Aim Of Education Research Articles

Developing a holistic, rights-based model for the educational inclusion of migrant and refugee students

ABSTRACT Grounded in the universal right to education, this article considers the collective findings of a selection of projects, conducted primarily by researchers from the SIRIUS Policy Network on Migrant Education arguing for a holistic approach to the educational inclusion of Newly Arrived Migrant and Refugee Students (NAMRS). The right to education demands access for all, including NAMRS, to a quality education that meets each individual’s learning needs, and supports and develops their own personal learning pathways. Moreover, a rights-based educational model should empower NAMRS to resist prescribed roles and identities, to define their own past, and liberate their visions of their futures from any constraints associated with their migration, so they can take ownership of the development of their future selves as active citizens of local, national and the global communities. The article sets out a holistic framework for an inclusive educational policy and practice that first considers, and then proposes ways to mitigate, the impact of several barriers to the attainment of this educational aim. Furthermore, the discussion explores the implications of the adoption of such a holistic model to guide educational practice, research and policy making when educating NAMRS.

Education Research and Policy: A Commentary on Jabbar and Menashy’s “Economic Imperialism in Education Research: A Conceptual Review”

In light of recent suggestions by Jabbar and Menashy that economics has colonized other social sciences and influenced the way policymakers enact education reforms, I examine the question whether economic imperialism warps education policy. For many reasons, I find the hypothesis unrealistic. It ignores that the term “economic imperialism” implies that there is a deliberate or concerted attempt among economists to subjugate other social scientists. It is weakened by the acceptance and enduring application of economic theory in law, psychology, corporate finance, sociology, healthcare, and so on. And it erodes one of the pillars upon which the academy rests: the collaborative production of knowledge which requires interactions and exchanges. I contest the claim that economics has taken over other disciplines and undermined the education reform process. I disagree that an overreliance on economic theory suffuses policymaking, and I find it hard to believe that by focusing primarily on economic outcomes, policymakers disregard other important aims of education. The hypothesis that the preponderance of economics in education policy is attributable to its usefulness is intrinsically realistic and avoids all undue antagonisms.

PROJETO DENTE SORRIDENTE: RELATO DE EXPERIÊNCIA

Dentistry efforts are mainly focused on preventing oral diseases. In addition to highlighting the need to teach and help develop oral hygiene habits. Education and motivation methods aim to inform patients about oral diseases and change their hygiene habits. The objective of this work is to describe the Smiling Tooth Program, an oral health education program for children, young people, adults and the elderly. This work focuses on students from the João Rodrigues da Silva School of the EJA class (Youth and Adult Education) in the city of Altamira- Pa. For the success of this work, the innovations in the proposed activities of the program, an educational booklet was created with oral health guidance and distributed oral hygiene kits to students. Therefore, the development of education and motivation programs for oral health in schools is essential for the search for full oral health.

Education: Beyond Theories and Indoctrination

Modern education acknowledges the inadequacy of traditional methods of teaching and learning, recognizing that mere theories and indoctrination lack depth and innovation. The paper focuses on the ways in which education can move beyond the traditional modes of approach such as indoctrination and theories to usher in new educational methods that are built around critical thinking, inquiry-based learning, and problem-solving. By moving away from such education, educators can create a learning environment within which learners are capable of effectively and critically engaging their content, constructing knowledge, and also being capable of challenging assumptions. Thorough research on Literature reviews and case studies indicated the extent to which transformative educational approaches may empower intellectual curiosity, creativity, and independent thought. This transformational approach presents some challenges. The concerted efforts to overcome these challenges require evidence-based research that is able to demonstrate the effectiveness of the alternative ways. In conclusion, the major aim of education should be to develop well rounded individuals who are not only knowledgeable but also capable of thinking innovatively.

APRENDIZAGEM CINÉTICA: INTEGRANDO MOVIMENTO NA SALA DE AULA

The study “Kinetic Learning: Integrating Movement in the Classroom” investigates the impact of physical movement on students’ learning process within the school environment. By integrating physical activities and body movements into traditional lessons, researchers seek to explore how this approach can improve student engagement and facilitate content retention. The research is based on educational theories that highlight the importance of sensory experience and physical activity in learning. By introducing elements of movement into the classroom, educators aim to meet students’ varied learning needs, providing a more holistic and dynamic approach to education. Preliminary results from the study suggest that kinetic learning can lead to greater information retention, increased motivation, and improvements in students’ concentration and behavior. Furthermore, integrating movement into the classroom can promote a more collaborative and interactive atmosphere, encouraging students’ active participation in the learning process. This innovative approach not only offers tangible benefits for students, but also challenges traditional conventions of education, highlighting the importance of more dynamic and adaptive approaches to meeting individual learning needs. Consequently, the study “Kinetic Learning: Integrating Movement into the Classroom” contributes significantly to the growing body of research on effective and progressive educational practices.

Effective Teaching and Learning: Characteristics and Practices of People-oriented in International Chinese Language Education

School education plays a crucial role in the process of cultivating innovative talents, and the direct target of teaching is students. At present, the aim of education and teaching is to adhere to the concept of human-centered teaching and to implement human-centered teaching methods. How to carry out effective teaching can help cultivate the sense of independent learning and the spirit of innovation among non-native speakers. How to create a suitable learning environment for students to actively explore the mysteries of Chinese knowledge. And how teachers can improve their teaching skills and make good use of interactive teaching and intelligent technology to truly realize the purposes of teaching and spreading Chinese culture.

Medical school origins of award-winning pathologists; analysis of a complete national dataset

BackgroundThe ultimate aim of medical education is to produce successful practitioners, which is a goal that educators, students and stakeholders support. These groups consider success to comprise optimum patient care with consequently positive career progression. Accordingly, identification of the common educational features of such high-achieving doctors will facilitate the generation of clinical excellence amongst future medical trainees. In our study we source data from British clinical merit award schemes and subsequently identify the medical school origins of pathologists who have achieved at least national distinction.MethodsBritain operates Distinction Award/Clinical Excellence Award schemes which honour National Health Service doctors in Scotland, Wales and England who are identified as high achievers. This quantitative observational study used these awards as an outcome measure in an analysis of the 2019-20 dataset of all 901 national award-winning doctors. Where appropriate, Pearson’s Chi-Square test was applied.ResultsThe top five medical schools (London university medical schools, Aberdeen, Edinburgh, Oxford and Cambridge) were responsible for 60.4% of the pathologist award-winners, despite the dataset representing 85 medical schools. 96.4% of the pathologist merit award-winners were from European medical schools. 9.0% of the pathologist award-winners were international medical graduates in comparison with 11.4% of all 901 award-winners being international medical graduates.ConclusionsThe majority of pathologists who were national merit award-winners originated from only five, apparently overrepresented, UK university medical schools. In contrast, there was a greater diversity in medical school origin among the lower grade national award-winners; the largest number of international medical graduates were in these tier 3 awards (13.9%). As well as ranking educationally successful university medical schools, this study assists UK and international students, by providing a roadmap for rational decision making when selecting pathologist and non-pathologist medical education pathways that are more likely to fulfil their career ambitions.

The ‘feverish’ society and the aims of education

Borrowing the Platonic metaphor of a ‘feverish’ society, this article discusses the argument that a critical stance toward our contemporary realities makes a revisiting of educational aims more urgent. The article begins with how aims have been tackled in educational philosophy. The head-on educational-philosophical engagement with aims-talk has been diminishing. There have been socio-political developments unfavourable to aims-talk, related to hegemonic, neoliberal mindsets. Neoliberalism discourages the theorization of educational aims that challenges its conventional ‘wisdom’. There have also been philosophical reasons for the decline in the frequency of aims-talk, related to some postmodern positions that combat modern assumptions of ‘ultimate’ aims and register the possibility of an ‘education without aims’. Against the tendency to under-theorize educational aims, the article critically explores why our contemporary societies may be described as ‘feverish’ and what this entails for theorizing educational aims. My main claim is that the educational aims-talk should be reinvigorated and the related fault lines rethought from a more enlarged viewpoint.

Thinking with Spinoza, Locke, and Dewey about self-control, education, and democracy

In the 17th century Spinoza and Locke wrote about education as aiming at self-control. In the 20th century Dewey argued for a similar view in Experience and education, where he described education as enabling people to have control over their own lives. These three philosophers all saw self-control as involving both the ability to make well-advised decisions and the competences necessary to follow them through. In the first half of the paper their theories are rephrased and explained. After that, the elements they have in common are analysed and supported with references to recent philosophical and psychological work on self-control. It is also argued that these common elements apply not only to individuals but also to groups and communities. The concluding section is a reflection on the relevance of what they said to modern discourse on educational aims and education for democracy.

Re-visiting and re-thinking aims of education

Re-visiting and re-thinking aims of education

Creative Practices in Developing Competencies of Future Pedagogues

The aim of contemporary education is to shape a competent individual capable of solving life problems based on existing knowledge, skills, and abilities, ready to navigate the information space, receive, use, and create information. Achieving this goal requires dedication from education professionals, primarily pedagogues, psychologists, and teachers who must possess integral quality in their profession, which is competency. The main objective of the research is to examine the opinions of pedagogy students about the potentials of a set of workshops collectively named Creative Pedagogical Practices (CPP) for the development of competencies of school pedagogues. The workshops were implemented in secondary schools as part of courses in the field of school pedagogy. The study employed a descriptive research method, using written structured interviews as the research instrument. Research data indicate that students’ expectations regarding the creation and implementation of CPP workshops are met, as they have recognized the potential for developing professional competencies in the domain of didactic-methodological knowledge, social skills, creativity and general competencies for working in school. Regarding the development of personal competencies, respondents mentioned that the implementation of workshops contributed to the development of their responsibility, self-confidence, and creativity, which they consider important qualities for future work in schools. The obtained research results can be relevant when creating study programs for educating educators, especially in light of a greater emphasis on practical activities during studies.

Kurikulum Pendidikan di Indonesia dan Jepang: Sebuah Analisis Komperatif

Japan is recognized as having a superior education system in the world because of its complete facilities and competent human resources. Developing countries often point to Japan as an example for raising educational standards. This research aims to determine the comparison of educational curricula in Indonesia and Japan. The method used in this research is Literature Review, namely by conducting research on scientific articles, books and other sources that are relevant to certain problems, research fields, or theory, as well as several other documents that have been published. The results of this research are: 1) The level of education in Japan is the same as in Indonesia, consisting of nine years of basic education (primary school and junior high school), three years of senior high school (general and vocational tracks), and higher education, 2) The Japanese curriculum is revised every ten years, while the Indonesian curriculum is revised every time there is a change in leadership. 3) The general aim of education in Japan is similar to that in Indonesia, namely developing the potential of students. Japan's goals are more specific and include various characteristics that Japanese children must have. 4) The subjects taught in elementary school classes in Japan and Indonesia have significant differences, especially in terms of language and the variety of lessons taught. Apart from that, the learning approaches and curricula in the two countries also show striking differences, with different emphasis on language and certain skills. 5) The Indonesian curriculum adopts scientific methods and a project-based learning approach with teachers as facilitators, while the Japanese curriculum uses lesson study. with an open approach and problem solving, where the teacher acts as a facilitator with the principle that children must understand, can, and the class must be fun, 6) Both Indonesia and Japan do not apply the National Examination (UN) in assessment.

Readiness for clinical practice: Self-perceived confidence of final year dental students in Turkey - A multi-institutional study.

The primary aim of undergraduate dental education is to prepare dental students for independent dental practice and to enable them to provide safe and effective dental care. This study aimed to investigate the self-perceived preparedness of senior dental undergraduate students in Turkey. Purposive sampling was used to recruit final-year dental students from 10 dental institutions offering undergraduate dental programs in Turkey. Student preparedness was assessed using a previously validated dental preparedness assessment scale based on 50 items encompassing core clinical skills, cognitive attributes, and behavioral skills. The research instrument was then translated into Turkish. The R statistical environment for Windows was used for the data analysis. Responses were provided by 272 students (156 women and 116 men; 57% and 43%, respectively) across 10 different universities. The mean score of the participants was 75.68 with slightly higher scores for men compared to women (77.35 vs. 74.46 respectively). However, independent t-tests showed that the scores did not differ significantly between women and men. This study evaluated the self-perceived preparedness for dental practice of final-year students from 10 universities in Turkey. Although the results showed several areas of weakness, the scores of self-perceived preparedness of Turkish students were comparable to those reported in Europe and Asia. These findings can be used to inform future curriculum development to support students in consolidating their learning in perceived areas of weakness.

A Study on Creative Teaching through Bioscience in Developing Creative Thinking Ability of Students

Creativity is an important aspect of learning. Thanks to creativity, the student gains a positive attitude towards learning and becomes more fun to learn. Thanks to creativity, the student activates the passive information by converting it into a product. Thanks to the creativity, acquired at a young age, individuals can more easily solve their daily life problems and become more productive in adulthood. This is one of the main aims of education: to make the students well equipped for their future life and to educate them as productive citizens. For this reason, the Ministry of National Education has taken the acquisitions in creative thinking education in schools. According to constructivism, adopted by the Ministry of National Education teachers do not teach in a democratic classroom climate but are leaders. Students express their thoughts freely and discover and produce the knowledge. Societies’ development can only be improved in this way.

Pendidikan Politik Sebagai Upaya untuk Mengantisipasi Maraknya Politik Identitas pada Pemilihan Umum

This study aims to analyze strategies for anticipating identity politics in general elections, the role and objectives of political education, as well as the implications of political education for social harmony. This study uses a qualitative approach with a library research type of research. The results of the study show that the strategy that can be used to anticipate identity politics in general elections is through political education. Political education has a role in forming a politically literate society. The aim of political education is to provide knowledge about politics to the public so that they are able to participate actively in the political system. Political education has implications for social harmony because it is carried out by upholding human values without discrimination

Teaching and Learning Social Innovation and Entrepreneurship in Higher Education: A Scoping Review

Social innovation and entrepreneurship (SIE) has emerged as a well-recognised field of practice and research amidst the intensified societal focus on complex social and environmental problems. Universities, as critical producers of knowledge and talents, are increasingly expected to create academic offerings that nurture leaners’ capacities for positive social change. However, research on SIE educational processes remains scant and is scattered among various disciplines. There is a lack of understanding of the overall development of SIE education in universities. This scoping review fills this gap by providing an overview of what drives universities’ adoption of SIE education and the current SIE curricula. It integrates studies that describe various SIE courses, focusing on curricular content, pedagogical practice, and outcome assessment. The review (1) identifies the major educational aims underpinning universities’ SIE offerings, (2) develops an integrative framework that specifies four approaches to SIE education, (3) synthesises and illustrates SIE teaching and learning practices, and (4) outlines opportunities for future research. The framework differentiates between education ‘about’, ‘for’, ‘through’, and ‘embedded with’ SIE. These approaches differ in the way educators conceptualise SIE and the way students engage with societal problems. The review also points to substantial gaps in our understanding of how to assess the impact of SIE education and how to sustain these novel educational practices within the university. It provides a base for integrating and advancing knowledge across the largely disparate literature on SIE education and highlights avenues for future research that can unpack SIE educational processes.

Exploring Character in Community: Faculty Development in University-Level Communities of Practice

A significant majority of faculty at U.S. colleges and universities believe that character is an important aim of university education, but many do not know how to support students in developing their character. This article presents a mixed-methods study that examined the effectiveness of two cross-disciplinary communities of practice (CoPs) in promoting faculty dialogue and development around character in institutions of higher education. Findings highlight that the month-long CoP increased participants’ understanding of the meaning of character education, how to develop character in students, and how to assess character. The results point to the pedagogical potential of an intentional CoP to support faculty development focused on educating character at the university level.

The Implementation of Contextual Teaching and Learning in Student Character Building

The aim of education is not only to improve students' academic performance but also to develop their character. In line with these aims, the author conducted research to describe the teaching strategies of English teachers in building students' character through character education and to examine the effect of contextual teaching and learning on students' character development in the eleventh-grade students of SMK Islam Bojong during the academic year 2021-2022. The author used descriptive qualitative research with purposeful sampling, involving 28 students as the study population. Data were collected using interviews and observation sheets. The data were analyzed using a data triangulation technique. The results showed that contextual teaching and learning can effectively enhance students' character. Contextual teaching and learning also positively impact character building in the eleventh-grade students of SMK Islam Bojong. The author concludes that the contextual teaching and learning strategy is beneficial for integrating character-building into the learning process. It provides students with a valuable learning experience, emphasizing that education is not just about achieving high scores but also about developing good behavior.

CONCEPTUALIZING TERTIARY EDUCATION MOTIVATION: A MULTIMEDIA INSTRUCTIONAL VIDEO APPROACH HARNESSING UiTM ZAKAT SERVICES

This research demonstrates a Community Services Responsibility (CSR) initiative that utilises instructional videos as an interactive tool for knowledge dissemination. It aims to improve Universiti Teknologi MARA (UiTM) Perlis branch students’ and potential future UiTM students’ awareness regarding the Zakat financial assistance offered by Universiti Teknologi MARA (UiTM) Malaysia. This is also an effort to provide the necessary motivation to encourage school students to aim for tertiary education. The study involves two groups: newly enrolled students at the UiTM Perlis branch and upper secondary school students from selected schools around Perlis, Malaysia. These students will explore the specifically designed multimedia instructional video regarding Zakat accommodations. This video is carefully designed to ensure audience engagement and understanding. The research employs a Quasi-Experimental Research Design with pre-test and post-test assessments to evaluate the effectiveness of the instructional videos. Overall, the study has produced a compelling video that can provide understanding and assistance in accessing the Zakat services in UiTM while at the same time promoting social responsibility towards the country’s future educated generation.

Examining moral values in the policy document and in the contents of moral texts: An overview

This article aimed to scrutinize moral values in the contents of moral texts and in the policy document. Having this aim, the researcher used document analysis (policy documents and moral textbooks). The education system has missed the chief aim of education which is the formation of character achieved through moral education. The blind reliance on Western education costs us much and the moral matters have been weakened by Western education which has controlled our youth’s thinking. Although holistic human personality requires virtues like rational thinking, and preserving one’s cultural values and moral principles, these traits have not been central to the objectives of education and this has immense implications for the behavior of students. The recently introduced moral textbooks were far from dealing with the valid contents of moral issues. To heal our education system, there is a need to rethink the objectives of education of the country and prepare appropriate moral texts for the renewal of the eroded Ethiopian moral values.