Hasil untuk "Theory and practice of education"

Kholifatul Ummah, Bilqis Mustofa, Nurul Fathiyyah et al.

English is the primary language used in global communication. In the context of midwifery services, the application of English aims to equip students with communication skills that support international clinical practice. One instructional method considered effective in achieving this goal is role play, which enhances students’ clinical communication skills and critical thinking abilities. However, the success of its implementation largely depends on lecturers’ perceptions and readiness. This study aims to explore the factors influencing lecturers’ perceptions of using role play in postpartum midwifery care instruction delivered in English. Grounded in constructivist theory and the communicative language teaching approach, this research employs a qualitative design through in-depth interviews with midwifery lecturers at Dr. Soetomo University, Surabaya. Additional data were collected via questionnaires covering demographic backgrounds, teaching experience, English proficiency, and attitudes toward instructional innovation.  The findings reveal that lecturers’ perceptions are influenced by English language proficiency, previous experience using role play, positive attitudes toward active learning, and institutional support. This study contributes to a deeper understanding of the dynamics between English language integration and active learning methods in midwifery education. The novelty of this study lies in its qualitative approach, which uncovers pedagogical adaptation processes in bilingual instruction contexts and highlights implications for professional development and the design of supportive learning environments.

A. Montgomery, John M Litell, Johnny Dang et al.

Digital twin technology is a virtual depiction of a physical product and has been utilized in many fields. Digital twin patient model in healthcare is a virtual patient that provides opportunities to test the outcomes of various interventions virtually without subjecting an actual patient to possible harm. This can serve as a decision aid in the complex environment of the intensive care unit (ICU). Our objective is to develop consensus among a multidisciplinary expert panel on statements regarding respiratory pathophysiology contributing to respiratory failure in the medical ICU. We convened a panel of 34 international critical care experts. Our group modeled elements of respiratory failure pathophysiology using directed acyclic graphs (DAGs) and derived expert statements describing associated ICU clinical practices. The experts participated in three rounds of modified Delphi to gauge agreement on 78 final questions (13 statements with 6 substatements for each) using a Likert scale. A modified Delphi process achieved agreement for 62 of the final expert rule statements. Statements with the highest degree of agreement included the physiology, and management of airway obstruction decreasing alveolar ventilation and ventilation-perfusion matching. The lowest agreement statements involved the relationship between shock and hypoxemic respiratory failure due to heightened oxygen consumption and dead space. Our study proves the utility of a modified Delphi method to generate consensus to create expert rule statements for further development of a digital twin-patient model with acute respiratory failure. A substantial majority of expert rule statements used in the digital twin design align with expert knowledge of respiratory failure in critically ill patients.

Joseph T. Wong, Almaz Mesghina, Edward Chen et al.

The COVID-19 pandemic necessitated a systematic change in course modalities due to the nationwide suspension of in-person instruction, resulting in the transition to emergency remote distance learning via Zoom. This transition certainly facilitated affordances of flexibility and continuity, but with it brought issues of unfamiliarity, lack of confidence, anxiety, distractions, and validity from both the instructors and the student perspectives. This in situ study aimed to better understand the students' learning experiences with Zoom by assessing the social, cognitive, and behavioral factors influencing learner's mind-wandering and its effect on online engagement. Undergraduate students from 14 classes across two research institutions in California (N = 633) were recruited to participate in an online survey while distance learning through a pandemic. Structural equation modeling was used to conduct a path analysis to explain the factors impacting students' online engagement mediated by students' frequency to mind-wander. Study findings revealed that (1) self-efficacy and trait anxiety had significant direct effects on students' mind-wandering; (2) self-efficacy, trait anxiety, task-value beliefs, and mind-wandering had significant direct effects on students' online engagement; and finally (3) the frequency of students' mind-wandering partially mediated the relationship between self-efficacy and engagement and between trait anxiety and engagement. Identifying these structural relationships further confirmed our hypotheses on sources contributing to students' mind-wandering while learning remotely, provided insights into potential mechanisms underpinning students' online engagement, and suggests practical pedagogical learning experience design recommendations for instructors to immediately implement while teaching and learning with Zoom..

Marina Zeldovich, Fabian Bockhop, Amra Covic et al.

After traumatic brain injury (TBI), individuals may experience short- or long-term health burdens, often referred to as post-concussion symptoms (PCS). The Rivermead Post-Concussion Symptoms Questionnaire (RPQ) is one of the commonly used instruments to assess self-reported PCS. To date, no reference values for RPQ have been provided, although they are crucial for clinical practice when evaluating a patient’s health status relative to a comparable healthy population. Therefore, the aim of this study is to provide reference values for the United Kingdom, the Netherlands, and Italy. A total of 11,759 individuals (50.3% women) from representative general population samples participated in an online survey (4646 individuals from the UK, 3564 from the Netherlands, and 3549 from Italy). The factorial structure of the RPQ was examined using confirmatory factor analysis (CFA), and results from the general population samples were compared with those from respective TBI samples recruited within the international CENTER-TBI study using multigroup CFA. Reference values were stratified by sex, health status, age, and education using percentiles. The three-factorial model outperformed the one-factorial structure. The general population samples were largely comparable to the corresponding TBI samples, except for items such as dizziness, vision, and sensory sensitivity, which can be considered more TBI-specific. Because of the significant differences between the general population samples, we provided reference values for the total score and for the somatic, emotional, and cognitive scales for each country separately. The reference values provided can now be used in clinical practice and research. Future studies should obtain stratified reference values for other countries and languages to improve accuracy in the diagnosis and treatment of symptom burden after TBI.

M. V. Dhami, F. Ogbo, T. Diallo et al.

Adequate infant and young child feeding (IYCF) improve child survival and growth. Globally, about 18 million babies are born to mothers aged 18 years or less and have a higher likelihood of adverse birth outcomes in India due to insufficient knowledge of child growth. This paper examined factors associated with IYCF practices among adolescent Indian mothers. This cross-sectional study extracted data on 5148 children aged 0–23 months from the 2015–2016 India National Family Health Survey. Survey logistic regression was used to assess factors associated with IYCF among adolescent mothers. Prevalence of exclusive breastfeeding, early initiation of breastfeeding, timely introduction of complementary feeding, minimum dietary diversity, minimum meal frequency, and minimum acceptable diet rates were: 58.7%, 43.8%, 43.3%, 16.6%, 27.4% and 6.8%, respectively. Maternal education, mode of delivery, frequency of antenatal care (ANC) clinic visits, geographical region, child’s age, and household wealth were the main factors associated with breastfeeding practices while maternal education, maternal marital status, child’s age, frequency of ANC clinic visits, geographical region, and household wealth were factors associated with complementary feeding practices. IYCF practices among adolescent mothers are suboptimal except for breastfeeding. Health and nutritional support interventions should address the factors for these indicators among adolescent mothers in India.

Akif AVCU

Unlike the traditional statistical approaches, which imply the existence of a latent common causes that lead to the emergence and covariance of indicators, network modeling suggests that latent traits emerge due to interactions between indicators. Clearly, such kind of handling of the Program for International Student Assessment (PISA) results and other development indicators better reflect the mutual interactions of the indicators. By this aim, the network pattern of development indicators was revealed and graphically represented, most and least important indicators were detected. In addition, the indicators that have closer association with the PISA results were also detected. United Nations Development Program (UNDP) data were used for the analyzes. The 2015 year of data for sixty-six countries were used and consists of thirteen development indicators. The data were analyzed in R statistical program using “qgraph” package. The results showed that the PISA results are not at the central position compared to other development indicators while it was closely associated with gender inequality, secondary school completion rate and unequal life expectations. Those results were discussed based on the existing literature and some recommendations were given to policymakers and for future research.

Bogum Yoon

The need for global education is increasing in this global era, and children’s literature becomes an essential resource to address this need. However, there is little research on how global perspectives are depicted in children’s literature. The current study fills the gap in our understanding by examining contemporary children’s picture books that were published in the United States from 2010 to 2016. Findings show that the picture books reflect several important elements of global education. However, there is an imbalance among the topics and genres. Although global awareness through environmental issues was emphasized through informational texts, transnational story lines on how individuals as world citizens connect to the other people around the world were lacking. The findings provide future directions for more diverse topics to support critical global education in this interconnected world.<strong></strong>

Sean M. Eddington, Caitlyn Jarvis

Online communities of practice are a useful professional development space, where members can exchange information, aggregate expertise, and find support. These communities have grown in popularity within higher education—especially on social networking sites like Twitter. Although popular within academe, less is known about how specific online communities of practice respond and adapt during times of crisis (e.g., building capacity for resilience). We examined 22,078 tweets from #AcademicTwitter during the first two months of the Covid-19 pandemic, which impacted higher education institutions greatly, to explore how #AcademicTwitter enacted resilience during this time. Using text mining and semantic network analysis, we highlight three specific communicative processes that constitute resilience through a form of resilience labor that we conceptualize as “resilience craft.” Our findings provide theoretical significance by showing how resilience craft can extend theorizing around both communities of practice and the communicative theory of resilience through a new form of resilience labor. We offer pragmatic implications given our findings that address how universities and colleges can act resiliently in the face of uncertainty.

I. Klatte, Rena Lyons, K. Davies et al.

Abstract Background Collaboration between parents and speech and language therapists (SLTs) is seen as a key element in family‐centred models. Collaboration can have positive impacts on parental and children's outcomes. However, collaborative practice has not been well described and researched in speech and language therapy for children and may not be easy to achieve. It is important that we gain a deeper understanding of collaborative practice with parents, how it can be achieved and how it can impact on outcomes. This understanding could support practitioners in daily practice with regard to achieving collaborative practice with parents in different contexts. Aims To set a research agenda on collaborative practice between parents and SLTs in order to generate evidence regarding what works, how, for whom, in what circumstances and to what extent. Methods & Procedures A realist evaluation approach was used to make explicit what collaborative practice with parents entails. The steps suggested by the RAMESES II project were used to draft a preliminary programme theory about collaborative practice between parents and SLTs. This process generates explicit hypotheses which form a potential research agenda. Discussion & Conclusions A preliminary programme theory of collaborative practice with parents was drafted using a realist approach. Potential contextual factors (C), mechanisms (M) and outcomes (O) were presented which could be configured into causal mechanisms to help explain what works for whom in what circumstances. CMO configurations were drafted, based on the relevant literature, which serve as exemplars to illustrate how this methodology could be used. In order to debate, test and expand our hypothesized programme theory for collaborative practice with parents, further testing against a broader literature is required alongside research to explore the functionality of the configurations across contexts. This paper highlights the importance of further research on collaborative practice with parents and the potential value of realist evaluation methodology. What this paper adds Current policy in education, health and social care advocates for family‐centred care and collaborative practice with parents. Thereby, collaborative practice is the preferred practice for SLTs and parents. In this paper, we explore collaborative practice and use a realist evaluation approach to achieve the aim of setting a research agenda in this area. Researchers use realist evaluation, a methodology originally developed by Pawson and Tilley in the 1990s, to explore the causal link between interventions and outcomes, summarized as what works, how, for whom, in what circumstances and to what extent. Realist evaluation provides a framework to explore configurations between contexts (C), mechanisms (M) and outcomes (O). We used this methodology to take a first step at making explicit what collaborative practice is and how it might be achieved in different contexts. We did this by drafting a preliminary programme theory about collaborative practice, where we made explicit what context factors and mechanisms might influence outcomes in collaborative practice between parents and SLTs. Based on this programme theory, we argue for the need to develop a research agenda on collaborative practice with parents of children with speech, language and communication needs. The steps between a programme theory and a research agenda could entail exploring each CMO, or step in the programme theory, and evaluating it against the existing literature—both within and beyond speech and language therapy—to see how far it stands up. In this way, gaps could be identified that could be converted into research questions that would stimulate debate about a research agenda on collaborative practice. Understanding how collaborative practice can be achieved in different contexts could support SLTs to use mechanisms to optimise collaborative practice intentionally and tailor interventions to the specific needs of families, thereby enhancing collaborative practice between parents and SLTs.

Rogers Kaliisa, A. Mørch, A. Kluge

The literature until 2020 has forecasted a significant uptake of learning analytics (LA) to support learning design in higher education. However, there remain only a few investigations into teachers’ course design practices and their perspectives on LA as a tool to support their design practices. This paper presents findings from an examination of 16 university teachers’ design practices and perspectives on LA at two Norwegian universities (The University of Oslo and Oslo Metropolitan University). On one hand, findings identified situational factors, feedback sources and teachers’ intuition as key influencers of teachers’ course design decisions. On the other hand, guided by principles of the technology acceptance model, this study identified mixed reactions amongst teachers regarding the awareness, understanding and potential use of LA to support course design practices. In particular, most teachers appreciated the formative and normative value of LA to provide more objective evidence about students’ learning patterns and to shape learning trajectories, but some were skeptical about the evaluative role where LA is used to evaluate teachers’ and students’ performance based on unnuanced data (e.g. no theory guidance) with limited depth in observation. This article contributes to the understanding of factors fundamental to linking LA to teachers’ course design practices by synthesizing findings to propose a ‘bi-directional LA-course design’ conceptual framework that clarifies key elements that influence teachers’ design practices and highlighting their implications for LA integration.

A. Ynnerman, P. Ljung, A. Persson et al.

Dulcinéia da Conceição Ligeiro, Alessandra David, Silvana Fernandes Lopes

Este artigo tem como objetivo discutir alguns aspectos do trabalho do inspetor escolar no ensino primário, tomando como fonte os registros dos termos de visitas em um grupo escolar do interior paulista, no período compreendido entre 1931 e 1940. Trata-se de uma pesquisa documental e bibliográfica. A análise dos registros resultou na constatação de que, dentro do ideário da Escola Nova, o que mais se desenvolveu nos grupos escolares foram as instituições assistencialistas, como a Caixa Escolar, e que os inspetores escolares contribuíram para a divulgação do nacionalismo imposto por Getúlio Vargas, assim como para a expansão da escolarização no estado de São Paulo.

Darina Slattery

Mathew Paikatt Manager, Fr. Jacob Kodimarathummoottil Bursar, Dr. Juby Mathew et al.

AICTE Sponsored International E-Conference on Computing & Communication Systems for a Fourth Industrial Revolution, the 9th edition of Annual International Conference on Emerging Research Areas (AICERA 2020), held virtually on 14-16 December 2020 in Amal Jyothi College of Engineering Kanjirappally, Kerala, India. The AICERA 2020 was organized by Amal Jyothi College of Engineering in association with All India Council for technical Education (AICTE)New Delhi and technically sponsored by IOP Publishing. The Conference aims at bringing together the researchers, scientists, engineers, and scholar students in all areas of Engineering and Technology, and provides an international forum for the dissemination of original research results, new ideas and practical development experiences which concentrate on both theory and practices. AICERA-2020 aims to create a platform for open communication and idea exchange on the recent Technological and Engineering developments. This conference provides an international forum for sharing knowledge and innovations in the field of Computer Science and Information Technology. The three-day event has provided an exposure to erudite work by researchers in the field of engineering. It also facilitates interaction among academicians, engineers and research scholars. Sessions on the side-line discussed recent advances, challenges, breakthroughs and research innovations on various engineering aspects of green technologies. The conference consists of keynote lectures, tutorials, workshops and oral presentations on all aspects of Engineering and Science. Researchers were invited to speak and present the latest developments and technical solutions in their recent multidisciplinary area. List of Organizing Committee, Technical Review Committee and Internal Reviewers are available in this pdf.

Steven Hunt

This article describes the ways in which four non-specialist Latin teachers are introducing Latin to their schools1. The interviews reported here took place in four secondary schools in London and the South-East in 2019. The interviews were informal and were held with the teachers while I was consultant on behalf of the charity Classics for All while training non-specialists to introduce Latin into their schools, where no classical subjects had been offered previously. Teachers use Latin to meet Ofsted targets for the uptake of the English Baccalaureate (henceforth EBacc2) and to provide a broad and ambitious curriculum for all students. Resources and subject knowledge provide intellectual challenge and also stimulation. In conclusion I recommend greater support from the Department for Education (DfE) working with subject organisations to develop a coherent strategy for introducing classical subjects in state-maintained schools in order to support DfE and Ofsted objectives.

Julio Murilo Trevas dos Santos, Neide Maria Michellan Kiouranis

Investigaram-se neste trabalho compreensões e concepções sobre corpus de análise em dissertações e teses de um programa de pós-graduação em Educação em Ciências e Matemática. Buscou-se então: avaliar a ocorrência dessas compreensões e categorizá-las; identificar polissemia em relação ao termo corpus; avaliar as compreensões em função de referenciais teóricos de análise textual. As dissertações e as teses foram integralmente organizadas em corpora. Processaram-se os corpora por meio de análise textual auxiliada por computador (CATA), em um processo que envolveu métodos quantitativos e qualitativos. Utilizou-se o servidor Voyant Tools, um ambiente Web de análise de corpora extensos. A análise dos corpora resultou em quatro categorias a posteriori: caracterização do corpus; definição do corpus; formação do corpus; e operação sobre o corpus. Embora os resultados indiquem que as compreensões estavam vinculadas às metodologias de análise textual, perceberam-se inconsistências, afastamentos de referenciais teóricos e a necessidade de critérios para a constituição de corpora.

Sebastião Monteiro Oliveira

Texto de apresentação da edição temática "Paulo Freire".

Josefina Balbo

En este artículo se muestran parte de los resultados de una investigación cuyo propósito fue explorar la perspectiva de profesores universitarios sobre la formación docente por competencias en Venezuela. El objetivo de este estudio consiste en reflexionar sobre los puntos de encuentro de las voces de los profesores universitarios acerca de la formación permanente en competencias en el contexto actual venezolano. Metodológicamente el estudio se apoyó en la investigación cualitativa, se enmarcó en el paradigma interpretativo, bajo la orientación de la fenomenología como método; en correspondencia con este, se seleccionó la entrevista en profundidad como técnica para la recolección de datos y los informantes fueron seis docentes de tres universidades públicas venezolanas. Los hallazgos señalan la necesidad de una formación docente basada en la enseñanza reflexiva y la integración de saberes y asumido como un proceso sistemático, continuo y permanente dirigido al desarrollo de competencias que permitan enfrentar la complejidad del acto educativo en el contexto venezolano, marcado por la crisis en aspectos económicos y sociales.

Mirco Dondi

To offer a first access to the Didactics of History it is necessary to teach students to historicize the past, a concept foreign to them both for the young age and for the dimension of simultaneity and eternal present in which the information society leads us to live. The second access to historical content must start from the web because it is the environment more familiar to students. Internet is the modern archive both as a source in its millions of pages, and as a place where public and private institutions upload their official sources. The digitalization of content and networks offers innovative tools for learning with E-learning environments. It is a procedure that goes beyond distance teaching by intervening on the role of the teacher, no longer at the center of the class, but at his side and offering with Lifelong learning real tools for the updating of teachers that can potentially be addressed to the entire citizenship. The possibility of accessing documents, the possibility of offering content by audiovisual promotes access to the public of the historian emphasizes its public function and its responsibility.

E. Hahn, R. Devellis, R. Bode et al.