Hasil untuk "Special aspects of education"

Lianting Wang, Marcelo Ponce

In this paper, we present an educational project aimed to introduce students to the technology behind Captive Portals infrastructures. For doing this, we developed a series of modules to emphasize each of the different aspects and features of this technology. The project is based on an open source implementation which is widely used in many computer network courses, making it well-suited and very appealing for instructors and practitioners in this field.

Ebrahim Rahimi, Clara Maathuis

Computational Thinking (CT) is a key skill set for students in higher education to thrive and adapt to an increasingly technology-driven future and workplace. While research on CT education has gained remarkable momentum in K12 over the past decade, it has remained under-explored in higher education, leaving higher education teachers with an insufficient overview, knowledge, and support regarding CT education. The proliferation and adoption of artificial intelligence (AI) by educational institutions have demonstrated promising potential to support instructional activities across many disciplines, including CT education. However, a comprehensive overview outlining the various aspects of integrating AI in CT education in higher education is lacking. To mitigate this gap, we conducted this systematic literature review study. The focus of our study is to identify initiatives applying AI in CT education within higher education and to explore various educational aspects of these initiatives, including the benefits and challenges of AI in CT education, instructional strategies employed, CT components covered, and AI techniques and models utilized. This study provides practical and scientific contributions to the CT education community, including an inventory of AI-based initiatives for CT education useful to educators, an overview of various aspects of integrating AI into CT education such as its benefits and challenges (e.g., AI potential to reshape CT education versus its potential to diminish students creativity) and insights into new and expanded perspectives on CT in light of AI (e.g., the decoding approach alongside the coding approach to CT).

Elena-Andreea Trandafirescu, Vladimir Potop, Ilie Mihai et al.

Background and Study Aim. Fear of failure, choking under pressure, financial disparities in income, and concerns related to body image and social pressure may intensify on-field challenges. These factors make the competitive environment particularly demanding for female soccer players. The aim of the current review is to map the available evidence on anxiety in women's football over the past decade and to identify interventions designed to manage anxiety among female soccer players. Material and Methods. A scoping review was conducted following the PRISMA-ScR guidelines. An extensive search was carried out across four major databases for publications dated between 2014 and 2024. Two independent reviewers screened titles and abstracts, followed by full-text screening and data extraction. Any disagreements were resolved by a third researcher. The findings were tabulated and synthesized in a narrative format. The study was pre-registered on the Open Science Framework. Results. The search yielded 2885 unique records. A total of 21 texts were reviewed in full, and the final sample included 14 studies. Some of the records included mentioned modifications to psychosocial interventions, such as Virtual Reality (VR) relaxation sessions, pre-exercise sporting massage, and psychological training programs (including psycho-neuromuscular theory and visualization techniques). These interventions led to a reduction in anxiety, though their effectiveness varied significantly across different approaches. Our results suggest that research on women's football may disproportionately focus on psychological interventions for managing anxiety. This highlights the need for broader investigations into other factors that influence athletes' performance and well-being. Conclusions. This scoping review helps clarify the current landscape of anxiety research in women's soccer. It highlights both promising interventions and gaps in the research over the past decade. Although the body of evidence on anxiety interventions is small, it suggests that psychological interventions may be effective in reducing anxiety among female soccer players.

Ana Luiza Leite, Roni Costa Ferreira

A vida dos professores universitários foi significativamente impactada pela pandemia da Covid-19, o que resultou em alteração da satisfação e estresse desses profissionais. O objetivo desta pesquisa foi analisar a produção científica, por meio de uma revisão sistemática, sobre o impacto da pandemia no bem-estar do professor universitário. Após a busca por artigos em bases de dados, critérios de exclusão foram aplicados e restaram 42 artigos científicos para análise. A maioria dos artigos científicos está escrito em inglês e advém dos Estados Unidos, assim como, possuem abordagem quantitativa. Os resultados demonstraram que houve mais, em número e intensidade, desafios e dificuldades observados do que benefícios e oportunidades. No que tange aos benefícios, novas oportunidades de colaboração em pesquisa, mais atenção à saúde, e desenvolvimento profissional do docente. A rede de apoio profissional e familiar foi citada como um benefício durante a pandemia, e quando não percebida, como uma dificuldade. No que tange aos desafios, professores precisaram reformular suas aulas, metodologias de ensino, adaptar-se às tecnologias e engajar os alunos, o que aumentou a carga de trabalho significativamente. Por fim, apresentam-se informações necessárias para que Instituições de Ensino Superior possam desenvolver políticas que ajudem os professores a enfrentarem esses desafios, em busca da manutenção ou melhoria da qualidade do ensino superior.

Stine Lehmann, Jens Christoffer Skogen, Gro Mjeldheim Sandal et al.

The COVID-19 pandemic caused a worldwide health- and societal crisis. Youth were exposed to enduring stressors. We examined types and load of stressors faced by youth, and their use of coping strategies. A population-based sample within Bergen municipality, Norway (N = 1031, 11–19 years) completed the Response to Stress Questionnaire 9 months into the pandemic. Social stressors were most frequent, with secondary control engagement being the most used coping strategy. Stress and coping strategies differed depending on sex, age, and socioeconomic status. Heightened stress were associated with primary and secondary control engagement, and disengagement. Thus, youth employed a range of coping strategies to an increasing degree with heightened levels of COVID-19 stress. The frequency of secondary control engagement aligns with the enduring uncontrollable nature of the outbreak. For future health crises, authorities should focus on social stressors experienced by youth, especially among girls, older youth, and youth with low socioeconomic status.

Adrienne L. Traxler, Camila Mani Dias do Amaral, Charles Henderson et al.

Network analysis has become a well-recognized methodology in physics education research (PER), with study topics including student performance and persistence, faculty change, and the structure of conceptual networks. The social network analysis side of this work has focused on quantitative analysis of whole-network cases, such as the structure of networks in single classrooms. Egocentric or personal network approaches are largely unexplored, and qualitative methods are underdeveloped. In this paper, we outline theoretical and practical differences between two major network paradigms--whole-network and egocentric--and introduce theoretical frameworks and methodological considerations for egocentric studies. We also describe qualitative and mixed-methods approaches that are currently missing from the PER literature. We identify areas where these additional network methods may be of particular interest to physics education researchers, and end by discussing example cases and implications for new PER studies.

Okan Bulut, Maggie Beiting-Parrish, Jodi M. Casabianca et al.

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.

M. Francisco, Maria C. Hartman, Ye Wang

The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.

Atakan Coban

During the periods of sudden transition to online education, the opportunity to make applications that might attract students' attention to the course has decreased even more. Although this deficiency was tried to be eliminated with videos and simulations, it was not possible to ensure active participation of students in some cases. In this study, the Algodoo program, which can increase the efficiency of the teaching environment by ensuring active participation of students in online lessons and the applications that can be done about Impulse and momentum are explained in detail. A total of 6 different applications were carried out, 1 related to the subject of impulse, 1 related to the momentum, 2 related to the relationship between impulse and momentum change, and 2 related to momentum conservation. At the same time, while developing these applications, the adjustments made on the simulation and the reasons are explained in detail. In this way, both the introduction of the program and the sample application suggestion were presented. The values obtained as a result of the applications were calculated and compared both theoretically and on simulation in different ways. As a result, it has been observed that the values have internal consistency with each other and are also compatible with theoretical calculations. Algodoo program, which allows many interactive applications and can be downloaded for free, is a program that can be used both in lecturing and evaluation processes in physics lessons while online education process.

Filippo Lanubile, Silverio Martínez-Fernández, Luigi Quaranta

Building and maintaining production-grade ML-enabled components is a complex endeavor that goes beyond the current approach of academic education, focused on the optimization of ML model performance in the lab. In this paper, we present a project-based learning approach to teaching MLOps, focused on the demonstration and experience with emerging practices and tools to automatize the construction of ML-enabled components. We examine the design of a course based on this approach, including laboratory sessions that cover the end-to-end ML component life cycle, from model building to production deployment. Moreover, we report on preliminary results from the first edition of the course. During the present year, an updated version of the same course is being delivered in two independent universities; the related learning outcomes will be evaluated to analyze the effectiveness of project-based learning for this specific subject.

Ilya Musabirov, Angela Zavaleta-Bernuy, Pan Chen et al.

Randomized A/B comparisons of alternative pedagogical strategies or other course improvements could provide useful empirical evidence for instructor decision-making. However, traditional experiments do not provide a straightforward pathway to rapidly utilize data, increasing the chances that students in an experiment experience the best conditions. Drawing inspiration from the use of machine learning and experimentation in product development at leading technology companies, we explore how adaptive experimentation might aid continuous course improvement. In adaptive experiments, data is analyzed and utilized as different conditions are deployed to students. This can be achieved using machine learning algorithms to identify which actions are more beneficial in improving students' learning experiences and outcomes. These algorithms can then dynamically deploy the most effective conditions in subsequent interactions with students, resulting in better support for students' needs. We illustrate this approach with a case study that provides a side-by-side comparison of traditional and adaptive experiments on adding self-explanation prompts in online homework problems in a CS1 course. This work paves the way for exploring the importance of adaptive experiments in bridging research and practice to achieve continuous improvement in educational settings.

Raquel Flores-Buils, Antonio Caballer-Miedes, Rosa Mateu‐Pérez

Schools are a fundamental context for processes of promotion and generation of resilience, since they focus not only on aspects of academic development, but also of personal and social development. Resilience in the teacher has a dual function. On the one hand, as resilient professionals, teachers can foster the development of resilience in their students; on the other hand, teaching resilience facilitates their own personal and professional well-being. Despite research highlighting the benefits of resilience in education, there is scarce research focused on assessing resilience in teachers. Thus, the aim of this paper is to analyze the psychometric properties of the Spanish version of Connor and Davidson’s 10-item resilience scale (CD-RISC 10©) in a sample of 290 teachers. A confirmatory factorial analysis (CFA) is performed, which shows that the 10 items on the CD-RISC 10© Resilience Scale form a one-dimensional structure, with high reliability, McDonald’s Omega coefficient (ω = 0.80) and Cronbach’s alpha coefficient (α = 0.87). The results obtained in this work support the use of the scale for the assessment of resilience in teachers of Infant, Primary and Special Education, which is considered very useful, not only to know their degree of resilience, but also to assess the effectiveness of training programs.

Josephine Meyer, Noah Finkelstein, Bethany Wilcox

Quantum information science (QIS) is an emerging interdisciplinary field at the intersection of physics, computer science, electrical engineering, and mathematics leveraging the laws of quantum mechanics to circumvent classical limitations on information processing. With QIS coursework proliferating across US institutions, including at the undergraduate level, we argue that it is imperative that ethics and social responsibility be incorporated into QIS education from the beginning. We discuss ethical issues of particular relevance to QIS education that educators may wish to incorporate into their curricula. We then report on findings from focus interviews with six faculty who have taught introductory QIS courses, focusing on barriers to and opportunities for incorporation of ethics and social responsibility (ESR) into the QIS classroom. Few faculty had explicitly considered discussion of ethical issues in the classroom prior to the interview, yet instructor attitudes shifted markedly in support of incorporating ESR in the classroom as a result of the interview process itself. Taking into account faculty's perception of obstacles to discussing issues of ESR in coursework, we propose next steps toward making ESR education in the QIS classroom a reality.

Albrecht Kurze, Arne Berger

This paper relates findings of own research in the domain of co-design tools in terms of ethical aspects and their opportunities for inspiration and in HCI education. We overview a number of selected general-purpose HCI/design tools as well as domain specific tools for the Internet of Things. These tools are often card-based, not only suitable for workshops with co-designers but also for internal workshops with students to include these aspects in the built-up of their expertise, sometimes even in a playful way.

Albertus Hariwangsa Panuluh

This research investigate that science process skills significantly improve after doing some practicum activities. The research population are fifth semester physics education students and the research sample are fifth semester physics education students who was doing electricity and magnetism experiment C class course. We used two questionnaires, the first one is given to the students after doing three experiment activities and the second one is given after doing six experiment activities. This research is quantitative research using paired sample t test analysis that compared the first questionnaires score and the second questionnaires by using SPSS software. The result indicates that the number of practicum activities is able to improve the science process skills significantly.

Jo Blanden, Matthias Doepke, Jan Stuhler

This chapter provides new evidence on educational inequality and reviews the literature on the causes and consequences of unequal education. We document large achievement gaps between children from different socio-economic backgrounds, show how patterns of educational inequality vary across countries, time, and generations, and establish a link between educational inequality and social mobility. We interpret this evidence from the perspective of economic models of skill acquisition and investment in human capital. The models account for different channels underlying unequal education and highlight how endogenous responses in parents' and children's educational investments generate a close link between economic inequality and educational inequality. Given concerns over the extended school closures during the Covid-19 pandemic, we also summarize early evidence on the impact of the pandemic on children's education and on possible long-run repercussions for educational inequality.

Manal M. Alanazy, Reem F. Alrusaiyes

The authors investigated pre-service special education teachers’ prior experience in using computers and their perception of the knowledge, and their preparedness toward integrating computer technology in teaching, barriers in integrating computer technology in their teaching practices and the level of confidence teachers gained from using technology applications in teaching. Fifty-eight pre-service special education female teachers from a college of education in Saudi Arabia responded to a needs assessment survey. Most participants had more than eight years of experience in using computers. They reported that they are able to integrate computer technologies in their teaching but acknowledged the need for more training courses. The barriers mentioned were a lack of equipment, lack of practice, and lack of maintenance. The findings of this research reveal that there is a need to intensify or enhance the technology courses in programs that prepare special education teachers and focus on the practical aspects of integrating technology in teaching.

J. Okech, I. Yuwono, W. J. Abdu

This study aimed to assess the factors that influence the effective implementation of inclusive education, taking into consideration learners with disabilities and other special needs. The study objectives focused on the following key aspects that directly influence the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues, and learning environment. The study adopted a case study design and employed qualitative approaches in sampling. Participants of the study (N=103) included special needs teachers (N=73) and learners with disabilities (N=30). Data collection was carried out through interviews. Some of the findings were positive, namely the policies on inclusive education were reported to be clear and well-suited to guiding the implementation practice, although some stakeholders were reported to be less committed. Attitudes towards learners with disabilities and other special needs were reported to be increasingly positive in the last decade. The findings on the perceptions of the ability and capability of learners with disabilities and other special needs to benefit from inclusive education drew a mixed reaction – some respondents reported that there were learners who were able to benefit from inclusive settings, while others were not. On the subject of the curriculum, the results revealed that some learners with disabilities and other special needs were capable of benefiting from the regular curriculum, while others would benefit from a special curriculum. Lastly, with regards to environmental factors, the study revealed that adequate preparations were always made to provide a conducive environment for learning in inclusive education settings. A major recommendation was made to draw the attention of policy makers to support inclusive education, which ought to be treated as a right and not a privilege for learners with disabilities and other special needs. This study will help to enhance the effective implementation of inclusive education, taking into consideration disability issues. In regard to environmental factors, the study reveals that adequate preparations are required to provide a conducive environment for learning in inclusive settings. The paper proposes a need for support from all stakeholders to treat inclusive education as a right and not a privilege for learners with disabilities and other special needs.

Natallia Bahdanovich Hanssen, Irina Erina

ABSTRACT The present study focuses on exploring parents’ views of inclusive education for children with special educational needs (SEN) in Russia. First, we bring parents’ voices to the forefront, exploring their points of view on inclusive education for their SEN children. Second, we deepen the current understanding of what aspects are important– from aparental perspective– in the provision of education for children with SEN in an inclusive school context. The research was designed as an exploratory study, and data were gathered by means of aqualitative online questionnaire. Using athematic analysis, two main themes were identified: parental views on inclusive education for children with SEN and important factors in the provision of education for children with SEN in an inclusive context. The results show that parents’ opinions about inclusive education for their children with SEN reveal obvious tensions. The findings point to teacher proficiency, parental involvement and humanity as being essential to the education of children with SEN, allowing them to evolve and thrive in inclusive school settings. Russia needs to increase its focus on parental involvement in fostering inclusive education and strengthen adequate preparation of teachers to improve the education provided for children with SEN in an inclusive context.

E. Nikula, P. Pihlaja, P. Tapio

ABSTRACT This study explores the desired future images of an inclusive school. In its policy documents, Finland has been committed to goals of inclusive education for decades; however, there are still challenges in its implementation. By utilising futures workshops, our research explores the factors envisioned by special education teacher students regarding the desired future of an inclusive school. The factors form three dimensions: structural, social, and emotional. Additionally, certain factors were assessed to fit into more than one dimension, which results in four overlapping aspects of services, commitment, a meaningful school path, and the school’s comprehensive role in the community. Our results emphasise the systemic nature of inclusion in education, which further reinforces the understanding of inclusion as a process.