Educational Journey Research Articles

Continuing the course

Preetee Hylton takes us through the second stage of her oral health education journey.

Novice elementary teachers’ pedagogical journey in far-flung schools in the time of COVID-19 pandemic

Abstract This study was conducted to explore the experiences of novice elementary teachers assigned in far-flung schools in the time of the coronavirus disease 2019 (COVID-19) pandemic, anchoring on reflective practice using Kolb’s (2015) experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed mini-virtual ethnography by interviewing four novice elementary teachers teaching in schools located in mountainous areas. The data gathered were analysed using thematic analysis. Recorded interviews were transcribed, coded and sorted to identify the different themes. The study revealed that teachers experienced challenging and fulfilling encounters on their journey. To cope with the challenges brought by the pandemic, the teachers found means to ensure that education continued amidst the crisis, with the help of various stakeholders. Out of their experiences, teachers gained a lot of realisations and aspirations for their students, parents and self. They have seen that what they went through will help them become stronger, and there is still hope despite what is happening. By engaging in reflective practice, teachers were able to think and reflect on their experiences, learn from the experience, plan for a change and improve their learning and instructional practices.

Examining the Relationship Between First-Gen Students’ Networks and Their Higher Education Journey

This study seeks to discover the meaningful and impactful high school relationships that first-generation, students of color studying at the University of Florida had while in high school. Personal network maps and student interviews were used to identify the key high school relationships that left a lasting impact on students’ post-high school journeys. Results showed five main relationship types were helpful to students: family, teachers, counselors, self-advocacy, and friends. This paper specifically focuses on the positive impact that friendship/peer support had on first-generation students attending the University of Florida while they navigated high school and the college-going process as this was an unanticipated finding that ended up being significant in the data. Peer support and peer mentorship allowed first-generation students to not only gather information and work through the college application process together with their peers, but peers also supported the emotional well-being of the first-generation students during this time. This study can help stakeholders and educators understand the importance of friendship and peer support among first-generation students while they are in high school and the positive impacts it has on improving their college access.

‘Growing from an acorn to an oak tree’: a thematic analysis of international students’ cross-cultural adjustment in the United States

ABSTRACT Embarking on an educational journey overseas can be a rewarding, yet stressful experience for many international students. The transition to their new university life, which is not always well understood and supported by host institutions, is often accompanied by unique difficulties and challenges resulting from unfamiliarity with a new academic environment, social and cultural differences, and language barriers. This study examines the cross-cultural transition experiences of international students enrolled at a mid-sized university in the Mid-Atlantic region of the United States (U.S.). Using qualitative methods, we collected and analyzed data from reflection essays written by 378 international students between 2013 and 2020. This yielded experiential themes surrounding cross-cultural adaptation, adjustment, and acculturation to new local norms and values while studying in the U.S., including during an unwelcoming political climate and a global health pandemic. Drawing on Ward and Kennedy's (1999) model of sociocultural adjustment, we found that the experiences of international students were often characterized by distinctive psychological and sociocultural components. We contextualized the diverse student perspectives and relied on student voices to guide implications and offer recommendations to university staff and administrators with a goal to strengthen support services, enhance experiences, and ensure the well-being and success of this community. To our knowledge, this study represents the first time that a large data set of narratives, through reflection essays, has been analyzed to better understand the cross-cultural encounters of international students, both inside and outside of the classroom.

Journey of Free and Compulsory Elementary Education in India

Education is a process of human enlightenment and empowerment for developing a better quality of life. The progress of any nation can be gauged from its achievement in education. Education is the tool that can play a vital role in improving the socio-economic conditions and prosperity of a nation. According to Indian Constitution, Article 21A states that it will be the responsibility of government to provide free and compulsory elementary education to all the children of age group 6 to 14 years. The right of free and compulsory elementary education in India has faced many ups and downs. After very long journey Indian Parliament passed RTE Act 2009 on August 4, 2009, which describes the modalities of the importance of free and Compulsory Education for children between 6 to 14 years in India under article 21A of the Indian constitution. This article tries step to step review of the efforts made by various stack holders for free and compulsory elementary education in India.

Transition as one step on a transformational journey

Developing a sense of belonging is intimately linked to a successful transition and to student. The pandemic has acerbated existing problems with students across the sector reporting difficulties connecting with each other and their universities. This paper reports a simple activity to encourage meaningful dialogue between students and teachers in the first weeks of study. The ‘My journey’ activity involves students and teachers discussing key points and decisions in their educational journeys. It has been successfully used in-class, and synchronously and asynchronously online. The journeys are also captured through an interactive map to celebrate diversity.

Grief as an Integral Part of the Third Culture Kid Transition Experience: A Position Paper

Arising from increasing globalization, growing numbers of families may find themselves relocating internationally because of work, while children in these families, often referred to as Third Culture Kids, may find themselves grieving for family, friends or possessions left behind. Research suggests that what Doka (2002) describes as disenfranchised grief may influence how such students perceive their experience with school transition programs. This article is part of a larger, ongoing study on Third Culture Kids and their experience with transition programs. Schools are increasingly recognising that supporting Third Culture Kids is essential to ensuring student transitions are successful, while continuing to develop strategies to guarantee the positivity of the student transition experience. International schools also need to consider and include strategies for specifically addressing disenfranchised grief in the Third Culture Kid transition programs. Academic research, as opposed to anecdotal evidence, is needed to better understand how Third Culture Kids experience grief during their transition and how they can best be supported by the school. This article examines the current research around several existing grief models, and how they potentially relate to Third Culture Kids and transition programs. The article is a position paper that presents a call for further research relating to Third Culture Kids through the theoretical lens of grief and loss, in order to provide education professionals with resources that can best support Third Culture Kids on their educational journey.

DACAmented Latina Students’ Testimonios About Their Educational Journey Against the Backdrop of Racist Nativist Discourse in Washington State

ABSTRACT During the anti-immigration climate of the Trump administration rooted in racist nativist rhetoric, the feeling of vulnerability became palpable for Undocumented and DACAmented students. Racist nativism, however, is not a new phenomenon; it existed long before the Trump Effect. This study presents the testimonios of seven Undocumented and DACAmented Latinas as they grow up in central and eastern regions of Washington State. These testimonios reflect the lived experiences in the intersections of racism, nativism, and classism. A LatCrit framework with an analysis of racist nativism is used to illustrate the ways racism intersects with other facets of discrimination as these students navigate their high school and college educational trajectories. Using this framework provides a window for understanding how K-16 educators normalized and legitimized racist nativist discourses during the period of 2000 to 2010. This study also highlights the ideological complexities as these discourses intersect racism, nativism, and classism. Finally, this study calls for policies to address racist nativist discourses in the educational system and address Undocumented and DACAmented students’ educational needs, primarily to mitigate the negative impact of the last four years’ extreme political rhetoric on this vulnerable but empowered group.

Analysis And Enhancement Of The Senior High School Physical Education And Health Curriculum

This investigation embarks on a thorough examination of the Senior High School Physical Education and Health Curriculum, aiming to dissect its existing framework, pinpoint areas for refinement, and ultimately amplify the curriculum's influence on students' physical well-being and educational journey. This scholarly inquiry seeks to evaluate and refine the Senior High School Physical Education and Health Curriculum under the purview of the Department of Education (DepEd) SHS. Its core objective lies in appraising the present condition of the curriculum, with a focus on alignment, efficacy, pedagogical approaches, challenges, and avenues for enhancement. Through a comprehensive inquiry, this study strives to address pivotal inquiries concerning the curriculum's blueprint, encompassing facets like Physical Fitness, Sports, Dance, and Recreation. Moreover, the research delves into potential disparities in curriculum status based on demographic attributes such as Age, Gender, Educational Qualification, Length of Service, and Teaching Grade Level. Employing a blended methodology, the study integrates quantitative techniques. Data collection transpires via surveys administered to 54 educators, including Physical Education and Health teachers, coordinators, and instructors from both public and private educational institutions within the Zamboanga region. The demographic insights gleaned from participants illuminate aspects of gender distribution, grade-level assignments, institutional categorization, age cohorts, tenure, and educational attainments. Rigorous validation and reliability assessments are upheld through expert scrutiny and preliminary testing of the survey instrument. Ethical considerations take precedence, safeguarding participant well-being, privacy, and informed consent. The study's findings hold the promise of advancing comprehension of the curriculum's current status and facilitating the development of strategies for its enrichment, thereby ultimately fostering heightened student engagement and enriching learning outcomes in the realms of physical education and health.

Joining students on their SLICCs journey

At Waterloo Engineering, we have great student leaders who go far beyond the average of 120 hours needed for a course credit in leadership roles, but currently receive no academic credit for this work. The SLICC (Student-Led, Individually-Created Course) model, developed by professors at the University of Edinburgh, is a great way to help the student leaders reflect on their own leadership experiences in a personalized format, producing a product that is of value to them. That is the motivation for a new course, offered in the winter 2022 term for the first time, GENE 415: Practical Analysis of Student Leadership Experience.
 As instructors, we were completely new to the SLICC model. After some basic training in the mechanics of the SLICC process with folks at Waterloo who are implementing it in their courses and support from folks at the University of Edinburgh, we put ourselves through a SLICC project with our students. This was done with lots of support from a senior educational developer from the Centre for Teaching Excellence.
 This is the story of SLICCs being implemented by two seasoned instructors and their educational journey to guide ten senior engineering student leaders through a new course designed to acknowledge, through course credit, their substantial leadership experiences throughout their undergraduate studies in engineering. This SLICC experience was completed at the height of the Omicron wave of COVID-19 in Ontario, revealing both the benefits and challenges of this self-directed learning model being implemented in an online environment and then shifting to in-person.

The role and place of mentorship for young people with blindness and low vision in educational contexts

PurposeThe purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a conceptual framework for developing mentoring opportunities for young people with BLV.Design/methodology/approachExperiences of formal and informal mentorship were gathered within two distinct groups: adolescents with BLV in Australia and young adults with BLV in Canada. Qualitative data were collected from semi-structured individualized interviews regarding the experiences, understanding, and valuing of mentorship within these groups.FindingsResults indicate the importance of informal role models and formal mentors within the lives of participants and how these become more refined and specific over time. Australian students valued role models as examples of success and inspiration for their own goals. Canadian mentees desired mentors as examples of personal lived experiences and providers of career-specific advice.Originality/valueThe study is original in its focus on the role of mentors for young people with blindness or low vision.

Jaringan Ulama: Penyebaran dan Pembaharuan Pendidikan Islam di Nusantara

In this article, the author re-explores the dynamics of the educational journey in the archipelago with various policies of the Dutch colonial period to the arrival of Islam which has transformed. The role of Nusantara scholars brought about a change in the face of education in the archipelago which was previously organized by the Dutch colonial government with a system that was discriminatory and religiously neutral. The network of clerics began by establishing trade relations between Muslims of the Archipelago in the coastal region. After gaining political power, it then penetrated the bureaucracy, namely the Islamic Sultanate. At this, stage Islam comes by emphasizing the introduction of Islamic values in society. Furthermore, the education system developed with the existence of Surau or Langgar (small mosque) and developed into an Islamic boarding school. Educational renewal materials unite Islamic values, with the content of science and technology.
 

Medical Students' Perception of Their "Distance Traveled" and Its Role in Medical School Applications: A National Qualitative Study.

Purpose: The holistic review of applicants conducted by medical schools includes an assessment of their distance traveled (e.g., hardships overcome) to get to this point on their educational journey. 1 What medical students consider to be distance traveled and how they think it should be included has not been explored. This qualitative study seeks to address this gap in knowledge and centers the voices of medical students by attending to how they conceptualize their own distance traveled. Method: We conducted semistructured interviews with U.S. medical students through purposeful sampling methods. Recruitment targeted medical students enrolled at schools that referenced the term “distance traveled” as part of their holistic review process on their admissions webpage. The Social-Ecological Model framework was used to develop questions to elicit participants’ experiences that contributed to their distance traveled and drew insights about how students felt medical schools should incorporate distance traveled into their holistic reviews of applicants. Interviews ranged from 60 to 75 minutes. Transcribed interviews were analyzed according to interpretive description. Results: A total of 31 medical students representing a wide range of demographic backgrounds (e.g., 13 (42%) identified as underrepresented in medicine, 27 (87%) were first-generation students) from 7 medical schools were included in the study. Overall, participants defined distance traveled as an applicant’s hardships (e.g., being the primary caregiver for a family member) and privileges (e.g., having physician parents) they experienced. Participants thought including distance traveled in the holistic review of applicants would provide the necessary context medical schools need to assess applicants’ relative success and their passion for becoming a physician. For example, some students had to work multiple jobs during undergrad to support themselves and their families, leaving them little remaining time to study, volunteer, or lead student organizations. Second, participants believed these experiences should be assessed in an open format (e.g., free word response, open-ended interview question) by specifically asking students to share how their hardships/privileges affected other aspects of their application. Third, students felt that the components of a medical school application (e.g., disadvantage essay, personal statement) had vague prompts that led many applicants to not write about their distance traveled for fear they would be seen as showing weakness rather than resiliency. Discussion: Medical students felt asking specifically about applicants’ hardships and privileges was important to learn about their distance traveled. As medical schools have begun incorporating distance traveled in their holistic reviews, our study represents the first attempt to understand distance traveled from the perspective of applicants. Significance: Medical students believe understanding an applicant’s distance traveled is a crucial component of the holistic review process. In our sample, distance traveled was defined as the hardships and privileges an applicant has experienced—and learning about it provides the necessary context to equitably assess the other components of their application. There was a clear paradox between how students felt distance traveled should be elicited and how many medical schools are currently learning about an applicant’s distance traveled. Addressing this inconsistency to better assess applicants’ distance traveled could be one way to create a more equitable admissions process. Acknowledgments: The authors wish to thank Dr. Steven Gay from the University of Michigan for his contributions to the narrative of this project.

REFLECTING BACK AND GOING FORWARD: Promising Pedagogical Practices for Culturally Relevant/Sustaining and Equitable Online Leadership Education

According to the U.S. Department of Education’s National Center for Education Statistics, in the fall of 2020, 72.8% of U.S. postsecondary students were enrolled in distance education courses—up from 36.3% in the fall of 2019. While this surge may be explained by a number of factors, one of the most significant factors is the COVID-19-induced pivot to online learning. The rapid and intense expansion in distance education due to COVID-19 offered learners some sense of continuity in their studies, but it also revealed stark inequities in learner resources and access—especially for students of Color and students from lower-income households. Further, as COVID-19 spread, the U.S. roiled in a “twin pandemic” of racial injustice that continued to metastasize—spawning more pain-points such as online environments where racism became unmasked when face-to-face norms were abandoned. These revelations about the shadow side of online learning are particularly concerning in the context of leadership education and its commitment to inclusion, collaboration, and holism. Given this new context for online leadership education, the purpose of this piece is to reflect on how the Journal of Leadership Education has shepherded the journey of online leadership education and what the future of this journey might look like for online leadership educators committed to change. Scaffolded by the Community of Inquiry model, we offer promising practices that address cognitive, social, teaching, and learner presence in the pursuit of culturally relevant/sustaining and equitable online leadership education.

Developing a Sustainable Digital Transformation Framework for the Continuum of Primary to Tertiary Education in Bangladesh: A Secondary Data and Document Analysis Approach

This research article delineates the development of a sustainable digital transformation model aimed at improving the educational landscape from primary through tertiary levels in Bangladesh. Given the digital revolution's significant role in modern education, it is crucial for countries to adapt and transform their educational models to ensure a future-ready generation. Our approach focuses on secondary data and document analysis, enabling us to draw insights from existing reports, studies, and educational policies. The first section of the paper examines the current state of digital infrastructure in Bangladesh's education system, identifying areas where digital technology has yet to be fully integrated or utilized. It provides an assessment of the challenges, including socio-economic factors, rural-urban disparities, and infrastructure limitations that may hinder the digital transformation process. Following this, the paper introduces a comprehensive, scalable, and sustainable model for digital transformation. This model is premised on robust digital infrastructure, inclusive digital pedagogy, capacity building among educators, and a policy framework that encourages innovation while ensuring equal access to digital education resources. The paper concludes by highlighting how this model can significantly enhance the quality and reach of education in Bangladesh. It also provides a roadmap for similar low-to-middle-income countries embarking on their digital transformation journey in education. Through our research, we aim to promote an inclusive, sustainable, and digitally-enabled education system that leaves no one behind, adhering to the global Sustainable Development Goals.

Two parts of an indivisible whole - Midwifery education and feminism: An exploratory study of 1st year students' immersion into midwifery

BackgroundEmancipation and self-determination are critical elements of midwifery care and therefore should be explicit in midwifery education. If not, the woman-centred midwife with her trust in women and birth may become a thing of the past, and the patriarchal, technocratic medical model of maternity care, with its trust in machines and misguided interventions will continue to dominate childbearing practices. The optimal time for exposure to feminist principles within the midwifery educational journey, however, is unknown, despite recognition that teaching feminist theory and related concepts positively impacts the way students value women-centredness in midwifery practice. ObjectiveTo understand midwifery student's perspectives of assimilating feminist theory and midwifery philosophy. DesignA qualitative approach using reflective journals was used to explore student midwives understanding of midwifery as a feminist profession. SettingOne regional Australian University that teaches midwifery at two campuses, one of which straddles a state border. ParticipantsFirst session, first-year midwifery students undertaking a unit of study focusing on “what is midwifery” and how at its core, midwifery is a feminist emancipatory political discipline. MethodsData from weekly reflective journals were analysed to produce themes. FindingsThree themes were identified ‘Midwifery: Past and Present’, ‘What is this ‘F’ word? – feminism revisited’, and ‘Midwifery-feminism dyads’. These themes demonstrated transformative learning had occurred as participants appeared to value understanding feminism as the essence of midwifery philosophy early in their midwifery studies. ConclusionStudents embarking on their journey appear to value assimilation of feminist theory as a core tenet of midwifery philosophy. Feminist principles, particularly the protection of women's rights to informed choice, trusted relationships, dignity, and control throughout their childbearing journey appear to illustrate the emancipatory nature, and importance of, truly ‘woman-centred, partnership-based midwifery care’. Recommendations for practice and further researchWhilst the findings of this study relate to midwifery students, the findings point to a need to explore ways to strengthen midwives' assimilation with feminist theory, and their ability to promote feminism and provide woman-centred, partnership-based approaches.

Virtual game boys: an examination of Black male cyberbonding play as navigation of a Hispanic Serving Institution

This critical qualitative study uses education journey maps (EJMs) as undergirded by critical race theory to examine how three Black male collegians use cyberbonding play to navigate the geographies of racism while attending a Hispanic-serving Institution (HSI). Sociospatial dialectic is applied in concert with educational journey mapping to center participants in a collaborative research process. Education journey maps (EJMs) created by participants explained the multidimensional value of contextualized counter-cartography narratives to understand the benefits of engaging in play across physical and virtual geographies. Each EMJ was created by participants using: (a) constructive prompts; (b) continual access; (c) genuine reciprocity; and (d) expressed authentic gratitude (Annamma, 2018). Unfurled digital and physical spaces yielded two emergent themes that comprised cyberbonding play: 1) “Get what you came for!”; and 2) User Friendly. Study findings inform how Black male collegians purposefully use cyberbonding play while in pursuit of degree attainment despite college geographic hostilities.

Factors leading to the academic failure of undergraduate medical students - Predict early to prevent.

The main objective of the study was to explore the factors to predict academic failure before the first major assessment. An exploratory qualitative study was conducted from March 2021 to August 2021 at Riphah International University. Using the purposive sampling technique, 16 students and seven teachers were included in the study. Eight online interviews were conducted with students who were academic failures and two focus group discussions were held with eight high achievers and seven teachers. The data was analyzed and thematic analysis was done. Thematic analyses deduced relevant themes which were: Educational Journey Does past matter? Essential for learning, Personality and psychological make-up, and assessment of behaviour. The factors identified were performance record, learning difficulty, educational dislocation, missionless and purposeless, against free will, tuition, poor self-regulation, low effort, procrastination, non-reflective practice, cognitive load mismanagement, limited remediation, hesitant help-seeking, low self-efficacy, introvert behaviour, demotivation, emotional imbalance, observation of student behaviour, assessment of assigned task. Academic failure can be predicted early and salvaged.

An innovative approach to using an intensive field course to build scientific and professional skills.

This paper reports on the design and evaluation of Field Studies in Functional Ecology (FSFE), a two‐week intensive residential field course that enables students to master core content in functional ecology alongside skills that facilitate their transition from “student” to “scientist.” We provide an overview of the course structure, showing how the constituent elements have been designed and refined over successive iterations of the course. We detail how FSFE students: (1) Work closely with discipline specialists to develop a small group project that tests an hypothesis to answer a genuine scientific question in the field; (2) Learn critical skills of data management and communication; and (3) Analyze, interpret, and present their results in the format of a scientific symposium. This process is repeated in an iterative “cognitive apprenticeship” model, supported by a series of workshops that name and explicitly instruct the students in “hard” and “soft” skills (e.g., statistics and teamwork, respectively) critically relevant for research and other careers. FSFE students develop a coherent and nuanced understanding of how to approach and execute ecological studies. The sophisticated knowledge and ecological research skills that they develop during the course is demonstrated through high‐quality presentations and peer‐reviewed publications in an open‐access, student‐led journal. We outline our course structure and evaluate its efficacy to show how this novel combination of field course elements allows students to gain maximum value from their educational journey, and to develop cognitive, affective, and reflective tools to help apply their skills as scientists.

Barriers and facilitators to education experienced by students with disabilities in low- and middle-income African countries: a systematic review of qualitative evidence.

This review sought to collect and synthesize studies that investigated the lived experience of barriers and facilitators to educational access and excellence for students with disabilities in low- and middle-income African countries. Access to education in low- and middle-income African countries for students with disabilities is often inequitable. Although governments have developed policies and programs for student with disabilities, much of the literature guiding policy and program development has focused on the views of academics, parents, teachers, and political figures. This systematic review considered studies that included participants who were students or trainees at the time of the study, have a disability, and were located in a low- and middle-income African country. The phenomena of interest were barriers and facilitators to educational success for students with disabilities. This review included qualitative, interpretive, and critical studies that drew on the experiences of students with disabilities. An initial search was conducted in CINAHL and MEDLINE, followed by development of a full search strategy that was used for AMED, Embase, CINAHL, Global Health, MEDLINE, and Epub Ahead of Print, In-Process and Other Non-Indexed Citations, Daily and Versions, spanning from 1910-2021. Articles were limited to those published in English. The JBI approach was followed for study selection, critical appraisal, data extraction, data synthesis, and assessing confidence in the findings with ConQual. Thirteen qualitative studies were included from seven African countries, and included primary, secondary and postsecondary students. The data were qualitatively synthesized into 64 findings, within six categories, which then formed two synthesized findings. The synthesized findings were: barriers and challenges to engaging in education, and supports for educational success. This review is a synthesis of the lived experiences of students with disabilities in low- and middle-income African countries to understand, in their own words, the challenges and supports they encounter during their educational journeys. Although many barriers and supports reported by students with disabilities and other stakeholders (eg, parents, teachers, administrators) are similar to those identified in this review, our findings identify that integrated research that includes students with disabilities will provide contextual and individual factors that are crucial for students to achieve equitable access to education. PROSPERO CRD42019137951.