Hasil untuk "Theory and practice of education"

Rosario Moreno Soldevila, Manuel Alejandro González Muñoz, Alberto Marina Castillo et al.

This paper describes four methodological proposals for rescuing from oblivion and highlighting women writers in Graeco-Roman Antiquity. In workshops employing a variety of active methodologies, students become acquainted with Greek writers like Sappho, Diotima of Mantinea and Aspasia, and their Roman counterparts, including Sulpicia and Agrippina the Younger, while also becoming aware of the authorship of these women writers and their lack of visibility. The proposals take the shape of activities aimed at fostering a vocation for science among baccalaureate students in Spain but can also be easily adapted to secondary and even higher education in other educational contexts.

Alison Purvis, Beth Fielding-Lloyd, Melissa Jacobi et al.

This collaborative opinion piece offers the perspective that senior leaders must move beyond their traditional places within the academic or professional services spaces to act as hybrid professionals or translators. We take five perspectives as senior leaders and build a collective opinion of our view of the role of senior leaders as third space professionals. Senior leaders must move across boundaries, becoming third space professionals and by actively taking a liminal or neutral position between defined spaces, they share and communicate their expertise or service in a way that encourages collaboration and improved communication between groups. This conceptualisation of role and approach reinforces the notion of a single university community which supports individual, team, and organisational goals for the primary benefit of the student members of the community. Our collective opinion is that effective senior leaders in higher education will: actively occupy the third space; understand different needs to reach common goals; value all types of expertise; and communicate, communicate, communicate.

Georgy Petrov

This case study explores the practical application of project-based learning (PjBL) within a first-year business management module designed to address the unique challenges faced by widening participation students. It examines how embedding employability skills such as problem-solving, communication, teamwork and critical thinking directly into the curriculum can help bridge gaps in academic preparation and career readiness. Through authentic project tasks, and a focus on sustainability and governance, the module aims to create an inclusive and engaging learning environment. Key insights highlight the positive impact of collaboration, iterative reflection, feedback and artifact creation in fostering professional competencies. Practical recommendations are provided to support the integration of PjBL, with a particular focus on designing strategies that enhance accessibility and inclusivity for diverse student populations.

Alistair Morey

This workshop explored some of the tensions related to the position of Learning Development within higher education institutes, specifically the role of ‘middle managers’ with responsibility for learning development. In some cases these managers will be current or former LDers or they may have a limited grasp of the intentions and principles of learning developers.   The impetus for this workshop was thinking about my own role and experiences, discussing issues with colleagues in similar roles elsewhere, and reflecting on whether one has to choose a ‘side’. While many managers find themselves agreeing with critiques of the marketised HE sector or problematic pedagogic processes, not engaging with institutional priorities is not an option. Moreover, one can find oneself making the case for how LD can contribute to the institution’s success in contentious exercises such as National Student Survey (NSS) or the Teaching Excellence Framework (TEF) or engaging with processes activities that do not fully align with LD principles to ensure that we are involved.   This workshop was not about getting the tiny violins out and talking about how hard it is for managers. Instead, it aimed to encourage mutual understanding and looking at practical ways for managers to navigate institutional demands and LD principles, exploring the intersection of the community’s values, institutional pressures, sectoral issues and discussion of ‘what works’ within different institutions and contexts. At the end of the session, we shared and developed ideas and good practice about how we ‘play the game’ without compromising our principles, including suggestions for how managers can better represent their teams.

Thao Le Thi, Luong Doan Duc

The research identifies the increasing shift in legal education from theory-based curricula to practice-oriented methods, using competitions like moot courts, client consultations, and legal negotiations. The study combines qualitative and quantitative data through case studies, participant feedback, and experimental course designs to assess skill acquisition and student engagement. The research presents that legal competitions develop critical professional skills, such as oral advocacy, negotiation, and legal analysis, and foster resilience, teamwork, and effective communication. Moreover, structured coaching and preparation amplify these benefits, ensuring alignment with the needs of the professional legal community. The conclusion emphasizes integrating these competitions more formally into law curricula to balance theoretical and practical education, addressing gaps in traditional pedagogy while better preparing students for real-world human resources legal challenges.  

Christiane Caneva, Caroline Pulfrey

The introduction of digital technologies in educational institutions has gained significant momentum worldwide as societies recognize the central role of education in preparing individuals for a technology-driven world. This paper explores the concept of 'school digital capacity', which encompasses various factors critical to the effective integration of technology into teaching and learning practices. Educational leadership emerges as a cornerstone of this capacity, with leaders playing a critical role in shaping the digital landscape of their institutions. Using a mixed-methods approach, this research explores the perceptions of educational leaders in the context of a large-scale digital education reform project. Key findings highlight the importance of leadership and a coherent digital strategy in improving digital efficacy and teacher engagement with technology. However, challenges are evident, including a lack of clear strategies, inadequate human resource allocation, limited knowledge of digital education and insufficient professional development opportunities. The study highlights the need for improved training programmes for educational leaders to equip them with the necessary digital skills and strategic acumen. Collaborative networks between schools and increased support from ministries of education are recommended to facilitate effective digital integration and capacity development.

Alexander N. Pozdnyakov

The purpose of the article is to study the journalistic materials published in the second half of the XIX – early XX centuries related to the coverage of the women's issue in Russia, to identify on their basis approaches to solving the problems of the formation and development of women's education, to trace trends in their public perception, to compare their positions. Materials on the women's issue and women's education as its most important component, published in the second half of the XIX – early XX centuries. They belong not only to famous public figures, writers, but also to those for whom journalism has become a new experience. The issues of the formation and development of women's education as one of the most important components of the women's issue were widely covered in the journalistic literature of the period under study. It reflected various positions on this issue that have developed in society. The study of literature allowed us to understand more deeply the essence of the public mood of that time, to feel the emotional intensity, to accept the results closer. The analysis of the source material showed that the ranks of the participants of the women's movement and its supporters became increasingly growing and active. Despite the gradual reduction in the number of opponents, their struggle, taking various forms, has been dealing significant blows for many decades, holding back possible successes. A special place in public life was occupied by liberals, whose activities were mainly verbal statements.

Liu Xizhi

Nowadays, with the continuous development of the times, multimedia technology(MT) is rapidly infiltrating people's lives, and people are paying more and more attention to multimedia teaching, which has been well applied in vocal music(VM) teaching. Since VM is a highly practical and relatively abstract subject, it is necessary to organically combine theory with practice. In addition, nowadays people have higher and higher requirements for music aesthetics, and the enrollment scale of VM majors is increasing, making traditional teaching methods no longer able to meet the needs of vocal talents. Because the network MT can well solve the problems in the traditional classroom and make up for the shortcomings, it has played an important role in improving classroom efficiency, improving the quality of teaching and teaching effects. At the same time, the use of modern methods for VM teaching can also provide teachers with more convenience. Therefore, under this background, it is necessary to combine modern education methods with VM teaching mode(VMTM) to realize the transformation of VMTM. This article uses questionnaire survey method and data analysis method to make use of the advantages of computer network MT to make VM teaching simpler and more intuitive, so as to achieve better VM teaching effects. According to the survey results, most interviewees believe that the application of computer network MT in the VMTM has certain effects and brings a lot of vitality to the development of the course.

Elizaveta Sergeevna Isaeva

The study aims to determine the main parameters and tools of learning management systems (LMS), identify their strengths and weaknesses using the example of several distance education platforms (Moodle, Google Classroom, Microsoft Teams, Open edX and ILIAS), which are widely used not only in Russia but also around the world, in order to bring out the pedagogical potential for online learning at higher education institutions. The paper lists the main elements of information technology support for learning, draws conclusions about the most effective LMS platforms. Scientific novelty lies in identifying the main characteristics of the platforms that are necessary for the successful implementation of online education in current conditions. As a result of the study, the researcher has determined the main parameters and tools of LMS.

Aleksey Sergeyevich Dyachin

The research aims to carry out a comparative analysis of the system of schoolchildren’s additional education in the Soviet Union in the late 50s - early 60s and in modern Russia. The paper pays special attention to establishing a logical link between the key aspects of additional education: priority areas, delivery of social services under the government social-sector procurement, an individual’s socialisation. The main normative documents regulating activity of institutions of additional education during the chosen time periods are considered and analysed. Scientific novelty of the research lies in comparing schoolchildren’s additional education in the USSR in the late 1950s - early 1960s with that of the present time from the viewpoint of educational process organisation and social services delivery under the government and society social-sector procurement rather than basing on the ideological aspect. The research findings show that educational process organisation in institutions of additional education in the 1950s and 1960s has not lost its relevance but has been modernised and adapted to the contemporary conditions.

Tatiana Rosa Carvalho Ribeiro, Loriége Pessoa Bitencourt

A pesquisa da qual se originou este artigo teve como objetivo principal compreender o modo com que a formação do bacharel docente do curso de Ciências Contábeis (BDCC) de uma universidade pública do estado de Mato Grosso e as atividades docentes desenvolvidas no curso contribuem para a pedagogia universitária. Trata-se de uma pesquisa com abordagem qualitativa do tipo estudo de caso. Os instrumentos de coleta de dados foram: questionário de caracterização e entrevista semiestruturada. Os sujeitos foram sete docentes efetivos, selecionados a partir de critérios definidos. Os dados revelaram que os BDCC estão em constante formação nas áreas específicas, buscando inovações e melhorias de suas práticas educativas. Referente às atividades desenvolvidas, o ensino recebeu maior destaque, ficando em segundo lugar a extensão, por lhes proporcionar satisfação e considerá-la uma prestação de serviços à comunidade e, por último, constatou-se que a atividade de pesquisa é desenvolvida de maneira periférica pelos sujeitos.

Beatrice Alina DINU

In a country where the rate of functional illiteracy is reaching worrying levels, critical thinking remains one of the solutions to combat this harmful phenomenon of today’s society. Schools should focus not so much on the transmission of knowledge but on the competence to learn to learn, so that students become autonomous in learning and move from superficial thinking to deep thinking. Textbooks have recently become the primary document that teachers follow, but without analyzing them to see what kind of thinking it promoted. A possible modification of the History curriculum, 4th grade, and textbooks should aim at training students in the ability to think critically.

Andres Felipe Soto Yonhson

Los y las estudiantes en escasas oportunidades usan las habilidades históricas en su desenvolvimiento ciudadano y para comprenderse a sí mismos. A partir de ello, la presente investigación tiene como objetivo analizar las transformaciones y resistencias presentes en relatos elaborados por estudiantes sobre el antes, el durante y el después del golpe de Estado de 1973 en Chile, una vez implementada una secuencia didáctica que pretendió desarrollar narrativas históricas con fragmentos autobiográficos. Específicamente, este artículo se centrará en la agentividad de los personajes y cuasipersonajes presentes en las narraciones. La metodología de investigación es mixta con predominancia cualitativa. La muestra corresponde a trece relatos elaborados por un tercero medio en Santiago de Chile, antes y después de la intervención didáctica. Los resultados del análisis dan cuenta de una percepción negativa de la idea de conflicto, ya que es relacionada con la ideologización y radicalización. Además, los relatos iniciales logran transformarse en narrativas históricas con rasgos autobiográficos porque se disminuyó la excesiva agentividad de personajes históricos como Salvador Allende y Augusto Pinochet, dando paso a la incorporación de cuasipersonajes conceptuales, los cuales pudieron ser relacionados con la subjetividad de los estudiantes. En conclusión, si se pretende que los y las estudiantes utilicen las habilidades del pensamiento histórico para comprenderse a sí mismos y actuar de manera ciudadana, es imperioso que se validen y trabajen de forma sistemática sus relatos autobiográficos en los procesos de enseñanza-aprendizaje.

Iulia Gabriela Alexandru

Creative evaluation is part of what defines a modern class, updated to the social realities. This article aims to provide teachers with creative assessment tools. To practice creative assessment, it is necessary to transform the professional culture, to understand and to practice around creativity and innovation in a significant way. This means more than offering traditional lessons in which pupils are largely placed in the role of information consumers; it means equipping educators and pupils with a creative disposition to be able to answer the problems of the contemporary world.

Michael Gilbert

Purpose – The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations. Design/methodology/approach – The study used a pre-post design. During the pre-study phase, teachers underwent three days of intensive training in the Process Education Model®. In total, 21 middle and high school teachers at an independent school were the subject group. Each teacher identified ten students, five of whom they classified as “easy to communicate with” and five others whom they classified as “difficult to communicate with.” Approximately, 200 students participated in the study. Teachers and students provided communication preferences via the Kahler Personality Pattern Inventory® (1996). Performance data were gleaned from student grade point averages (GPAs) and grade-appropriate versions of ACT instruments. Findings – The PPI reveals, in part, perceptual preferences in an assessing matrix. Intrinsic and extrinsic orientations were one set of distinctions. Most (more than 85 percent) of the teachers had intrinsic orientations, compared with 63 percent of the “easy” students and 47 percent of the “difficult” students. Both GPA and ACT comparisons were significantly different (p<0.001) on both pre- and post-measures, with the easy students outstripping their difficult counterparts. No significant differences were observed on the ACT Aspire, taken by students in grades 6–9. Research limitations/implications – The study was conducted at one site. Practical implications – Student performance appears to be linked with connecting with teachers’ preferred delivery and communication styles. The more like their teachers the students are, the better their performance. Reinforcing new knowledge and skills was recognized as an important component of training. Originality/value – If connecting better with students is tied with performance, teachers who learn how to shift their delivery methods may foster better outcomes. Also, attention should be paid on how distress may impact teacher performance, especially as they interact with students whose communication preferences may differ from theirs.

Behrooz Ghoorchaei, Mansoor Tavakoli

Among alternative assessment options, portfolios have received considerable attention in the field of education, but there has been little research exploring students’ perceptions of the portfolio approach or its impact on the learning of writing (Lam, 2013). Therefore, this study aimed at investigating students’ perceptions about the effect of portfolio assessment as a process-oriented assessment mechanism on Iranian EFL students’ English writing and its sub-skills of focus, elaboration, organization, conventions, and vocabulary. Moreover, the study dealt with students’ perceptions about the use of portfolio assessment in EFL writing. Thirty university students were chosen as the participants.  They received the treatment i.e. portfolio assessment in an essay writing course. Students’ views and reflections about portfolio assessment were elicited via “Portfolio contribution questionnaire” and individual semi-structured interviews. The results showed that most of the students perceived improvement in overall writing and the sub-skills of focus, elaboration, and organization. Furthermore, students had a positive attitude to the implementation of portfolios. The results have some implications for teaching and assessment of writing in the EFL context.

rody putra sartika

IMPLEMENTASI MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN PEMAHAMAN KONSEP MAHASISWA PADA MATA KULIAH MANAJEMEN LABORATORIUM Abstract Conceptual understanding was one of cognitive aspect which ensure success rate of students. If conceptual understanding of students was good, students would been successful in following the course. The main goal of this study was to describe conceptual understanding of prospective student teacher after being taught using Problem based learning model. One shot case study design was chosen as research design. The research population for this study comprised all the second year students of chemistry education program which consisted of three classes. according to saturated sampling, all the members  of population were selected as samples. they consisted of 71 students overall. Achievement Test was used to collect data. It was given to students to examine students’ conceptual understanding. Data were then analyzed descriptively and quantitatively. The results from this study showed that students’ conceptual understanding was in various rates. As many as 55 %, 15%, 3% and 27 % of students were classified as poor, fair, good, and very good respectively. Abstrak Pemahaman konsep merupakan salah satu aspek kognitif yang menentukan tingkat keberhasilan peserta didik setelah melaksanakan proses pembelajaran. Jika pemahaman konsep yang dimiliki baik, maka peserta didik tersebut telah berhasil secara kognitif di dalam melewati proses pembelajaran. Tujuan pada penelitian ini adalah mendeskripsikan pemahaman konsep MAHASISWA setelah diajar menggunakan model problem based learning (PBL). Bentuk   penelitian ini adalah pra-eksperimetal dengan rancangan the one-shot case study. Populasi pada penelitian ini adalah mahasiswa program studi Pendidikan Kimia universitas Tanjungpura semester II yang terdiri atas 3 kelas. Teknik pemilihan sampel dilakukan dengan cara sampling jenuh, dengan jumlah sampel sebanyak 71 mahasiswa. Teknik pengumpulan  data  yang digunakan untuk menelaah masalah tersebut dilakukan melalui pengukuran dengan instrumen tes hasil belajar digunakan untuk mengukur pemahaman konsep mahasiswa. Deskripsi pemahaman konsep calon guru kimia diketahui dengan analisis deskriptif kualitatif. Hasil penelitian diperoleh pemahaman konsep calon guru kimia setelah diajarkan menggunakan model PBL pada mata kuliah Manajemen Laboratorium diperoleh sebanyak 55% dengan kategori sangat kurang, 15% dengan kategori kurang, 3% dengan kategori baik, dan 27% dengan kategori sangat baik.

Laura Asher, Charlotte Hanlon, Rahel Birhane et al.

Abstract Background Community-based rehabilitation (CBR), or community-based inclusive development, is an approach to address the complex health, social and economic needs of people with schizophrenia in low and middle-income countries. Formative work was undertaken previously to design a culturally appropriate CBR intervention for people with schizophrenia in Ethiopia. The current study explored the acceptability and feasibility of CBR in practice, as well as how CBR may improve functioning among people with schizophrenia. Methods This mixed methods pilot study took place in rural Ethiopia between December 2014 and December 2015. Ten people with schizophrenia who were unresponsive to treatment with medication alone, and their caregivers, participated in CBR. CBR was led by lay workers with five weeks training and involved home visits (education, family intervention and support returning to work) and community mobilisation. Theory of change was used to guide the pilot evaluation. Qualitative and quantitative data were collected at baseline, six months and 12 months. Forty in-depth interviews and two focus group discussions were conducted with 31 individuals comprising people with schizophrenia, caregivers, CBR workers, supervisors, health officers and community members. Results The RISE CBR intervention may have a positive impact on functioning through the pathways of enhanced family support, improved access to health care, increased income and improved self-esteem. CBR was acceptable to CBR workers, community leaders and health officers. Some CBR workers found it challenging to accept the choices of people with schizophrenia. These concerns were felt to be resolvable with supplementary training for CBR workers. The intervention was feasible but further evaluation is needed on a larger scale. Conclusion In low and middle-income countries, CBR may be an acceptable and feasible adjuvant approach to facility-based care for people with schizophrenia. However, contextual factors, including poverty and inaccessible anti-psychotic medication, remain substantial challenges. There were indications that CBR can impact on functioning but the RISE trial will determine effectiveness.

Gerson Scherdien Altenburg

É fato que as tecnologias estão cada vez mais presentes na vida dos educandos, promovendo o repensar do educador em relação às formas de ministrar aulas de modo a alavancar a construção do conhecimento. Analisando uma sala de aula contemporânea, é praticamente inviável o ensino sem as mídias, que nos levam a possibilidades e descobertas; é o caso do software GeoGebra 2 , ferramenta indispensável na geometria. Desenvolvi a pesquisa, procurando uma atividade diferenciada na abordagem da geometria plana, para identificação de figuras geométricas. Utilizei como veículo a arquitetura das residências da comunidade, registradas por fotografias. O intuito do trabalho é calcular área e perímetro na identificação dessas figuras representadas no software.

Gutvajn Nikoleta

There is a predominant belief in literature and school practice that high school achievement is an important precondition for optimal professional development and success in life, as well as that school failure is a problem that should be dealt with preventively. The goal of this paper is to shed light on the problem of school underachievement from the perspective of students who are positioned as underachievers in educational discourse. The following questions are especially important: whether underachievers recognize the importance of high school achievement for success in life, as well as which constructs are the core and which the peripheral ones in their construct system. Research participants were 60 students from the third grade of secondary school who failed three or more subjects during the school year or at the end of classification periods. Interview and Implications Grid were applied in the research. The results indicate that the most important life priorities of students are the following: acceptance by friends, school completion, school success, love and happiness. It was established that the construct acceptance by friends as opposed to rejection by friends is the core construct for success in life in the construct system of underachievers. The paper points out to the importance of appreciation of personal meanings of school achievement and initiation of dialogue between teachers and students in preventing and overcoming school underachievement.