Hasil untuk "Education (General)"

Marilyn Cochran-Smith, Kenneth M. Zeichner

Gregory Schraw, Kent J. Crippen, Kendall Hartley

Samuel R. Lucas

Grupo Banco Mundial, Fondo de Población de las Naciones Unidas, Programa de las Naciones Unidas para el Desarrollo et al.

Marilyn Cochran-Smith

Aster Van Mieghem, K. Verschueren, K. Petry et al.

ABSTRACT Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps there are in the research that can be addressed. Published reviews were identified through a systematic search using the Education Resource Information Center (ERIC) and Web of Science (WoS) databases. A thematic analysis of 26 reviews revealed five main themes: attitudes towards IE, teachers’ professional development in IE, IE practices, student participation and critical reflections on IE research. The conclusion is that for the implementation of IE, it is vital that there is professional development for teachers regarding evidence-informed IE practices which would lead to successful teacher experiences. In addition, suggestions for research into the attitudes of all students, with and without special educational needs, and school leaders are made, as well as some suggestions regarding students’ academic participation in IE.

T. Moore, J. Morton

Jan, Prof Nieuwenhuis

Early childhood education (ECE) lays the foundation for a child's lifelong learning journey. More and more, new insights and understandings of child development are evolving, and concomitantly, new preschool education has seen several exciting trends in recent years, with innovative approaches to enhance children's learning experiences. Current trends in early childhood education, inter alia, focus on increasing physical activity, social-emotional learning (SEL), inclusive classrooms, integrating STEM/STEAM through play-based methods, a heightened focus on mental health, outdoor activity, and holistic development requiring higher degrees for educators, and incorporating more technology into learning. In this section of Perspectives in Education, we explore the latest trends and developments shaping the landscape of early childhood education.

Mohammad Hossein Arefian

Language teacher education programs can become more reflective, inclusive, collaborative, situated, and inquiry-based. One such professional approach to incorporate these characters can be through personalized language teacher education (PLTE). Due to the importance of using AI and professional learning communities (PLCs) for developing a personalized teacher education, this study explored how AI-enhanced PLCs could be leveraged to create a more responsive, inclusive, and personalized teacher education. Still, a significant gap exists in understanding how AI can be specially integrated into PLCs to create personalized pathways for ELT preservice teachers, mainly in under-resourced contexts. To conduct this exploratory case study, 8 Iranian English language teaching (ELT) pre-service teachers were purposively selected from a teacher education university. Data was collected from group discussion, artifacts, and interviews, and the result of the thematic analysis revealed that AI-enhanced PLCs fostered personalized, reflective, and collaborative development by addressing individual teaching needs and providing innovative strategies. By addressing individual teaching needs and providing innovative instructional strategies, AI facilitated a dynamic learning environment. However, effective integration required overcoming challenges like limited AI literacy and contextual mismatches, highlighting the potential for tailored, impactful education. This study can inform teacher educators, policymakers, administrators, and teachers to integrate AI into their PLCs to develop a PLTE.

Jeremy Knox

This paper examines what the term ‘postdigital’ might mean for education through the discussion of human-technology relationships. It begins with a summary of two general interpretations of the postdigital: firstly, to understand the ‘post’ as meaning simply ‘posterior to’ the digital, suggesting a different stage in the perception and use of technology; and secondly, to consider the ‘post’ as signalling a critical appraisal of the assumptions embedded in the general understanding of the digital. Subsequently, the paper outlines three critical perspectives on the digital with specific relevance for educational concerns. The first examines the economic rationales underpinning digital technology, focusing on the idea of the platform and the assumed benefits of sharing. The second discusses the role of the digital in educational policy and the compound effects of the metrification of institutional quality. The third section explores the digital as ‘material’, and the increasing attention paid to issues of labour and the exploitation of natural resources required to produce digital technologies. These perspectives suggest an understanding of the postdigital in terms of profound and far-reaching socio-technical relations, which have significant consequences for thinking about the purpose, focus, and governance of education in contemporary times.

J. J. Joaquin, Hazel T. Biana, M. A. Dacela

This paper reports the policy-responses of different Philippine higher education institutions (HEIs) to the novel coronavirus, COVD-19 pandemic. It compares these responses with those made by HEIs in Indonesia, Thailand, and Vietnam. Publicly available data and news reports were used to gauge the general public’s reaction to these policies and how the Philippines’ responses fare with its Southeast Asian neighbors. The paper observes that despite the innovations made by Philippine HEIs in terms of alternative learning modes and technologies for delivering education, there are still gaps and challenges in their responses. It recommends that policy-responses and learning innovations should be grounded on a deeper understanding of distance education and should be sensitive to the call of the times.

E. Hanushek, S. Durlauf, L. Blume

Abstract The estimation of education production functions has provided direct evidence about the effectiveness of various educational policies. Most specifically, the existing analyses that explain differences in student outcomes by the influences of families, peers, and schools strongly indicate that the current provision of schooling is very inefficient. Commonly purchased inputs to schools—class size, teacher experience, and teacher education—bear little systematic relationship to student outcomes, implying that many conventional input policies are unlikely to improve achievement. At the same time, differences in teacher quality, defined in terms of effects on student performance, have been shown to be very important, even if not closely related to salaries or readily identified attributes of teachers. In policy terms, this work has led to a general conclusion that how resources are used is often more important than how much resources are used.

Валерия Старостина

В статье представлен анализ необычных вакансий, появившихся на рынке труда с 2023 года. Особое внимание уделено изменениям в экономике, в индустриях, в социокультурной среде, которые повлекли за собой появление новых вакансий. Все закономерности детально рассмотрены по блокам: дефицит кадров, технологическая трансформация, развитие well-ness и well-being культур, новый уровень персонализированного сервиса и нишевизация. Присутствует анализ каждого блока, рассмотрены вакансии, которые появились исходя из описанных изменений. Выводы базируются из проделанного анализа всех закономерностей и заключается в том, что текущая ситуация на рынке труда результат экономических, индустриальных и социокультурных изменений, которые влекут за собой использование креативных стратегий для привлечения сотрудников.

Kyung Hye Park, Ki-Byung Lee, HyeRin Roh

Purpose Most of studies about racial or ethnic biases among medical students have been conducted in English-speaking developed countries. This study explores the hybridity and transformation of Korean medical students’ biases, arguing that a nation’s identity and culture are constantly in a state of ever-changing hybridity. Methods This research used a qualitative document analysis. The study participants were 600 pre-clinical medical students at two medical colleges in Korea, who enrolled in anti-bias programs and subsequently submitted self-reflection essays. Data collection focused on biases related to race, ethnicity, nationality, and medical practices as doctors. Bhabha’s cultural hybridity concepts guided the coding of the data in order to explore the hybridity and transformation of the students’ biases. Results The students presented cultural biases toward patients and doctors with ambivalence related to a person’s high socioeconomic status and open-mindedness, as well as doctors’ excellence and superiority as Korean authoritative figures. Since the students had ambivalent and complex biases toward patients and doctors, they felt unhomeliness as Korean doctors encountering international patients in Korean clinics. However, after discovering their contradictory assumptions, they transformed their unhomeliness into new hybrid identities. The students’ biases were rarely based on race but instead were based on nationality, specifically national class by national income. Conclusion Understanding the changing hybrid nature of identities and culture from a cultural hybridity perspective could help clarify medical students’ complex and changing biases and improve anti-bias education. Korean medical students’ hybridized positions suggest that anti-bias education goes beyond focusing on prestige or racism.

Adrián Matías Buenaño Franco, Samuel Morales Castro, Duniesky Alfonso Caveda

En los últimos años, la inteligencia artificial ha adquirido un papel relevante en diversas disciplinas, incluyendo el derecho procesal. Su implementación en los sistemas judiciales promete mejorar la eficiencia en la resolución de casos, reducir errores humanos y hacer la justicia más accesible. Sin embargo, también plantea una serie de desafíos éticos y legales, como la transparencia algorítmica, la protección de datos personales y el posible sesgo en las decisiones automatizadas. Este estudio tiene como objetivo evaluar el impacto de la IA en los procesos judiciales en Ecuador, identificando sus beneficios y riesgos, y proponiendo un marco regulatorio y ético para su adecuada implementación. Para ello, se adopta un enfoque cualitativo que permite comprender las percepciones de los actores clave en el ámbito jurídico, así como analizar casos de aplicación de la IA en el sistema judicial ecuatoriano. La aplicación de la inteligencia artificial en los procesos judiciales en Ecuador representa un avance significativo en la modernización del sistema judicial, con el potencial de mejorar la eficiencia, reducir la carga laboral de los jueces y optimizar la toma de decisiones. Sin embargo, su implementación también plantea desafíos fundamentales que deben ser abordados de manera integral para garantizar su uso responsable.

Julio Cuevas Romo

El presente texto muestra el desarrollo y la evaluación de un proceso educativo con profesores de matemáticas en formación, centrado en el uso de estrategias didácticas con características inductivas, en el marco de la asignatura Matemáticas y Física de la Licenciatura en Enseñanza de las Matemáticas de la Universidad de Colima, México. La experiencia incluye a 19 estudiantes que han tenido formación disciplinar en matemáticas y dominan el conocimiento procedimental y el lenguaje algebraico que implica la física en los niveles básicos, pero con poco acercamiento al conocimiento conceptual, tanto de física clásica como de física moderna. Bajo este principio, el curso se centró en la reflexión y la resolución de problemas. Desde esta lógica, la propuesta incluyó buscar, tanto el dominio procedimental como conceptual, siendo este último el objetivo central de esta investigación. Los métodos inductivos incluyeron la utilización de materiales audiovisuales y lecturas que van en un sentido de divulgación. Los resultados de sus trabajos muestran que, sin omitir un proceso formativo de corte más tradicional, como la resolución de problemas o libros de texto de física clásicos, la incorporación de estrategias inductivas sobre las particularidades de conceptos como “movimiento” o “luz” permite una comprensión más profunda de principios fundamentales, siendo un complemento funcional para una formación más integral.

Chanisra Suebbook, Raiwada Sanguantrakul Teeracharoensub, Pongtong Puranitee et al.

Purpose To develop a culturally and locally validated and reliable questionnaire for clinical teacher evaluation containing constructs specific to the Thai resident learning context. Methods We followed seven steps for developing questionnaires for educational research. We generated a list of good clinical teacher attributes from a literature review and focus groups. The Delphi procedure was employed to identify the desirable characteristics for residents, involving three stakeholder groups. The content validity index (CVI) of each item was calculated. The average CVI across the items was greater than 0.8, indicating an acceptable level of reliability. Residents then underwent cognitive interviews before pilot testing of the questionnaire. Construct validity was examined using exploratory factor analysis. Reliability was measured using Cronbach’s alpha analysis. Results We identified 44 key clinical teacher characteristics through a literature review and focus groups. After two rounds of the Delphi procedure (35 panelists), 23 characteristics were selected. An initial 23-item questionnaire was developed with a high CVI score. A total of 216 completed questionnaires evaluating 36 clinical teachers were analyzed. Exploratory factor analysis yielded a two-factor model within a 20-item questionnaire. The clinical facilitator domain contained 14 items. The professional identity support domain included six items. Cronbach’s alpha of the model was 0.976. Conclusion A clinical teacher evaluation questionnaire for Thai residents was developed with robust validity and reliability. This validated tool not only allows systematic assessment and improvement of clinical teaching but also provides a replicable framework for developing culturally adapted teacher evaluation instruments in other settings.

M. Orgill, S. York, Jennifer MacKellar

Within recent history, both science research and science education have been largely reductionist in perspective. While the reductionist approach has resulted in a significant increase in our knowledge of the natural world and in great technological advances, it is not sufficient for addressing global world challenges, such as sustainability, pollution, climate change, and poverty. We, as members of the Systems Thinking in Chemistry Education (STICE) project, argue that for science in general, and chemistry in specific, to continue to advance and for citizens to be prepared to participate knowledgeably and democratically in science-related policy decisions, the reductionist approaches that are commonly used in chemistry research and chemistry education must be complemented with a more holistic approach. Systems thinking is such an approach. This article discusses the historical development, describes the key characteristics, and presents some skills and competencies associated with systems thinking. Our i...

Carly Urban, Maximilian D. Schmeiser, J. Collins et al.

Abstract High schools in the United States are increasingly requiring their students to complete financial education prior to graduation. This study estimates the effects of these requirements on the credit report outcomes of 18- through 21-year-olds—young people just establishing their financial independence. We find that financial education requirements are associated with fewer defaults and higher credit scores among young adults, but this general finding masks important heterogeneity at the state level. We conclude that well-funded teacher preparation may be key to successfully implementing financial education programs.

O. ten Cate

Since the turn of the twenty-first century, competency-based medical education (CBME) has become a dominant approach to postgraduate medical education in many countries. CBME has a history dating back half a century and is rooted in general educational approaches such as outcome-based education and mastery learning. Despite controversies around the terminology and the CBME approach, important national medical regulatory bodies in Canada, the United States, and other countries have embraced CBME. CBME can be characterized as having two distinct features: a focus on specific domains of competence, and a relative independence of time in training, making it an individualized approach that is particularly applicable in workplace training. It is not the length of training that determines a person’s readiness for unsupervised practice, but the attained competence or competencies. This shift in focus makes CBME different from traditional training. In this contribution, definitions of CBME and related concepts are detailed.