Developmental Education Research Articles

Emergence of Confidence with Principles of Curiosity and Information Processing

Researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory, and other related fields collaborate in the emerging field of educational neuroscience, also known as neuroeducation. This interdisciplinary approach aims to explore the connections between psychological processes and education. By integrating basic discoveries in cognitive neuroscience with educational technology, researchers in neuroeducation strive to enhance curricula to foster curiosity and boost confidence levels in learners. The ultimate objective of neuroeducation is to generate both theoretical insights and practical applications that offer a fresh perspective on learning across various disciplines. The development of confidence is closely related to the principles of curiosity and information processing. When people are interested in a topic, they are more likely to seek out information and engage in learning experiences that can lead to deeper understanding. This information process allows people to analyze and understand the information they encounter, which in turn can increase their confidence in their knowledge and abilities. By embracing curiosity and honing their information-processing skills, people can develop a strong self-confidence that empowers them to take new challenges and pursue their goals with determination. This review study on curiosity have uncovered a fascinating insight into its mechanisms. Researchers found that curiosity aligns with a confidence function resembling an inverted U-shape, peaking when individuals have moderate confidence in their knowledge. Moreover, heightened curiosity drives individuals to actively seek out new information, showcasing the profound impact of curiosity on knowledge acquisition. This revelation holds immense promise for understanding human behavior and learning processes. This study focuses on boosting confidence in individuals through the application of curiosity and information knowledge processing techniques to elevate the standards of education and training across both traditional and modern methodologies. The integration of these principles is poised to revolutionize the learning experience, fostering a more dynamic and effective approach to knowledge acquisition and skill development. This innovative strategy holds immense potential to empower learners, educators, and trainers alike, paving the way for a more enriched and impactful educational landscape.

Innovative fieldwork education in Africa

My remarks focus essentially on the theme of social work education in Africa. I observe that social work education per se has two prongs – classroom instruction and field practicum. I then indicate that the paper is interested in the practicum component of social work education. It notes that in the context of Africa, there has been a clarion call for relevance in social work on the continent. To this end, terms like Ubuntu and indigenisation, have emerged in the context of the discourse on the quest for relevance of social work on the continent - concepts which are consistent with a developmental social work model. My argument is in order to successfully promote the development approach in social work, change has to begin in the education component. The challenge though is that some institutions of education and training in social work, have purported to be promoting the developmental social work education approach, when in fact, the practicum component of their education and training programmes is not consistent with the developmental approach. Apparently, some social work educators are not very clear in terms of what the developmental approach entails, while others are curtailed by institution culture and policies. I then argue that in order to produce a cadre who is well versed in the developmental social work approach, the fieldwork practicum component has to be consistent with the key tenets of the developmental approach. Six models of the developmental social work approach to fieldwork placements are presented as examples of the kind of field placements that would go with the developmental approach. Advantages of the developmental type of placements are briefly explored. HOW TO REFERENCE USING ASWDNET STYLE Mupedziswa R. (2024). Africa Day Indaba 2022 – Innovative Fieldwork Education in Africa. presentation made during Africa Day Indaba 2022. African Journal of Social Work, 14(3), 126-132. https://dx.doi.org/10.4314/ajsw.v14i3.3 Visit journal website: https://ajsw.africasocialwork.net

초등영어 기초학력 부진아를 위한 심층분석 도구 및 통합적 보정교육 프로그램 개발 방향

This study develops tools and materials to address the issue of poor basic English skills to analyze and remediate the difficulties faced by students with low basic skills. By reviewing previous studies, the concept of basic skills and elementary English basic skills was established, and various programs and policies were developed to support basic skills. Analysis of existing diagnostic tools to assess elementary English basic skills revealed that these evaluation methods focused on listening and speaking abilities and overlooked the importance of literacy learning. Therefore, this study proposed areas of an in-depth analysis tool for elementary English basic skills. Moreover, cognitive and affective remediation materials should be developed for students with insufficient elementary English basic skills. Cognitive remediation materials include knowledge of the alphabet, phonemic, phonics, sight vocabulary, word reading, and early reading abilities. Affective remediation materials focus on the affective domain to transform students’ negative attitudes toward learning into positive ones and instill achievement motivation and confidence. Such cognitive and affective approaches are crucial for improving students’ basic English abilities and stimulating motivation and intellectual curiosity toward learning. By accurately diagnosing the difficulties faced by students with low basic skills and implementing effective remedial education, the study proposes practical measures to enhance students’ learning abilities and improve the quality of English education.

Abduction in the Assessment of Special Educational Needs - Learning Disability

The diagnostic categories used to define learning disability are not standardized, and categorization systems are vague. This study aimed to explore the diagnostic methodology and strategies used to identify learning disabilities. The aim is to identify abductions in diagnostics in the field of special education. Interpreting diagnostics in remedial education using abduction can help identify learning disabilities more accurately. In the previous research phase, we conducted a meta-analysis of 11 expert reviews to identify abduction using fuzzy logic, fsQCA, and Boolean algebra. This study allowed for the creation of a new abductive diagnostic model. Based on these results, the reliability of the diagnostic process can be increased, and the diagnostic model can be used to detect learning disabilities or other types of problems and to identify sufficient conditions underlying a given phenomenon. Neither qualitative content analysis nor fsQCA revealed a relationship between all variables at a sufficient depth. Thus, in the present study, we moved on to Bayesian meshes, which shift and attempt to reorder previously identified variables based on conditional probability. We hypothesized that the Bayesian mesh and abduction application together may already be an efficient tool, which also anticipates the possibility of automation.

Developmental Education for College Students with Learning and Attention Disabilities

As postsecondary developmental education policy reforms are implemented, increased attention must be given to students with learning and attention disabilities. The purpose of this study was to bring these students into the conversation, by examining their representation in developmental education broadly, as well the effect of this intervention on their college persistence and credit accumulation. Results show students with learning or attention disabilities are overrepresented in developmental education and could experience heterogenous effects on their postsecondary outcomes. Policymakers should be purposeful about consideration of this growing group of students in continued developmental education reforms.

Profil Miskonsepsi Siswa pada Materi Bentuk Aljabar di Sekolah Menengah Pertama Negeri Kota Banda Aceh

Learning loss has an impact on various problems, including misconceptions by students when recognizing and learning algebraic operations. This research aims to identify the profile of students' misconceptions in algebraic concepts as a consequence of learning loss due to the Covid-19 pandemic in public junior high school in Banda Aceh. The study adopts a quantitative approach. The population of the research consists of all eighth-grade students in public junior high school in Banda Aceh and the sample comprises 27 students from one of these schools. The sample was obtained through purposive sampling, selecting students from the top-ranked junior high school in Banda Aceh, known for having the highest average scores. Misconceptions were assessed using an online-based cognitive diagnostic test on algebraic concepts. Data analysis was conducted by examining the composition of misconceptions based on their types. The research findings indicate that the majority of students experience misconceptions, with 25.20% experiencing misconceptions in notation, 20.37% in generalization, 8.98% in understanding symbols, 9.97% in applying rules, 1.14% in notation and generalization, 0.57% in notation and understanding symbols, and 2% in generalization and applying rules. This study indicates a necessity to an analysis of the causes of misconceptions and efforts to minimize students' misconceptions in algebraic concepts, such as implementing cognitive conflict learning or remedial teaching.

Mother-child engagement in a categorisation activity: implications for parental pedagogy and early education research

ABSTRACT Maternal support for children's cognitive competence has received considerable attention in the developmental and early childhood education literature. However, little research has examined the link between maternal behaviour and children’s categorisation performance. The current study explored the strategies that mothers and children used as they engaged in a categorisation task. Twenty-seven mother–child dyads from middle-class mothers and their three-to-five-year-old preschool children were videotaped while engaging in a categorisation activity. Total testing time, including video recordings, did not exceed one hour. The mother-child interaction codes were analysed using frequency analyses to extract empirical estimates. Certain maternal strategies (e.g. interrogative strategies) were positively related to children’s verbal responses. However, maternal stylistic (taxonomic and thematic) differences were not associated with children’s strategies. The study found that mothers use a variety of strategies to engage with their children in the categorisation activity. Theoretical perspectives and implications of the current research for parental pedagogy and early childhood education research are discussed.

Research Framework for the Construction of Developmental Support and Education System in Vocational Colleges - A Case Study of Shang Rao Vocational College

This study investigates the construction of developmental support and education systems in vocational colleges, with a specific focus on the "riser" Project at Shang Rao Vocational College, Jiangxi province, China. Recognizing the evolving needs of economically disadvantaged students, the study explores the efficacy of holistic developmental support initiatives beyond traditional financial aid. Through a mixed-methods approach incorporating theoretical frameworks, empirical data analysis, and stakeholder insights, the study evaluates the effectiveness of existing support systems and identifies areas for improvement. Key findings highlight the significance of integrated support services in fostering students' academic, personal, and professional growth. The "riser" Project emerges as a notable exemplar of comprehensive developmental support within vocational education settings, though opportunities for refinement are evident. Practical recommendations are offered to optimize support services and enhance student experiences, contributing to the advancement of vocational education in the post-poverty era.

Shifting to the online environment: exploring virtual and in-person collaborations between community college libraries and writing centers

Community college libraries and writing centers are natural partners due to their shared goals regarding academic support and student success, as well as their joint focus on the interrelated processes of writing and research. Research has shown that libraries at four-year institutions and writing centers collaborate in many ways, but little research has been conducted on collaborations at community colleges and whether these collaborations have moved to a virtual setting. Given the rise in online education at community colleges and students' need for developmental education in writing, this study used a qualitative survey approach to gain a better understanding of virtual and in-person collaborative efforts between writing centers and community college libraries. The survey was distributed via listservs and direct emails, with participation limited to those working at two-year institutions with writing centers. Survey findings demonstrated that library and writing center staff are implementing a variety of virtual and in-person collaborative efforts, such as student trainings, individual student appointments, the joint creation of online resources, and campus outreach. Practical implications for academic libraries and future directions for research are also discussed.

The Impacts and Experiences of Corequisite Remediation for Latino Students

ABSTRACT Many colleges across the United States are scaling corequisite remediation, an approach that places developmental education students directly into college-level courses with supplementary, aligned academic support. We conducted a randomized control trial in five colleges with ethnic diversity, offering a unique opportunity to examine the benefits of corequisite remediation for Latino students. Latino students represent a large portion of the U.S. college student population and are overrepresented among developmental education participants. We found positive impacts on college-level English course completion for Latino and non-Latino students when randomized to corequisites, and estimates suggest that Latino students saw larger benefits. Further, Latino students in corequisites were less likely to report feeling academically overwhelmed and/or bored relative to their Latino peers in traditional developmental education courses. This evidence suggests that corequisites can support improved academic success and potentially help to address gaps between Latino and non-Latino students in early college course completion. On the other hand, we found some evidence of less frequent Latino student engagement in discussions and asking questions relative to non-Latino students in corequisites (a pattern not observed in traditional developmental education courses), so it may be important to ensure that corequisite classrooms are inclusive and encourage broad student participation.

The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations

<span lang="EN-US">In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology</span><span lang="EN-US">.</span>

Importance of Remedial Teaching of English for Indian Higher Education Students from Rural Background

The importance of English language competency cannot be ignored in the globalised world, especially for students in India, where English serves as a bridge language and a platform for higher education and career prospects. As stated by Bansal and Deepika, “The place of English language has been elevated to its highest in the global India. It is considered as key to 'quality education' and 'window to world and opportunities'.” (Bansal and Deepika 30). However, students from rural origins have to struggle greatly to acquire sufficient English language competency, which affects their academic achievement and employment. This paper aims to investigate the importance of remedial English instruction for Indian college students from rural backgrounds, examine the socio-economic and educational elements causing their language problems, and suggest efficient ways to carry out remedial measures.

Learning Guidance Of Islamic Religious Education In Improving The Implementation Of Worship And Students’ Morals At Elementary School Of Bonto Bontoa, Somba Opu District, Gowa Regency, Indonesia

This research discusses about Learning Guidance of Islamic Religious Education in Improving the Implementation of Worship and Students’ Morals at Elementary School of Bonto Bontoa, Somba Opu and information from informants qualitatively. This research was carried out at at Elementary School District, Gowa Regency, Indonesia. This study guidance is divided into two implementations, namely the learning guidance in the classroom and outside the classroom. The learning guidance in the classroom includes worship; pillars of Islam, prayer, fasting and alms. Moral learning guidance includes ethics, morality and etiquette for parents, teachers and other people. While the learning guidance outside the classroom includes remedial Islamic religious education (worship material), fast Islamic boarding school and prayer practice. The moral learning guidance includes the materials of students’ morals. This type of research is descriptive qualitative, namely field research which describes the data of Bonto Bontoa, Somba Opu District, Gowa Regency, Indonesia. This research employees a pedagogical approach as the application of educational science or the bases of educational science. The: primary data sources of this research were obtained from Elementary School of Bonto Bontoa, Somba Opu District, Gowa Regency, Indonesia which consists of students, teachers and staff of education. While the secondary data as the supporting one were obtained through studying articles, books written by experts, journals and government publications (laws and government regulations). The results of this research have implications for improving the implementation of worship and the students’ morals of Islamic Religious Education at Elementary School of Bonto Bontoa, Somba Opu District, Gowa Regency, Indonesia, namely: improving the mastery and implementation of worship, such as the ways of performing prayer, fasting, alms and moral. In this case, the students know and practice ethics, morality and attitude towards parents, teachers and can interact well in the community. This is the aim and benefit of learning guidance of Islamic Religious Education.

The design and operationalization of the teacher competence management framework: The method and practical tools to identify and close teacher competence gaps for the teaching of 21st century skills

The aim of the Framework for Teacher Competence Management is to provide school leadership with an empirically tested protocol on how to determine teachers’ professional development needs for teaching 21st century skills. Both quantitative and qualitative research methods were applied to collect and analyze data through three cycles of design-based implementation research over a period of three years, from 2017 to 2019, and by collaborating with staff from 15 schools. The Framework for Teacher Competence Management was developed through adapting a competence management model from the business environment to the school setting. The framework includes three steps: Competence identification, assessment and development; school developmental goals and education reform priorities; and the action and information flows between teachers and school leadership team members. The Framework for Teacher Competence Management has been operationalized through the design and validation of a method to identify teachers’ professional development needs and competence assessment tools, such as performance level descriptors, knowledge tests, and self-assessment questionnaires. The research outlines significant differences in teacher performance within a single school, emphasizing the necessity of gathering school-based evidence for planning more personalized professional development solutions to address professional development needs for different teacher groups.

Developmental care education in Australian surgical neonatal intensive care units: A cross-sectional study of nurses’ perceptions

BackgroundNurse perceptions of developmental care practices have been researched globally for almost 30 years. Yet, there is a lack of research exploring this subject in the specialised setting of the surgical neonatal intensive care unit (sNICU). This research explores the effect of developmental care education programs on sNICU nurses’ perceptions of developmental care. ObjectiveTo determine perceptions and attitudes towards developmental care in a specialty neonatal setting. DesignCross-sectional study. SettingsTwo surgical neonatal intensive care units in Australia. ParticipantsRegistered nurses permanently employed at the study sites between May 2021 to April 2022. MethodsA modified electronic survey explored sNICU nurse perceptions of developmental care organised around three themes: effects of developmental care on parents and infants, application of developmental care, and unit practices. Associations between site, nurse characteristics, developmental care education and nurses’ perceptions were explored using logistic regression [odds ratios (OR) and 95 % confidence intervals (CI)]. ResultsOf 295 sNICU nurses, 117 (40 %) participated in the survey. Seventy-five percent of respondents had attended a formal developmental care education program. High levels of agreement (>90 %) were reported regarding the benefits of developmental care for parents and infants. Exposure to developmental care education influenced perceptions of its application. Nurses without formal developmental care education were more likely to agree that it was consistently applied [OR:3.3, 95%CI:1.3–8.6], developmental care skills are valued [OR:2.7, 95%CI:1.1–6.8], and that their nursing peers offered support in its application ([OR:2.5, 95%CI:1.1–6.2]. ConclusionsThe results from our research suggest sNICU nurses have a high level of awareness of developmental care and its positive impacts. Despite differences between the surveyed units' developmental care education programs, the value of developmental care in reducing stress for infants and supporting families was collectively recognised. Future research in this setting should focus on evaluating the application of developmental care in this setting.

ACADEMIC PERFORMANCE IN THE LAST 5 YEARS IN SELECTED SECONDARY SCHOOLS OF KAYUNGA DISTRICT IN UGANDA. A DESCRIPTIVE STUDY.

Background: Academic achievement can be defined as excellence in all academic disciplines, in class as well as extracurricular activities. It includes excellence in sports, behavior, confidence, communication skills, punctuality, assertiveness, Arts, Culture, and the like. The study aims to analyze the student’s academic performance in the last 5 years in selected secondary schools of Kayunga district in Uganda. Methodology: In this study, the researcher used a descriptive survey design, used both qualitative and quantitative research methods. study population of 211 respondents included the DEO, head teachers, teachers, and Students. Results: 60% of the headteachers strongly disagreed that Schools in our district have been ranked among the top schools in the country in terms of academic performance.100% of the headteachers disagreed that there have been few students scoring Division 9 in most secondary schools for the past 10 years. 78% of the teachers disagreed that schools have had very many numbers of students scoring Division 1 for the past 5 years. 88% of the students disagreed that most students who complete the Advanced level have had a chance of obtaining government sponsorships in different public universities. Conclusion: Schools in Kayunga district have had very few numbers of students scoring Division 1 for the past 5 years; many students were scoring Division 9 in most secondary schools for the past 10 years; schools in the district have been ranked among the least performing schools in the country in terms of academic performance. Recommendation: School managers should adverse means to improve academic performance, especially poor grades. For example, staff motivation, student motivation, remedial teaching, and constant supervision.

EVALUASI PELAKSANAAN PROGRAM REMEDIAL DENGAN MENGGUNAKAN MODEL FORMATIF-SUMATIF PADA PELAJARAN MATEMATIKA KELAS V

The remedial is a learning system which is taken based on a comprehensive diagnosis referred to find what is necessary to the students. One of the remedial activity is called an improvement given to the students. SDN 47 Kota Jambi is one of the school that remedial program is applied. This research examines the implementation of remedial program on mathematic subject, obstacles to the implementation of remedial program, intentions, and the effectiveness of teaching remedial on mathematics. This research applies descriptive approach. Interview, observation, and documentation were used to collect data. Interactive analysis model are connected with four interrelated components such as data collection, data reduction, data presentment and conclusion. These four criteria were used as validity data checking: level of credence, diversions, dependence, and the level of certainty. The results of this research have shown that (1) The implementation of remedial formative and summative program in SD 47 Kota Jambi has been accomplished as well. The school is also support the implementation of this program. As for the parents, the remedial program means giving a chance to the students to improve their mark. (2) This research found that student’s character, family, and society are the problems in the implementation of remedial program. As for the teachers, it is quite difficult to set the implementation time whereas as for the students, they are facing difficulties when dealing with narrative text, have lack of attention to the subject explained by the teacher and some of them are less-prepared when facing the remedial. (3) This remedial program has produced students who are diligent and built confident within themselves, getting more and more accurate when they have to dealing with their task and problems. (4) Still there are some improvements that needs to be achieved such as they are not develop their attitude and habits that encourage the sense of self-studious and confidence. Thus, sometimes they did not do their homework given by their teacher. (5) Remedial teaching on mathematics is very effective and brings good effect to the students both in school and home. Keyword : program evaluation, remedial, formative-summative model

Школа Д.Б.Эльконина—В.В.Давыдова: от истории к перспективам

<p>The article is an introdution to the project “A Model of a Modern School Based on the System of Developmental Education of D.B.Elkonin<span style="font-size: 11.0pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: RU; mso-fareast-language: RU; mso-bidi-language: AR-SA; mso-no-proof: yes;">—–</span>V.V.Davydov”. It was presented to the Presidium of the Russian Academy of Education in 2013. Based on more than half a century experience in the development and implementation of a developmental learning system in the practice of experimental Moscow school 91, the authors prove the relevance of the project in solving the basic problems of modern education. The orientation of the developmental learning system on the principles of activity theory provides an opportunity to achieve high meta-subject results. A retrospective analysis of the stages of the formation of the developmental learning system allows not only to confirm the importance of its fundamental theoretical provisions, but also to identify points of growth,to determine the prospects for further development. The article presents a list of problems, which must be solved in order to achieve an effective implementation of developmental learning in modern educational practice. There is a detailed list of practical content (textbooks, manuals, methodological recommendations, workbooks) created by the authors of educational programs for students of different ages and for teachers.</p>

Use and Effectiveness of Academic Supports After Developmental Education Reform in California’s Community Colleges

AB705 is a landmark higher education policy that has changed approaches to developmental/remedial education in the California Community College system. We study one district that implemented reforms by placing most students in transfer-level math/English courses and encouraging enrollment in support courses based on multiple measures of academic preparation (e.g., grade point average [GPA]). We use regression discontinuity designs to examine the impact of these new placement recommendations, finding some benefits to English support course recommendations for low GPA students and increased math support course enrollment. We use matching methods to explore the relationship between support course enrollment and subsequent outcomes; finding enrollment in concurrent math and English support courses was associated with increased likelihood of completing transfer-level math and English.

Voices from the Classroom: Exploring the Secondary School Teachers’ Perception Towards Formative Assessment Practices

The present study focuses on exploring the teacher’s perception about formative assessment practices at secondary school. For this study investigator purposively selected 39 participants for study form 23 secondary schools of Mayurbhanj district. The study employed semi-structured interviews schedule for data collection. Collected data were analysed by content analysis and presented by thick descriptions. The study revealed that most of teachers have been four categories of formative assessment strategies have been used by the teachers such as Periodic Paper-Pencil Test, Multiple Assessment Practice, Portfolio Assessment and Subject Enrichment Activities. Further study found most of the teachers were satisfy with the infrastructural facilities of the school. Most of the teachers perceive that students are benefited in their achievements, actively participating in classroom discussion, aroused their interest for better understanding of the concept, able to know their strengths and weakness, fearless for exam and get opportunity to learn again by formative assessment. However most of them not satisfy with in-service training and parent supports for conducting formative assessment practices. Most of the teachers face problems like; absence of remedial teaching, student’s absenteeism in test or classroom, managing time to complete course, language barrier, low economic background of students, and lack of in-service training to teachers. It is suggested that, short term courses, workshops, seminars and, other necessary in-service training activities should be organized by the concern authority for professional development of teachers in formative assessment strategies. Therefore teachers will effectively implement the formative assessment practices in secondary schools.