Focus Of Education Research Articles

From general critical questions to scheme-relevant critical questions in the instruction on argument evaluation for EFL graduate students: A two-cycle action research

For graduate students to succeed, acquiring skill at evaluating arguments is crucial, but reaching mastery at argument evaluation necessitates perspicacity and a willingness to challenge recognized authorities, published articles, and heretofore accepted “truths.” Teaching university students to become more effective at critique, however, has seldom been the focus of academic study within the context of English as a foreign language (EFL). In this action research, a critical-question approach was employed in an English for Academic Purposes (EAP) class designed to instruct graduate-level science majors to critique popular science articles. Instructional focus shifted, as the action research progressed, from general critical questions to scheme-relevant critical questions drawing upon Walton's argumentation scheme theory. Students' skill development level was assessed through group oral critiques and individual critique essay writing. Subsequent discourse-based interviews with five students revealed nuances in skill development. Results indicated that students' oral critique skills improved over time, whereas substantial enhancements in the targeted goal of their critique essay writing did not materialize. This study showcases how EFL university students' exposure to societal, rhetorical and power dynamics within a specific sociocultural context can impact their performance in critiquing written English text.

What Needs to be Learned by U.S. Cultural Heritage Professionals? Results from the Digital Preservation Outreach & Education Network

Abstract With the current proliferation of training opportunities available in digital preservation, this study asks: what are the most in demand digital preservation instruction topics? To answer this question, we did a qualitative content analysis of 168 Professional Development Support applications received by the Digital Preservation Outreach and Education Network (DPOE-N) between September 2020 and December 2023. The study finds that the management of digital records and metadata/cataloging standards were the most requested training topics, and that general and broadly applicable skills tend to be the most sought after. This indicates that there is a continuing need to provide education focusing on the core elements of digital preservation and knowledge, and that we have not moved on yet to a place where cultural heritage professionals are solely seeking skills in more advanced or specialized digital preservation topics.

The effects of attentional focus instructions on approach jump performance

Introduction Attentional focus has been shown to significantly influence motor learning and performance, with external focus instructions enhancing performance compared to internal focus instructions. Research has also demonstrated that novice performance is improved when instructed to focus on skill execution processes rather than outcomes. However, this effect remains untested in complex jumping skills crucial to numerous sports. Purpose This study aimed to investigate the effect of internally and externally directed process and outcome focus instructions on approach jump height and approach speed in novice participants. Methods Twelve individuals aged 18 to 22 participated across three sessions: Familiarization, Test Session 1, and Test Session 2. During the test sessions, participants executed approach jumps in various conditions, each emphasizing specific cues: External Focus-Outcome, Internal Focus-Outcome, External Focus-Process, and Internal Focus-Process. Jump-and-Reach Height, Estimated Jump Height by Flight Time, and Approach Speed were assessed through 2 × 2 repeated measures ANOVAs. Results External focus and outcome conditions led to the highest jump-and-reach height ( p < .05). Process conditions yielded faster approach speed compared to outcome conditions ( p < .001), irrespective of internal or external focus direction. Estimated jump height by flight time was similar across all conditions. Conclusions The study suggests that benefits of external focus and process instructions for novices may apply only to certain performance variables in complex motor skills. Practical Applications Practitioners can optimize novices’ performance using various process- and outcome-based instructions. External, outcome-based cues enhance overall task performance, while process-based cues may improve specific technical components.

Reclaiming focus in medical education: Learning, not AI

Reclaiming focus in medical education: Learning, not AI

Effects of attentional focus on quiet standing balance control in individuals with non-specific chronic low back pain

Despite the widespread research about the effects of attentional focus on balance control in different populations, to the best of our knowledge, no study has yet investigated the effects of attentional focus instructions on balance control in individuals with chronic low back pain (CLBP). Therefore, this study was aimed to compare the effects of internal focus (IF) and external focus (EF) of attention on quiet standing balance control between individuals with CLBP and healthy controls. Twenty individuals with CLBP and 20 healthy controls were enrolled in this quasi-experimental study. The participants were asked to stand still with eyes open and eyes closed while performing three tasks: baseline standing with no focus instructions, internally focusing on their feet, and externally focusing on two markers were placed on the force platform. Statistical analyses showed a significant main effect of group for mean total velocity (p = 0.02), area (p = 0.01), and displacement in mediolateral (ML) direction (p = 0.003). Moreover, a significant main effect of vision was observed for mean total velocity (p < 0.001), area (p < 0.001), and displacement in anteroposterior (AP) (p < 0.001) and ML directions (p < 0.001). Also, the results revealed a significant main effect of attentional focus for mean total velocity (p < 0.001), area (p < 0.001), and displacement in AP (p < 0.001) and ML directions (p = 0.01). Our results showed that in both healthy controls and individuals with CLBP, EF led to improve quiet standing balance control compared to IF and control conditions. From a clinical perspective, it may be useful for physical therapists to consider the use of instruction cues that direct performer's attention away from the body for improving quiet standing balance control in individuals with CLBP.

Role of Human Capital as a Driver for Sustainable Development (SDG) in Western Balkan Countries

Objective: The objective of this study is to investigate the impact of years of education and life expectancy on the economic development of the Western Balkan Countries (Southeast Europe). Theoretical Framework: This study considers the impact of exogenous and endogenous theories of economic growth, with a particular focus on the role of human capital (human resources) in driving economic development. Method: We have proposed a panel data regression methodology in which the dependent variable is the GDP per capita. The countries analyzed are covered from 2012 to 2021 and the total number of observations in the panel is 50. This study used secondary data from the WorldBank databases. Findings: The results reveal a positive correlation between the Education Index and Labor Force Participation, while the Gross Enrollment Rate in Tertiary School and Life Expectancy show a negative correlation. Research Implications: The demographic, economic, and educational conditions in the Western Balkan countries required immediate action by policymakers to avoid a situation that cannot be sustained over the medium or long term. The governments of these nations must take action to shift the focus of higher education to a more qualitative approach.

Improving Students’ Reading Comprehension By Using the Orthographic Method for Elementary Students’

Unfortunately, many people experience reading difficulties, affecting their educational attainment and overall quality of life. Addressing this challenge has been a focus of researchers, educators and policymakers for decades. This research aims to determine the impact of the orthographic method on the development of reading comprehension in grade 4 students. The research design used was a pre-experimental method with a pre-test and post-test research design. Researchers used quantitative research methods with a pre-experimental planning strategy to determine the influence of the Orthographic Method on students' inspiration to learn English comprehension. A total of 40 sample students were selected as the sample for this research. The main components of data collection techniques are tests that are used to evaluate students' progress towards learning goals and their abilities can be seen as an evaluation tool in this context. The researchers used a research method called one-group pre-tested posttest design and compared the differences between the pretest and posttest. The results of this research there is a significant improvement in teaching using the orthographic method on students' reading comprehension in test subjects. This means that the Orthographic method activates students' existing knowledge about the topic, provides opportunities for the topic and gives students the opportunity to engage with the topic

Challenges Faced in the Implementation of Competency-Based Curriculum (CBC) in Junior Schools in Kenya

This study explores the challenges encountered in implementing the Competency-Based Curriculum (CBC) in junior schools in Kenya, which aims to shift educational focus from rote memorization to the development of critical competencies essential for lifelong learning. Despite its potential benefits, the transition to CBC has been hindered by several significant challenges. This is a qualitative research study that collected primary and secondary data through conducting observation and reviewing research findings from previous research. Analysis of data has been done using thematic content analysis. Findings from literature reviews, surveys, and interviews with educators and stakeholders highlight inadequate teacher training as a critical barrier, where many educators feel ill-prepared to effectively deliver CBC. Limited resources, including shortages of textbooks, digital tools, and adequate infrastructure, further hamper CBC implementation, particularly in rural and marginalized areas. Resistance to change among educators, parents, and students, stemming from unfamiliarity with CBC methodologies and concerns about its impact on academic outcomes, presents another obstacle. Moreover, infrastructural deficits such as inadequate classroom space and unreliable internet connectivity complicate the delivery of CBC-aligned education. In conclusion, overcoming these challenges requires enhanced teacher training programs, improved resource allocation, effective stakeholder engagement strategies, and substantial investments in school infrastructure. By addressing these issues proactively, Kenya can pave the way for a successful and inclusive implementation of CBC, ensuring that students acquire the skills and competencies necessary for future success in a globalized world

Pengembangan Komponen Tujuan Kurikulum Pendidikan Agama Islam (PAI) Multikultural di Pondok Pesantren

Pondok Pesantren Raudlatul Ulum is the largest salaf Islamic boarding school in Ganjaran Village, Malang, which has an educational focus on divinity, in line with the values of Pancasila, science, and technology. This study develops the objectives of a multicultural Islamic religious education curriculum using five main principles: relevance, flexibility, continuity, efficiency, and effectiveness. This approach is based on five foundations: Salafi essential perennials, mazhabi essential perennials, modernist typology, contextual essential perennials, and tauhid-based social reconstruction. The research method used is descriptive analysis with a qualitative approach. The findings show that the developed curriculum effectively creates an inclusive learning environment oriented towards multicultural values.

Building Community and Developing Professionally through FUN Final Friday Sessions.

FUN Final Fridays (FFFs) are a professional development effort resulting from a pandemic-inspired virtual pedagogical meeting. Over the past three academic years, Faculty for Undergraduate Neuroscience (FUN) has hosted FFFs as monthly professional development sessions. These sessions offer a mechanism to address current issues in higher education with emphasis on topics relevant to neuroscience educators. Broadly, topics covered in FFF sessions fall under three areas: a faculty focus that addresses issues of wellness and professional opportunity; a diversity, equity, inclusion, and belonging focus that addresses how to advocate for justice through education; and a pedagogical focus that address classroom strategies and issues that affect student learning. We share here our experiences and lessons learned regarding selecting topics, identifying facilitators, navigating timing across a semester, and engaging participants with a goal of providing a framework for successful professional development so that other institutional and departmental leaders can contribute meaningfully to the growth and development of their colleagues.

Contribution of Basic Science Education to the Professional Identity Development of Medical Learners: A Critical Scoping Review.

Professional identity development (PID) has become an important focus of medical education. To date, contributions of basic science education to physician PID have not been broadly explored. This review explores the literature surrounding the contribution of basic science education to the PID of medical learners and interprets findings critically in terms of the landscapes of practice (LoP) framework. In this critical scoping review, the authors searched 12 different databases and professional organization websites from January 1988 to October 2022 for references relating to how, if at all, the basic science component of medical education contributes to the PID of medical learners. The LoP learning theory was chosen as a framework for critically interpreting the identified articles. Of the 6,674 identified references, 257 met the inclusion criteria. After data extraction, content analysis of recorded key findings was used to ensure all findings were incorporated into the synthesis. Findings aligned with and were critically interpreted in relation to the 3 LoP modes of identification: engagement (engaging in the work of a physician), imagination (imagining oneself becoming a "good doctor"), and alignment (aligning with the practices and expectations of a medical community or specialty). Within each mode of identification, it was possible to see how basic science may support, or catalyze, PID and how basic science may serve as a barrier, or an inhibitor, to PID or contribute to the development of negative aspects of identity development. The LoP learning theory suggests that the effect of basic science on physicians' PID is most effective if educators view themselves as guides through interfaces between their scientific disciplines and medicine. Learners need opportunities to be engaged, to imagine how their current learning activities and developing skills will be useful as future physicians, and to feel alignment with medical specialties.

Using Prediction Markets as a Tool for Classroom and Civic Engagement

Keeping students actively engaged in their courses and seeking ways to help them understand how to apply course content to real-world scenarios remains a central focus of political science education. In an effort to address this enduring challenge, we implement a prediction market focused on the 2022 congressional midterm elections in our introductory and upper-level political science courses. Using original survey data, obtained through the administration of pre and post surveys, we find statistically significant increases in feelings of pride, hope, trust, and efficacy among market participants. More broadly, we discuss the ways in which this semester-long project, using both the prediction market and classroom assignments, fosters increases in the desire for civic participation and the possibility of sustained civic engagement that extends beyond the classroom. Throughout the paper we seek to provide a useful guide for anyone seeking alternative methods of classroom and civic engagement and different ways by which to achieve it in a variety of courses.

An external focus promotes motor learning of an aiming task in individuals with hearing impairments.

Research has shown that external relative to internal focus (IF) instructions may improve motor performance as well as cognitive function (e.g., attentional stability and task-focus). The aim of the study was to examine the influence of attentional focus instructions on skill acquisition and learning of an aiming task in individuals with hearing impairments. The participants (N=39, Mage=17.87±1.88years) performed a bowling task with their dominant hand to knock down as many pins as possible. On day 1, they were randomly divided into three attentional focus groups; IF (focus on your throwing hand), external focus (EF) (focus on the pins), and control (no-focus) instructions. Each participant performed 36 trials, divided into 3 blocks of 12 trials. Attentional focus instructions were given before each block, with a brief reminder provided after each 3 trials. On day 2, retention and transfer (further distance) tests were performed. Results showed that while there were no significant differences between groups in the pre-test, the EF group outperformed both IF and control groups in retention and transfer tests. No significant difference was found between the control and IF. The findings suggest that the advantages of the external relative to the IF and no-focus instructions may generalize to individuals with hearing impairments.

Three-Point Checklist Dermoscopy for Melanoma Screening: Experience in Medical Students New to Dermatology.

Early detection of melanoma and optimal referral to the specialist starts in primary care. Medical education is usually deficient in training general physicians in early detection and risk management for most skin malignancies. A three-point dermoscopy checklist is used as a screening tool for differentiating malignant and benign pigmented lesions in non-expert clinicians using dermoscopy. To evaluate the impact of brief medical training on the three-point dermoscopy algorithm in third-year medical students new to dermatology and to determine the levels of sensitivity and specificity to differentiate malignant and benign pigmented lesions. Optional dermoscopy lecture for third-year medical students new to dermatology in the context of general medical semiology courses, with case discussion and evaluation of 50 dermoscopy cases (25 benign and 25 malignant). Students were asked to classify malignant versus benign pathology based on the three-point dermoscopy algorithm discussed. Sensitivity, specificity, and predictive values were calculated according to the students' responses. Sixty-five students provided 3250 responses. Malignant pathology was misclassified as benign in 154 responses, while benign pathology was misclassified as malignant in 668 responses. Sensitivity and specificity for differentiating malignant lesions were 89.70% and 61.99%, respectively. Moderate interobserver agreement was found (Kappa value = 0.50; [CI: 0.47-0.54]). When evaluating melanocytic lesions, the focus of primary healthcare and general medical education should emphasize the correct determination of malignant or benign pathology. Teaching the three-point dermoscopy rule to medical students new to dermatology yields satisfactory levels of sensitivity and specificity, comparable to general physicians.

The Importance of Childrens Living Environment in Building Childrens Character

Children's psychology and behavior development are closely related to their family environment during childhood. Parental companionship and the relationship between the parents are pretty crucial to the development of the children. Existing a good family environment and favorable family relationships will give children a more well-rounded, harmonious, upbeat personality. This essay will use a literature review by collecting information to explore the importance of the family environment to the character and behavioral development of left-behind children in China. The author will analyze the importance of the family environment and children's self-perception to provide a reference to improving the focus of China's children's education. To promote the early integrated development of the children and ensure the development of the family, the children can grow up at the same time. This essay will show the reason causes the childs bad personality and the feasible methods to resolve these problems.

PRINCIPLES FOR LEADING REFORMS AND POLICY CHANGE IN EDUCATION SYSTEMS (The Israeli case)

The increasing processes of globalization and competitiveness, and the increasing complexity of organizations and the goals they promote, make changes necessary in the last decades to adapt the public systems to internal and external changes. Therefore, promoting organizational changes and performing change moves are the main part of modern organizational activity, policy, and leading reforms, and considerable resources are allocated for them. This article presents and analyses various innovative opinions and perspectives of approaches to educational policy and focus on principles for implementing educational policy reforms in the countries. this analysis is made through a critical literature review, which analyzes professional literature based on empirical research in education, national policy approaches, and organization management. The analyses mainly present pragmatic aspects that influence on a day-to-day basis strategy characteristic from a macro and micro point of view in educational policy management. The global McKinsey report (from 2018) is deeply reviewed and so are the sources from the OECD international library. This expanded mix is integrated with the researcher's approach and accumulated experience, which will be reflected in an interdisciplinary analysis of the proposed reform, emphasizing the Israeli case. The summarizing part includes a comparative discussion, divided into conclusions between the McKinsey report conclusions and the required operation for implementation in Israel and a final summary

Sociocultural Environment and Agency in Identity Construction of English Language Teachers

Identity is an emerging field in educational research focusing on how teacher education programs, training, reflective practices, and short-term interventions impact the identity negotiation of teachers (Gautam, 2018). However, this study reports how different levels of sociocultural environments influence teachers and what initiatives they take for professional development and identity construction. Drawing on Wenger’s (1998) notion of communities of practice and Norton’s (2013) investing, this study sought to uncover the interchange of the development of learning communities and teachers by investigating the life history of four secondary-level English language teachers derived through informal conversations and in-depth interviews. Teachers’ life stories revealed that the environment's micro, meso, and macro levels influenced their professional development and identity construction. Teachers also influenced these contexts, with the most negligible macro-level influence. Despite the massive positive and negative impact of contexts, teachers have also taken initiatives for their professional development, quality enhancement of education, and students’ learning outcomes. Although agency influences the different learning contexts, a minor intervention at the macro level is apparent, implying the need for acknowledging teachers’ opinions in policy formulation.

Assessment and Analysis of Factors Impacting Stress in Students in Higher Educational Institutes in Delhi-NCR

Well-being is essential to lead a fulfilling and enjoyable life. Today's fast-paced world causes stress and strain, affecting physical and mental health. The study focuses on stress among students who are anxious owing to competition and performance-oriented objectives. The study describes academic stress, deliberates its causes, and discusses its impacts and manifestations. Factors affecting the perception of stress for a sample of 633 college students in Delhi-NCR are examined. Learner assessment of stress perception is measured using twenty-five items with responses collected on a 5-point Likert Scale. Additionally, the perceived impact of stress on the health and productivity of learners is also examined using six items. The ordered logistic regression model is employed to empirically examine the impact of demographic factors, home and college environments, as well as anxiety about the future on perceived stress amongst the respondents. More than 65 percent of respondents reported facing medium or high levels of stress perception. The study finds no difference in the average stress perception based on gender, but academic pressure, family income and teachers, peer and parental pressure emerge as stress-contributing factors. Examination, curriculum, and time pressures appear to be the most significant factors affecting stress perception. An increase in perception regarding examination, curriculum and time pressures significantly increases the ordered log-odds of moving to the higher stress perception category by 1.19 units. The study makes a compelling case for shifting the focus of education from purely academic to students' holistic development. Given the increase in stress perception, coping strategies for stress management are desperately needed. Recreational activities and the provision of appropriate counselling services by higher education institutions are imperative in this respect. Additionally, parents, teachers, and policymakers working together may do a lot to help youngsters manage their stress.

A framework for transformational leadership to enhance teacher's work performance.

In the new era of higher education focusing on "double first-class" development, private universities in China face significant opportunities and challenges. The success of these institutions is closely linked to effective leadership, particularly transformational leadership, which is known to inspire and motivate employees toward extraordinary achievements. This study explores the existence and impact of transformational leadership on teachers' work performance in Chinese private universities. It aims to fill a research gap regarding the role of transformational leadership in a resource-constrained environment and provide practical insights for enhancing teachers' work performance, thereby contributing to the rapid development of private universities and the realization of "double first-class" goals. This study employed an input-process-output approach, combining qualitative data from face-to-face interviews with 12 leaders at Guangdong University of Science and Technology and quantitative data from an electronic survey of 392 university teachers. Data were analyzed using SPSS26.0, AMOS24.0, and NVIVO14, including exploratory and confirmatory factor analyses, common method bias assessment, and correlation analysis. Structural equation modeling with AMOS24.0 was used to explore the relationship between transformational leadership and teachers' work performance, evaluating the impact of each transformational leadership dimension. The study findings demonstrated that transformational leadership styles are being employed in Chinese private universities, albeit not extensively, with moderate effects on teachers' work performance. The research identified organizational vision, intellectual stimulation, and personal recognition as significant drivers of enhanced performance among faculty members. Nevertheless, the study did not confirm the impact of supportive leadership, inspiring communication, and moral modeling within the context of Chinese private universities. The results highlight areas for potential development in leadership practices, including improving teachers' competencies, motivating teachers, providing good work opportunities and environments, and building good teacher teams.

Explore a sustainable development education (ESD) framework of planting and environmental design based on the barriers of knowledge dissemination between academia and practice

ABSTRACT Landscape architecture education in the 21st century witnessed a transition from merely art and engineering to a future that integrates knowledge in science, psychology, environmental studies, ecology, and more. Using planting and environmental design practice as an example, the education focus needs to shift from purely demonstrating aesthetics to a comprehensive framework that integrates aesthetics, ecological services, and social and spatial functionality. This paper explored the gaps in planting and environmental design between pedagogy and practice. The result indicates that college-level education in planting and environmental design is majorly focused on plant identification, ornamental properties, and construction drawing communications, whereas the practical field indicates an expectation of more horticultural and ecological knowledge in design practice from college-level education. To bridge the gap, the article identified the proper trajectories through qualitative research including a questionnaire survey, semi-structured interview, content analysis and cross analysis to explore a sustainable development education framework of planting and environmental design based on the barriers of knowledge dissemination between academia and practice.