Diverse Educational Environments Research Articles

Investigate the impact of different school education systems on adolescent mental health (depression and anxiety) in Beijing.

The purpose of the study was to explore the differences in students' mental health levels across different types of schooling systems. The current Chinese education system is basically divided into two categories. Chinese traditional education and international education system. Traditional education puts more emphasis on competition and scores, while international education emphasizes a holistic and diverse educational environment. In this study, depression anxiety will be the two criteria that I used to measure students' mental health problems. I have used A convergent parallel mixed-methods and semi-structured interview to conduct both both quantitative and qualitative research. The effect of different education system are described by three dimension, Teacher-student relationship, Peer-relation, Academic pressure. Studies have shown that public school students show higher mean scores on depression and anxiety scales compared to international school students, and qualitative research suggests that this may be due to differences in the educational environments provided by the two schools and in students' perceptions of stress.

ARcademy: Augmented Reality Adventures in Education

Abstract: Augmented reality (AR) technology holds enormous promise for transforming education by enabling interactive and immersive learning experiences. This research article provides an AR application built to highlight the different possibilities of AR in educational contexts. The program incorporates different interactive aspects, including a virtual dragon, as a showcase of the adaptability and potential of AR for boosting learning experiences. Users can connect with the virtual dragon and explore its interactions within the real-world setting, showing the seamless integration of digital material into physical spaces. Through a user-centered design approach, our team has built an easy and engaging AR experience geared at promoting curiosity, creativity, and critical thinking skills among learners. By exploiting the unique affordances of AR technology, educators can develop dynamic learning environments that cater to varied learning styles and interests. This study assesses the effectiveness of the AR application in encouraging active learning and boosting student engagement across diverse educational environments. It also investigates practical aspects such as usability, accessibility, and scalability to influence future innovations and implementations of AR-based teaching systems. By giving a real example of AR integration in education, our research contributes to the continuing discourse on the transformative potential of AR technology. It emphasizes the necessity of developing creative techniques to harness AR for interactive and personalized learning experiences in the digital age.

Perceptions of Pedagogical Effectiveness of The Workshop on The Use of Taptana Cañari For Mathematics Teaching: A Comparative Analysis in Different Educational Contexts

Objective: The aim of this study is to analyze perceptions of pedagogical effectiveness regarding the workshop on the use of Taptana Cañari for teaching mathematics in diverse educational settings. Theoretical Framework: In Ecuador, mathematics teachers have employed traditional approaches in their teaching in recent years. The incorporation of Taptana Cañari as a playful strategy in the educational process can promote an interactive approach to learning this subject. Method: The study relied on a non-experimental ex post facto research methodology, with a quantitative approach, featuring an exploratory and descriptive-correlational scope. Data were collected through structured questionnaires to assess the perception of 135 teachers from different educational backgrounds regarding the effectiveness of the workshop on the use of Taptana Cañari in teaching mathematics. Statistical analyses were employed to examine differences between groups and explore relationships between variables, utilizing a significance level of p < 0.05. Results and Discussion: The study evaluated the perception of a mathematics teaching workshop using Taptana Cañari. A generally positive perception was found regarding pedagogical effectiveness, but areas for improvement in relevance and adaptability were identified. Differences in perception were observed between urban and rural participants, as well as between mathematics teachers and those from other areas. These results highlight the need to adapt educational workshops to the specific needs of participants and explore how these differences may affect students' academic performance. Research Implications: The findings of this research have significant implications for educational practice. The generally positive perception of the pedagogical effectiveness of the workshop indicates its potential to enhance mathematics teaching. However, the areas for improvement identified in relevance and adaptability underscore the need to adjust the workshop design to better meet participants' specific needs. Additionally, differences in perception between urban and rural participants, as well as between mathematics teachers and those from other areas, emphasize the importance of considering contextual and professional characteristics when implementing educational interventions. These considerations are crucial for maximizing the impact of workshops and promoting effective learning in diverse educational environments. Originality/Value: This research contributes originality by exploring participants' perception of the Intaka mathematics teaching workshop using Taptana Cañari, an uncommon approach in the educational field. Its value lies in identifying specific areas for improvement in the adaptability of the workshop, as well as in highlighting differences in perception between urban and rural participants, and between teachers from different areas. These findings offer unique insights for designing more effective and contextualized educational interventions, with the potential to significantly enhance the quality of learning in diverse educational communities.

Assessment of learning levels of students using ‘Dennis Congo study skill inventory’ & evaluation of protocol for slow, average & advanced learners in medical education

: Students starting their medical education congregate from diverse educational environments and varied learning experiences. Hence, they would have developed individual preferences in learning styles for obtaining and refining information. Some students need accelerated approach so that they can learn things in the syllabus at their own speed. While some lack focus and understand topics at a slower pace compared to their peers. The process of assessment of the learning levels of students and conduction of activities for them can open up a new window for the teachers in adopting different teaching learning methods and result in more dynamic classroom interaction. This also paves way for adoption of appropriate strategies to address the concerns of all learners. The study was done with the aim to explore the study skills and determine any correlation between study skills of the students and their academic performance. This is a cross-sectional observational, questionnaire - based descriptive study involving undergraduate students enrolled in medical college. A predesigned, pretested structured and validated questionnaire, the Denis Congo Study Skills Inventory was administered on the sample. Study Skills Efficacy Scores were determined using the same. Learners were categorized as slow, average and advanced based on their scores in the first internal examination. These scores were aligned with the study skills used by the learner and the data was analysed using Microsoft Excel 2010 & IBM SPSS Statistics 28.0.1.1 Windows software to find out any correlation.: It was found that all the six skills included in the Dennis Congo study skill inventory may need to be developed in slow learners with equal emphasis so as to facilitate them in becoming average learners. All the six skills also require improvement in average learners to become advanced learners, however our study shows that more emphasis needs to be laid on the development of skills of note-taking, memory enhancement, test preparation and concentration. Out of these, note-taking and test preparation are skills which might be easier to work on as compared to memory and concentration, as a part of these skills are inherent to the individual. Teachers can play a significant role in helping the students in acquiring the skills. : Factors affecting student academic performances is a multidimensional issue which has to be identified at individual level. Deficient study skills appear to be a statistically significant cause for poor academic performance. With the objective to change the learner’s behaviour, it can be conveyed to learners what exactly is to be accomplished by providing a direction in the planning of a learning activity.This study assesses student learning levels in medical education using the 'Dennis Congo Study Skill Inventory'. It further evaluates a tailored protocol designed for slow, average, and advanced learners, aiming to enhance learning outcomes across diverse proficiency levels."

Formative assessment in K-12 English as a foreign language education: A systematic review

The surge of globalisation and the recognition of English as a lingua franca have propelled the worldwide advancement of English as a foreign language (EFL) education. Formative assessment can support the English language teaching and learning in classroom settings. This systematic review critically analyses recent research on formative assessment within K-12 EFL education, underscoring its substantial role in enhancing teaching efficacy and student outcomes. Specifically, it addresses three key aspects: the beliefs, perceptions and literacy of teachers and students regarding formative assessment, the effectiveness of different assessment practices on learners’ performance and the contextual challenges in implementing these strategies. A comprehensive analysis of qualitative and quantitative studies reveals that the attitudes of teachers and students considerably influence the effectiveness of formative assessment. Innovative methods, such as technology-assisted and peer assessments, show promise in enhancing learner outcomes. However, the education system and cultural contexts present persistent challenges in implementing formative assessment in EFL classes. The findings highlight the importance of ensuring professional training for educators and raising student awareness regarding the benefits of formative assessment. This study emphasises the need for aligning adaptable assessment practices with diverse educational environments and calls for a closer integration of theoretical and practical approaches in EFL education. Moreover, this review provides valuable insights into formative assessment strategies in EFL learning, offering guidance for educators, policymakers and stakeholders in language education.

Enhancing Early Childhood Cultural Education through the Ponorogo Reyog Theater Suitcase: A Development and Evaluation Study

This research explores the Reyog Theater Suitcase (Koper Teater Reyog) as an innovative educational tool for introducing the cultural heritage of Ponorogo to early childhood education. Utilizing a Research and Development (R&D) approach and the ADDIE model, which includes the Analyze, Design, Development, Implement, and Evaluation stages, the study employed a Posttest-only experimental design with nonequivalent groups. An initial needs analysis revealed a scarcity of practical storytelling media that incorporate local narratives, such as Reyog Ponorogo, despite its prevalence in local education. Consequently, the Reyog Theater Suitcase was developed, featuring a transparent display panel, barcode-activated musical features, and manageable cultural figurines. Data collection involved expert validation through questionnaires, teacher surveys, and authentic assessments using qualitative and quantitative analyses. The findings indicated that classes using the Reyog Theater Suitcase achieved significantly better outcomes in cultural education than traditional picture books. After two rounds of feedback and revisions from experts, the quality and educational appropriateness of the product were enhanced. Hypothesis testing in both small and large-scale settings resulted in p-values of 0.000 and 0.002, respectively, leading to the rejection of the null hypothesis and acceptance of the alternative hypothesis; this confirmed that the experimental group exposed to the Reyog culture through the suitcase differed significantly from the control group using conventional media. Integrating physical and digital storytelling elements advances the discourse on delivering educational content in the digital era. However, focusing on a specific cultural narrative might limit its application to similar educational settings. Further research is recommended to evaluate its broader applicability in diverse educational environments. This study underscores the importance of innovative storytelling media that integrate local cultures, offering potential pathways to enrich global early childhood education.

Social Partnerships in Modern Russian Schools as a Tools for Creating a Rich Educational Environment and Overcoming Inequality

The aim of this article is to analyze the potential of social partnerships at schools when it comes to solving such problems as saturation of the educational environment and overcoming educational inequality. Schools are considered as a special environment that accumulates financial, cultural, and social resources. Post-Soviet schools adopting a course towards neo-managerialism would involve relative autonomy of schools and the stimulation of competition between them. As a result, the functions and forms of social partnerships at schools are undergoing transformation in comparison with the Soviet period. It is in the logic of neo-managerialism that social partnerships are presented as the primary means of overcoming educational inequality. The empirical foundation consisted of 88 interviews with employees of secondary educational institutions of the Perm Region. Analyzing the interviews allowed for explicating interpretations of the meanings and the evaluation of the effects of social partnerships at schools by the participants of the educational process. On this basis the possible risks of social partnerships are highlighted, such as: the risk of escalating educational inequality between schools and the intrusion of schools through partnerships into the sphere of state-unregulated experimentation. The disproportion is revealed in the breadth, diversity and sustainability of partnerships between “prestigious” schools and schools that do not rank particularly high. This is consistent with the general post-Soviet trend of differentiation of schools and, accordingly, varying degrees of success in developing a diverse educational environment, which leads to the risk of increasing educational inequality. The specific features of local, organizational and structural barriers that prevent schools from establishing social partnerships are analyzed.

Beyond the Test Score: The Broader Use of MUET in Malaysian Higher Education

The present study seeks to explore the test use and consequences of the Malaysian University English Test (MUET), a high-stakes university entry test in Malaysia that is used as an entry requirement for undergraduate education in Malaysia. It is deemed important to look into the consequences, particularly its washback associated with the use and interpretation of MUET as these consequences need to be understood in relation to the context in which the test is being implemented. Evaluation of large-scale assessment programs that are implemented to enhance educational quality involves investigating both their intended and unintended consequences. Therefore, this study sets out to examine both the intended and actual use and consequences of the MUET. Participants of this study include MUET test developers and students who have already taken the MUET and are currently situated in a diverse educational environment. A qualitative method was employed by means of document analysis and focused-group discussion. It was found that MUET has an impact in academic contexts as the students’ experience of taking MUET has improved their proficiency in English as well as their motivation to learn English.

From Raw Video to Pedagogical Insights: A Unified Framework for Student Behavior Analysis

Understanding student behavior in educational settings is critical in improving both the quality of pedagogy and the level of student engagement. While various AI-based models exist for classroom analysis, they tend to specialize in limited tasks and lack generalizability across diverse educational environments. Additionally, these models often fall short in ensuring student privacy and in providing actionable insights accessible to educators. To bridge this gap, we introduce a unified, end-to-end framework by leveraging temporal action detection techniques and advanced large language models for a more nuanced student behavior analysis. Our proposed framework provides an end-to-end pipeline that starts with raw classroom video footage and culminates in the autonomous generation of pedagogical reports. It offers a comprehensive and scalable solution for student behavior analysis. Experimental validation confirms the capability of our framework to accurately identify student behaviors and to produce pedagogically meaningful insights, thereby setting the stage for future AI-assisted educational assessments.

Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective

BackgroundRegular participation in physical activity (PA) benefits children’s health and well-being and protects against the development of unhealthy body weight. A key factor in children’s PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children’s MC development and understand the potential avenues for supporting children’s MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5–12 years) from a CSPAP perspective.MethodsThis study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866).ResultsTwenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children’s MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges’ g = 0.41−0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings.ConclusionsThis study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children’s MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children’s MC development.

Unraveling Lifestyle Disease Vulnerabilities among Adolescents: A Comprehensive Comparative Analysis of Private and Government School Students in Rawalpindi and Islamabad

Purpose: The increasing prevalence of lifestyle diseases in adults necessitates a closer examination of risk factors that manifest during adolescence. This study addresses this imperative, aiming to comprehensively compare lifestyle disease risk factors among adolescents attending private and government schools, with a specific focus on the distinctive nuances present within diverse educational environments. The primary objective of this cross-sectional study is to provide a thorough exploration of lifestyle disease risk factors, thereby contributing to a more nuanced understanding of the complexities inherent in adolescent health within different school settings. The study's aim is to not only identify prevalent risk factors but also to highlight the variations that exist between students in private and government schools.
 Methodology: The study engaged 600 adolescents from secondary schools in Rawalpindi and Islamabad, with 300 participants from each sector, employing purposive sampling for selection. Beyond the standard measurements of Body Mass Index (BMI), height, and weight, a comprehensive assessment encompassed dietary habits, physical activity levels, screen time, family history of lifestyle diseases, and active/passive smoking.
 Findings: Noteworthy findings include a substantial 81% of overweight individuals affiliated with private schools, indicating a distinct prevalence in this demographic. Dietary disparities were evident, with private schools displaying a 60% daily consumption of fruits and vegetables, in contrast to 40% in government schools. Further distinctions were observed in daily dairy intake (54% in private schools vs. 46% in government schools) and weekly meat consumption (56% in private schools vs. 44% in government schools). Private schools exhibited higher rates of daily and weekly fast food (54%) and soft drink consumption (67%) compared to government schools (46% and 33%, respectively).
 Physical activity engagement was reported by 45% of private school students and 55% of government school students, while screen time exceeding 2 hours was reported by 55% of private school students and 45% of government school students. Family history of lifestyle diseases was more significant among government school students. Additionally, 8% of private school students and 7% of government school students reported smoking, with 20% of private school students and 24% of government school students indicating a history of passive smoking.
 Unique Contribution to Theory, Practice, and Policy: The study enriches theoretical understanding by offering a nuanced exploration of lifestyle disease risks and disparities among adolescents. In practical terms, the findings provide insights for designing targeted interventions tailored to the specific needs of private and government school students, informing health promotion programs and strategies. Policy relevance is emphasized through recommendations for school-specific health policies, considering socioeconomic factors, and advocating for long-term monitoring to facilitate effective public health planning. The identification of nuanced lifestyle disease risks within distinct school environments adds a critical dimension to our understanding of adolescent health and informs future policies and interventions

Students for Fair Admissions Through the Lens of Interest-Convergence Theory: Reality, Perception, and Fear

In two cases, Students for Fair Admissions, Inc. v. President & Fellows of Harvard College and Students for Fair Admissions, Inc. v. University of North Carolina (SFFA), the Supreme Court held that Harvard and UNC violated the Equal Protection Clause of the Fourteenth Amendment and Title VI of the Civil Rights Act in their use of race in their admissions process. This Article examines the SFFA decision through the lens of interest-convergence theory. This Article is novel in three respects. It is the first article to explain the SFFA decision in-depth. The opaqueness of the decision has led to significant confusion between commentators, scholars, and universities about the impact of the decision. I conclude that the SFFA decision overturned prior precedent and ended affirmative action in higher education, no matter how carefully crafted the race-conscious admission plan. I also conclude that universities will not be able to ignore the decision, or use race-neutral alternatives, to maintain a critical mass of minority students. Second, this Article is the first to explain the SFFA outcome using interest-convergence theory. I break down the separate interests of Black,[1] Hispanic,[2] White,[3] and Asian-Americans.[4] I find that Black and Hispanic interests remain served by race-conscious admission policies, but that shifting racial demographics and political power dynamics changed the decades-long White interest in supporting affirmative action. I further find that Asian-Americans have an interest in maintaining affirmative action, but that the SFFA outcome aligned with White interests because it permitted universities to continue “negative action” against Asian-Americans in favor of White students. Third, this Article is the first to explain how the perceptions of White Americans about policies that benefit minorities overrides the significant benefits they receive from diverse educational environments. I conclude that the longstanding and concrete benefits that White students receive from a critical mass of minority students on campus has become less important than the perceived threat of such admission policies to the current societal hierarchy. I conclude that interest-convergence theory explains why the Supreme Court overturned decades of precedent and university admission practices: it served the perceived interests of White Americans.

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education.

ASC Timetables for Setting Subjects in Integrated Islamic Elementary School; Intelligent Planning for Learning Systems

This study investigates the implementation and effectiveness of ASC Timetables, an intelligent planning system, in setting subjects for an Integrated Islamic Elementary School at Riyadhoturrohman Panyabungan. The research explores the complexities of scheduling subjects within the context of Islamic education and analyzes the intelligent planning mechanisms integrated into ASC Timetables. A qualitative research approach, employing in-depth interviews, observations, and document analysis, was utilized to gather data from teachers, school administrators, and staff directly involved in using ASC Timetables.The findings of this study reveal the intricate process of subject scheduling in an integrated Islamic elementary school and highlight the significance of intelligent planning systems in managing diverse subjects while adhering to Islamic educational principles. The research illuminates the challenges faced by educators and administrators and discusses the solutions provided by ASC Timetables. Moreover, it identifies the system’s ability to adapt and optimize schedules, ensuring an effective and balanced allocation of learning hours for various subjects. This research contributes to the understanding of how intelligent planning systems like ASC Timetables enhance the efficiency of subject scheduling in a unique educational context. The insights gained from this study can inform educational practitioners, policymakers, and system developers, guiding the integration of intelligent planning tools in diverse educational environments, especially those with specific cultural and religious requirements.

Single-sex schools VS mixed-gender schools: comparing impacts

This article provides an overview of the advantages and disadvantages of same-sex and mixed-gender schooling, the importance of diverse educational environments, the strategies for addressing disparities and promoting equality in education. The advantages of same-sex schools include potential benefits for academic achievement, social development, and the promotion of gender equity. However, disadvantages such as reinforcing gender stereotypes and limiting cross-gender interactions should be considered. Mixed-gender schools offer advantages such as diverse social interactions, balanced perspectives, and challenging gender stereotypes. However, potential disadvantages include gender disparities in attention and participation and the perpetuation of gender biases. Creating diverse educational environments is crucial for promoting positive outcomes in academic achievement, social development, cultural competence, and well-being. Strategies for addressing disparities and promoting equality include improving access to education, addressing gender disparities, prioritizing diversity and inclusion, enacting supportive legislation and policies, and engaging with communities. By implementing these strategies, educational institutions can create more equitable and inclusive learning environments. What makes this study particularly timely and relevant is the recent development of same-sex schools versus mixed schools as a political issue in Turkey. There are controversial discussions about this matter, and our research addresses these concerns with empirical evidence and a nuanced perspective.

Don’t let the Court disrupt science

It is widely expected that by this summer, the United States Supreme Court will overturn long-standing precedents allowing the consideration of race as one factor among many in university admissions. The current legal regime goes back to the Court’s decision ( Regents of University of California v. Bakke ) in 1978 that banned racial quotas while allowing consideration of race for the purpose of creating a diverse educational environment. Although the law has evolved since then, almost all universities have relied on the Bakke framework to support their strategies to educate a diverse citizenry. If the Court upends those practices, the implications for the scientific enterprise will be far-reaching. It is essential that the process of science continue to become more diverse, equitable, and inclusive. Studies show that the best science is done when teams are diverse. Moreover, the very questions scientists address can change substantially when those scientists come from a variety of racial, ethnic, and other backgrounds.

Students’ sociocultural factors related to violence among Jordanian high school students

This study aimed to identify the Sociocultural factors (student personal factors, factors related to the family, and factors related to community) that are related to the phenomenon of school violence among high school students in Irbid and Bani Obaid district in north of Jordan, the sample consisted of (312) male and female students who are registered in the academic year 2022/2023. A self-reported Questionnaire was distributed using Google forms using snow ball sampling method, data collected From October 2022 to the end of November 2022.The questionnaire was designed and modified by researcher, included ( 30 ) paragraphs containing the factors related to school violence, divided into three areas; The first field: student Personal factors and contains (9) paragraphs, and the second field: factors related to family, and contains (10) paragraphs, and the third field: factors related to community, and contains (11) paragraphs. The results showed that the “student personal factors” came in the first place as the highest related factor to scool violence (M=3.86, SD=0.82), and the factors related to Family came in the second place (M=3.69, SD=0.77 ), and in the last place the factors related to the community mean of (M=3.32, SD= 0.67) was moderately related to school violence. In recommendation: a diverse educational environment, and increasing school activities, and increase participation of parents in evaluating and correcting students who are involved in violent practices to reduce school violence.

Charting the Growth and Structure of Early ChatGPT-Education Research: A Bibliometric Study

Charting the Growth and Structure of Early ChatGPT-Education Research: A Bibliometric Study

The impact of a curriculum based on a variety of educational environments on student learning of Triple Leap Event technical performance

Utilizing the college's online educational platform (Google Classroom) to restore an educational environment. The objective is to find a formula that can link diverse educational environments, including synchronous and asynchronous e-learning, to the present and realistic environment. A research study aims to answer that question. The effect of a curriculum based on a variety of educational data, as well as identifying preferences between the two groups regarding technical performance and the effectiveness of the triple jump. For the research procedures, an educational curriculum has been prepared that exploits the most important part of the main unit, and the third chapter focused on the presentation and analysis of research data and the use of appropriate statistical methods to reach conclusions and achieve research hypotheses.

Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning.

This paper presents a conceptual framework and critical considerations for the scholarship of teaching and learning (SoTL) in academic public health. Academic education for public health has undergone significant transformation over the last two decades as the demand for responsive and innovative public health pedagogy and training for preparing graduates to deploy an increasing array of skills has grown. The authors suggest that the role of schools, administrators, faculty, and educational staff in developing promising practices for teaching and learning in public health involves an articulated conceptual framework to guide the development and dissemination of scholarly, pedagogical innovations. Building on seminal philosophical foundations of SoTL, the authors conceptualize SoTL from the foundational belief that knowing and learning are communal tasks and that faculty are both scholars and learners in the practice of education. The paper advocates for SoTL as a form of engaged practice and scholarly inquiry that exists in contextually rich, diverse educational environments that abounds with uncertainty. SoTL is guided by an educational philosophy, values, and learning theories that envision educators critically examining themselves, their teaching practice, scholarly literature, and students' learning to improve their teaching, enhance learning, and promote further inquiry. The authors suggest that SoTL involves the search for multiple forms of evidence and fosters dialogues on multiple interpretations and perspectives of the most promising practices of teaching and learning. The authors advocate for the term promising practices as an outcome of SoTL that supports and nurtures ongoing scientific discovery and knowledge generation, instead of supporting the search for best-ness in teaching and learning endeavors. SoTL should occur across formal, informal, and nonformal education