 and 18 years of age. The research derives its epistemological basis from the theories of memory and history, oral and family history, theory of historical consciousness, and historical thinking. Family history was used as a bridge that connects the past with the present. The research was carried out within the context of four family history action research projects. The narratives which were selected by pupils were analysed by the teacher/ researcher, based on how the pupils orientated their lives toward the past, present, and future. From the family stories of the pupils, individual acts of heroism and acts of life were highlighted within a wider indefinite historical context. The narration of these stories within the school environment raised a variety of questions about their historical context and second-order concepts, such as change through time, significance, causes, and consequences. The multiple phases of the activities as well as the exploratory tasks carried out, contributed to the realisation that living memory requires meaningful reading by the pupils, a critical approach, and the synthesising of their individual and collective pasts. Reflection during each phase of the research, more so at the end of the activities, highlighted teaching practices through which family memories can be used in the learning process, encouraging continuous and two-way interaction of individual and collective consciousness.

I. Moodley, R. Moodley, S. Singh et al.

Background. Many institutions of higher education transitioned from classroom-based settings to remote settings as a response to the COVID-19 pandemic. However, it is unclear how undergraduate dental therapy and oral hygiene students responded to this transition in the learning environment. Objectives. To explore undergraduate dental students’ knowledge, perceptions, attitudes and practices related to clinical and theory-based learning at a South African university. Methods. A mixed-methods approach comprising a concurrent dominant status design (QUAN/qual) was used. Therefore, the study was a cross- sectional quantitative survey with descriptive qualitative data. An online, self-administered questionnaire with open- and closed-ended questions was developed to gain insights into students’ knowledge, perceptions, attitudes and learning practices during the COVID-19 pandemic. Results. Most respondents (n=86; 80.4%) agreed that they had the necessary skills to engage with online learning (p=0.04). Respondents in the first year (n=25; 76%), second year (n=24; 73%) and third year (n=32; 28%) were either unsure or did not agree that they understood online platform-based lectures better than classroom-based lectures. The major emergent themes included external (internet connectivity) and internal (students’ coping skills) barriers to online learning. Conclusions. This study highlighted dental student challenges in embracing the blended approach of teaching and learning. While this may be a new norm for curriculum delivery, it is important to include student input in curriculum-related decision-making processes.