Educational Change Research Articles

Importance of undergraduate institution prestige in physics faculty hiring networks

Reforming the professionalization experiences of future faculty members, including their undergraduate experience, provides a possible means to create scalable change in higher education. However, this requires an understanding of where faculty undergraduate training occurs. We analyze data from 7748 tenure-line faculty members across 611 U.S. physics departments, including their undergraduate alma mater and their employer university. The resulting undergraduate professionalization network reveals a prestige hierarchy similar in strength to those previously found in hiring networks at the Ph.D. level, indicating that the road to faculty jobs begins during undergraduate admissions. Furthermore, 42% of physics faculty members earned their undergraduate degrees from institutions outside of the United States. These results reinforce the importance of institutional prestige in academia and offer a potential strategy for driving systemic change. Published by the American Physical Society 2024

The Digital Evolution- need to adapt education for a Tech-Savvy Generation

Technology and innovation have impacted all industries and education is not exempt from this change. Organizations in different industries are constantly re-inventing their competencies and capabilities based on the technological upgrades that are being introduced into the markets; however, the change in education has not seen a drastic shift as it should. The current generation of scholars are exposed to technology from an early age (Manchanda, & Arora, 2023) and are equipped with tech-savvy devices that they are capable of using efficiently; can education leverage this skill in students to impart knowledge and improve their capabilities. This study aims to understand the gap in digitalization of education and propose various mediums and methods to adapt curriculum to engage students. Recent literature will also be reviewed as part of the study to gather evidence regarding empirical studies that have identified the need for technological adaptations, the benefits derived, and process followed to accomplish the same. There are a multitude of factors that must be considered to transform the education system through digitalization; as it certainly is not a simple process; the need to implement technology, students’ expectations, alignment between course content and technology, instructors’ ability to adapt to the change are some key factors that will impact this digital evolution in education. A vital purpose for conducting the study is also to evaluate the need for the suggested changes in education as current students are the future workforce who must be aware of technology, as it makes them employable in organizations; a digitally enables study environment trains students to utilize their technological skills so they can be transferred to organizations when they graduate and seek job opportunities (Murniarti, Simbolon, Purwoko, Fatmawati, & Hariyanto, 2023).

Conceptualising collaboration for educational change: the role of leadership and governance

ABSTRACT This paper critically examines the concept of collaboration, and how it can be mobilised in policy and practice in the pursuit of educational change in the context of the Scottish education system. Policy analysis and interviews with primary school headteachers highlighted the lack of definitional agreement but common conceptual characteristics of collaboration, and the implications of this for how it is led and governed in the pursuit of change. Highlighted in this paper is the complex interplay between forms of, influences on, and drivers of collaboration and how this results in varied outcomes of it. It is argued that collaboration across systems should be focused, purposeful, and supported with high levels of trust from those involved or enabling it to happen, and meso- and macro-level structures which are flexible to enable diverse forms of collaboration to emerge. This paper presents a framework for collaboration that supports the complex consideration of the interrelated domains of forms, influences, and drivers of collaboration, and the leadership practices and governance arrangements necessary for collaboration to lead to improvement and change.

Changes in Education: Towards a New Paradigm

This paper in reacting to the reality of the present days education system suggests that there is a need to work within a susceptible to present conditions educational paradigm. More specifically, the unambiguous position of this paper is that a new paradigm shift has appeared in teaching and learning leading to alterations of operating within, between and outside the classrooms as a result of the changes that have taken place of the principal dimensions of education such as: the form and approach to teaching and learning; the factors responding to the evolution and adaptation to changing needs and expectations in education; and the way education is perceived and practiced through time. This new paradigm, the integration-centred, should replace the student-centred, which itself has replaced the teacher-centred one. Therefore, the paper presents a new paradigm, which should be based on the integrated dimension of education, where the importance of the effectiveness and efficiency of teaching and learning implies a tautological integrated approach in considering education.

Evaluation of LLM Tools for Feedback Generation in a Course on Concurrent Programming

AbstractThe emergence of Large Language Models (LLMs) has marked a significant change in education. The appearance of these LLMs and their associated chatbots has yielded several advantages for both students and educators, including their use as teaching assistants for content creation or summarisation. This paper aims to evaluate the capacity of LLMs chatbots to provide feedback on student exercises in a university programming course. The complexity of the programming topic in this study (concurrency) makes the need for feedback to students even more important. The authors conducted an assessment of exercises submitted by students. Then, ChatGPT (from OpenAI) and Bard (from Google) were employed to evaluate each exercise, looking for typical concurrency errors, such as starvation, deadlocks, or race conditions. Compared to the ground-truth evaluations performed by expert teachers, it is possible to conclude that none of these two tools can accurately assess the exercises despite the generally positive reception of LLMs within the educational sector. All attempts result in an accuracy rate of 50%, meaning that both tools have limitations in their ability to evaluate these particular exercises effectively, specifically finding typical concurrency errors.

팀 빌딩 비주얼 싱킹을 활용한 현대 소설 수업이 고등학교 남학생의 국어 수업에 미치는 영향

Objectives The purpose of this study is as follows. First, what perceptions do learners have about Korean language (modern novel) classes? Second, what are the responses of learners who have used team building visual thinking in all modern novel classes? Third, what is the effect of modern novel classes using team building visual thinking on learners' interest, confidence, attitude, and anxiety? The purpose of this study was to empirically verify the ef-fect on Korean language classes through the experience of modern novel classes using team building visual sink-ing for students in five classes in the second year of Y High School in Seoul. Methods The class was conducted for second-year students at Y High School in Seoul, data was collected through worksheets and questionnaires to analyze the results. The questionnaires were divided into a pre-test and a post-test after review by experts (one Korean language professor and two doctors of education), and a survey was conducted to examine the students' reactions to modern novel classes using team building visual thinking. The survey results were analyzed with descriptive statistics using SPSS 28.0, and open-ended questions and worksheets were analyzed. Results Team building visual thinking classes provided an opportunity for learners, who deeply understood the work, to express their thoughts and impressions visually and then communicate and share their opinions with oth-er learners. This enhanced learners' understanding of the novel while improving their creative thinking, expression skills, and teamwork skills. In addition, team building visual thinking was effective in increasing their learning mo-tivation, thereby making the classes more active. Conclusions Team building visual thinking classes helped build a collaborative learning environment through ac-tivities that team members do together, from idea visualization to idea sharing and feedback. This served as an opportunity to lay the foundation for teaching and learning that can actively respond to changes in education: digi-tal transformation. In particular, this study is significant in that it is a new attempt to utilize team building visual thinking in modern novel classes according to the 2022 Revised National Curriculum.

Examining changes in foreign language educators’ attitudes towards the use of computer-assisted learning

As digital technologies continue to permeate all aspects of contemporary society, the educational domain, particularly foreign language teaching, has also significantly transformed. During the 1990s, the introduction of information and communication technologies (ICT) into language teaching was initially met with enthusiasm among educators. However, what originally started as integrating multimedia resources into the learning environment soon escalated into a comprehensive transformation, which included innovations such as online platforms and adaptive learning systems that became part of language teaching curricula. This evolution led to fundamental changes in pedagogical approaches, teacher-student communication, and the overall educational setting within classrooms. As digital technologies evolved and diversified, so did the attitudes of language teachers, whose initial enthusiastic welcome transformed into growing doubt. This research aimed to investigate how digital technologies within the domain of language instruction are utilized and to explore the prevailing attitudes regarding their implementation. The study spanned two decades: the periods from 1990 to 2000 and from 2013 to 2023. Semantic literature analysis of 300 scientific publications was used to determine the educators’ reactions toward the application of ICT, which were categorized into positive, negative, mixed, and research-oriented attitudes. Additionally, a survey of 88 foreign language teachers was conducted to collect empirical data. A clear trend is observed in how language educators perceive and apply technologies in their classrooms. The authors concluded that these tools remain popular among educators despite increasing skepticism and caution regarding ICT efficacy.

Forecasting sustainable development goals scores by 2030 using machine learning models

AbstractThe Sustainable Development Goals (SDGs) set by the United Nations are a worldwide appeal to eliminate poverty, preserve the environment, address climate change, and guarantee that everyone experiences peace and prosperity by 2030. These 17 goals cover various global issues concerning health, education, inequality, environmental decline, and climate change. Several investigations have been carried out to track advancements toward these goals. However, there is limited research on forecasting SDG scores. This research aims to forecast SDG scores for global regions by 2030 using ARIMAX and LR (Linear Regression) smoothed by HW (Holt‐Winters') multiplicative technique. To enhance model performance, we used predictors identified from the SDGs that are more likely to be influenced by Artificial Intelligence (AI) in the future. The forecast results for 2030 show that “OECD countries” (80) (with a 2.8% change) and “Eastern Europe and Central Asia” (74) (with a 2.37% change) are expected to achieve the highest SDG scores. “Latin America and the Caribbean” (73) (with a 4.17% change), “East and South Asia” (69) (with a 2.64% change), “Middle East and North Africa” (68) (with a 2.32% change), and “Sub‐Saharan Africa” (56) (with a 7.2% change) will display lower levels of SDG achievement, respectively.

The Relationship Teachers have with Technology, Implications of the T.A.M. Model

Mobile applications and the relationship with online platforms became more important for all of us with the pandemic. The way teachers managed to transition online during the pandemic led to the speed with which they could adapt to the new conditions of lockdown, and the teaching-learning processes. The relationship that teachers managed to develop with the use of technology resulted in its continued use (or not) in education after the pandemic, contributing to the narrowing (or, conversely, widening) of the disparities between digital natives - the students, and digital immigrants - their teachers. The study utilizes the TAM model to capture how teachers interacted with technology at different points in time (during the pandemic and two years after its start) and how they might continue or not to use it in the future. The obtained results emphasize which categories of teachers accepted more easily the modification of the teaching-learning process, thus ranking in the area of being an indicator of change in education. Compared to these first results, it is highlighted that age is an indicator in the acceptance of technology. The other results aim to identify the factors that could determine the change in attitude towards the use of devices.

Trends and Challenges in the Teaching of Ideological and Political Courses in the Era of Digital Transformation: A Case Study of the "Ideology, Morality, and the Rule of Law" Course

In an era where digital technologies are transforming societal productivity and the 20th National Congress of the CPC discusses the "advancement of education digitalization", the integration of ideological and political education (IPE) with digitalization represents the future path for IPE teaching in universities. Under the external push of digital technologies, endogenous changes in ideological and political education occur through the use of digital IPE resources, channels, and modes to enhance the vitality of IPE classrooms. However, in the implementation of digital IPE teaching reforms, challenges persist in ideological leadership, digital infrastructure, and educational philosophy.

Economic Growth and Female Participation in the Labour Market: Gender Disaggregated Data

The study aims to examine the impact of economic growth on female labour market participation in Kenya with data spanning between 1991 and 2022. Labour-force data disaggregated by gender are important to monitor the dynamic of gender inequalities in the labour market. The secondary data used to construct the time series was obtained from the World Bank and the International Labour Organization sources. The research was informed by the Feminisation U hypothesis, which describes the tendency of female labour force participation to first decline and then rise in the process of economic growth. The study used a fully modified ordinary least square (FMOLS) and Granger causality test to analyse the long-run effect of economic growth on women's participation in the labour market. The study results indicate that economic growth positively and significantly contributes to women’s participation in the labour market in the long run. Furthermore, the results of the control variables suggest that education has a beneficial effect on women's workforce, while women’s access to the workforce is hampered by male labour market participation, fertility rate, female self-employment and rate of urbanization. The study suggests to policymakers that the strategy to success is to facilitate education, vocational training, and social change that enable women to play the same role as men in the labour market. Finally, women must be in productive sectors and government should remove barriers to ownership of factors of production to encourage them to participate in economic activities and the labour market.

From a trickle to a torrent: Education, migration, and social change in a Himalayan valley of Nepal By Geoff Childs and Namgyal Choedup. Oakland: University of California Press, 2019. 248 pp.

From a trickle to a torrent: Education, migration, and social change in a Himalayan valley of Nepal By Geoff Childs and Namgyal Choedup. Oakland: University of California Press, 2019. 248 pp.

Cross-sectional and Longitudinal Age-related Disintegration in Functional Connectivity: Reference Ability Neural Network Cohort.

Some theories of aging have linked age-related cognitive decline to a reduction in distinctiveness of neural processing. Observed age-related correlation increases among disparate cognitive tasks have supported the dedifferentiation hypothesis. We previously showed cross-sectional evidence for age-related correlation decreases instead, supporting an alternative disintegration hypothesis. In the current study, we extended our previous research to a longitudinal sample. We tested 135 participants (20-80 years) at two time points-baseline and 5-year follow-up-on a battery of 12 in-scanner tests, each tapping one of four reference abilities. We performed between-tasks correlations within domain (convergent) and between domain (discriminant) at both the behavioral and neural level, calculating a single measure of construct validity (convergent - discriminant). Cross-sectionally, behavioral construct validity was significantly different from chance at each time point, but longitudinal change was not significant. Analysis by median age split revealed that older adults showed higher behavioral validity, driven by higher discriminant validity (lower between-tasks correlations). Participant-level neural validity decreased over time, with convergent validity consistently greater than discriminant validity; this finding was also observed at the cross-sectional level. In addition, a disproportionate decrease in neural validity with age remained significant after controlling for demographic factors. Factors predicting longitudinal changes in global cognition (mean performance across all 12 tasks) included age, change in neural validity, education, and National Adult Reading Test (premorbid intelligence). Change in neural validity partially mediated the effect of age on change in global cognition. Our findings support the theory of age-related disintegration, linking cognitive decline to changes in neural representations over time.

Translating government policy into practice: How new UK medical schools enact widening participation.

Increasing the diversity of medical students, or widening participation (WP), is critical for social justice and healthcare delivery, and many governments are setting policies to encourage WP. However, establishing policy is only the first step in an educational change process: we also need to know "how" policy is enacted or how medical schools interpret and put into practice WP policy. Addressing this gap, the aim of this study was to examine policy enactment in six new UK medical schools with an explicit WP mandate. This qualitative study, underpinned by social constructivism, used semi-structured interviews to explore the experiences of key actors (6 Deans and 14 Admissions staff) of putting policy into practice when setting up a new medical school. Data coding and analysis were initially inductive, using thematic analysis. We then applied Ball's theory of policy enactment to organise the data into four contextual dimensions of 'situation', 'professional', 'material' and 'external'. On the surface, there were many similarities across the six schools in terms of the four dimensions. However, how these dimensions interacted illuminated tensions and differences. For example, some schools found themselves increasingly subjected to local and extra-local rule systems, including pressure to follow host university norms and hosts struggling to accept that medical schools are heavily regulated. There were also tensions between the new medical schools and the medical education "establishment", including lack of power and being judged by overly narrow outcomes. Different contexts seem to influence the enactment of WP to medicine in different places, even in the same country, even in medical schools established at the same time. That policy enactment is a complex, non-linear process of enactment is important to acknowledge: context is critical. Our findings will inform future policies and practices that aim to increase WP in medicine.

Developing Policy Infrastructure to Guide Genomics-Informed Oncology Nursing in Canada: An Interpretive Descriptive Study.

Genomic technologies such as genetic testing and precision treatments are rapidly becoming routine in oncology care, and nurses play an increasingly important role in supporting the growing demands for genomics-informed healthcare. Policy infrastructure such as competencies, standards, scope of practice statements, and education and curriculum frameworks are urgently needed to guide these practice and education changes. This study is part of a larger three-phase project to develop recommendations and catalyze action for genomics-informed oncology nursing education and practice for the Canadian Association of Nurses in Oncology and the Canadian Association of Schools of Nursing. This phase aimed to enhance understanding of policy needs and action drivers for genomics-informed oncology nursing education and practice through the perspectives of Canadian oncology nurses and patient partners. Interpretive description methodology guided the study. Twenty semi-structured virtual interviews were conducted; 17 with oncology nurses in various domains of practice, and three with patient partner representatives. Data collection and analysis occurred concurrently. Our analysis identified three themes: 1) nurses and patients recognize that it is time for action, 2) nurses and patients see advantages to executing intentional, strategic, and collaborative policy development, and 3) leadership and advocacy are required to drive action. Nursing policy infrastructure is required to increase genomic literacy, support nurses in providing safe patient care, and establish clear roles, responsibilities, and accountabilities within the interdisciplinary team. Strong leadership and advocacy at the practice, organizational, and systems levels are vital to accelerating action.

PENGARUH PENDIDIKAN, PENGETAHUAN DAN PENYULUHAN KESEHATAN TERHADAP PENURUNAN GLUKOSA DARAH PADA PASIEN DM TIPE 2 DIPUSKESMAS PAKUHAJI KABUPATEN TANGERANG

ABSRACT Background: According to WHO, diabetes mellitus is a degenerative disease that is experienced by many Indonesians, and its prevalence continues to increase from year to year along with its complications. Good knowledge of disease is a provision as the basis for the application of health behavior of DM patients in managing themselves to achieve a better quality of life. Health education has a goal to change behavior starting from changes in education and knowledge. Purpose: To determine the effect of education, knowledge and health education on reducing blood glucose in type 2 DM patients at the Pakuhaji Public Health Center, Tangerang Regency. Research method: : this research used quantitative causal with a cross sectional approach, the technique used is sampling jenuh as many as 65 respondents. Result of the research: Based on the results of the T test, the effect of education has no effect on the decrease in blood glucose, knowledge has an effect on the decrease in blood glucose, and counseling has an effect on the decrease in blood glucose. Based on the results of the F test, the effect of education, knowledge and health education on the decrease in blood glucose results in F table 2.36 with a sig value of 0.000. Conclusion: The results showed that there was an effect of education, knowledge and health education on reducing blood glucose.

Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement

AbstractNatural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in bullying. Cross‐sectional data were collected from 4316 children aged 6–11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3–5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health‐related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School‐level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre‐lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed.

Leadership coaching as a catalyst for educational change

Relevance. The relevance of the study lies in the fact that today's education system is undergoing many changes, provoked not only by technological advances but also by other external factors such as epidemics, war events, etc., which force educational institutions to be flexible and adapt to the conditions that the situation offers them. It is also important to continuously improve the skills of all teaching staff in both schools and higher education institutions to be able to meet the demands that reality presents. Purpose. The aim of this study was to explore the concept of coaching as a method of training and developing the professional and personal qualities of the school staff. Methodology. The leading research methods were general theoretical methods of scientific knowledge, as well as various methods of collecting and systematising information, such as: analysis, synthesis, abstraction, idealisation, etc. Results. In the course of the study, such types of coaching as internal and external were considered and their advantages and disadvantages were identified. A comparative analysis was also made of the concepts of �mentoring� and �coaching�: how they differ and what they have in common. It also looked at the concept of �leadership� and why it is important to develop leadership skills in coaching. Conclusions. Coaching was found to be one of those processes that improve a teacher's skills and effectiveness, and leadership development has a positive impact on the improvement of the whole institution. It is particularly important to develop leadership skills in school staff who are in leadership positions. The practical relevance of the study lies in the recommendations provided for the use of the coaching system in relation to the school workforce. Keywords: school system; professional skills development; mentoring; personal qualities of the teacher; performance improvement

Decentralization and immunization program in a single-party state: the case of the Lao People’s Democratic Republic

BackgroundThe Lao People’s Democratic Republic (Lao PDR), a lower-middle-income country, lags behind other Southeast Asian countries in immunization coverage for children under two years of age. The organization of health services is a key determinant of the functionality of immunization programs. However, this aspect, and in particular its decentralization component of the healthcare system, has never been studied.MethodsA case study in the Lao National Immunization Program was performed using a neo-institutional theory-based conceptual framework, highlighting the structure (rules, laws, resources, etc.) and interpretative schemes (dominant beliefs and ideas) that underlie the state of decentralization of the healthcare system that support the conduct of the immunization program. Twenty-two semi-structured interviews were conducted with representative actors from various government levels, external donors, and civil society, in four provinces. Data were complemented with information retrieved from relevant documents.ResultsThe Lao healthcare system has a deconcentrated form of decentralization. It has a largely centralized structure, albeit with certain measures promoting the decentralization of its immunization programs. The structure underlying the state of centralization of immunization services provided is coherent with a shared dominant interpretive scheme. However, the rapid economic, technical, and educational changes affecting the country suggest that the coherence between structure and interpretative schemes is bound to change.ConclusionUnprecedented opportunities to access quality higher education and the use of social networks are factors in Lao PDR that could affect the distribution of responsibilities of the different levels of government for public health programs such as the National Immunization Program.

Trainees as Agents of Change: A Theory-Informed Model for Trainee-Driven Curricular Advocacy in Medical Education.

Trainees (medical students, residents, and fellows) are beginning to make strides in pushing for changes to their education. While there are many examples of successful trainee-led curriculum reform efforts, the path to success remains unclear. To better understand the process of trainee-driven curricular advocacy, the author analyzes this process through the lens of ecological systems theory (EST) not only to provide readers with context for the barriers and facilitators to trainee-driven curricular advocacy but also to further medical education's understanding of the sociopolitical forces influencing the process of trainee-driven curricular advocacy and reform through the lens of the trainee. EST explains how individuals are influenced by a complex web of social and environmental forces. The theory outlines 5 ecological systems of influence: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Using EST to explore the process of trainee-driven curricular advocacy therefore clarifies the many layers of influence that trainees must navigate while advocating for curriculum change. The author then draws on this theory and their own experience as a medical student advocating for local and national curriculum reform to develop a model to facilitate trainee-driven curricular advocacy in medical education. The proposed model outlines concrete steps trainees can take while going through the process of curricular advocacy both within their own institutions and on a national level. Through developing this model, the author hopes not only to empower trainees to become agents of change in medical education but also to encourage faculty members and administrators within health professional training programs to support trainees in these efforts.