Hasil untuk "Theory and practice of education"

Ishmael Amartey

This paper investigates the relationship between public education spending and income inequality across U.S. counties from 2010 to 2022 using quantile regression methods. The analysis shows that total per pupil education spending is consistently associated with a small increase in income inequality, with stronger effects in high inequality counties. In contrast, the composition of education spending plays a substantially more important role. Reallocating budgets toward instructional, support service, and other current expenditures significantly reduces income inequality, particularly at the upper quantiles of the Gini distribution. Capital outlays and interest payments exhibit weaker and mixed effects. Economic and demographic factors, especially poverty, median income, and educational attainment, remain dominant drivers of inequality. Overall, the results demonstrate that how education funds are allocated matters more than how much is spent, underscoring the importance of budget composition in using public education policy to promote equity.

Érika Bevilaqua Rangel, Victoria Tomaz, André Luiz Teles e Silva et al.

ABSTRACT The Scientists of Tomorrow project is a partnership between the Postgraduate Program and multidisciplinary teams of the Hospital Israelita Albert Einstein and Escola Municipal de Ensino Fundamental Professor Paulo Freire of Paraisópolis in São Paulo, Brazil. To inspire 9th-grade students, the project introduced scientific research topics and methodologies to answer questions. This four-month program covered cellular and molecular biology, nanotechnology, bioinformatics, big data, neuroscience, and the impact of nature on well-being and innovation. In the second edition, the program featured 17 students and 35 activities from the beginning of August to the end of November 2023. The program connected with clinical practice, offering students insights into pre-clinical and clinical studies, basic life support training, an overview of the Brazilian Public Health System, and anxiety management techniques such as meditation. Diverse teaching strategies enhanced learning, as evidenced by theory-practical classes, pre- and post-tests (p<0.05), Kahoot! quizzes, design thinking, and real-time feedback. Students were encouraged to express their ideas verbally and in writing, individually and in groups. On the final day, the students presented their work in poster sessions, where they answered questions, reflected on their research, interacted with other researchers, and developed communication skills. As an innovative and replicable initiative, Scientists of Tomorrow empowers students to apply knowledge effectively, integrating scientific and technological skills with core values. Aligned with the United Nations Sustainable Development Goals (SDGs), especially SDGs 4 (quality education) and 10 (reducing inequalities), this project promoted continuous learning and self-improvement, preparing students to navigate real-life challenges with flexibility, resilience, and creativity.

Michael Hill, Cassandra Hart, Rachel Baker et al.

A large body of research has documented weaker student performance in online courses relative to face-to-face courses across multiple outcomes, including grades, course completion, and persistence. These gaps are particularly pronounced for underserved students. In response, colleges and universities have sought to improve the quality of online instruction by providing technology resources, student and faculty technical support, and, the focus of this study, professional development for faculty teaching online. However, despite the increasing popularity of professional development for online instructors, evidence on its effectiveness in shaping faculty practices and confidence remains limited. This study used survey data from 82 faculty at two Southern California community colleges following participation in structured professional development programs designed to improve online teaching. The professional development programs focused on core learning theories and practical strategies for engaging virtual learners. We find that the majority of faculty reported adopting techniques related to the creation of a supportive and welcoming environment, recorded video introductions and lectures, and increased student-student interaction. In addition, instructors reported increased confidence in adopting teaching methods in almost all assessed areas. In technical areas, most respondents reported increased confidence in skills related to building an online course, creating online assignments and materials, and interacting with students. In soft skill areas, most respondents reported increased confidence in skills related to development of a welcoming, equitable online environment. These survey results underscore the critical role of professional development in shaping instructors’ online teaching confidence and practices.

Maria Luce Lupetti, Elena Cavallin, Dave Murray-Rust

Design educators are finding ways to support students in skillfully using GenAI tools in their practices while encouraging the critical scrutiny of the ethical and social issues around these technologies. However, the issue of environmental sustainability remains unaddressed. There is a lack of both resources to grasp the environmental costs of genAI in education and a lack of shared practices for engaging with the issue. This paper critically reflects on the energy costs of using genAI in design education, using a workshop held in 2023 with 49 students as a motivating example. Through this reflection, we develop a set of five alternative stances, with related actions, that support the conscious use of genAI in design education. The work contributes to the field of design and HCI by bringing together ways for educators to reflect on their practices, informing the future development of educational programs around genAI.

A. R. Pina, Shams El-Adawy, H. J. Lewandowski et al.

Quantum Information Science and Engineering (QISE) education and workforce development are top priorities at the national level in the US. This has included a push for academia to support the development of programs that will prepare students to enter the QISE workforce. As the field of QISE has grown rapidly in academia and industry, there is a need to better understand what quantum knowledge is needed for students to be ready for the workforce. We present preliminary findings on the level of quantum expertise and the specific quantum knowledge utilized across different roles, and in the execution of specific tasks in the QISE industry. Qualitative analysis of semi-structured interviews with industry professionals elucidates these aspects of the vital work functions related to the ongoing development of quantum technologies in industry. This work will provide insights into QISE curriculum development and changes needed to better support students transitioning into this growing industry.

Bastiaan Heeren, Fabiano Dalpiaz, Mazyar Seraj et al.

Software engineering educators strive to continuously improve their courses and programs. Understanding the current state of practice of software engineering higher education can empower educators to critically assess their courses, fine-tune them by benchmarking against observed practices, and ultimately enhance their curricula. In this study, we aim to provide an encompassing analysis of higher education on software engineering by considering the higher educational offering of an entire European country, namely the Netherlands. We leverage a crowd-sourced analysis process by considering 10 Dutch universities and 207 university courses. The courses are analysed via knowledge areas adopted from the SWEBOK. The mapping process is refined via homogenisation and internal consistency improvement phases, and is followed by a data analysis phase. Given its fundamental nature, Construction and Programming is the most covered knowledge area at Bachelor level. Other knowledge areas are equally covered at Bachelor and Master level (e.g., software engineering models), while more advanced ones are almost exclusively covered at Master level. We identify three clusters of tightly coupled knowledge areas: (i) requirements, architecture, and design, (ii) testing, verification, and security, and (iii) process-oriented and DevOps topics. Dutch universities generally cover all knowledge areas uniformly, with minor deviations reflecting institutional research strengths. Our results highlight correlations among key knowledge areas and their potential for enhancing integrated learning. We also identify underrepresented areas, such as software engineering economics, which educators may consider including in curricula. We invite researchers to use our research method in their own geographical region, in order to contrast software engineering education programs across the globe.

William Hersh

Generative AI has had a profound impact on biomedicine and health, both in professional work and in education. Based on large language models (LLMs), generative AI has been found to perform as well as humans in simulated situations taking medical board exams, answering clinical questions, solving clinical cases, applying clinical reasoning, and summarizing information. Generative AI is also being used widely in education, performing well in academic courses and their assessments. This review summarizes the successes of LLMs and highlights some of their challenges in the context of education, most notably aspects that may undermines the acquisition of knowledge and skills for professional work. It then provides recommendations for best practices overcoming shortcomings for LLM use in education. Although there are challenges for use of generative AI in education, all students and faculty, in biomedicine and health and beyond, must have understanding and be competent in its use.

Olalla García Fuentes, Manuela Raposo Rivas, María-Esther Martínez-Figueira et al.

Las vídeo-anotaciones posibilitan nuevas interacciones asíncronas entre autor y lector, documentan las evidencias multimedia y promueven la reflexión. Con este marco de referencia, se plantea un estudio para conocer las buenas prácticas, así como los impactos, dificultades y requisitos necesarios para implementar los recursos tecnológicos en las prácticas externas de los títulos de Educación. Participan 26 personas que poseen roles diferentes. Se han realizado entrevistas grabadas que se examinan mediante vídeo-anotaciones y cuyos datos se tratan con un análisis textual y factorial, junto con una técnica de clasificación jerárquica. Los resultados muestran 90 segmentos de texto constituidos por 2.657 palabras y 751 formas activas suplementarias, que se agrupan en seis factores. Los resultados muestran una distribución desigual de las variables establecidas entre los grupos y una relación estadísticamente significativa. Se concluye que existe confluencia entre los grupos empleo, comunicación y seguimiento, por un lado; por otro, los grupos aprendizaje, tipología e implicaciones. Existe también una mayor frecuencia en las categorías ‘requerimientos’ e ‘impacto’, lo que pone de manifiesto un discurso de los entrevistados centrado en aquellas cuestiones relacionadas con las exigencias necesarias para implementar las tecnologías en el Prácticum y las mejoras que aportan en este momento formativo.

Jorge Pinochet

Research into educational physics is a field of study that has undergone sustained growth in recent decades. Among the topics addressed in educational physics, there is a relatively new field of research that seeks to make advanced physics accessible to teachers in this area, that is, physics that, due to its novelty and complexity, is beyond the reach of a typical high school teacher. For the reasons discussed in this paper, I the name advanced physics transposition or APT is suggested for this field of research. The objective of this work is to make a first attempt to systematise this field, to draw attention to the place it occupies, and no less important to give it a name that represents the objectives, methods and results that characterise it.

Tianlong Xu, Richard Tong, Jing Liang et al.

With the advent of foundation models like ChatGPT, educators are excited about the transformative role that AI might play in propelling the next education revolution. The developing speed and the profound impact of foundation models in various industries force us to think deeply about the changes they will make to education, a domain that is critically important for the future of humans. In this paper, we discuss the strengths of foundation models, such as personalized learning, education inequality, and reasoning capabilities, as well as the development of agent architecture tailored for education, which integrates AI agents with pedagogical frameworks to create adaptive learning environments. Furthermore, we highlight the risks and opportunities of AI overreliance and creativity. Lastly, we envision a future where foundation models in education harmonize human and AI capabilities, fostering a dynamic, inclusive, and adaptive educational ecosystem.

Rahmat Ullah, Rashid Aftab, Saeed Siyal et al.

This book presents detailed discussion on the role of higher education in terms of serving basic knowledge creation, teaching, and doing applied research for commercialization. The book presents an historical account on how this challenge was addressed earlier in education history, the cases of successful academic commercialization, the marriage between basic and applied science and how universities develop economies of the regions and countries. This book also discusses cultural and social challenges in research commercialization and pathways to break the status quo.

Daniel Leiker

The Generative Education (GenEd) Framework explores the transition from Large Language Models (LLMs) to Large Multimodal Models (LMMs) in education, envisioning a harmonious relationship between AI and educators to enhance learning experiences. This paper delves into the potential of LMMs to create personalized, interactive, and emotionally-aware learning environments. Through addressing the Two-Sigma problem and the introduction of a conceptual product named Harmony, the narrative emphasizes educator development, adapting policy frameworks, and fostering cross-sector collaboration to realize the envisioned AI-enhanced education landscape. The discussion underscores the urgency for proactive adaptation amidst AI's evolution, offering a pragmatic roadmap to navigate the technical, ethical, and policy intricacies of integrating AI in education.

Hans Henrik Sievertsen

Assessments such as standardized tests and teacher evaluations of students' classroom participation are central elements of most educational systems. Assessments inform the student, parent, teacher, and school about the student learning progress. Individuals use the information to adjust their study efforts and to make guide their course choice. Schools and teachers use the information to evaluate effectiveness and inputs. Assessments are also used to sort students into tracks, educational programmes, and on the labor market. Policymakers use assessments to reward or penalise schools and parents use assessment results to select schools. Consequently, assessments incentivize the individual, the teacher, and the school to do well. Because assessments play an important role in individuals' educational careers, either through the information or the incentive channel, they are also important for efficiency, equity, and well-being. The information channel is important for ensuring the most efficient human capital investments: students learn about the returns and costs of effort investments and about their abilities and comparative advantages. However, because students are sorted into educational programs and on the labor market based on assessment results, students optimal educational investment might not equal their optimal human capital investment because of the signaling value. Biases in assessments and heterogeneity in access to assessments are sources of inequality in education according to gender, origin, and socioeconomic background. These sources have long-running implications for equality and opportunity. Finally, because assessment results also carry important consequences for individuals' educational opportunities and on the labor market, they are a source of stress and reduced well-being.

Albina F. Myshkina, Inessa V. Iadranskaia

In human culture, since ancient times, fiction has developed as a mirror of time. Therefore, a dual understanding of time is reflected in the poetics of the work: firstly, it is the time that is connected with the narrative and is developed in the plot of the work (artistic time), and secondly, it is the time, the epoch of writing the work itself (historical time). The artistic image of the time is reflected not only in historical genres, but also in all other genres and styles of literature. The historical era of writing a work can be captured in the thoughts and worldview of the characters, in the conflict being developed, the subject matter and the problems involved. The relevance of the study is related to the fact that the tragic periods of history depicted in the work must be analyzed through the worldview and moral standarts of the people. In this regard, the purpose of this article is to identify the philosophical and aesthetic connection between the artistic time continuum and the historical epoch. The subject of the research in this article is the novelette of the literary scholar and prose writer Georgy Fedorov “Ai, mantaran hir mulkaci” ("Oh, poor hare »). In the course of the study, the following results were obtained: in an artistic and philosophical work, the category of time becomes both a method of deepening the character's personality, and an indicator of the figurative model of the world, and the subject of research.

E. Zhumabayeva, A. A. Kdyrbaeva, S. A. Nurzhanova et al.

The relevance of the problem under research is due to a new social order of the society, reflected in the Concept for the Development of Foreign Language Education of the Republic of Kazakhstan, where the formation of a polylingual personality is determined as the final qualitative result of studying a foreign language and culture. In these conditions, the problem of training the respective pedagogical staff primary school teachers, is being actualized for constructing a new type of education in a polylingual environment at the modern stage of the modernization of education, including the issues of developing its theoretical and technological support. Improving the quality of education, being a key problem of pedagogy, in the modern conditions of expanding the areas of international cooperation and the tendencies of forming a unified global community, comes into sharp focus. The aim of the article is to develop the content of an experimental curriculum on polylingual space and to test the formation of language competence of future primary school teachers in the process of higher education, as well as to study the specifics of their training for working with students in the multicultural educational space of modern Kazakhstan. The leading method of studying this problem is the analysis, which allows to identify the language needs of students. The study analyzed a series of surveys of 115 students and undergraduates, as well as university teachers of various disciplines. Moreover, implementing in the study such methods as analysis, synthesis, generalization, survey, diagnostics and carrying out various practical works, conditions to optimize the development of curricula and special courses and to remove obstacles in the implementation of trilingual education were determined. The analysis of works on improving the system of training primary school teachers in the conditions of polylingual space and the requirements for the personality of a teacher shows that the following areas of its implementation can be emphasized: the development of a teacher’s communicative abilities; the organization of experimental sites of different levels for teaching students in three languages; the development of integrative learning; the use of innovative learning technologies. As a result of the experimental work, the program of the discipline “Polylingual space: Theory and Practice” was developed in three languages for undergraduates of the specialty 6M010200 - Pedagogy and Methodology of Primary Education, a textbook with the same title and texts in three languages was published, tested, and implemented in the educational process. The materials of this article can be useful for primary school teachers, working in a polylingual environment, as well as for students, undergraduates and PhD students of the above-mentioned specialty.

Rosella D'Alesio, Ben Martin

As learning developers, we are constantly engaging with subject lecturers to discuss the learning needs of our students. This case study describes the creation of an academic literacy framework designed to engage subject lecturers and improve collaboration between them and the learning development team in order to develop the academic skills of students. Our aim was to create a tool that would achieve three complementary goals: • Help subject lecturers pinpoint where their students are placed along a spectrum of skills. • Allow lecturers to request, and/or learning developers to recommend, skills sessions at the most appropriate time. • Allow the learning development team to identify gaps in provision. We used our experience as learning developers together with existing frameworks and schema to create a generic academic literacy framework for all disciplines. Because we perceived the HE level descriptors to be unsuitable for our needs, we aimed to create a framework that was not tied to specific levels. Once the framework was drafted, it was shared with other learning developers and subject academics to assess its suitability. This process provided results that confirmed we were moving towards an overall consensus and that the framework was fit for purpose.

Marlon Herbert Flora Barbosa Soares, Felipe Augusto de Mello Rezende

Nos últimos anos houve um aumento considerável no número de publicações envolvendo a aplicação de jogos para o ensino de Química. No entanto, tais publicações não vêm necessariamente acompanhadas de referenciais teóricos adequados, ou, quando utilizados, não se relacionam diretamente com questões de ensino e aprendizagem. Dessa forma, pretendemos analisar uma série de artigos científicos de diversas revistas, entre os anos 2000–2016, no sentido de desvelar a utilização de referenciais teóricos de ensino e aprendizagem e a partir desta análise, verificar como os jogos vêm sendo estruturados, tanto em relação aos referenciais adotados, quanto à preocupação com a aprendizagem dos alunos. Os resultados apontam para a necessidade de se discutir o papel do jogo enquanto metodologia de ensino e aprendizagem, pois a utilização de referenciais epistemológicos ainda é muito incipiente, sendo que poucos conceitos teóricos são explorados pelos pesquisadores. A grande maioria dos jogos utilizam os referenciais epistemológicos como metodologia de aprendizagem, pois tais concepções são elencadas com objetivo de confirmar os conceitos trabalhados nas aulas expositivas, o que não tem contribuído para a aprendizagem dos alunos.

Anshuka Rangi, Massimo Franceschetti

In an effort to develop the foundations for a non-stochastic theory of information, the notion of $δ$-mutual information between uncertain variables is introduced as a generalization of Nair's non-stochastic information functional. Several properties of this new quantity are illustrated, and used to prove a channel coding theorem in a non-stochastic setting. Namely, it is shown that the largest $δ$-mutual information between received and transmitted codewords over $ε$-noise channels equals the $(ε, δ)$-capacity. This notion of capacity generalizes the Kolmogorov $ε$-capacity to packing sets of overlap at most $δ$, and is a variation of a previous definition proposed by one of the authors. Results are then extended to more general noise models, and to non-stochastic, memoryless, stationary channels. Finally, sufficient conditions are established for the factorization of the $δ$-mutual information and to obtain a single letter capacity expression. Compared to previous non-stochastic approaches, the presented theory admits the possibility of decoding errors as in Shannon's probabilistic setting, while retaining a worst-case, non-stochastic character.

Rafael Borini Martins Costa Borini, Flávia Dias de Souza

The article is based on a master's degree research and had the objective of investigating possibilities for the organization of practice as curricular component (APCC) that could favor the articulation between theory and practice in the initial formation. The study was realized in a Teaching Degree in Mathematics, based on the theoretical assumptions of activity theory, among which stand out the concepts of theoretical activity, practical activity and praxis. For the development of the research, the documentary research was adopted, using the class diaries and the detailed teaching plans of the subjects taught in the first semester of 2015 and that presented part of their workload destined to practice as curricular component of the course in study. As a theoretical reference, the study was based in Leontiev (1983, 1988) for the discussion of elements of activity theory and in Sánchez Vázquez (1980, 2011) for the deepening of the concepts of theoretical activity, practical activity and praxis. The analysis process took place under two aspects: i) the presence of the APCCs in the three training axes foreseen in the course and; ii) the nature of the APCC activities present in the course. In this first aspect the analysis focused on understanding the recurrences of activities understood as APCCS in the axes of specific training of mathematical content, general pedagogical training and training in mathematical education. In the second aspect of analysis five groups of activities were constituted, among which the group "Creation activities, didactic strategies, elaboration, planning of activities or materials for the classroom" revealed more clues of possible links between theory and practice. The research sought to discuss the activities developed as APCCs, to bring contributions to the teacher trainers in the organization of their teaching activities, choosing characteristics of activities that reveal evidence of link between theory and practice.

Antônio Honorato de Oliveira, Fernando Augusto Silva Marins, Maurício César Delamaro

Abstract Paper aims To present the performance and contributions of a business incubator that acts as a link between the members of an industrial cluster and a higher education institution that acts in the field of engineering. Originality Most articles focus on incubators from the point of view of internal activities, the nature of incubation processes, and financing intermediary programs for nascent businesses. This work aimed to broaden the traditional approach of the academic constructs researched on the role of business incubators by bringing the contributions of one of the largest Brazilian business incubators to the formation and development of an industrial cluster. Research method The results represent the extract from a case study. The inductive method of basic research with a combined approach is applied for exploratory and descriptive purposes, using documentary analysis and field research. Main findings This paper addresses a successful integration between an engineering school and the business environment through its incubator while summarizes the trajectory of this incubator, and highlights, among other contributions to the local industrial cluster, the significant survival rate of its graduated companies. Implications for theory and practice Coordinated actions among members of the triple helix model are evidenced in this paper and may form the basis for similar experiments involving government agencies, educational institutions and the industrial environment.