Education Research Conference Research Articles

Ontario Student Medical Education Research Conference (OSMERC) 2024

Ontario Student Medical Education Research Conference (OSMERC) 2024

Time to look at the stars? Reflections on bias and prejudice in hospitality management education

ABSTRACT This article reflects on a keynote presentation made at the 32nd Council for Hospitality Management Education Research Conference hosted at NHL Stenden University of Applied Science in Leeuwarden, The Netherlands. The field of study prepares managers who will organise the delivery of food and/or drink and/or accommodation in a service setting. The core concern of the article is to critique biases of higher education provision. The vocational nature of programmes tends to prioritise job readiness at the expense of some theoretical dimensions of the study of hospitality. These biases are compounded by a tendency to limit the industrial context to luxury hotels and restaurants. Students’ career perceptions are thereby constrained and limited. The study of hospitality should adopt a critical studies approach; several recent publications might indicate avenues for further research and programme content.

Ontario Student Medical Education Research Conference (OSMERC)

Ontario Student Medical Education Research Conference (OSMERC)

A historic moment: commemorating the 28th Annual Graduate Education and Graduate Student Research Conference in Hospitality and Tourism

A historic moment: commemorating the 28th Annual Graduate Education and Graduate Student Research Conference in Hospitality and Tourism

Researching Teaching and Learning: Cultivating Equitable and Racially-Just Teaching in Brazilian Public Schools

This special issue results from of the cultivation and sustenance of a research network in Brazil, which at once attended to empirical research in Brazilian schools and focused on in-depth conceptualizations of equity and justice. The authors of the articles which comprise this special issue submitted funding proposals. and were selected by a team of experts to receive funding from the Lemann Foundation to carry out their research. In addition, two members of each team went to New York for a weeklong intensive on educational research centering equity and justice. Throughout the course of two years they worked in their teams and met as part of the larger research network, engaging in much-needed research, pursuing in-depth questions, and producing research that met international standards. This is illustrated, for example, by their participation in the premier educational research conference in the world in 2020 and then again in 2021, the American Educational Research Association conference. In my introduction to this special issue, I review the context of inequity and racial injustice in Brazilian public schools, offer a conceptualization of equity, and explore (not) belonging and its effects, before illustrating how each of the articles in this special issue urge us to engage in the pursuit of justice.

해방 이후 교육이념 정립 과정에서 민주주의와 민족주의의 관계

Several objections were raised during the National Assembly discussion before the ‘humanitarianism’ was adopted as the Korean educational ideology. There were concerns that it could limit the values of democracy and liberalism and become a fascist logic, but there was generally a consensus that the universal (Western) value of ‘democracy’ should be transformed (ethnic) according to our situation. Therefore, the ‘democratic national education theory’ could be proposed by Ahn Ho-sang, the first Minister of Education. Ahn Ho-sang argued that he avoided both the exclusivity of nationalism and the visa nature of democracy and combined it into “democratic national education.” However, it was fascistic in that it filled the empty space with the people and the state by denying most of the existing political ideologies.BR Through the presentations of the Democratic National Education Research Conference held in March 1949 and a book called Democratic National Education Theory, we could get a glimpse of how education officials and field teachers accepted Ahn Ho-sang’s Democratic National Education Theory. Education officials basically recognized democracy and nationalism as conflicting and contradictory concepts, but took a passive attitude to suture the two concepts. Like Sa Gong-Hwan, director of the Higher Education Bureau, there were cases where “democratic national education” was justified by weaving nationalist historical perceptions such as Shin Chae-ho, Ahn Ho-sang, Ahn Jae-hong, and Son Jin-tae. There was also a contradiction that the social life and contents newly established to introduce American-style democracy of the time fell into “organic nationalism.”BR Field teachers also often sympathized with the (guardian) theory that individualistic education and class education should be denied, and that individuals should sacrifice for the people, citing the succession of the Hwarangdo spirit and the Samil independence movement spirit. Some people asked what was essentially the core of “democratic education” and diagnosed that excessive “national education” was being advocated as a reaction to the U.S. military government education policy, but only a few. Education expert Oh Chun-seok also consistently opposed the ‘democratic national education theory’. He criticized that the theory of nationalism education was actually based on a fascist worldview. As a result, however, it did not go further from the level of awareness that seeks the possibility of harmony between democracy and nationalism and concerns about the exclusivity of nationalism.

Evaluating the Performance Skills of Public and Private Kindergarten Teachers According to some Variables

Evaluating the Performance Skills of Public and Private Kindergarten Teachers According to some Variables

A scoping review of personal librarian programs in academic libraries

Personal librarian programs have been used in academic libraries since 1984, peaking in prevalence in the 2010s, and although assessment varies, they have shown to be a successful student engagement program in academic libraries. To survey and compile these programs for future program development, the authors comprehensively reviewed published literature on academic library programs categorized as personal librarian programs using scoping review methodology. Sources searched were Academic Search Complete, Web of Science core collection, Library and Information Science s, Library and Information Science Sources, Education Research Complete, monographs, conference proceedings, and gray literature. Programs were primarily in North America, with eighteen in the U.S., four in Canada and one in South Africa. The authors found that a plan of assessment should be in place before embarking on a personal librarian program. By reviewing the various models of personal librarian programs, the authors hope that this scoping review will assist librarians in selecting the appropriate model for their academic institution.

The 26th annual graduate education and graduate student research conference in hospitality and tourism

"The 26th annual graduate education and graduate student research conference in hospitality and tourism." Anatolia, 32(2), pp. 316–317

ICER 2021 preview

You are warmly invited to the 17th Annual ACM International Computing Education Research (ICER) conference (https://icer2021.acm.org), held online the week of 16 August 2021.

Don't Know Where We Will Go, but We Will Go Together: Experiences of Three Ph.D. Students at 2019 Annual Adult Education Research Conference

Don't Know Where We Will Go, but We Will Go Together: Experiences of Three Ph.D. Students at 2019 Annual Adult Education Research Conference

ICER 2020 retrospective

The 16th International Computing Education Research (ICER) conference was held from 10-14 August 2020 in cyberspace. Sadly, the global pandemic meant we were unable to physically host the conference in Dunedin, New Zealand as planned; but, looking at the situation as a "glass half full" kind of thing, we embraced the opportunity to experiment with a new online format, and try out several new ideas for engaging the ICER community. And we are pleased to report that the event surpassed our modest expectations: we entertained 319 attendees, the highest attendance for an ICER ever!

ICER 2020 virtual conference

While many conferences this spring had to rapidly pivot to online, giving them little time to innovate, the ACM International Computing Education Research (ICER) conference announced 6 months before our conference. This was a blessing, in that we had the time to try to design an outstanding conference experience. But it was also a curse. Is an outstanding conference experience even possible? By August, will anyone want to be online at all? We set out to try to design a great experience, learning from every past online conference organizer we could find, and from our community.

Thematic analysis of 18 years of physics education research conference proceedings using natural language processing

We have used an unsupervised machine learning method called Latent Dirichlet Allocation (LDA) to thematically analyze all papers published in the Physics Education Research Conference Proceedings between 2001 and 2018. By looking at co-occurrences of words across the data corpus, this technique has allowed us to identify ten distinct themes or "topics" that have seen varying levels of prevalence in Physics Education Research (PER) over time and to rate the distribution of these topics within each paper. Our analysis suggests that although all identified topics have seen sustained interest over time, PER has also seen several waves of increased interest in certain topics, beginning with initial interest in qualitative, theory-building studies of student understanding, which has given way to a focus on problem solving in the late 2010s. Since 2010 the field has seen a shift towards more sociocultural views of teaching and learning with a particular focus on communities of practice, student identities, and institutional change. Based on these results, we suggest that unsupervised text analysis techniques like LDA may hold promise for providing quantitative, independent, and replicable analyses of educational research literature.

Research on early childhood mathematics teaching and learning

This paper reports an overview of contemporary research on early childhood mathematics teaching and learning presented at recent mathematics education research conferences and papers included in the special issue (2020–4) of ZDM Mathematics Education. The research covers the broad spectrum of educational research focusing on different content and methods in teaching and learning mathematics among the youngest children in the educational systems. Particular focus in this paper is directed to what lessons can be drawn from teaching interventions in early childhood, what facilitates children’s mathematical learning and development, and what mathematical key concepts can be observed in children. Together, these themes offer a coherent view of the complexity of researching mathematical teaching and learning in early childhood, but the research also brings this field forward by adding new knowledge that extends our understanding of aspects of mathematics education and research in this area, in the dynamic context of early childhood. This knowledge is important for future research and for the development of educational practices.

ICER 2020 preview

You are warmly invited to the sixteenth annual ACM International Computing Education Research (ICER) conference, which will be held … in your living room! The dates (North American) remain 10-12 August 2020, but a later end date is under consideration (please see the website for updates).

Profound Learning

This is an exploratory Delphi study investigating profound learning, the profound learner, and profound living. The strength of the Delphi technique is leveraging expertise to understand an amorphous problem, such as the concept of profundity explored in this study. The authors could find no evidence of a comprehensive research agenda being conducted to understand profound learning or the profound learner. Though there may be iterations of this topic being investigated, it seems safe to say that profound learning, per se, is understudied. The purpose of this exploratory study was to develop an initial conceptual and theoretical foundation for profundity specifically related to profound learning, the profound learner, and profound living. Seven themes were identified for qualities of profundity, six themes were identified for qualities of profound learning, eight themes were identified for qualities of a profound learner, and six themes were identified for qualities of profound living. An earlier version of this paper was presented at the Adult Education Research Conference, June 2018.

ICER 2020 conference preview

You are warmly invited to the sixteenth annual ACM International Computing Education Research (ICER) conference, which will be held in Dunedin, New Zealand, 10-12 August 2020. ICER is a well-regarded forum for presenting and publishing high-quality research in computing education. With its traditional single-track format, and round-table discussions, ICER affords a convivial and supportive environment for established and emerging researchers alike.

ICER 2019 review

The 15th International Computing Education Research conference was held from 12-14 August 2019 in Toronto, Canada. We had 151 attendees (including 70 first-timers and 46 students) from 13 countries; this was the highest attendance for an ICER outside of the US. We had a record number of paper submissions (137), of which 28 were accepted, for an acceptance rate of 20%.

ICER 2019 preview

You are warmly invited to the fifteenth annual ACM International Computing Education Research (ICER) conference, which will be held in Toronto, Canada, 12-14 August 2019. ICER provides a forum for presenting and publishing high-quality research in computing education. ICER 2019 will continue to feature its traditional single-track format, which is designed to encourage the authors and audience to engage in lively discussion about each work presented.