Cultural influences on pedagogical ideology: implications for educational change in an Arab-Israeli school

Connections and relationships of pedagogical theories and pedagogical ideologies emerging on their basis are considered in the direction of modern philosophical approaches. Pedagogical ideology as an ethnocultural and cultural-historical phenomenon The modern information and communication space is a powerful mechanism of impact on the formation of public opinion and pedagogical consciousness, as well as a source and repository of pedagogical ideas, and therefore, pedagogical ideologues. Pedagogical ideologies, which make up the pedagogical content of the information and communication space of the beginning of the 21st century, form a polyphonic, polyparadigmatic, personally oriented discourse aimed at "overcoming the power" of the idealized political discourse.Is considered by many philosophers of education as a significant component of scientific and pedagogical thinking. Almost every culture is mythologemic, as it generates sociocultural matrices of various myths, in particular social and pedagogical ones, which affect the value-meaning aspects of pedagogically directed actions, the nature and content of the pedagogical process, mental processes of its participants. At the current stage of the development of education and pedagogical thought, the concept of "mythologeme" becomes close to "ideologeme", which strengthens socio-political influences on the course and development of scientific and pedagogical thought.At the current stage of development, the history of pedagogy includes many samples of the usage of the information and communication space, presented at different periods of times by various means of mass information, as a powerful mechanism of political and ideological influence on the development of the theory and practice of education. Thus, the problem of objective evaluation of the intellectual and spiritual heritage of world pedagogy, implementation of a modern reading of this valuable experience freed from ideological distortions arises.The relevance of the research is strengthened by the necessity to create a picture of the historical-pedagogical process exempted from ideological layers, which includes all the diversity of ideas of past pedagogical ideologies. Emancipated from political contexts, historical knowledge in the field of education determines the further development of pedagogical thought and becomes a scientific, philosophical and moral imperative for the formation of a modern pedagogical ideology.

High activity noise levels that result in detrimental effects on speech communication have been measured in preschools. To find out if different pedagogical ideologies affect the perceived loudness and levels of noise, a questionnaire study inquiring about the experience of loudness and voice symptoms was carried out in Iceland in eight private preschools, called “Hjalli model”, and in six public preschools. Noise levels were also measured in the preschools. Background variables (stress level, age, length of working career, education, smoking, and number of children per teacher) were also analyzed in order to determine how much they contributed toward voice symptoms and the experience of noisiness. Results indicate that pedagogical ideology is a significant factor for predicting noise and its consequences. Teachers in the preschool with tighter pedagogical control of discipline (the “Hjalli model”) experienced lower activity noise loudness than teachers in the preschool with a more relaxed control of behavior (public preschool). Lower noise levels were also measured in the “Hjalli model” preschool and fewer “Hjalli model” teachers reported voice symptoms. Public preschool teachers experienced more stress than “Hjalli model” teachers and the stress level was, indeed, the background variable that best explained the voice symptoms and the teacher's perception of a noisy environment. Discipline, structure, and organization in the type of activity predicted the activity noise level better than the number of children in the group. Results indicate that pedagogical ideology is a significant factor for predicting self-reported noise and its consequences.

Perhaps the most vigorous movement in administration in recent years has been directed toward the development of a comprehensive theory capable of generating both hypotheses for guiding research and principles for guiding practice. Despite many specific advances in special areas, such as hospital administration, public administration, business administraton, and educational administration, there still is no general conceptual framework for systematizing and interrelating our knowledge within and among these areas. It is still impossible to speak of administration in terms that would be acceptable to, or for that matter even readily understandable by, students and practitioners in the several special fields. This failure to conceptualize administration on a general theoretical level has been a major obstacle to the development of administration as a rigorous discipline, and the elaboration of theory is accordingly receiving increased attention both in "research" and "applied" administrative settings. The purpose of the present paper is twofold: (a) to describe a socio-psychological theory of social behavior having broad application to the area of administration and (b) to illustrate the application of the theory to major issues in administration. The four major issues considered here are: the problem of institutional and individual conflict; the problem of staff effectiveness, efficiency, and satis-

University's Ideological and Political Education Innovation in Network Environment

The purpose of the study was to examine the relationship between teachers’ pedagogical ideology and certain cultural elements of Arab society in Israel, as well as the influence of both factors on the implementation of educational- organizational change based on pedagogical innovation. The study took place in an elementary school and featured an innovative pedagogical approach in which the student stands at the center, investigates, and discovers on his or her own; his or her positions are welcomed; and the teacher serves as a guide and mediator. The research population included the school principal and all of the school’s teachers. The study was conducted as a case study using quantitative and qualitative research tools. The findings showed that cultural factors characteristic of Arab society, such as traditionalism and conservatism, influenced the pedagogical ideology of the teachers; as such, it affected the implementation of change in practice. Other cultural factors at play included hierarchy, family, and the status of women. The study found and analyzed a correlation between the ideological aspect and the five components of Fox’s model of organizational change in educational systems: human, pedagogical, organizational, space and material, and mechanisms.

Lithuania, like other European countries, has committed to develop and implement inclusive education systems. The ideology of inclusive education must be closely linked with proper and appropriately agreed terminology and concepts. Based on the paradigm of social constructivism, discussions and debates among representatives of various related structures, systems and areas both in the international and national context enable to construct social constructs with reconciled and comparable content. Otherwise, new concepts simply replace the old ones but do not change either policy or practice. In various social cultural contexts, such concepts as integration, integrated education, inclusion, inclusive education, school for all, quality education for all can be interpreted differently. This article aims to reveal the concept of inclusive education and how the content of this concept is reflected in the latest national legal documents. The article is based on the study of theoretical sources, the review of international documents related to entrenchment of human rights and inclusive education approaches, and the analysis of national education and training documents. Six documents – The National School. The Concept of Secondary General Education School of Lithuania (1989); Law on Education of the Republic of Lithuania (1991; 2011); Law on Special Education of the Republic of Lithuania (1998); The National Strategy on Education for the years 2013- 2022; The Concept of the Good School (2015) – were analysed in the following aspects: essential approaches of the education system, aims of education and regulation of educational assistance. Analysing the above-mentioned aspects, their coherence with inclusive education approaches was sought. Besides, analysing selected documents, the concepts “integrated education/integration”, “inclusive education/inclusion”, “engaging (absorbing) education” and their explanations were sought.
 Educational change towards inclusive education highlighted the need to change established traditions, values and concepts of education and training. Change in education and training traditions began with the approach of implementation of integrated education, emphasizing regulation of integration (engagement, absorbing) of children with special needs in mainstream schools and of concepts “partial integration”, “full integration” cohering with this approach. International systemic change in the education policy, culture and practice towards inclusive education, emphasizing quality education for all, acknowledging and appreciating the diversity of (self-)educational process participants and their needs, highlighted the importance of not only engaging (absorbing) learners in the mainstream education system but also of ensuring their participation and recognition of their achievements.
 The document analysis has demonstrated that the essential approaches of inclusive education are directly or latently emphasized in the strategic documents of education of Lithuania. However, in the most recent documents on education, the concept of inclusive education is not mentioned; its content is not defined. In recent years, it is attempted to find a Lithuanian equivalent for the complex social construct “inclusive education” and to replace it with the concept “engaging education”, the content of which is also not revealed. Undefined content of complex concepts-constructs promotes various interpretations, leads to confusion of concepts (such as “integrated”/“engaged”, “inclusive” education), and impedes communication. The analysis of the most important documents regulating the country’s education has shown that most of them emphasize such educational principles as fostering of humanistic national and world cultural values, development of democratic relations, fostering of the country’s cultural traditions, preservation of national identity, etc. However, the mentioned above principlesarelargelydeclarativethoughinclusiveeducationideascanbemoreor less recognized in them. In this context, the systemic approach, methodological consistency of approaches, their clear links to the paradigm, concepts of education and training and their content are also important. Thus, “engaging” or “inclusive” education? To answer this question, to decide and agree what is what, we should rethink the content of concepts and links with the model of education and training, which we intend to implement – of integrated (engaging / absorbing) or inclusive education, clearly define them in national education documents, not confusing between the two of them.

Language is a tool for instruction and expressing perspectives (Turetsky et al, 2021). This study aimed to explore the ideologies navigated through translanguaging in Pakistani institutions where English Language instruction is provided as an extra language (EAL). Following an exploratory sequential mixed method design, a survey of 31 items was administered to the language teachers n=100 after conducting non-participant observations of 480 minutes. For this study, the Ideological Model of Literacy (Curiel and Ponzio, 2021) was chosen as the conceptual framework. Observations revealed the involuntary navigation of primarily seven ideologies in the Pakistani classrooms. Quantitative data were analysed through SPSS 20.0, revealing that political ideologies and world Englishes ideologies secured the lowest average score of 2.34. However, racio-linguistic and English-only ideologies were averaged as 3.34. The results indicated that, in contrast, both multilingual ideologies and imperialistic ideologies had a higher mean score of 4.5. This study highlighted learners’ awareness of how their EAL instructors can navigate language ideologies through Translanguaging. References Aghai, L., Sayer, P., & Vercellotti, M. L. (2020). Effects of teachers’ language ideologies on language learners’ translanguaging practices in an intensive English program. In Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 345–362). Agwu Udu, D., Nmadu, J., Uwaleke, C. C., Anudu, A. P., Chukwunonso Okechineke, B., Attamah, P. C., ... & Ogonna, O. C. (2022). Innovative pedagogy and improvement of students’ knowledge retention in science education: Learning activity package instructional approach. Pertanika Journal of Social Sciences & Humanities, 30(3). Ali, I., Azim, M. U., & Rehman, A. U. (2024). 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Minority students are the backbone of the country and ethnic regions. Under the multiple influences of domestic and foreign political, economic, and cultural influences, the ideological consciousness of some students is prone to change. The ideological education of minority students is particularly important. Full-time counselors have more contacts with students and are more suitable for carrying out ideological education among students. Aiming at the above problems, this paper proposes a study on the mode of ideological education for full-time counsellors of minority students based on APP. This article first analyzes the role of full-time counselors in ideological education, then explains the advantages of APP as a carrier of ideological education for college students, and finally proposes a model of ideological education based on APP-based full-time counselors. Among the minority students surveyed, 91% of the students were “satisfied” or “general” with the model, and only 9% were dissatisfied.KeywordsIdeological educationMinority studentsFull-time counselorAPP-based education model

Introduction. Postnonclassical changes in modern education do not have a systemic character, therefore they do not entail qualitative changes in educational practice, that actualizes the need of searching for their system organizing principle. The article considers the idea of education in this capacity.Materials and Methods. In the process of scientific research, the theoretical research methods have been used such as comparative analysis, generalization, interpretation, scientific theorization in the context of the ideas of post-non-classical science and on its methodological basis.Results. The novelty of the proposed interpretation of the idea of education lies in the definition of its two structural components – fundamental and derivative (unchangeable and changeable) ones. It is shown that the content of the fundamental component is formed by logical and semantic constants as attributive properties of the basic method of human interaction with the world, which transmitting is being the deep meaning of education, providing self-identity of the idea of education in the flow of cultural and historical time. In the process of building a model and system of education, this method is acting as the initial object of modeling. Its attributive properties - logical-semantic constants - being the content of the fundamental component of the idea of education, like semantic genes, determine the structure, form and properties of each element of the education system. From this perspective, the article examines the two models of education: a traditional one in its original and current state and a new model of education, which is being developed on the post-non-classical foundations.Discussion and Conclusions. The interpretation of the idea of education proposed in the article makes it possible to present a traditional model and a new model of education from the ancestor source – the fundamental component of the idea of education as their «genetically» initial part. This perspective of understanding allows us to consider the elements and phenomena of education holistically and in the perspective of their development, serves as a reliable basis for assessing their educational efficiency.

Ideological and political education is a significant foundation to run socialist universities with Chinese characteristics. In the time of new media, putting efforts in the ideological and political education for university students is a profound reflection of higher education itself. The development of new media has greatly changed the way university students learn and treat others. It has also affected their ideology, political viewpoints and morality. The new media environment is both an opportunity and challenge for the ideological and political education for university students. Recognizing the requirement of ideological and political education for university students in higher education, sensing the changes in ideological and political education for university students in the new media environment rationally and dealing with the risks and challenges for ideological and political education for university students brought by new media effectively have become the embedded requirement of university ideological and political education.

Parental involvement is associated with students' educational achievement (Ahmad, 2010; Theodorou, 2008; Yanghee, 2009). Although parent involvement is linked to student success, schools frequently fail to establish a strong connection between home and school (Ahmad, 2010; Bourdieu, 1973; Brint, 2011), particularly in urban areas (Epstein & Sanders, 2006). Thus, a descriptive case study was used to examine the ideologies of both teachers and parents regarding the quality of their interrelationships with respect to how they both care for their children. Three varied data sets were used: (a) open-ended interviews, (b) field notes, and (c) a focus group. The data from the three sources were analyzed and coded using MAXQDA data analysis software. Results indicated that both teachers and parents prioritize communication and sharing information as two main strategies to improve engagement and optimize children's academic results. Additionally, results indicated that both groups expressed the hope that parental involvement in their children's educations would lead to better parent-teacher relationships and the children's continued motivation for learning. Further, results indicated four major social and cultural factors that influence the relationships between families and schools: attitudes and beliefs, unwelcome feelings due to a new school policy, gaps in home-school communication, and a lack of trust in special services. Moreover, creating a welcoming environment, improving home-school communication, and establishing early collaboration emerged as significant requirements for healthy parent-teacher relationships.

Location: JC Room E Supported by existing infrastructure and the university's strategic plan, Mason is poised to scale up its implementation of active and inquiry-based learning by engaging faculty, graduate students, and undergraduates in changing the culture of teaching. Literature shows that student engagement through active and inquiry-based learning improves student attitudes, retention, and understanding at all levels of curriculum (e.g., Fry, 2014; Freeman et al., 2014; National Research Council, 2012; and references therein) with an outsized impact on women and previously low-achieving students (Kogan & Laursen, 2014; Laursen et al., 2014). However, motivating faculty to make significant changes to their teaching practices is often challenging, and active learning methods are used only sporadically on college campuses, including Mason, despite a long history of research showing that these techniques improve student learning. The literature on change within academic departments is sparse and often touts the success of centralized units in promoting pedagogy reform (e.g., Fairweather, 2008 and references therein). At the same time, research shows that departmental norms and institutional barriers have a large impact on the way STEM faculty teach (Austin, 2011; D'Avanzo, 2013; Brownell & Tanner, 2012; Henderson et al., 2012; Sunal et al., 2001; Fairweather, 2008). Peer-to-peer learning communities have been shown to provide support for organizational learning (Kezar & Lester, 2011; Mittendorf et al., 2006), to assist in the development of new pedagogical interventions, and to shift faculty values surrounding teaching and learning (Davis & Sumara, 1997; Gallucci, 2003; Sanchez-Cardona et al., 2012; Snyder et al., 2003; Viskovic, 2006). The purpose of this panel is to showcase work being done to leverage learning communities to enact pedagogical and organizational change. The panelists, members of a cross-disciplinary team of researchers, are working alongside members of a course-based community of transformation (CCT) in Mathematics at Mason, with CCTs in Physics, Biology, and Computer Science to follow. These researchers, with members of the Math CCT, will share empirical evidence, lessons learned, and practical implications related to their National Science Foundation funded project to create department and institution-level change that supports the adoption of active learning pedagogy at Mason. As a part of this work, multi-generational teams of faculty, graduate apprentice instructors, and undergraduate learning assistants receive training on active learning techniques, learning communities, grassroots leadership, and change in higher education, as well as continued support through a network of CCTs. This project is designed to develop a university culture that values the incorporation of active learning practices in undergraduate STEM courses and programs. Attendees will leave the session with a better sense of how to employ changes in pedagogy within their own classrooms and how to facilitate change more broadly across their departments and the campus community. Specific attention will be given to effective change strategies, factors that influence change, and steps in the process of change. Attendees will also be given time to consider the needs, strategies, resources, and partnerships necessary for change in their communities.

The purpose of this study is to identify the effect of using active inquiry-based learning in conducting experiment in the subject of Biostatic. The experiment included 1) Instructional Re-designation, 2) planning of the active learning process, and 3) application of the inquiry-based active learning. The sample involved 96 trainee teacher enrolled in biology program in the university of Riau, Indonesia, as respondents, and they were divided into two groups 48 respondents for year 2011 and 48 respondents for year 2012. To collect data, questionnaire, focusing on attitude from peers’ perspectives, whereas the test was given to identify students’ level of understanding the content of biology were employed. As the students were given test after finishing each chapter they learnt. The finding shows that attitude of the students changed after using the inquiry-based learning. In addition, the finding shows that as a result of using inquiry-based learning, achievement of the majority of the students from two groups in 2011 and 2012 was at good level. This means that the inquiry-based learning can be used as one of the method to increase students’ achievement and change their style of learning especially in conducting experiment in science subject.

For thousands of years, the Chinese people have accumulated and inherited profound cultural traditions. The uniqueness of this cultural tradition lies in its amazing creative wisdom and power. “The ideological and political education of the integration of Chinese regional culture into international students refers to the educative influence of excellent regional culture that can run through the entire international education management system, curriculum system and extracurricular practice system to achieve “all-round, full-process, full-staff” Education goals. The sustainable education value evaluation based on the integration of regional culture into international students’ ideological education is a classical multiple-attribute decision-making (MADM) issue. In this paper, we extend the geometric Heronian mean (GHM) operator to fuzzy number intuitionistic fuzzy numbers (FNIFNs) to propose the fuzzy number intuitionistic fuzzy GHM (FNIFGHM) operator. Then, the multiple-attribute decision-making (MADM) methods are built on FNIFGHM operator. Finally, a numerical example for sustainable education value evaluation based on the integration of regional culture into international students’ ideological education and some comparative analysis are used to prove the built methods’ credibility and reliability.

Introduction: In the Pacific region, there is a growing need to support medical education and supervision. Following a faculty development initiative, we pondered a question: To what extent and how do Pacific clinicians change their educational practice in a low-resource setting? Current medical education literature advocates exploring educational change in different contexts. Therefore, we aimed to expand current understandings of educational change and provide recommendations for enhancing faculty development in low-resource settings by exploring if and how clinicians in Fiji translated knowledge learnt during faculty development to their educational practice. Methods: Utilising a qualitative case study approach, we recruited nine clinicians through purposeful sampling. Data collection occurred over 3 months through reflective journals, interviews, lesson plans and videos of teaching. All data were subjected to thematic analysis. Results: Six themes represented the Pacific clinicians’ educational journey: 1) perception of faculty development, 2) reflecting on and evolving educational philosophy, 3) adapting and changing practice, 4) clinicians’ perception of student responses to their teaching, 5) inhibitors to change and 6) enablers of change. Conclusions: We further conceptualised the themes into an educational change model. Our results, together with the international literature, guided key recommendations for medical education faculty development in low-resource settings. The key recommendations included considering cultural organisational influences, clinicians’ prior educational experiences and local enablers and barriers to changing educational practice when developing relevant faculty development programs. Furthermore, clinicians in low-resource settings, such as the Pacific, require support through mentorship, flexible learning, feedback, developing communities of practice and the promotion of reflective practice to facilitate sustainable educational change.