Educational Transitions Research Articles

Computer simulation in informatics lessons as a factor of the continuity of school education in teaching mathematical modeling

The article actualizes the need to use elements of computer modeling from school to university when teaching mathematics to engineering students, analyzes the role of simulation models of applied mathematics. The experience of organizing classes using data visualization is presented, the use of simulators and games for studying mathematics in the context of mathematical education, in which students interact with interactive learning environments, is discussed, examples of using computer simulations in the classroom are discussed. The study lists and characterizes the types of didactic simulations, examines the process of transition of school education using simulators and games into the didactics of mathematics of technical universities using applied mathematics and mathematical modeling to elements of simulation. A pedagogical experiment of the continuity of school education (section “Information systems and programming” of the Donetsk Republican Small Academy of Sciences for Students) was carried out in teaching applied mathematics, informatics and mathematical modeling (the department “Transport technologies”) students of the engineering and transport direction of Automobile and Road Institute of Donetsk National Technical University.

“It Would Be Nice If”: Analysis of Transition Experiences Through Grand Challenges

The adult outcomes of youth with disabilities continue to lag behind those of their peers without disabilities, especially for youth living in rural communities. Interdisciplinary teaming is identified as an important component of effective transition planning. Transition planning and collaborative teaming are challenged further in rural communities due to lack of resources, distances between services and providers, and access for youth and their families. Social workers, given their multisystem perspective on aligning youth and family needs with resources, may be well poised, though currently underutilized, to address the challenges of transition in rural contexts. Through the transition experiences of 20 families and young adults with high need disabilities from a rural southern state, this study analyzes the potential alignment between the tenets of the Individuals with Disabilities Education Act for transition and the priorities of social work described in the Grand Challenges. Implications for practice and policy for special education transition planning in rural communities are offered.

Quality over quantity: A transactional model of social withdrawal and friendship development in late adolescence.

The aim of this study was to test a longitudinal, transactional model that describes how social withdrawal and friendship development are interrelated in late adolescence, and to investigate if post‐secondary transitions are catalysts of change for highly withdrawn adolescents’ friendships. Unilateral friendship data of 1,019 adolescents (61.3% female, 91% Dutch‐origin) from the Tracking Adolescents’ Individual Lives Survey (TRAILS) cohort were collected five times from ages 17 to 18 years. Social withdrawal was assessed at 16 and 19 years. The transactional model was tested within a Structural Equation Modeling framework, with intercepts and slopes of friendship quantity, quality, and stability as mediators and residential transitions, education transitions, and sex as moderators. The results confirmed the presence of a transactional relation between withdrawal and friendship quality. Whereas higher age 16 withdrawal predicted having fewer, lower‐quality, and less‐stable friendships, only having lower‐quality friendships, in turn, predicted higher age 19 withdrawal, especially in girls. Residential transitions were catalysts of change for highly withdrawn youth's number of friends: higher withdrawal predicted a moderate increase in number of friends for adolescents who relocated, and no change for those who made an educational transition or did not transition. Taken together, these results indicate that the quality of friendships—over and above number of friends and the stability of those friendships—is particularly important for entrenching or diminishing withdrawal in late adolescence, and that relocating provides an opportunity for withdrawn late adolescents to expand their friendship networks.

Educational Approximations Between Preschool and Primary School: The Perspective of Kindergarten and Primary School Teachers

This article aims to understand how a group of preschool and primary school teachers view the process of educational transition between these two educational contexts, considering the consequences that these moments have on the children's school career and on their own personal and social experience, and that teachers play a key role as links between both. Methodologically, this research is based on the collection of information through a questionnaire survey, with open and closed questions, filled in by 20 preschool educators and 20 primary school teachers from the Autonomous Region of the Azores, Portugal. The collected data were analyzed quantitatively and qualitatively. The results obtained allow us to conclude that there are specific differences in the way preschool teachers and primary school teachers look at educational transition, although both consider it as an important aspect of the children's educational path, highlighting the need for a closer relationship between both in the construction of a process that is intended to be continuous and smooth. Received: 8 April 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

Life is not always linear: expanding the notion of transitions in higher education to challenge structural, static and linear processes facing Indigenous and older adult students

ABSTRACT This article draws on the concept of structural lag to expand the notion of transitions in higher education contexts beyond linear and age-differentiated. Research reported here responds to scholars who are taking theories of transition into conceptually new landscapes. Using a rhizomic data analysis of a doctoral research project, the idea of assemblage is reconsidered as dis-assemblage for its value in conceptualizing transition. This article demonstrates benefits for theorizing transitions as non-linear, ongoing, dynamic, fluid, and continuous to better understand the reciprocal interplay among contextual influences on students’ lived experiences. A proposition is given for higher educators to transform outdated structural lag-based practices and consider benefits of expanding theory and practice of transition towards transition as being-becoming.

Специфика и перспективы дистанционного формата образования в высшей школе (на примере ПНИПУ)

The forced and largely unplanned transition of higher education to distance learning within several months led to the emergence of organizational and social-psychological problems. The article reflects the specific aspects of distance education and outlines the prospects of currently topical distance educational process in order to determine its place in the educational process in higher education. The quickly conducted online questionnaires of students and the subsequent research work carried out in the winter-spring semester provided essential results. These results mostly important for university lecturers, first of all, in the initial and most difficult period of the educational process. Comparison of the educational process of traditional classroom form and distance learning during the self-isolation period associated with the coronavirus epidemic are produced on the example of a technical university. The result of the study made it possible to identify not only the nominal attitude of students to distance learning, but also to evaluate the innovations used in the educational process. The article assesses the propensity of students to reflect on the psychological state in distance learning. The article is aimed at helping in solving the problems of the successful adaptation of student (learning) youth in society and the educational environment in conditions of socio-epidemiological risks associated with coronavirus infection. The study of the various courses students attitude to distance education also made it possible to identify various problem areas of the educational process associated with the students psychological adaptation. Self-organization, self-discipline and self-development of students are considered in the article as an successful adaptability indicator of students in distance education.

일본 방재4.0의 방향과 지방정부 방재정책

As the paradigm shifts from government-centered to community-centered disaster management, the importance of disaster management governance is highlighted. This paper analyzes the cases of disaster management governance in self-disaster organization in Sendai, Miyagi Prefecture, Japan, and suggests implications for disaster management governance in Korea. The Japanese government proposed a disaster prevention 4.0 future project through the experience of the Hanshin Awaji earthquake and the Great East Japan earthquake, and suggested a direction shift from government-centered response to community-centered. The main goal is to recognize disaster response as their own work and to take responsibility for self-family and community safety, emphasizing the importance of self-disaster organization in the region, as well as roles, linkages and cooperation. In Korea, there are similar organizations such as volunteer fire brigade and local autonomous disaster prevention organization, but there are concerns about the role of actual disaster occurrence due to the aging of members and passive attitude. This study suggests the contents and roles of the self-disaster organization through case analysis of the self-disaster organization in Sendai City, Miyagi Prefecture, Japan, the transition of disaster prevention awareness education from government-led to citizen-led, the linkage of educational facilities such as schools, and the participation of students in disaster activities.

The Minnesota Method: A Learner-Driven, Entrustable Professional Activity-Based Comprehensive Program of Assessment for Medical Students.

Assessment has been the Achilles heel of competency-based medical education. It requires a program of assessment in which outcomes are clearly defined, students know where they are in the development of the competencies, and what the next steps are to attaining them. Achieving this goal in a feasible manner has been elusive with traditional assessment methods alone. The Education in Pediatrics Across the Continuum (EPAC) program at the University of Minnesota developed a robust program of assessment that has utility and recognizes when students are ready for the undergraduate to graduate medical education transition. The authors developed a learner-driven program of assessment in the foundational clinical training of medical students in the EPAC program based on the Core Entrustable Professional Activities for Entering Residency (Core EPAs). Frequent workplace-based assessments, coupled with summative assessments, informed a quarterly clinical competency committee and individualized learning plans. The data were displayed on real time dashboards for the students to review. Over 4 cohorts from 2015 to 2019, students (n = 13) averaged approximately 200 discrete Core EPA workplace-based assessments during their foundational clinical training year. Assessments were completed by an average of 9 different preceptors each month across 8 different specialties. The data were displayed in a way students and faculty could monitor development and inform a clinical competency committee's ability to determine readiness to transition to advanced clinical rotations and residency. The next steps include continuing to scale the program of assessment to a larger cohort of students.

De la Cuna a la Escuela. El Turbulento Devenir Durante la Primera Transición Educativa de Alumnado Autista

To promote inclusive education, attention must be paid to exclusionary processes. Students considered within the autism spectrum are, without a doubt, at greater risk of exclusion than others. This paper will show partial results of a project that has asked what are the barriers and supports that families with sons or daughters with Autism Spectrum Disorder (ASD) face in their first educational transition. Using a qualitative, phenomenological-interpretive methodology and a cross-sectional design, the life stories of 6 students with ASD (out of a total sample of 22) have been analyzed in depth, with special attention to the processes of social participation. The thematic analyzes carried out show some "lights" and many "shadows" in this first transition and with it what can be learned to move towards a more inclusive and quality educational system that benefits all students.

Making every school a health-promoting school

In the past year, the effect of the COVID-19 pandemic on schools has reinforced the profound links between children's health, wellbeing, and learning. In addition to deleterious effects on student engagement, learning outcomes, and educational transitions, there is growing evidence of the impact of school closures on children's and adolescents' emotional distress and mental health. 1 Viner RM Bonell C Drake L et al. Reopening schools during the COVID-19 pandemic: governments must balance the uncertainty and risks of reopening schools against the clear harms associated with prolonged closure. Arch Dis Child. 2021; 106: 111-113 Crossref PubMed Scopus (54) Google Scholar There are also concerns that students with mental health disorders are at greater risk of permanently disengaging from education, negatively affecting their future earning potential. Social inequalities risk being similarly compounded in other contexts, with growing fears that family socioeconomic pressures are contributing to students not returning to school due to pressures to work or marry. At no other time has there been such an appreciation of the value of schools as sites for academic and social learning, and settings that can enhance student health and wellbeing.

Why Does a Growth Mindset Intervention Impact Achievement Differently across Secondary Schools? Unpacking the Causal Mediation Mechanism from a National Multisite Randomized Experiment

The growth mindset or the belief that intelligence is malleable has garnered significant attention for its positive association with academic success. Several recent randomized trials, including the National Study of Learning Mindsets (NSLM), have been conducted to understand why, for whom, and under what contexts a growth mindset intervention can promote beneficial achievement outcomes during critical educational transitions. Prior research suggests that the NSLM intervention was particularly effective in improving low-achieving 9th graders’ GPA, while the impact varied across schools. In this study, we investigated the underlying causal mediation mechanism that might explain this impact and how the mechanism varied across different types of schools. By extending a recently developed weighting method for multisite causal mediation analysis, the analysis enhances the external and internal validity of the results. We found that challenge-seeking behavior played a significant mediating role, only in medium-achieving schools, which may partly explain the reason why the intervention worked differently across schools. We conclude by discussing implications for designing interventions that not only promote students’ growth mindsets but also foster supportive learning environments under different school contexts.

Inside out, exploring residential spaces during COVID-19 lockdown from the perspective of architecture students

ABSTRACT The new preventative measures that have emerged from the Coronavirus crisis brought about changes in different aspects of daily life. Some of these changes may have a significant impact on how the built environment is being experienced. The current paper examines reconfigurations that happened in residential spaces and space allocations for transitioned activities in a small case study targeting a group of architecture students in Cyprus. Analysis and findings are structured in three sections, indoor activities, special organization, and quality of life. The result shows blurring boundaries between public and private activities. In terms of spatial configuration, in-between spaces such as balconies and openings become central in designing residential units. Moreover, the study finds that the successful transition of work, education, exercise, and remote social interactions into the housing unit is the best predictor of reported quality of life under quarantine. It is unclear which parts of newly emerged measures will last even beyond the end of the pandemic; however, developing new insights into COVID-19’s impacts on living environments can help to introduce design responses that improve quality of life by creating better residential environments in the post-pandemic world where the remoteness of many daily activities is becoming the norm.

FALSAFAH PELAN STRATEGIK UNIVERSITI AWAM MALAYSIA MELALUI PENGALAMAN AHLI AKADEMIK EKSPATRIAT DALAM MENGORAK REPUTASI UNIVERSITI SEBAGAI HAB KECEMERLANGAN AKADEMIK DI PERSADA ANTARABANGSA

The Malaysian Education Development Plan 2015-2025 (Higher Education) has been specifically formulated by outlining ten (10) leaps to achieve continuous excellence in the higher education system in Malaysia thus becoming a hub of academic excellence on an international level. In line with that, the objective of the study is to trace the experience of international human capital in helping to shape the involvement of the reputation of Malaysian public universities on an international level. However, the debate that leads to the recruitment of international human resources is said to have no long-term impact on the development of a university. The discussion in this paper explores the experience of international human resources in making positive contributions to public universities in line with efforts to strengthen its position and status as a prestigious educational institution, in line with the contemporary transition of higher education. The narrative approach utilises a selection of original dialogues and involves 20 expatriate academics who meet the criteria of residency with a work visa, having the status of a self-initiated expatriate, are not classified as inter-university exchange staff, nor are on sabbatical leave. The contribution of this study is able to shift the contextual focus of the internationalisation literature of higher education institutions which was previously said to focus on generating income of a university, to a valuable human resource experience in contributing to the involvement of the university’s reputation globally. The findings of the study also insert an advanced dimension by presenting a detailed understanding of human resource mobility as well as introducing a new dimension that offers a deeper understanding of the university’s reputation involvement on an international level. This study seeks to offer specific evidence of how expatriate academics evaluate their expatriation experience by selecting a public university as a career place. While the results of the study are expected to be useful information for public universities in implementing alternative strategic planning policies for the future, further determining the scenario of Malaysian higher education.

DIGITALIZATION OF EDUCATION WITH COVID-19

This article discusses the impact of COVID-19 on education system. Changes in education system have been interpreted this paper from both Turkey as well as the world in general. While education was shaped according to Covid-19, did it actually fulfill the necessity of the age of the 21st century? In fact, online education was an idea that many schools had designed, but it wasn't much studied on it. Thanks to COVID-19, the transition of education to online platforms could not be achieved step by step. Education underwent a mandatory change without sufficient study time. For such a radical change, it is necessary to proceed step by step, and this is a time-consuming process. There was no opportunity to see the shortcomings in the change process of education system. The world suddenly abandoned traditional education, education modernized in accordance with the age. Also, this sudden change in education system has brought many problems. With online education, it is estimated that there will be certain skill deficiencies in future students. This may affect the productivity in business life in the future. In this article, economic aspects of digitalization of education will be discussed. Well-managed issues, inadequacies and inequalities in the online education process will be emphasized in paper. As a result of different researches and surveys, online education has been addressed from different perspectives.

Institutional conditions of internationalisation of higher education: Mass higher school

Introduction. Currently, internationalisation is a priority for the development of higher education, as an institutional component of its academic functioning, both in terms of ensuring the quality of education, and in connection with the implementation of a multi-level integration agenda, in which a modern university is involved. In order to increase the effectiveness of the international dimension of higher education, it remains necessary to clarify a number of theoretical and fundamental questions, among them one of the most important is the problem of the institutional conditions of the academic environment that contribute to the emergence of internationalisation. Mass higher education can be found as fundamental condition and in that relation the clarification of the interrelations between massification and internationalisation of higher education can expand the theoretical understanding of current processes in higher education, providing the necessary theoretical framework for further applied research.The aim of the present article is to investigate the interrelations between the massification and internationalisation of higher education in order to clarify the institutional conditions that contribute to the development of the international dimension of the modern university.Methodology and research methods. The methodological framework of this research involves socio-philosophical tools. In particular, the research is based on a retrospective analysis and philosophical deconstruction of the socio-historical transition of higher education from elite to mass model. Both statistical data and analytical materials on the national conditions of transition to mass higher education are used to investigate the issue.Results. The massification of the higher school became reality due to the historical development of social systems, representing the further evolution of global higher education. Acting as a source of society's emancipation and democratisation, the massification of higher education ensured the reorientation of universities from upbringing needs (ideology) to professional competence (economics). Meanwhile, mass higher education is considered to be the reason of destruction of the imperialist agenda, including the problem of alienated labour. Institutionally, the massification of higher education has become possible due the state-private cooperation. The implementation of this cooperation requires two options: 1) via government subsidies to private higher education, 2) via private investments into public higher education. Mass higher education is an institutional factor of internationalisation development: 1) it creates a need to improve the quality of education; 2) it acts as an instrument of the international integration.Scientific novelty. The connection between mass education and internationalisation of higher education has been found. Mass higher education acts as an institutional factor in the formation of academic demand for the development of internationalisation processes: 1) forming the need to improve the quality of education; 2) acting as one of the tools for implementing the integration agenda. The absence of processes of massification and internationalisation in the modern system of higher education may indicate on fundamental barriers in the national development of a particular state.Practical significance. The results obtained will contribute to further fundamental research in the fields of philosophy and sociology of education. Moreover, the present findings could be applied as a theoretical basis for further practical research on modern processes of higher education development.

The impact of student-athlete social identity on psychosocial adjustment during a challenging educational transition

Student-athletes in their first-year transition to university experience many psychological and social stressors as they balance multiple commitments. Our study examined whether a student-athlete social identity affected psychosocial adjustment as students transition to postsecondary, and whether it acted by reducing stress to foster academic adjustment. Student-athletes enrolled in an introductory psychology course at a Canadian university (n = 331) were recruited. We assessed whether a relationship existed between student-athlete social identity and key academic indicators of psychosocial adjustment (perceived control, perceived stress, learning-related anxiety); and whether ratings of perceived stress mediated the relationship between student-athlete social identity and psychosocial adjustment measures five-months later. Our findings revealed that student-athlete social identity (a) predicted psychosocial adjustment later in the course; and (b) indirectly enhanced academic control and lowered negative emotions via reductions in perceived stress. This study offers insights on how social identities may promote positive adjustment during the critical transition to university.

Twelve tips for learners to succeed in a CBME program

The international movement to competency-based medical education (CBME) marks a major transition in medical education that requires a shift in educators’ and learners’ approach to clinical experiences, the way assessment data are collected and integrated, and in learners’ mindsets. Learners entering a CBME curriculum must actively drive their learning experiences and education goals. For some, this expectation may be a significant change from their previous approach to learning in medicine. This paper highlights 12 tips to help learners succeed within a CBME model.

Contingencia y tensiones educativas en estudiantes universitarios Un análisis sociocultural comparado

The objective of this research was to describe the perceptions of university students based on their sociocultural context regarding the transition from a face-to-face educational modality to a virtual one originated by the COVID-19 contingency. A sociological perspective was recovered to articulate the production of subjectivities based on their objective conditions. Methodologically, three moments were recovered: capital detection for the educational transition; determination of its volume and structure of capital and relation of their perceptions to that volume and structure. Operationally, the survey, multivariate analysis and the method compared in education as an articulating axis were used. The analysis unit was the Metropolitan Polytechnic University of Hidalgo (Mexico) and the target population was 817 students from four undergraduate educational programs. The results made it possible to detect that students have different volume and structure of capital (academic, economic, cultural and technological) that conditions their perceptions and provisions in this educational transition. It is concluded that it is students belonging to vulnerable groups who present greater risks to educational achievement and have a hysteresis effect that leads them to higher levels of stress and therefore proclivity towards an in-person educational modality.

Book Review

Book Review

Welcome to the Regular World! Exploring How Female Doctorate Holders in Education Transition from Irregular to Regular Work in South Korea

The purpose of this study was to explore the adaptation process of female Ph.D. holders working in universities who shifted from being irregular employees to regular employees. The study adopted a qualitative approach using in-depth interviews to investigate participants’ experiences and discover any inconsistencies, as well as how they are alleviated. The basic findings of the study indicate that the adaptation process is more feasible when the gap between the personal aspect of job adaptation and the organizational environment and satisfaction with it decreases. The participants in the study joined the labour union to convert to regular jobs. However, after transitioning to full-time positions, the participants did not realize the structural aspect of the contracts they had signed. Although they expected to make their unfair situation more fair through the transition of their job positions, they still faced structural discrimination. As the participants were women with doctoral degrees, their professionalism was considered a cardinal value, and their job satisfaction varied according to the degree of matching between their work and their expertise. Moreover, during the evaluation period, they began to establish themselves as legitimate members of their teams through the employee evaluation procedure of full-time employees, which is conducted mutually rather than unilaterally. Through its in-depth interviews with transitioning university staff, this study makes a significant contribution to our understanding of how female faculty adjust to changes in their life and position in the organization following a change in their status. These findings prove that higher education institutions need focus on career development for female students as well as their faculty and staff members. Such a focus also requires more active actions by university and college members.