Student Teaching Experience Research Articles

Embracing Neuro-Inclusivity Within Physician Assistant/Associate Education: Challenging Organizational Cultural Norms and Navigating Communication Challenges.

Effective communication in health care education is essential for creating an inclusive learning environment. This manuscript examines the crucial role of communication in physician assistant/associate (PA) education, particularly in the context of neurodiverse individuals, who constitute approximately 20% of the global population. A groundbreaking study by Nouri et al reveals a 3.1% overall disability prevalence among US practicing physicians, emphasizing the necessity for a comprehensive understanding of diversity in the health care profession. Considering the intersectionality of marginalized identities, this research sheds light on potential challenges health care providers face, underscoring the importance of promoting inclusivity and support for neurodiverse individuals in the PA profession. The increasing presence of neurodivergent students in postsecondary institutions, despite academic strengths, holds relevance for PA education. Recognizing the barriers and stigmas associated with neurodiversity is crucial for fostering inclusive environments within PA programs and sponsoring institutions. This manuscript explores the challenges faced by neurodiverse individuals in PA education and proposes strategies for cultivating a neuroinclusive culture through effective communication. With a focus on celebrating and using the strengths of all learners, regardless of neurodiversity, the overarching goal is to contribute to a paradigm shift in PA education, enriching the educational experience for students, educators, and support staff.

OPTIMIZING PEDAGOGICAL CONDITIONS FOR STUDENT INTERNATIONALIZATION IN HIGHER EDUCATION INSTITUTIONS

As higher education institutions increasingly globalize, the importance of providing optimal pedagogical conditions for students engaged in internationalization becomes paramount. This article explores various organizational strategies and pedagogical approaches to enhance the educational experience of students in the context of internationalization. Drawing on existing literature and empirical evidence, this paper discusses the significance of cultural competence, language proficiency, intercultural communication skills, and supportive learning environments in fostering successful internationalization initiatives. It also highlights the role of technology, collaborative learning, and experiential learning opportunities in facilitating cross-cultural understanding and academic success among students in higher education institutions. Overall, this article aims to provide insights and recommendations for educators and administrators to effectively organize pedagogical conditions that promote the internationalization goals of their institutions.

Surveying the Motivation of Pre-Service Teachers and the Performance of Nigerian Primary School Pupils

This study investigates the crucial interplay between the motivation of pre-service teachers and the academic performance of primary school pupils in basic science and technology subjects within the Oyi Local Government Area of Anambra State, Nigeria. A descriptive survey method was used. The sample comprised 200 pre-service teachers and primary six students in government primary schools in Oyi Local Government Area. The researchers also constructed questionnaires and administered them to the sampled population in Oyi Local Government Area of Anambra State. Preliminary findings underscore the significance of pre-service teacher motivation in shaping the academic success of primary school pupils. These attributes contribute to a more conducive and effective learning environment, ultimately benefitting the academic performance of primary school pupils. However, challenges persist in providing consistent settlements, recognition, instructional materials, and retraining opportunities for pre-service teachers. Addressing these challenges is crucial for sustaining teacher motivation, improving teaching quality, and enhancing the educational experience for students.

"I Think the Teachers Should Really Connect More With the Students": The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled.

The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connection wove throughout the data; however, three themes were found to block connection: unacknowledged impact of adversity, a climate of fear, and the disproportionate impact of limited resources. Trauma-informed culturally attuned approaches that focus on the disproportionate impact of adversity and school discipline at the point of a disciplinary response, and throughout a student's educational experience, are essential.

Lessons learned during online education experiences of kindergarten during the COVID-19 pandemic in Bangladesh

ABSTRACT This study explored the online education experiences of students, teachers and parents of kindergarten in Bangladesh during the emergency situation created by COVID-19. A qualitative research paradigm approach was followed. Students, teachers and parents of kindergartens from eight divisions of Bangladesh, one respondent of each category from each division, were selected through purposive sampling. Semi-structured interviews were conducted using mobile phones due to COVID-19. This study revealed that online education brought opportunities to engage students in academic activities and reduced education loss but created physical, psychological and video games addiction problems. Challenges that arose included device shortages, lack of training and technical skills, network connectivity problems, slow internet speed and the high-cost of internet data packages to implement the online education of kindergartens successfully. As the world comes out of the pandemic the learning acquired during this time informed possibilities for future online teaching in kindergarten including upskilling the early childhood workforce in this digital age.

Students’ Critical Thinking on Reading Comprehension Based on Contextual Reading Material: An Experimental Study

In this article, the researchers delve into the paramount role that critical thinking plays in the realm of reading comprehension, particularly for eighth-grader students who learned English in one of junior high schools in Jambi city. It is well-established that English language proficiency, especially in the domain of reading, is pivotal for students to access high-quality education and seize research opportunities. As we navigate the multifaceted landscape of education, it becomes evident that nurturing critical thinking skills among students is crucial for their academic and intellectual growth. The research undertaken herein embarks on a journey to explore the intricate connection between contextual reading materials and the development of student's critical thinking abilities. This endeavor involved a rigorous and systematic approach, employing a quasi-experimental research design that featured an experimental group and a control group. The outcomes of this investigation are of significant import, as they point to a compelling revelation: the utilization of contextual reading materials has a profound and positive impact on enhancing students' reading comprehension and fostering their critical thinking skills. These findings underscore the transformative potential of innovative pedagogical strategies that incorporate real-world context into the learning process, ultimately enriching the educational experience for students.

Evaluating the Effectiveness of K-12 Physical Education Curriculum among Adolescent Students of Bai Saripinang National High School (A Case Study)

A well-implemented K-12 physical education curriculum produces a wholistic development of physique and mental well-being of adolescent students. This study aimed to evaluate the effectiveness of the K to 12 Physical Education (PE) curriculum among adolescent students at Bai Saripinang National High School. The K to 12 programs, implemented in the Philippines, introduced significant changes to the education system, including the PE curriculum. This research focused on understanding how these changes have impacted the physical education experience and outcomes of adolescent students. The study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. The findings revealed several key aspects of the K to 12 PE curriculum's effectiveness. Students expressed varying degrees of satisfaction with the curriculum, highlighting strengths such as increased emphasis on health and fitness. The respondents unanimously Agree based on the questions provided that the K-12 PE curriculum is effectively implemented in the school.

Identification of Factors Affecting the Satisfaction of Students with Public Sector Medical Colleges: A Survey Based Study

Background: This study explores the factors influencing student satisfaction in public sector medical colleges, emphasizing the impact of various educational aspects on the overall experience of students. Objective: To examine the determinants of student satisfaction in public sector medical colleges, with a focus on infrastructure, quality of instructional materials, and clinical and practical training exposure. Methods: A survey-based primary data collection was utilized, with a sample size of 100 students from public sector medical colleges. The survey included questions targeting different aspects of the educational experience. Statistical analysis was performed to assess the correlation and regression among the variables. Results: The correlation analysis showed a significant relationship between all examined variables and student satisfaction. Infrastructure and facilities emerged as the most influential factors, with a Pearson correlation coefficient of 0.957 (p < 0.001). Student satisfaction with practical training and clinical exposure had a correlation of 0.608 (p < 0.001), and the quality of teaching and learning materials was correlated at 0.475 (p < 0.001). The regression analysis yielded an R-squared value of 0.917, indicating a strong positive correlation between these factors and student satisfaction. Conclusion: The study concludes that while several factors contribute to student satisfaction in public sector medical colleges, infrastructure and facilities, along with quality instructional materials and clinical exposure, are key drivers. Enhancing these areas could lead to a more positive educational experience for students.

Re-thinking the Teaching of Mathematics: COVID-19 and Beyond

The COVID-19 pandemic has brought drastic shifts in teaching, forcing a rapid transition from face-to-face to online learning spaces, with schools adopting new modes of pedagogy and assessment. Educators were faced with a situation where they needed to relearn ways of teaching mathematics and reimagine possibilities for teaching mathematics within the constraints imposed by the pandemic. Despite the difficulties, these constraints gave rise to innovative ways of teaching mathematics, and provided an opportunity for teachers and students to find new ways of interacting and working together. With a focus on the teaching of mathematics at post-secondary level, this paper explores the teaching experiences of four lecturers during the COVID-19 pandemic. It looks at the emerging pedagogical realities as the lecturers adjusted their teaching practices, as well as the pedagogical insights that they gained for their future practice. While initially the lecturers attempted to replicate a teaching and learning environment similar to what was before the pandemic, remote teaching then led to searching for digital tools that sought to enrich the teaching and learning experiences and afforded new opportunities for teaching and assessing mathematics. Following the period of remote teaching, the lecturers are looking towards a future practice as one which involves a blended learning approach, utilising aspects of online teaching and technology to complement and enrich their face-to-face teaching. The pandemic and remote teaching should provide an impetus to the sharing of pedagogical practices and to effective professional development on the use of effective teaching approaches, including the use of digital tools, to enhance mathematical teaching and learning experiences for students.

Self-efficacy in educational contexts: a comparative analysis of global perspectives

This comprehensive research explores the pivotal role of self-efficacy in the educational experiences of students, particularly emphasizing its significance in the context of increasing global mobility and diverse educational settings. The paper's primary focus is on understanding how different educational environments, ranging from liberal democracies to more controlled societal structures, shape and influence students' self-efficacy. The study posits that self-efficacy, defined as an individual's belief in their ability to succeed in specific situations or tasks, is a critical determinant of how students engage with their educational environment, confront challenges, and achieve both academic and personal goals.Through a detailed analysis of recent research in educational psychology and sociology, the paper synthesizes pioneering studies and theories, notably Albert Bandura's social cognitive theory, to provide a comprehensive framework for understanding the development of beliefs in one's capabilities. The research underscores the intricate relationship between self-efficacy and academic achievement, highlighting how self-efficacy impacts not only academic performance but also students' motivation and persistence, especially in foreign academic settings. Methodologically, the study employs a systematic comparative approach, integrating both qualitative and quantitative methods. Qualitative methods such as in-depth interviews and content analysis of educational literature provide insights into students' subjective experiences and perceptions. Quantitative methods, including surveys and statistical analysis, measure and compare levels of self-efficacy among students in different educational settings. Additionally, structural-analytical and comparative-historical methods are utilized to examine the impact of educational systems and historical and cultural factors on student self-efficacy.The findings reveal that educational environments significantly influence the development of student self-efficacy. Students in more open and supportive educational practices, typical of liberal democracies, often exhibit higher levels of self-efficacy. In contrast, those in more controlled educational systems face challenges in developing self-efficacy due to restrictive academic environments. The study further demonstrates the vital role of cultural, social, and educational structures in shaping students' beliefs about their abilitie.Conclusively, the paper advocates for educational practices that recognize and support the diverse needs of students. It emphasizes the need for educational systems to foster a sense of autonomy, competence, and resilience in students, preparing them to navigate complex global challenges with confidence and skill. The research contributes significantly to the discourse on student development and success in international education, offering valuable insights for enhancing educational practices and policies in a globalized world.

Smart Learning Environments: A Comprehensive Review on Artificial Intelligence and Learning Theories

The term “smart learning” is now commonly used to describe online education. It shows how learners can use knowledge and skills more easily, successfully, and simply because of modern technologies. The goal is to create a smart learning environment that is relevant, timely, and efficient, allowing students to learn more effectively and successfully. By setting realistic goals, focusing on the big picture, and ensuring a clear timeline for task completion, a smart learning environment can provide a more engaging and efficient educational experience for students. The term “smart technology” describes remote-controllable and internet-connected devices that are used in smart learning environments (SLEs) to personalize and improve the educational experience for each student. This research paper explores the use of technology, specifically artificial intelligence, in creating a smart learning environment. A comprehensive review has been conducted in two dimensions, the dimension of AI in smart learning and the learning theories for smart learning environment. The study reveals that the impact of artificial intelligence in enhancing student performance and instructional design has received wide attention from the academic research. At the same time, the learning theories like activity theory, self- determination theory, and connectivism learning theory, collaborative learning theory, and situated learning theory are still explored by academic community within the context of artificial intelligence and smart learning environment.

Easy JavaScript Simulation (EJSS) Data Analytics for Singapore

We have integrated Easy JavaScript Simulation (EJSS) Data Analytics into the national Learning Management System for Singapore schools, known as the Singapore Student Learning Space (SLS). EJSS Data Analytics enhances the teaching and learning experience for educators and students by enabling educators to monitor and evaluate students’ interactions with interactive computer simulations. The data analytics and visualisation capabilities are delivered using the Moodle platform and version 1.3 of the specifications for Learning Tools Interoperability (LTI). In this paper, we showcase the potential for EJSS Data Analytics to identify students’ learning difficulties and misconceptions. Four examples of EJSS Data Analytics applications are provided to illustrate insights on aspects that include understanding a student’s sequential actions leading to specific task outcomes, the frequency of task attempts by each student, and the ratio of students achieving correct versus incorrect task completions. We identify five key considerations for designing the EJSS teacher dashboard. These considerations relate to Student Thought Process, Student Behaviour, Student Engagement, Student Choice, and Teacher Feedback. These five facets provide a framework for aligning our design efforts with the needs of students and teachers, also drawing upon research in data analytics for education.

Violence and Higher Education Quality in Zambia: A Theoretical Framework

Violence, in the same measure as shortage of adequately qualified teaching staff, inadequate infrastructure for teaching and learning, and inadequate capacity to develop curricula, poses a significant threat to the quality of education in the higher education institutions in Zambia. Through the lens of a theoretical framework, this research paper delves into the effects of violence on the educational landscape by examining the perceptions of students, faculty, and administrators. With a comprehensive approach that includes 100 interviews and 10 focus group discussions with students, faculty, and administrators to explore their perceptions of violence and its effects on the quality of education, this study aims to shed light on the intricate dynamics between violence and education quality. Violence in higher education institutions is a multifaceted issue with significant ramifications for the quality of education provided. In Zambia, where higher education plays a crucial role in national development, understanding the dynamics of violence within these institutions and its effects on educational quality is imperative. This theoretical framework aims to provide a structured approach to investigating the relationship between violence and the quality of higher education in Zambia, drawing on existing literature and secondary data collected by the Higher Education Authority (HEA). By employing a theoretical framework that integrates diverse perspectives, this study aims to provide a comprehensive understanding of violence in Zambian higher education institutions and its implications for the quality of education. The findings will inform evidence-based interventions to address violence and enhance the educational experience for students and faculty.

Race Matters: A Family–Educator Antiracist Curriculum Collaboration

ABSTRACT Systemic institutional racism in schools engenders different and difficult educational experiences for students of Color. Relatedly, there is an enduring divide between home and school that often influences school curricula, teachers’ pedagogies, and students’ educational progress. Considering this preclusion to learning, this case study gleans insight from a K-5 urban elementary school that partnered families and educators in an antiracist curriculum collaboration. Utilizing tenets of critical race theory and community cultural wealth, three salient themes emerged: (1) centering family voices and experiences, (2) calling for more antiracist practices and curricula, and (3) moving beyond the racist/not racist binary. We conclude with recommendations for schools engaging in antiracist work with family members.

COMPENSATION SYSTEM AND TEACHER WORK DELIVERY IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ABEOKUTA SOUTH LOCAL GOVERNMENT AREA, OGUN STATE, NIGERIA

Compensation system is a veritable tool in the hand of the administrators to enhance the performance of teacher in terms of work delivery. Often times, this key variable is not effectively managed by employers of labours, hence, this study discusses this concept. Descriptive survey research design, was used to gather information from the respondents. There are twenty-eight public secondary schools and thirty-five registered private secondary schools in Abeokuta south. Stratified random sampling was used to select twenty (20) schools base on location and size from the population of sixty-three (63) schools, which were divided into groups of public and private school. Mean and standard deviation was used in descriptive statistics.The hypotheses were tested through inferential statistical analysis using linear regression and multiple regression analysis.The evaluation and tests for hypothetical statements employed a 95% standard error at a 0.05 level of significance. Fringe benefits increase job satisfaction by providing additional perks that make teachers feel valued and secure. Incentives, such as bonuses and recognition, foster motivation, encouraging teachers to put in extra effort and excel in their work. Thus, a comprehensive compensation system encourages effective work delivery among teachers, ensuring a high-quality educational experience for students.

Personalized Recommendations of Online English Teaching Resources for Higher Vocational Education

Abstract Facing the intricate challenges of English instruction in higher vocational colleges, this research innovatively employs online resources to elevate educational quality and learner efficiency. It critiques the ineffectiveness of “one-size-fits-all” educational models and proposes a cutting-edge personalized recommendation system. This system adeptly curates learning materials to align with individual students’ learning patterns and competencies. By pioneering the TDINA and CUPMF models, and synergizing them with convolutional neural network (CNN) technology, our study dives deep into the educational content, ensuring precise resource recommendations. The system’s prowess was demonstrated through the successful recommendation of 815 resources, identifying strengths in electronic wall charts and courseware, alongside areas for enhancement in microclass scripts and recordings. A specialized experiment in personalized exercise recommendations further underscored the system’s efficacy, accurately tailoring the exercise level and difficulty to students’ learning capacities. Significantly, the CUPMF model emerged as a robust tool in refining the accuracy of these personalized recommendations, heralding a new era of bespoke educational experiences for students.

Social media interaction and analytics for enhanced educational experiences

In this paper we present an innovative system based on social media and high quality multimedia content delivery designed to enhance the educational experiences of students in cultural centers and museums. The system brings together students that are viewing an educational movie with a panel of experts that may be geographically dispersed, and engages them in an exciting social media experience via which they can interact with each other as well as with the remote experts. We employ appropriate methodologies for monitoring and analysing social network activity in order to extract valuable information from the social network activity and use it to seamlessly annotate in real-time the presented educational movie using anthropocentric semantic extraction based on MPEG-7. In this way, the multimedia content of the presented movie can be easily reviewed by multiple geographically dispersed individuals, and impoved afterwards according to the received feedback, thus maximising the benefit for students, teachers and content producers alike.

THE IMPORTANCE OF ART SUBJECT IN COMPLETE EDUCATION SCHOOLS

This research explores the intersection between art and integral education, seeking to understand how the significant insertion of artistic practices can contribute to the student’s full development in the Brazilian educational context. Based on works by authors such as Gadotti (2009), Cavaliere (2014), and Oliveira (2019), the research highlights the importance of art not only as a discipline, but as a catalyzing tool for expression, creativity and socio-emotional development. The results reveal practical and structural challenges in the effective implementation of artistic practices, as evidenced by the research by Cardoso and Oliveira (2022). The gap between theory and practice highlights the need for a thorough review of educational policies to ensure that art is meaningfully integrated into everyday school life. Legislation at the state level, exemplified by laws in Goiás, signals the search for pedagogical innovation and the need for constant updates to align educational practices with contemporary demands. This legislative dynamism suggests a constant dialogue between theory and practice, emphasizing the importance of a flexible and adaptable approach in implementing artistic practices in comprehensive education. By drawing horizons for a comprehensive education enriched by art, this research contributes to the development of strategies and policies that promote a more complete and meaningful educational experience for students, going beyond the mere transmission of formal knowledge.

A Study on the Competencies of Preservice Secondary Teachers to Enhance the Achievements of the Students in Learning English

The capacity to communicate effectively in English is crucial for pupils in today's worldwide society. Teachers of English who are themselves proficient in the language may do wonders for their pupils' linguistic growth and academic success. Their knowledge and hard work provide an engaging and encouraging educational environment, giving pupils the tools they need to develop their language abilities to their full potential. The purpose of this research is to identify the competencies so that successful English pre service teachers use it to help their students to become better language users and achieve to greater academic achievement. Thus this study will provide insights that can positively create an impact on language learning outcomes and enrich the educational experiences of students in the English language classroom. This is a qualitative research. The study's researcher collected the information from number of sources on best practices organized by school to inculcate values. Capturing the depth, nuance, and surrounding circumstances of the topic at hand is a primary goal. This approach seeks to understand context of competencies of English pre service teachers to enhance students' achievement in English. Thus a qualitative methodology provides valuable lens to gain insights into the multifaceted nature of effective teaching practices. Moreover, this study will explore the interplay between these competencies that can create a harmonious and enriching educational experience for students, promoting deeper grasp of the English language. The outcomes of this investigation have major consequences for teacher preparation programs. Pre service teachers will be better to accommodate the students' wide range of demands and achieve greater results in language learning if these competencies are included into their training. As a result of this study's findings, the teaching methods will be improved for the benefit of students learning English language. It will illuminate the essential qualities and pedagogical strategies that will foster productive learning environments in English language classrooms. Effective language education requires wide range of competencies, including not just a command of the target language but also of its pedagogical content, classroom management, student differentiation, technological integration, and cultural awareness. By adopting these competencies, pre service teachers will help students to develop language proficiency that will serve them well in school and beyond.

Resilience Amongst Students at a University that Promotes Entrepreneurship

Students, particularly those that are classified as disadvantaged, face many struggles in higher education. These are students from low-income backgrounds and often rely on the campus facilities to enrich their university experience and to make up for some of their disadvantage. Since the Covid-19 pandemic research in higher education has been following the trends in student life experiences and development. Most of this research suggests that Covid-19 has created new challenges for students and the university. While this is true most of the challenges were already present but only amplified by the Covid-19 pandemic. This paper argues that Covid-19 has only been a season of hard “reboot” into resilience. Qualitative data from thirteen (13) semi-structured interviews with South African university students is used to demonstrate the Covid-19's re-awakening of resilience amongst disadvantaged students. This data is also analysed to understand the effects of resilience in the broader student experience in higher education. The data shows that students have concerns about on and off-campus experiences, turbulent online learning, and limited funding as well as the livelihood strategies they have had to adopt. The findings show the lived experience of performing against all odds amongst disadvantaged students. It is also evident that while this is embraced by society and some research it normalises student hardship and campus inequities. In conclusion the blind-spots in student hardship and as exacerbated by Covid-19 are highlighted. This paper assists researchers, university management and student development officers to meet halfway the student resilient efforts in a meaningful way. In practice this research provides university entrepreneurship mentors and student development practioners with tangible student needs to consider when dealing with students amidst a crisis, but also when mentoring students to become entrepreneurs in a difficult period.