Hasil untuk "Special aspects of education"

Ni Yao, Qiong Wang

The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers’ intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.

James M Kauffman, Garry Hornby

Extremism in special education has been an endemic feature for decades but its most recent iteration, the full inclusion movement (FIM), is pushing special education toward a radical ideology in which placement in mainstream schools, rather than providing effective instruction, is becoming the main focus of efforts to meet the needs of students with special educational needs and disabilities (SEND). We first review some realities that we believe are basic to special education as it has been conceptualised and practiced. Second, we provide examples of the rhetoric of supporters of the full inclusion movement that do not conform to those realities and consequentially threaten the existence of special education. Third, we suggest a way in which special education might be transformed through the adoption of policies that conform to those realities while being based on research evidence of their effectiveness in improving outcomes and a combination of the best aspects of special education and inclusive education. We conclude that there is an urgent need to recognise this extremist threat to special education, do what we can to prevent it, and avoid its potential negative consequences.

A. Gorina, P.I. Frolova

The article examines the practice of mentoring as a special form of interpersonal communication and interaction between a mentor and a mentee. The current state of the mentor’s position as a teaching staff member in the field of education is analysed with an emphasis on the axiological aspect of mentoring practice. The main difficulties associated with the implementation of mentoring in modern socio-cultural conditions are considered in the context of existing anthropological risks associated primarily with the digitalisation of the education sector and the weakening role of family education. A typology of mentors based on a philosophical and anthropological approach is proposed.

Andrey V. Druzhinin

This work examines the theoretical-legal foundations and practical aspects of applying administrative coercion measures in the field of education. It is established that administrative coercion in educational activities represents a comprehensive inter-sectoral method of state influence, characterized by dual legal nature and special subject composition. In connection with the reform of the state control (supervision) system and the introduction of a risk-oriented approach, the need to ensure balance between state regulation and autonomy of educational organizations has been identified. It is determined that comprehensive research on the specifics of administrative coercion in the educational sphere remains insufficiently developed. The author concludes that it is necessary to form a system of principles for applying administrative coercion measures in education, ensuring legality and effectiveness of influence while observing the constitutional right to education.

Felix Busch, L. Adams, K. Bressem

The increasing use of artificial intelligence (AI) in medicine is associated with new ethical challenges and responsibilities. However, special considerations and concerns should be addressed when integrating AI applications into medical education, where healthcare, AI, and education ethics collide. This commentary explores the biomedical ethical responsibilities of medical institutions in incorporating AI applications into medical education by identifying potential concerns and limitations, with the goal of implementing applicable recommendations. The recommendations presented are intended to assist in developing institutional guidelines for the ethical use of AI for medical educators and students.

The QR Collective*

Qualitative research (QR) has gained visibility and acceptance in the field of special education due to early efforts to identify quality indicators focused on technical and methodological aspects of QR. Whereas these indicators focused on credibility and trustworthiness of data, this article articulates additional QR quality indicators to enhance the value and power of researcher reflexivity as a means to expand the capacity of purpose- and equity-driven special education research. First, the need for reflexivity criteria is addressed. Next, reflexivity criteria are operationalized in key questions that engage researchers in self-reflection: (a) Why do QR? (b) By whom, for whom, and with whom is QR being conducted? and (c) Who is affected by the benefits and costs of QR? These questions encourage researchers to grapple with the complexity of experiences, outcomes, and structures associated with special education and ultimately advance more equitable policy and practice.

Lauren D. Branditz, Andrew P. Kendle, Cynthia G. Leung et al.

Background The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students’ procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school.Methods Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores.Results Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively.Conclusions Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training.

G. V. Abramyan

In the context of the transition of the education system to the digitalization stage, Russian universities are faced with the task of developing and using new digital resources, tools, technologies and models of electronic digital learning, on the one hand, and finding optimal modes for integrating existing didactic systems with new digital platforms, environments, systems and processes, on the other hand. The author developed a methodology for studying university students’ perception of the phenomenon of digitalization based on a multi-level analysis of predictors of the informatization and computerization results achieved by universities. The paper presents the results of a multidimensional predictive analysis of assessments of the conformity of equipment, technologies, devices, gadgets, objects, resources, technologies and tools related, in the opinion of respondents, to the subject areas/processes of computerization, informatization and digitalization based on the author’s system of prognostic predictors – relative indexes of distributed in a two-dimensional array of vertical and horizontal indicators of mutual influence/activity/involvement of objects/resources/processes of computerization, informatization and digitalization assessed by respondents. The main research method was a digital survey, in which 369 students of various training programs of Herzen State Pedagogical University of Russia and Admiral Makarov State University of Maritime and Inland Shipping took place. As realized by the participants, the main basis of the digitalization process is the informatization and computerization processes. According to respondents, the computerization, informatization and digitalization processes turned out to be linearly related to each other. However, the study identified nonlinear deviations in bivariate estimates for a number of indicators. In particular, differences were found in assessments of some significant predictors among students of the humanities and communications and technology training programs.

Diana Castilleja

En un contexto actual de creciente polarización y politización en torno a las cuestiones migratorias, se analizan cinco propuestas de cómics y narrativas gráficas que contribuyen a visibilizar voces y espacios olvidados de la migración latinoamericana hacia Estados Unidos. Se hace hincapié en el rol de la hibridez genérica al otorgar y reforzar la legitimidad del relato de historias personales y colectivas mediante la inserción de la autobiografía, el testimonio, el reportaje, el western o la ciencia ficción, entre otros. El corpus elegido: Migrar (Mateo y Martínez, 2011), Cita en Phoenix (Sandoval, 2016), La cicatriz. En la frontera entre México y Estados Unidos (Ferraris y Chiocca, 2019), Barrera (Vaughan, Martín y Vicente, 2019) y Ana (Arriaga y Ramos, 2021), da cuenta de las múltiples posibilidades que ofrecen estas narrativas gráficas que dejan de ser divertimento para participar activamente en la configuración de un discurso socialmente comprometido.

Katri Lahti, Heidi Backman, Taina Laajasalo et al.

ABSTRACTPotentially traumatizing events are common in adolescence, and these experiences have an impact on psychopathology. Furthermore, these events cumulate for certain individuals. More knowledge about the relationship between well-being and victimization experiences’ amount, type, and timing in adolescents is needed to understand the phenomenon of adolescent victimization. In this cross-sectional study, we investigated in a population-based sample of Finnish adolescents, whether victimization experiences associate with psychosocial well-being. The study sample comprised 5743 adolescents aged 15–16 years who filled in a questionnaire about 12 victimization experiences and psychosocial well-being. General Linear Model regression analyses were used for statistical analysis. A greater number of victimization experiences and recent timing, as well as type of victimization such as cyberbullying, were linked to problems related to psychosocial well-being. It is important to recognize current forms of youth victimization to identify the adolescents at risk for psychosocial distress and investigate on specific types of victimization.

Nataliia Kholiavko, Veronica Grosu, Yuriy Safonov et al.

Abstract The interdisciplinary analysis of sustainability requires an in-depth study of interactions between different economic entities, and identifying investment aspects of developing relations between them. The concept of Quintuple Helix Model allowed to analyze the interactions and mutual influence between universities, industry (business), government, civil society and the natural environment. Within the Quintuple Helix Model, the central role in the development of the economy is given to knowledge and their transfer between the various subsystems of the Model. The higher education subsystem occupies a special place in the Model because of such reasons: 1) within the educational activity, universities train highly qualified personnel for the national economy; 2) within the extracurricular activity, universities develop new green consciousness of the young generation that is crucial for further sustainable development of the national economy; 3) within the research activity, universities develop innovative regenerative technologies and environmental-friendly technologies. Universities provide the generation, transfer and diffusion of sustainable knowledge in society and business. Synergy of higher education (universities), business (industry), government, public (civil society) is able to create a foundation for sustainable development of the national economy, increase the level of environmental protection, reduce the CO2 emissions, ensure rational use of exhaustive resources, create new green products and raise the standard of living of the country’s population.

Oleksandr Priadko, Serhii Bordeniuk, Oleksandr Lishafai et al.

The use of modern multimedia technologies during the educational process is becoming more and more specific due to the multimedia penetration into different learning processes. This article aims to identify the special aspects of using multimedia technologies within the educational process in a distance learning environment. The research methodology is based on the stakeholders' theory, which identified the following participants in the educational process: education departments, the educational institutions' administration, students and pupils, and teachers. The content analysis method of the official websites of innovative educational platforms and services was used to study the specifics of multimedia applications. Results. The study identified the following special aspects of using multimedia technology within the educational process. Firstly, multimedia is actively integrated into platforms and services that are a virtual educational environment, ensuring the interests of all stakeholders. Secondly, multimedia performs not only traditional functions in learning, motivation, communication, and interactivity but also innovative functions (learning management, analytics, establishing social contacts, providing students' reflexion, communication, interaction, conducting surveys). Hence, it forms a full-fledged digital educational process in a virtual learning environment. Thirdly, multimedia technologies are actively used both in teaching students/pupils and also for the training and professional development of teachers and educators. The courses and training are offered to them via educational platforms. The other features of using multimedia include: performing many real-time education functions by technologies; providing personalization of the educational process, which is a foundation for developing an individual education route for each student and pupil.

Hacer Efe, Ünsal Umdu Topsakal

In the study reported on here, the effects of science centres on the perceptions of secondary school students towards the nature of science were examined. The study group consisted of 16 students aged 13 and 14 of which 7 were female and 9 male. In this study, a total of 4 trips were arranged to the science centre twice a month for 2 months. Students attended different workshops, planetariums and exhibitions on each trip to the science centre they attended. The activities that students attended during these trips were independent of the school curriculum. The data were obtained in the spring of 2019. This study was experimental research. Mixed method was used as the research model and the concurrent triangulation pattern was used as the design. The Scientific Knowledge Scale, the Questionnaire for Scientific Knowledge and semi-structured interviews were used as data collection tools, which were administered to students before and after the activities. In data analysis, qualitative data were analysed using content analysis. Quantitative data were analysed using the SPSS program. As a result of the research, it was determined that science centres caused an increase in students’ scores and levels of scientific knowledge and an improvement in their views on the nature of science.

Coral Elizondo Carmona

El diseño universal para el aprendizaje es un marco educativo que guía el diseño de métodos, materiales y entornos flexibles que minimizan las barreras al aprendizaje. Está formado por pautas y puntos de verificación que ofrecen propuestas para un diseño universal que logre el aprendizaje experto para todos. Estas pautas y puntos de verificación se organizan en torno a la neurociencia y la psicología cognitiva, lo cual permite aportaciones a la educación desde un estudio transdisciplinar.

Bawan Yassin Sabir, Baban Jabbar Othman, B. Gardi et al.

Decentralization refers to a societal pattern whereby power and authority exist and are exercised by local or subordinate bodies having some degree of self-direction. Decentralization is a complicated multifaceted concept; it has many different aspects or features which make it special. The researchers used questionnaire to find out the results of this research, the questionnaire was conducted at Ministry of Education. The researchers distributed 80 questionnaires at the above-mentioned location; however, the researchers received 64 questionnaires being fulfilled properly. Findings revealed that decentralized governance must become part of the overall enabling environment in the decentralization reforms processes and programmed in all countries; Decentralized governance cannot be useful mechanism for enhanced and efficient service delivery, without well trained, professional and qualified local government staff; and efficiency is of enormous importance for a successful delivering of public services. Quick and cost-effective service delivery is core element for efficient delivering. Keywords— Decentralization, Administrative Decentralization, Ministry of Education.

A. Soliman, R. Chamberlain

Elena Duque, Regina Gairal, Silvia Molina et al.

One current challenge in the psychology of education is identifying the teaching strategies and learning contexts that best contribute to the learning of all students, especially those whose individual characteristics make their learning process more difficult, as is the case for students with special needs. One main theory in the psychology of education is the sociocultural approach to learning, which highlights the key role of interaction in children’s learning. In the case of students with disabilities, this interactive understanding of learning is aligned with a social model of disability, which looks beyond individual students’ limitations or potentialities and focuses on contextual aspects that can enhance their learning experience and results. In recent years, the interactive view of learning based on this theory has led to the development of educational actions, such as interactive groups and dialogic literary gatherings, that have improved the learning results of diverse children, including those with disabilities. The aim of this paper is to analyze the social impact achieved by a line of research that has explored the benefits of such successful educational actions for the education of students with special needs. National and European research projects based on the communicative methodology of research have been conducted. This methodology entails drawing on egalitarian dialogue with the end-users of research – including teachers, students with and without disabilities, students’ relatives and other community members – to allow an intersubjective creation of knowledge that enables a deeper and more accurate understanding of the studied reality and its transformative potential. This line of research first allowed the identification of the benefits of interactive learning environments for students with disabilities educated in mainstream schools; later, it allowed the spreading of these actions to a greater number of mainstream schools; and more recently, it made it possible to transfer these actions to special schools and use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education.

Background: ‪Special education offers ways to the best capitalization of the possibilities that children in difficulty may have. These children, and especially those with mental and behavioral disabilities, need additional, competent supervision from specialists. Children and young people with special needs (SEN) are included in social (re)integration programs whose objectives can also be achieved through sport activities. Material and methods: In the high school where the research was conducted, during the observational practice, students with mild special educational needs are integrated into mainstream education and participate in physical activities. Results: ‪70.40% of the secondary school students and 71.10% of the primary school students agree with the inclusion of students with SEN in teams with the other students in the physical education class, and 16.60% and 14.50%, respectively, consider that they should be relieved of effort, while 13% and 14.50% want to practice separate classes. Conclusions: ‪The results of the study show that students with disabilities can be integrated through physical education activities, being accepted and encouraged by their peers. However, the lack of specialized teachers raises certain barriers in achieving the integration of people with SEN.

Godelfridus Hadung Lamanepa, Rosenti Pasaribu, Claudia M.M. Maing

<p class="GravityAbstractbody">The purpose of this study was to analyze students' items and abilities—the analysis for mapping test instruments and students' basic concepts regarding optics subjects before lectures are held. The test participants were 35 physics students. The analysis model of item response theory is a one-parameter logistic model or Rasch Model with the scope of analysis of the level of item difficulty, student ability, and statements that fit the item response model. Analysis of item responses and student responses carried out using Winstep version 3.73 software. The results of the qualitative analysis of the test items consisted of memory (C1) analysis (C4). The quantitative analysis using the Rasch model showed that 35% of the total items were difficult category items. For the suitability of test items in the instrument by 85% of items fit or generally function in measurement, more than 57% of students have the geometric optical ability in logit values of 0 to 1. The results of item analysis and student ability become information for teachers to design courses such as method selection, project implementation strategies, and assessments are undertaken.</p><p> </p>

Annemette Helligsø