Attention To Education Research Articles

Does Your Sales Curriculum Need a Refresh? Insights on How to Align Sales Curriculum With the Modern Sales Environment

Sales education has experienced significant growth recently, both in the number of schools offering sales programs and in the amount of pedagogical attention dedicated to advancing the field. However, one area that has not been given adequate attention is the sales curriculum. To date, few scholarly articles have examined sales curricula from a broad perspective. More concerningly, the field of sales has changed significantly due to recent technological, generational, and pandemic-related shifts in the market. Accordingly, in the present article, we examine the current state of sales curricula by reviewing the existing curricula of the 70 member schools of the University Sales Center Alliance (USCA) in the United States. Furthermore, we conduct focus groups with former sales students now working in sales, as well as hiring personnel affiliated with USCA schools, to address how sales curricula should be evolved to reflect the modern sales role. In addition, we triangulate and validate these insights with data gathered from sales academics. Our findings suggest sales educators should rethink the composition of the standard sales curriculum.

EATSA-GNN: Edge-Aware and Two-Stage attention for enhancing graph neural networks based on teacher–student mechanisms for graph node classification

Graph Neural Networks (GNNs) have fundamentally transformed the way in which we handle and examine data originating from non-Euclidean domains. Traditional approaches to imbalanced node classification problems, such as resampling, are ineffective because they do not take into account the underlying network structure of the edges. The limited methods available to capture the intricate connections encoded in the edges of a graph pose a significant challenge for GNNs in accurately classifying nodes. We propose EATSA-GNN model to enhance GNN node classification using Edge-Aware and Two-Stage Attention Mechanisms (EATSA-GNN). EATSA-GNN focuses its initial attention on edge traits, enabling the model to differentiate the variable significance of different connections between nodes, referred to as Teacher-Attention (TA). In the second step, attention is directed towards the nodes, incorporating the knowledge obtained from the edge-level analysis referred to as Student-Attention (SA). Employing this dual strategy ensures a more sophisticated comprehension of the graph’s framework, resulting in improved classification precision. The EATSA-GNN model’s contribution to the field of GNNs lies in its ability to utilise both node and edge information in a cohesive manner, resulting in more accurate node classifications. This highlights the essence of the model and its potential. Comparing the EATSA-GNN model to state-of-the-arts methods with two different variants shows how strong it is and how well it can handle complex problems for node classification. This solidifies its position as one of leading solution in the field of GNN architectures and their use in complex networked systems. The exceptional performance of EATSA-GNN not only showcases its effectiveness but also underscores its potential to greatly influence the future advancement of the GNN framework. Implementation of the proposed EATSA-GNN can be accessed here https://github.com/afofanah/EATSA-GNN.

Media Literacy in Times of Crisis

The contemporary younger generation is facing a multitude of changes and adversities stemming from prevalent political, military, and pandemic crises that have garnered substantial attention in the media. In light of these circumstances, Media Literacy and critical thinking are paramount in navigating the influx of information and discerning veracity from misinformation. The rationale behind selecting this demographic as the focal point lies in the discernible trend wherein young individuals often peruse news content on their mobile devices with minimal contemplation, relying exclusively on social media platforms devoid of journalistic filtration. As delineated by various investigations, this juncture in their lives is pivotal to cultivating critical thinking skills. Such skills empower the youth to engage in autonomous thought processes, make informed decisions, and assess the repercussions of their actions. The contribution presents the outcomes of the interviews conducted in Italy, Spain, and Portugal within the project YO-MEDIA on Media Literacy in times of crisis, addressing the attention of educators, teachers, stakeholders, and journalists.

The "Kumon method" as a means of mastering the initial subject knowledge in children

Introduction. The problem of activating educational activities has always been in the center of attention of teachers, however, the changes taking place at the present time have given it special relevance. New socio-economic conditions dictate the need to study new forms and methods of education aimed at intensifying the process of acquiring knowledge. The purpose of this study is to study the effectiveness of the Kumon method in relation to the development of initial subject concepts by children of preschool and primary school age from the point of view of the theory of meaningful learning. Materials and methods. The article provides an analysis of the content of the key provisions of the Kumon method based on methods of systematization and classification, as well as general scientific methods of analysis, generalization and synthesis. The support of the idea of L. S. Vygotsky's "zone of proximal development" makes it possible to use rich theoretical material on self-learning as a child's ability to identify and search for information, distinguish and assign it, taking into account the relationship with previously acquired information. Results. The purpose of the study was to study the key characteristics of the organization of training in the Kumon system. The principles, neuropsychological foundations of the method under consideration, and the possibilities of this technology from the perspective of the multidimensionaldevelopment of a child's personality are analyzed. The authors concluded that in modern pedagogical practice, the use of the Kumon method can be effective for children who need to master the procedural aspects of mathematics and reading. Discussion and conclusions. As a research perspective, the authors see the study of the possibilities of the Kumon method as an individual method.

Effectiveness and Sustainable Applications of Educational Technology

Over the past few decades, the development and application of educational technology has drawn the attention of governments, academic organizations, educators, teachers, and parents around the world [...]

Research on Curriculum Ideology and Politics Awareness and Practice of Young Professional Teachers Based on ARCS Model

Promoting curriculum ideology and politics construction of young professional teachers is an inevitable requirement for comprehensively deepening curriculum reform. It is also a major measure to implement fundamental task of cultivating morality and talent. Starting from clarifying the value implications, this article deeply analyzes young professional teachers’ practical difficulties of curriculum ideology and politics, and uses the “Attention-Relevance-Confidence-Satisfaction” (ARCS) model as research framework to propose four improvement paths: enhancing attention of young professional teachers to curriculum ideology and politics, strengthening correlation between young professional teachers and curriculum ideology and politics, enhancing confidence of young professional teachers in carrying out curriculum ideology and politics, and improving satisfaction of young professional teachers in practicing curriculum ideology and politics.

The Harp and the Eagle: teaching Irish Poetry in Mexico

Ireland and Mexico share a long tradition of intercultural relationships. The Latin American nation has received significant influence from the mind-frames and oeuvre of Irish or Irish-descended thinkers, and authors. In the field of literature, the presence of Irish writers in Mexico has been equally relevant. A number of them are constantly referenced in middle- to higher-education institutions as paradigmatic examples of the Anglophone belles lettres. Nevertheless, and with the possible exception of Yeats, limited academic and pedagogic attention has been paid to Irish poetry, almost exclusively in English, until comparatively recent times. As of the mid-2000s, the School of Philosophy and Literature (FFyL) of the National Autonomous University of Mexico (UNAM) has witnessed a surge in academic efforts to promote the verse production of Anglo-Irish poets in the country. With the publication in 2003 of the anthology Una lengua injertada [A Grafted Tongue] and, more recently, with the establishment of the Contemporary Anglo-Irish Literature Research Project, FFyL-UNAM have inaugurated a new era for the study of (Anglo-) Irish verse in Mexico and Spanish-speaking America. This article will explore the critical and pedagogical approaches with which FFyL-UNAM have tackled the teaching of (Anglo) Irish poetry over at least one decade.

Supporting Successful Multicultural Societies Education is Key to National Progress

Successful societies depend on everyone signing up to core values and actions. In multicultural settings the acceptance of differences in the way people operate has led to rules flouted, bringing chaos and conflict. Core to successful relationships are narrative language abilities, which enable creative as well as critical thinking to broaden and improve information processing and production. Critical, linear thinking analyses a situation, based on facts and data, whilst the creative, lateral approach develops new ideas and solutions. A study shows how language and thinking competencies have declined to hinder interactions between people - vital for new interdisciplinary job-roles now that technology is taking over routines. Focus on developing direct talk, to assist effective collaboration and learning is advocated. Training is required to appreciate language dual function to develop effectively, but also stratify people to potentially add to inequality if not aware. Most learning problems, at all student levels, are rooted in low levels of language, thinking and communication, which receive limited attention in teaching and training. The article looks at the background to thinking and expression and considers a route to more successful multicultural societies.

Using artificial intelligence teaching assistants to guide students in solar energy engineering design

Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19 and beyond. We present Aladdin, a web-based computer-aided design (CAD) platform for engineering design with a built-in artificial intelligence teaching assistant (AITA). We also present two curriculum units (Solar Energy Science and Solar Farm Design), where students explore the Sun-Earth relationship and optimize the energy output and yearly profit of a solar farm with the help of the AITA. We tested the software and curriculum units with over 100 students in two Midwestern high schools. Pre- and post-survey data showed improvements in understanding of science concepts and self-efficacy in engineering design. Pre-post analysis of design performance gains reveals that AI helped lower achievers more than higher achievers. Interviews revealed students’ values and preferences when receiving feedback. Our findings suggest that AITAs may be helpful as an additional feedback mechanism for geoscience and engineering education. Future efforts should focus on improving the usability of the software and providing multiple types of feedback to promote inclusive and equitable use of AI in education.

Misconoscenze di fisica nella scuola del primo ciclo: un questionario didattico

PHYSICS MISCONCEPTIONS IN FIRST CYCLE SCHOOL: AN EDUCATION QUESTIONNAIRE Abstract The achievement of an adequate level of scientific knowledge is unanimously recognized as an important milestone, not only for training future scientists but above all to enable the new generations to possess important skills for responsible and critically informed citizenship. Regarding Italy, international comparisons highlight the accentuation of specific critical issues in this area. Concerning the search for teaching actions aimed at improving the understanding of physical phenomena, it remains fundamental to understand the preconceptions from which students start and the cognitive obstacles that these entail. We have prepared and validated a questionnaire with the aim of highlighting the most common critical elements in the explanation of physical phenomena by students aged 11-14. The collected data confirm the presence of widespread misconceptions already reported in the literature, which it is appropriate to bring to the attention of teachers. The questionnaire is complemented by formative feedback intended to provide initial indications for their revision.

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

Climate change education in U.S. middle schools: changes over five pivotal years.

Climate change education is both important and challenging. Prior research suggests that many secondary school science teachers in the United States were conveying "mixed messages" to students that legitimized scientifically unwarranted explanations of recent global warming. In this paper, we focus on US climate education at the middle school level and assess whether teacher attention to recent global warming, and whether the messages conveyed to students, changed between 2014 and 2019. Pooling data from two nationally representative probability surveys of middle school science teachers, we show significant advances on several key criteria, but the prevalence of mixed messages remained high. Exploratory analysis suggests that improvements were spurred partly by the adoption of the Next Generation Science Standards by many states and by partly by shifts in the personal views of science educators.

Konsepsi Quantum Learning; Suatu Analisis Learning Styles

Improving the quality of learning is something that must be done well in school education, students who have diverse learning styles must be the main factor of teacher attention in order to be able to give meaning to learning well. To improve learning outcomes, one of them is through the application of the quantum learning model in the teaching and learning process. This research aims to find answers to the question of the effectiveness of using quantum learning in schools. Penalitian conducted by reviewing a variety of relevant literature both from journals and direct findings in the field. The results of the study found that the implementation of quantum learning can improve the quality of learning and maximum student understanding, given the different learning styles of students can be facilitated through the implementation of quantum learning models, so that learning styles are very supportive of quantum learning models and get perfect learning outcomes than conventional learning models.

Current Situation and Challenges of Safety Management of Chemical Laboratories in Universities: Problems and Countermeasures

University chemistry laboratory is an important base for teaching experiment and scientific research, and its experimental activities and scientific research results play an irreplaceable role in cultivating students' practical ability and promoting the development of the subject. However, with the increase of the frequency of laboratory use and the improvement of experimental complexity, the safety management of chemical laboratories in colleges and universities has become increasingly prominent. Laboratory accidents can not only cause serious harm to people and the environment, but can also have a negative impact on a school's reputation and the quality of education. Through the field investigation and data analysis of chemical laboratories in many colleges and universities, it is found that although many colleges and universities have established a set of safety management system, there are still many deficiencies in practical operation, such as weak safety awareness, imperfect safety facilities, insufficient safety training and lack of emergency plans. These problems not only threaten the safe operation of the laboratory, but also restrict the smooth development of scientific research and teaching activities. In view of the challenges facing the safety management of chemical laboratories in colleges and universities, safety education and training should be strengthened to improve the awareness and attention of teachers and students to laboratory safety. Secondly, it is necessary to improve the safety facilities and ensure that the hardware equipment of the laboratory can meet the safety requirements. In addition, a sound safety management system and emergency plans should be established to respond quickly and effectively in emergency situations.

Психологическая служба на пути своего развития

<p style="text-align: justify;">The article is devoted to substantiating the role of professional congresses of practical psychologists in the development of the psychological service of the educational system: in determining the main meaning and tasks of the service, the main directions and methods of activity of practical psychologists, their interaction with all subjects of the educational process, etc. The content of the concept of “psychological support or psychological service of the education system” as an integral phenomenon, including interdependent aspects: scientific, applied, practical, organizational and managerial. The purpose of the article is to attract the attention of educational psychologists and teachers cooperating with them to the formulation, discussion and solution at the upcoming congress in 2024 of the most important current problems of modern lifelong education and its psychological support.</p>

Characteristics of modern network communication in the aspect of the formation of media and information literacy of students (using the example of the analysis of media texts of social networks)

Problem and objective. Problematic issues of communication in the Internet space, on social networks in particular, are among the most pressing today, attracting the attention of teachers, scientists of various specialties, and Internet users. For this reason, studying the features of the content, language, and ethical standards of media texts on social networks, as the most popular among young people, is an urgent problem of modern science and education. The purpose of the presented research is to point out the media texts contents problematic issues, linguistic design and speech ethics, to substantiate the need to develop students' media literacy and suggest some practical work in this direction. Material and methods. The research material was media texts from social networks that are of educational nature. To study them, the following methods were used: the method of collecting media text data, the method of processing the obtained data (generalization, comparison, classification, systematization); method for interpreting research results. Research results. Within the framework of this study, it was possible to identify the main negative trends in network communication: simplification of the content of media texts, deviation from the norms of literary language and even their complete ignoring, colloquialization, use of rude colloquial, slang, obscene vocabulary; low quality language game, language cynicism. The analysis of educational and cultural-educational media texts makes it possible to outline some areas of practical activity aimed at fighting current negative tendencies of the Internet communication. Conclusion. The conclusion is made about the need to improve students’ media literacy as a means of representatives of the younger generation adequate interaction with the global information environment. A simulator will serve these purposes, which should include media texts of various genres and tasks for them. A distinctive feature of this simulator is that it takes into account modern trends in Russian education aimed at preserving and enhancing traditional spiritual and moral values. Media literacy is a step towards media culture, the formation of which is possible only in the case of a personal attitude to the native language.

Teachers' attention to students' funds of identity in Dutch primary school classrooms

Paying attention to students' Funds of Identity (FoI) has the potential to minimize the discontinuity between school and home. This study explored how teacher attention to students' FoI relates to student outcomes (motivation, well-being, growth mindset, and citizenship), and how relationships differ between native and migrant students. Multilevel analyses of student questionnaires (N = 533; 31 classes) from 24 Dutch primary schools show significant positive relationships between teacher attention to sub-categories of students’ FoI and outcomes, and reveals differences in outcomes for migrant and native students. Our study presents a reliable questionnaire on FoI for further research in this field.

The role of autonomous learning in the study of grammar by economics and foreign language students (pedagogical profile with two areas of training)

Currently, an integral part of the learning process is the development and honing of the skills of competent use of a foreign language – the most important criterion in any field. The sphere of economics and pedagogy is no exception, because specialists in the presented direction should formulate thoughts succinctly, both in written and oral forms. In pedagogical science, there is a search for effective means to improve grammatical skills and abilities. In this paper, the authors present autonomous learning as an effective tool in the study of grammar, which implies that students should have the opportunity to learn the rules themselves and consolidate them in practice. Autonomous learning implies the improvement of self-regulation and critical thinking, which, in turn, is extremely important in possible non-standard situations that may arise in the course of professional activity. The limitless possibilities of autonomous learning are various online resources, interactive tasks, audio and video materials, electronic literature, grammar exercises. It is thanks to such aspects that students enrich their vocabulary, as well as significantly improve their pronunciation and text construction skills. The aim of the work is to reveal the specifics of the format of autonomous learning by students of the direction "Economics and foreign language" in the study of grammar. The object of the study is the field of formation of autonomous learning skills in the study of grammar. The subject of the study is the introduction of M. Schmitt’s autonomous model "Integrated Learning" in the process of studying grammar of students in the specialties "Economics and foreign language". The scientific novelty of this research is expressed in the creation of its own autonomous learning model and its components. The practical significance of the work is in the possible application of the proposed exercises in autonomous learning by students of the specialization under study. The results of this study will contribute to the field of linguodidactics, as well as attract the attention of teachers, students and all interested parties to innovative approaches in teaching grammar. In addition, the findings allow us to identify effective strategies for autonomous learning that can be used in teaching practice in any field.

Student Motivation: Barriers and Incentives for Agency

Our starting point was the often-overlooked understanding that motivation problems aren't a diagnosis but a symptom. They indicate the actual issue - an environment insufficient for fulfilling autonomy needs, which often escapes the attention of teachers, parents, and even researchers. Our goal was to develop a framework for exploring the main characteristics of a schoolchild's educational environment to identify the source of motivation problems. To do this, we combined aspects of the self-determination theory of E. Deci and R. Ryan with B. Bernstein's framing theory. The self-determination theory helps to consider human motivation from a psychological point of view, while B. Bernstein's framing theory opens a sociological perspective. Including Bernstein's ideas enriches the motivation analysis, highlighting sociological aspects that are not fully accounted for in the self-determination theory. The result is more comprehensive and, at the same time, more "visible" and easier to operationalize in the context of formal school or home education.

Safety and efficacy of antioxidant therapy in children and adolescents with attention deficit hyperactivity disorder: A systematic review and network meta-analysis.

To systematically evaluate the safety and efficacy of antioxidant therapy in children and adolescents with attention deficit hyperactivity disorder (ADHD). Randomized controlled trials and prospective studies on antioxidant therapy in children and adolescents with ADHD were searched in PubMed, Embase, and Cochrane Library from the inception of databases to November 12, 2022. Two investigators independently screened the literature, extracted data, and evaluated the quality of the included studies. Network meta-analysis (PROSPERO registration number CRD 42023382824) was carried out by using R Studio 4.2.1. 48 studies involving 12 antioxidant drugs (resveratrol, pycnogenol, omega-3, omega-6, quercetin, phosphatidylserine, almond, vitamin D, zinc, folic acid, ginkgo biloba, Acetyl-L-carnitine) were finally included, with 3,650 patients. Network meta-analysis showed that omega-6 (0.18), vitamin D (0.19), and quercetin (0.24) were the top three safest drugs according to SUCRA. The omega-3 (SUCRA 0.35), pycnogenol (SUCRA 0.36), and vitamin D (SUCRA 0.27) were the most effective in improving attention, hyperactivity, and total score of Conners' parent rating scale (CPRS), respectively. In terms of improving attention, hyperactivity, and total score of Conners' teacher rating scale (CTRS), pycnogenol (SUCRA 0.32), phosphatidylserine+omega-3 (SUCRA 0.26), and zinc (SUCRA 0.34) were the most effective, respectively. In terms of improving attention, hyperactivity and total score of ADHD Rating Scale-Parent, the optimal agents were phosphatidylserine (SUCRA 0.39), resveratrol+MPH (SUCRA 0.24), and phosphatidylserine (SUCRA 0.34), respectively. In terms of improving attention, hyperactivity and total score of ADHD Rating Scale-Teacher, pycnogenol (SUCRA 0.32), vitamin D (SUCRA 0.31) and vitamin D (SUCRA 0.18) were the optimal agents, respectively. The response rate of omega-3+6 was the highest in CGI (SUCRA 0.95) and CPT (SUCRA 0.42). The rankings of safety and efficacy of the 12 antioxidants vary. Due to the low methodological quality of the included studies, the probability ranking cannot fully explain the clinical efficacy, and the results need to be interpreted with caution. More high-quality studies are still needed to verify our findings.