Education Association Research Articles

Frustrated Ambitions: Teacher Associations and Segregated Schooling in the Transvaal, c.1920–1956

ABSTRACT This article draws attention to the fact that Indian and Coloured teacher associations in the Transvaal made persistent demands for greater racial segregation in schools (of teaching staff and learners) from the 1930s into the 1950s. This was at a time when the Transvaal Education Department was unable to implement anything approaching meaningful segregation of schooling amongst Indians and Coloureds. The context in which these demands for segregated schooling were made is important to understand: decades of frustrated ambition in an educational system which restricted the training, credentialling, and appointment of teachers according to hardening South African racial hierarchies. Ironically, enforcing greater racial segregation in schooling, especially with regard to teachers and principals, would create space for a rising new class of professionals, displacing white staff and allowing black, Indian, and Coloured teachers to achieve greater upward social mobility. An important justification for making this shift happen was the necessity of expelling white teachers and the associated idea of the benefits of being taught by cultural insiders.

Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway

The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role.

The contribution of education and cultural diplomacy to strengthening civil society in the Republic of Moldova

Our study aims to explore the dynamics and transformations of civil society in the Republic of Moldova, taking into account the post-communist realities, which lay its foundations as a soft power. Civil society is represented by the social and civic institutions and organizations that form the foundation of a functioning democracy. Civil society organizations are involved in decision-making on social development or decisions of public interest. Civil society can include the media, churches, trade unions, non-governmental organizations, educational associations, etc. What is the link between cultural diplomacy, education and civil society? Based on Bordieu's theory, which provides us with a conceptual and analytical perspective suitable for a critical understanding of the role of civil society in making cultural diplomacy more effective, in our study we tried to establish what role cultural diplomacy in turn plays in the social distribution of local/national/international power in the form of an awareness of interdependence. We also try to follow in our analysis: what is the role of civil society in the Republic of Moldova in the accession process?; in the implementation of its tasks, does the EU-Moldova CSP envisage the use of culture and education, implicitly cultural diplomacy, in the EU accession process?; what role does cultural diplomacy play in the social distribution of power?; in the regional context given by the war in Ukraine, can cultural diplomacy and education help civil society in solving problems related to the judiciary, public administration, the fight against corruption, public finance management and freedom of the press? The methodological framework of the paper is structured around the analysis of the "EU-Moldova Civil Society Platform", in order to underline the role of the EU-Moldova Civil Society Platform and other civil society organizations in the development of civil society, internally, and of cultural diplomacy, externally, in favor of the state interests of the Republic of Moldova, both being seen as soft powers, necessary to fulfill the political and economic interests of the state.

Association of Age, Sex and Education With Access to the Intravenous Thrombolysis for Acute Ischemic Stroke

Association of Age, Sex and Education With Access to the Intravenous Thrombolysis for Acute Ischemic Stroke

Lived Experiences of Mothers of Deaf Children amidst the COVID-19 Pandemic

Mothers of deaf children encounter many difficulties in parenting their children amidst the pandemic. They need to cope with educational resources to help promote family–professional relationships and advance the effectiveness of the child’s intervention. This research delved into the lived experiences of 14 mothers of deaf learners in the Division of Mandaue City during the COVID-19 pandemic, the school year 2021-2022. The interview guide was used to conduct in-depth interviews, during which the data were analyzed using thematic analysis. The study revealed that mothers experience difficulty handling their deaf children academically, for they have little or no knowledge of the basic concepts of sign language. The six themes that emerged in the study were: Parents Limited Ability to Communicate with the Hearing-Impaired Children, Problems in the Preparation of the Learning Environment, Modular Instruction was not Fitted for Special Education, Usefulness of Constructed Modules to the Mothers and Children in Understanding the Lessons, Teachers Association Aide the Mothers Modular Instruction and Usefulness of the Learning Guides Provided by the School to Educate the Child. The study concluded that mothers of elementary deaf learners with impairments had experienced multifaceted problems due to the absence of face-to-face instruction.

Good, bad, or somewhere in between? A content analysis of perceptions of CEAB accreditation through CEEA proceedings

This paper investigates the perceptions of interested and affected parties regarding the Canadian Engineering Accreditation Board (CEAB) accreditation system, which is of importance amidst Engineers Canada’s ongoing initiatives such as the Accountability in Accreditation (AinA) and the Futures of Engineering Accreditation (FEA) projects. Through a content analysis of adjectives and adverbs in the proceedings of the Canadian Engineering Education Association (CEEA) conferences from 2020 to 2022, this study reveals a predominantly neutral impression of the CEAB accreditation system. Qualitative analysis highlights concerns such as feasibility and effectiveness alongside recognition of accreditation's benefits in ensuring program quality and student success. Thematic codes shed light on various aspects of engagement with the CEAB accreditation system. The findings may contribute to informed decision-making processes and discussions within the engineering education community around improvements and the future of the CEAB accreditation system.

A Prioritized List of Veterinary Clinical Presentations in Dogs, Cats, and Horses to Guide Curricular Content, Design, and Assessment.

The Association of American Veterinary Medical Colleges competency-based veterinary education (CBVE) framework can be used to guide curriculum and assessment design and is intended to prepare veterinary graduates for Day One of clinical practice. However, while the framework defines curricular outcomes in terms of demonstrable competencies, it does not define the specific knowledge, skills, and attitudes required to achieve those outcomes. In some human medical curricula, prioritized lists of clinical presentations guide curricular content, design, and assessment. These lists are based, in part, on practice analysis surveys. A prioritized list of this nature does not currently exist in veterinary medicine. We surveyed 1,706 veterinarians across the country regarding the relative frequency and importance of 274 clinical presentations to generate a prioritized list by species. Acceptable statistical power was achieved for dogs, cats, and horses. These lists can be used in conjunction with the CBVE framework to inform curricular content and assessment decisions.

Level of Knowledge, Handling Sports Injuries, using the RICE Method, at the Banjar Regency Sports Teachers Association

The research aims to determine and describe the level of knowledge of handling sports injuries using the RICE Method at the Banjar Regency Sports Teachers Association. The method used in this research is a descriptive method, namely describing or illustrating events that are currently occurring using non-experimental methods using survey techniques (Hasan Syahrizal, 2023). An overview of the level of knowledge of handling sports injuries using the RICE method at the Banjar Regency Sports Teachers Association was 158 respondents, with details of a very high classification of 44 people with a percentage of 28%, a high classification of 105 people. people with a percentage of 66%, 9 people in the medium classification with a percentage of 6%, and 0% in the low and very low classification. The high results were because previously the Banjar Regency Sports Teachers Association had taken training in handling injuries and first aid in accidents. The Banjar Regency Sports Teachers Association, apart from being physical education, sports and health teachers, also has other professions such as coaches, referees, personal trainers, athletes, sports instructors and therapists. This research provides information to the Banjar Regency sports teacher association about handling Sports Injuries so that they can understand and apply injury treatment and prevent further injuries using the RICE Method. In addition, this research activity can improve and expand understanding of the treatment of sports injuries, as well as contribute to scientific studies in the field of sports science.

Education and mammographic breast density.

There are conflicting reports on the associations of education with mammographic breast density (MBD). To address this, we investigated the associations of education with MBD and additionally determined if and to what extent this association is mediated by known confounders such as age and adiposity. Women (n = 1155) were recruited during their annual screening mammogram at the Joanne Knight Breast Health Center at Washington University School of Medicine in St. Louis, MO. We assessed MBD using volumetric percent density (VPD; Volpara 1.5; Volpara Health®). We performed generalized linear modeling adjusted for potential confounders to estimate the differences in VPD by education level and evaluated whether associations differ by race and menopausal status. We also performed mediation analysis using PROCESS macro version 4.3. VPD was log-transformed, and back-transformed values are reported. Women with college (n = 401) and postgraduate education (n = 396) had higher VPD (7.21% [95% CI 6.87-7.59] and 7.18% [95% CI 6.82-7.53], respectively) compared to women (n = 358) with below college education (6.62% [95% CI 6.27-7.00]; p = 0.051) in analysis adjusted for age, body mass index (BMI) and other confounders. However, the association attenuated when the analysis was adjusted for body fat% instead of BMI (college graduate: 7.26% [95% CI 6.92-7.62]; postgraduate: 7.19% [95% CI 6.85-7.55] vs. below college: 6.78% [95% CI 6.41-7.16]; p = 0.156). Body fat% and BMI mediated 71% and64% of the association between education and VPD, respectively in premenopausal women, but not in postmenopausal women. Associations did not differ by race. Education was not associated with VPD after adjusting for adiposity. Adiposity mostly mediated the association between education and VPD, particularly among premenopausal women with body fat% a slightly more robust capture of adiposity than BMI.

Editorial: Supporting the Development of Practice-based Learning: The Role of a National Educators Association

Editorial: Supporting the Development of Practice-based Learning: The Role of a National Educators Association

Women faculty members' challenges when pursuing leadership positions in academic dentistry: A survey.

This study addresses persistent gender disparities in leadership roles in academic dentistry. The objectives were to identify the challenges and barriers to leadership that women face in general and during the COVID-19 pandemic, as well as to describe resources they need to reach their leadership potential. The American Dental Education Association Section on Women in Leadership (WIL), gathered survey data concerning leadership challenges and faculty development needs. The survey targeted 300 WIL members in leadership roles or aspiring to leadership roles. It was conducted from January to March 2021 and 128 participants responded (response rate: 42.7%). The data was analyzed quantitatively and qualitatively. The most frequent reported leadership barriers indicated by the survey respondents were lack of mentoring, limited leadership training, lack of sponsorship from administration, family obligations and limited job opportunities. The participants stated that the COVID-19 pandemic exacerbated these challenges, affecting collaborations, increasing stress, and impacting scholarly productivity. The survey responses showed how external factors can challenge faculty productivity. Respondents identified mentoring, increased leadership opportunity awareness, and leadership development seminars as factors most helpful for their professional development. This study identified women faculty members' perceptions of why disparities persist in gender equity in leadership in dental education. It suggests developing gender specific leadership strategies and resources. Addressing barriers requires concerted efforts at the institutional, national, and global levels. This is vital for achieving gender parity in leadership roles in dental education settings.

Strategy of civic education teachers in building awareness and legal compliance for the younger generation

The role of civic education teachers is profoundly strategic in fostering awareness and legal compliance among students. That is because civic education holds a mission and purpose to shape intelligent and virtuous citizens. One of the indicators of a good citizen is one who abides by and adheres to the existing legal regulations. Therefore, this research aims to examine the strategies and roles of civic education teachers in cultivating awareness and legal compliance among students, especially considering the numerous cases of legal violations involving students nowadays. The research design employed a qualitative approach, specifically descriptive research. The data collection technique involved conducting interviews with several civic education teachers from both junior high schools and senior high/vocational schools who are part of the civic education teachers association in Magelang Regency and also engaging with alumni from UNNES who have teaching experience. The findings of this study indicate that the strategies and roles of civic education teachers in fostering awareness and legal compliance among students involve conducting activities such as socialization, mentoring and supervision, setting examples, motivation and habituation, and collaborating with relevant stakeholders. Thus, the various strategies implemented by several civic education teachers are expected to be able to create smart and good citizens by enhancing legal awareness and compliance, especially among students (younger generation), which will subsequently have an impact on improving the quality of human resources in a country, especially in Indonesia.

Socioeconomic inequalities in depression and the role of job conditions in China.

The rising prevalence of depression in China, coupled with a tightening job market, highlights concern for the workforce's mental health. Although socioeconomic inequalities in depression have been well documented in high-income countries, the association between socioeconomic status (SES) and depression, along with its work-related mediators, has not been sufficiently studied in China. The study participants are 6,536 non-agriculturally employed working adults from the 2020 China Family Panel Studies (CFPS). We build linear regression models to examine the relationship between SES and depression, using education and income as indicators of SES. We also apply a framework based on seemingly unrelated estimation (SUEST) to assess how job conditions, which include job demands and job resources, mediate this relationship. Both education and income are negatively associated with depression, with education's association with depression remaining net of income. Mediation analysis reveals that the well-educated tend to occupy less demanding work with shorter working hours and lower probability of on-call duty, which partially helps explain the education-based depression gap. Higher earners experience more demanding work with longer working hours and higher probability of on-call duty, which potentially masks the income-based depression gap. Greater job resources including moderate schedule flexibility and better job security, appear to contribute to explaining the depression gap across SES. The cross-sectional design of this study precludes causal inferences. Not all typical job demands and resources could be included due to data limitations. Our study provides insights into socioeconomic inequalities in mental health in the Chinese working population, with implications for policies aimed at preventing depression and improving mental health equity.

History education in Portugal (a 25-year overview)

This article aims to root history education in Portugal, which is interlinked with Isabel Barca’s efforts to enhance the discussion about the relationship between history, history epistemology and situated cognition. By the late 1990s, history education had begun to be taught at the University of Minho under the influence of the Anglo-Saxon paradigm, mainly Lee, Ashby and Shemilt’s ideas. Important milestones were, in the 2000s, the creation/coordination by Isabel Barca of: (1) an academic master’s degree related to history teaching; (2) the HiCon projects (2003–11), focused on deepening knowledge about Portuguese teachers’ and students’ historical thinking and historical consciousness; and (3) the Jornadas Internacionais em Educação Histórica (International Journeys of History Education), conceived to share results with national and international researchers, and that contributed to building bridges with other academies, namely in Brazil. History education has influenced Portuguese history curricula since 2001 (apart from the years 2011–2015, when there was a right-wing shift), and has inspired the competencies in history oriented to develop students’ historical thinking. As the new curricula and paradigms in history teaching were challenging to school teachers, Barca has inspired the Portuguese History Teachers Association to promote several scientific events and continuing professional development since the 2000s. This was how her workshop classroom model based on history education (the ‘aula-oficina’) became known among teachers, and contributed to practice changes in schools. Through the years, Portuguese history educationalists have continued to deepen knowledge in this area, and to share the results in national and international academic communities, and also with school teachers.

Power and Political Verve of Teachers Unions: A Fitful Five Years for America's Teachers, 2018–2023

This paper provides an overview of major public school teacher union issues that made headlines in the demi-decade from 2018 to 2023, weaving several threads to present a current look at America's educators, the unions that represent them, and the institutional structures that influence our nation's schools. Consideration is given to the U.S. Supreme Court Janus ruling that outlawed agency fees and its impact on teacher unions, the Red for Ed groundswell of union protests that swept the nation in 2018–2019, educator activism reflected in the increased cadence of teacher strikes post-COVID, levers of power being flexed by state politicians, and membership trends of the National Education Association, the nation's largest labor union. Using Malin's (2012) analogy of “tsunami” to describe the rollbacks of ten states’ public sector collective bargaining rights from 2010 to 2012, another round of seismic sea waves characterized the 2018–2023 period, their energy and awe on full display.

A systematic literature review and case study on the social impact of the other women’s contributions to education and dialogic feminism

Feminism has been one of the most important social movements of the last centuries. Current societies have widely recognized their contributions. However, whereas ethnic diversity has been included in the movement, diversity in terms of academic background has not. Therefore, the contributions made by the “other women” from their daily lives, those with no university education (who belong to cultural minorities or not), remain on the margins of public debate. In the face of this reality, the plurality of all women has been building contributions to education and dialogic feminism. Based on Lidia Puigvert’s previous study on dialogic feminism and the “other women” movement, this article aimed to trace the social impact of “other women’s” contributions to education and dialogic feminism in their lives and communities. A qualitative case study has been developed that collects a systematic literature review, in-depth interviews with educators, focus groups, and communicative daily life stories with women who have participated in Schools as Learning Communities and democratic adult education associations in Spain over the last 20 years. The results provided evidence about the contributions of the “other women” in the development and expansion of successful educational actions that have generated social and educational transformations in themselves, their families, and their communities, such as Dialogic Gatherings and the prevention of gender violence, among others.

Combined associations of education and health literacy with preventive dental visits in patients with diabetes: a nationwide cross-sectional study

Combined associations of education and health literacy with preventive dental visits in patients with diabetes: a nationwide cross-sectional study

Associations of education and modifiable lifestyle factors with CSF biomarkers of neurodegeneration, neuroinflammation, and Alzheimer’s disease

Associations of education and modifiable lifestyle factors with CSF biomarkers of neurodegeneration, neuroinflammation, and Alzheimer’s disease

Barriers to school retention in Pakistan: an evaluation using survival analysis

ABSTRACT This study applied Cox Proportional Hazard model to determine the supply-side and demand-side factors associated with early school dropout in Pakistan. Hazard ratios are calculated using MICS6 data on children between the age of 5–17 years. The individual, collective and social factors are explored along with the role of education performance, readiness and schooling attributes. Child labor, poverty and cognitive and functional difficulty are found major impediments for successful transition to a higher level of schooling. The input measures such as regularity in homework, teacher’s feedback, presence of school governing body, active parent–teacher associations and the output indicator measured as learning scores are found to have a significant association in reducing school dropouts. The study also observes that early childhood readiness, better school infrastructure, education performance, readiness toward higher level schooling as well as higher level school availability considerably reduce the risk of school dropouts. A voucher scheme for education attainment specifically in impoverished regions could play an important role in improving school retention. The general principle of ‘access to education” must be prioritized toward “quality education” to improve the learning outcomes. Parental involvement and school governance system must also be strengthened vis-à-vis a conducive household environment for child development.

An Update on Scholarly Productivity for Physician Assistant/Associate Faculty

Introduction Prior research has suggested that physician assistant/associate (PA) educators often cannot dedicate sufficient time to research since most of their time is committed to teaching, service, and practicing clinically. Because of the time constraints and lack of scholarship training, PA faculty are not motivated to participate in scholarly activities, resulting in burnout and low productivity. Methods This study examined the 2019 PA Education Association Faculty and Directors data set, focusing on descriptive and bivariate analysis of demographic characteristics, highest degree completed, academic rank, years in PA education, primary position within the PA program, and various aspects of scholarship activities such as the number and types of publications. Results Nearly half (50.3%) of PA faculty reported publishing during their academic career, with a median of 3 publications in total since the start of their PA education career (interquartile range [IQR], 1–7). The data revealed that the mean number of peer-reviewed articles is 2 (IQR, 1–5), with no books and chapters published. Compared with PAs who did not publish, PA faculty who published were more likely to be male (35.4% vs. 29.1%; P = .035), to hold a doctorate (41.3% vs. 20.3%; P < .001), and to indicate their academic role as a professor (12.4% vs. 4.4%) and associate professor (33.8% vs. 12.3%; P < .001). Discussion Although there has been some improvement regarding the number of publications, growth has been significantly slow. Although the reason for this slow growth is multifaceted, gender disparities and time and lack of funding appear to be some of the major reasons.