Educational Planning Research Articles

Heads of Schools Preparation of School Environment for Actualizing Student Mothers’ Continuation with Education in Public Secondary Schools in Dodoma Municipality

This study aimed to investigate the heads of schools' preparation of the school environment in actualizing student mothers’ continuation with education in public secondary schools in Dodoma municipality. Guided by the Clinical Supervision Model (CSM) developed by Goldhammar in 1969, the study used the convergent design under a mixed methods research approach. Targeted 40 heads of schools, 312 secondary school teachers, and 291 student-mothers, a sample of 6 heads of schools, 60 teachers, and 12 student-mothers was drawn, making a total of 78 respondents. Data was collected using questionnaires and interview guides whose validity was ensured by education experts in educational administration and planning. Based on the pilot test data, the reliability of teachers' and student mothers’ questionnaires was established through Likert-type items where 0.81 and 0.75 Cronbach-Alpha coefficients were separately obtained with the aid of SPSS version 22. The credibility and dependability of the qualitative data gathered through interview guides were carried out through instrument triangulation and peer debriefing approaches. At the same time as the qualitative data were analyzed thematically and presented in quotations, the quantitative data were analyzed descriptively and tabulated in frequencies, percentages, and means. The study revealed that public secondary schools in Dodoma Municipality did not have on-site childcare facilities. The study also exposes that schools are striving for inclusive learning, but lack counseling, mentorship, financial aid collaboration, teacher professional development, and flexible academic programs. The study concluded that there are still inadequacies in assistance, even if school administrators have made strides toward fostering inclusive learning environments and honoring the accomplishments of student mothers. As adaptive academic programs are being introduced, additional supportive measures should be strengthened. Student mothers should participate in school-run initiatives and programs intended to assist them.

A Retrospective Study Distinguishing between Hyperacusis and Misophonia in children with Auditory Processing Disorder (APD)

ObjectivesDecreased sound tolerance (DST) is common in children with auditory processing disorder (APD). This study aimed to differentiate between hyperacusis and misophonia in children with APD. DesignA retrospective study evaluating outcomes of structured history and co-morbidity following Research Domain Criteria (RDoC) frame-work. Misophonia was considered as oversensitivity to eating/chewing sounds and hyperacusis as oversensitivity to other sounds. Study sampleTwo hundred and seventy-nine children (160 males; 119 females), 6-16 year-olds with NVIQ ≥80, diagnosed with APD between January 2021 and December 2022. ResultsOne hundred and forty-three out of 279 children with APD had DST, of which 107 had hyperacusis (without misophonia) and 36 had misophonia. Misophonia co-existed with hyperacusis in 35 children (97 %), and in one child misophonia occurred without hyperacusis. Misophonia was prevalent in older children, in females, and those with tinnitus. Fear and being upset were predominant emotional responses in hyperacusis (without misophonia) while disgust and verbal abuse were prevalent in misophonia (with or without hyperacusis). Compared to children without DST, the hyperacusis (without misophonia) and misophonia (with or without hyperacusis) groups had significant higher prevalence of ADHD, anxiety, and language impairment. Educational difficulties were similar in APD irrespective of the presence or absence of DST. Despite higher tinnitus prevalence in misophonia (with or without hyperacusis) along with similar co-morbidities and educational difficulties in both hyperacusis (without misophonia) and misophonia (with or without hyperacusis), the misophonia (with or without hyperacusis) group surprisingly had less support at school which was reflected in fewer Education, Health and Care Plan (EHCP). ConclusionsIn APD misophonia mostly co-exists with hyperacusis, with differences in emotional responses, tinnitus prevalence, and gender distribution when compared to hyperacusis (without misophonia). Increase in awareness about misophonia is needed, as children with misophonia may have unidentified needs. Larger scale prospective study is required to clarify if misophonia evolves from hyperacusis, and to explore the factors underlying ‘misophonia with hyperacusis’ and ‘misophonia without hyperacusis’. For clarity, DST studies need to specify if hyperacusis or misophonia co-existed when referring to hyperacusis or misophonia.

Leveraging Sankey diagrams for enhanced curriculum planning in higher education

Leveraging Sankey diagrams for enhanced curriculum planning in higher education

Study of College Counselor Team Building to Enhance College Students' Career Planning Education

Study of College Counselor Team Building to Enhance College Students' Career Planning Education

Technology adoption in the academic community: a multi-perspective study

ABSTRACT This study utilizes the UTAUT model, one of the technology acceptance models, and discusses tourism academics’ adoption of technology in teaching and research practices in the context of this model. The data collection process of the study was completed with the help of a survey, one of the quantitative research methods data collection tools, and analyzes were carried out on the data received from 403 tourism academics in Türkiye. The results of the study some descriptive features of faculty members affect their expectations from technology and attitudes towards technology. This study is limited to tourism academics in Türkiye. It demonstrates to decision makers that technology is a factor to be considered in the development of educational plans and policies.

학생의 퀀텀점프 성장을 위한 대학의 마스터키 융합교육 전략

Objectives The purpose of this study is to establish a convergence education plan to quantum jump students from local private universities whose academic capabilities are gradually declining, to nurture them into talented individuals who can take on various challenges after graduation, and to establish detailed strategies to implement them. Methods Reflecting the internal needs of students for activating convergence education obtained through the survey results of previous research and external factors such as the situation of local private universities, the need for master key education, and the trend of introduction of minor degree in domestic universities, specific convergence education strategies that can be effectively applied in universities are presented step by step. Results The strategic steps of master-key convergence education proposed in this study are: 1. Using the convergence university as a convergence education platform. 2. Strengthening the basic academic capabilities of freshmen by reviewing middle and high school courses. 3. Exploring various majors by easily teaching non-majors the core contents of each department. 4. Opening a small-scale curriculum called ‘convergence module’ by combining subjects with common educational goals from one or more departments, and awarding nano-degree to students who complete it. 5. Universities, students and/or local companies create numerous convergence majors by combining various convergence modules according to their individual needs. Conclusions Through the master-key convergence education strategies proposed in this study, universities aiming to newly introduce convergence education or make significant changes in existing curriculum can establish effective convergence education plans that can be immediately implemented with minimal reorganization of the current curriculum.

Investigating Teachers' and Students’ Evaluation of the Textbook English for Iraq for First and Second Grades of High School Based on Litz's Checklist

The present study investigates Iraqi teachers’ and students’ evaluation of the textbook English for Iraq for first and second grades of high school based on Litz's checklist using a descriptive qualitative method. The sample of this study was 2textbook books entitled “English for Iraq for 1st Intermediate” and “English for Iraq for 2nd Intermediate”. The research data was collected from the Evaluation checklist of experts consisting of 5 Points in evaluation textbooks. The results of the evaluation of the two books have mostly met the standards of a decent book based on the criteria of Litz in terms of objectives, layout&design, methodology, skills, elements of language. This study also intended to examine EFL teachers’ and students’ points of view on these two textbooks. The participants were 70 first and second-grade intermediate school students and 30 EFL teachers who chose from various intermediate schools in Wasit province. The researcher designed two questionnaires to evaluate these textbooks. The examinations uncovered that EFL teachers were to some extent happy with the “English for Iraq textbook series”; Not with standing, EFL students were fairly impartial. The evaluation also indicated that the English for Iraq textbook meets the CLT educational plan's points and targets in introducing the exercises and activities through legitimate texts (fiction and nonfiction) that are connected with genuine circumstances. The findings of this work may hold any importance with Iraqi EFL teachers, materials designers, and the partners engaged with the materials readiness Departments of the Iraqi Ministry of General Education.

Adapting to the 21st Century Learning: Teaching Strategies of Filipino Sped Teachers in the United States

This study employs a narrative research methodology to explore the instructional modifications and teaching practices utilized by Filipino Special Education (SPED) teachers in the United States to meet the demands of 21st-century learning. Through in-depth, semi-structured interviews with ten purposely selected SPED educators, key themes emerged, including technology integration, differentiated instruction, cultural sensitivity, individualized education plans (IEPs), family and community involvement, and the creation of sensory-friendly environments. Participants highlighted the importance of leveraging technology for personalized learning, implementing varied instructional strategies to accommodate diverse learning styles, and incorporating culturally relevant materials to foster inclusivity. Regular IEP reviews and active family engagement were identified as critical for enhancing student motivation and success. Additionally, creating sensory-friendly classroom environments was emphasized as essential for supporting students' sensory processing needs. The findings indicate that these multifaceted strategies not only promote academic achievement but also enhance social-emotional development and inclusivity among students with special needs. Recommendations include ongoing professional development for educators, increased parental involvement in the IEP process, and systematic reviews of instructional strategies. This research contributes to a deeper understanding of how Filipino SPED teachers adapt their practices in diverse contexts, ultimately informing educational policies and teacher preparation programs aimed at fostering equitable learning environments.

Enhancing Support for Slow Learners Evaluating Inclusive Education Models in Contemporary Classrooms

Present study assesses the effectiveness of inclusive education frameworks in supporting slow learners, a student needs extra time and resources to achieve academic success. The objective is to include these students in regular classes to promote fairness and social unity. Qualitative research study supported by six teachers working in primary, elementary, and secondary institutions in Karachi. The data collected provided thematic analysis identifying key challenges, strategies, and impacts in the implementation of inclusive education toward children with learning difficulties. Findings also show that though the models of inclusive education may uplift the slow learners both in academic performance and self-esteem, their effectiveness depends on adequate resources, flexible curriculum, and comprehensive training for teachers. Individual education plans and differentiated instruction are also identified as important. Future research has to be based on longitudinal studies and comparative studies across different cultural contexts of inclusive education models with specific attention to teacher preparation and the perspectives of slow learners.

B - 12 Differences in Quality of Life in Students with Functional Neurological Disorders by School Setting

Abstract Objective Attending school in person for students with Functional Neurological Disorder (FND) has been recommended for improved functioning and reduced symptoms. There is little to no research measuring the impact of school setting on quality of life. This study investigates whether school setting impacts parent-perceived quality of life (QoL) in children with FND. Method The study included 142 patients (ages 7–19 years old) diagnosed with FND that were seen in an outpatient clinic at Children’s Medical Center, Dallas. Patients were classified as either participating in homeschool, regular in-person schooling, or in-person schooling with an Individualized Education Plan (IEP) or Section 504 accommodations. This did not include children being homeschooled solely due to COVID-19 school closures. A parent or guardian completed the PedsQL questionnaire. A single factor ANVOA was utilized to identify significant differences between groups. Post hoc comparisons using the Tukey HSD test were then conducted. Results Results revealed overall significant differences between groups (p0.1). Conclusions Results of this study support the recommendation of attending school in person, with or without formal support. Participation in typical daily routines may improve overall impact of pediatric FND.

Analysis of Population Change of the 0-14 Year Age Group in Türkiye (2000-2022)

Age groups with wide and narrow ranges provide the opportunity to make detailed evaluations for planning studies in demographic analyses. Particularly, population pyramids are prepared using age group data by sex. In the bottom three rows of the pyramids, 0-4, 5-9, and 10-14 age group data can be used to evaluate population growth and fertility rates. In addition, age groups provide an indication of the amount of dependent and active population in a society, thus facilitating future population forecasts. Broad age ranges categorize the 0-14 age group as the young dependant population, the 15-64 age group as the active population, and the 65+ age group as the elderly dependent population. The proportional change of these age groups in certain date intervals and the reasons for which age groups are in an upward or downward trend also give an idea about the general welfare levels of countries. The current population's demographic trends guide the planning of employment, education, health, and many other socio-economic investments. Population policies are based on the proportional distribution of age groups and population projections. In this study, the change in the population of the 0-14 age group in Türkiye has been analyzed according to the Classification of Territorial Units for Statistics Level-1 (İBBS Düzey-1) since 2000. The population amount, population density, age, and gender structure of this age group are emphasized. In the research, State Institute of Statistics (DIE) 2000 General Population Census and TURKSTAT (TÜİK) Regional statistics data for 2022 were utilized. In 2000, since the Classification of Territorial Units for Statistics had not yet been established, province-based data from 2000 were evaluated and new data were created at the “İBBS Düzey-1” (CUTS Level-1) scale in order to ensure integrity in tables and graphs.

Hospital admissions among adolescents in out-of-home care or special educational needs in England: insights from the ECHILD database of linked health, education and social care records

ObjectiveWe quantified planned and unplanned hospital admissions during adolescence for children with special educational needs (SEN) or placed into the care of the local authority (child looked after in out-of-home care; CLA). ApproachWe analysed linked hospital, education and social care records with whole nation coverage of England (ECHILD). Our cohort comprised pupils who started secondary school between 2007/8 and 2011/12 (aged 11), with follow-up until 2018/19 (up to 17-22 years old). Hospital admission rates were examined by sex across distinct groups with varying levels of support: i) no support, ii) school-based SEN only, iii) higher SEN (an Education and Health Care Plan) only, iv) CLA only, v) SEN and CLA, and vi) higher SEN and CLA. Negative binomial regression models were used to estimate rate ratios (RR) for each group relative to no support. Results The study population totalled 2,827,464 children; 65% (1,835,404) had no support, 30% (848,620) SEN only, 3% (93,620) higher SEN only, 1% (30,880) SEN and CLA, with the remaining groups accounting for <1%. Planned and unplanned hospital admission rates were higher for girls than boys. Planned admission rates were highest among younger children in both higher SEN groups. CLA groups had the highest rates of unplanned hospital admissions, especially girls aged 13-15 years with higher SEN (RR: 7.69, 95% CI: 6.86-8.65). A significant proportion of all unplanned admissions in adolescence were mental health-related. ImplicationsOur findings highlight significant unmet health needs, particularly in mental health, among care-experienced adolescent girls with SEN in their mid-teens.

Development of strategic participatory moral education management model in private vocational colleges

Addressing society’s current ethical dilemmas necessitates urgent reinforcement of moral standards. Transforming student behavior necessitates integrating legal and social measures through proactive youth cultivation within educational institutions. This study focuses on a participatory, strategic approach to managing ethics in private vocational colleges in Thailand. The researchers gathered data through structured, in-depth interviews and opinion surveys from a sample group of 400 individuals, which included directors and department heads of these colleges. The research identified two main dimensions and eleven factors essential for moral education management in private vocational colleges. The first dimension encompasses six critical factors: resource management, structural policies, educational services, personnel, financial management, and materials and equipment management. The second dimension includes five key factors: school strategies, administrative policies, teacher roles, student engagement, and community stakeholder involvement. Statistical analysis supports the causal relationship model, revealing a Chi-Square value of 33.492 and a P-value of 0.055. This comprehensive approach aims to foster sustainable moral development and cultivate desirable societal behaviors among students. It contributes to national stability and aligns with educational and vocational development plans, effectively addressing broader socio-economic challenges. The findings underscore the importance of strategic, ethical management in private vocational education institutions as a cornerstone for nurturing a morally responsible student body and supporting national development goals.

Exploring the Challenges on Career Planning Education of Higher Vocational College Students in the New Era

With the development of social economy and the diversification of career choices, the importance of college students' career planning has become increasingly prominent. In the college stage, the career planning education for college students is helpful to improve their cognition of the future career, clarify their career goals, and provide strong support for their future employment. This paper used qualitative methods to find out the factors influencing the effectiveness level of career planning education and the challenges faced by universities in implementing the teaching of career planning for college students. Through the research, it is found that the contemporary college students 'career planning guidance system is effective, targeted and feasible, and obtains a new way and new method of career planning for higher vocational college students' career planning education. It provides a reference for the career planning education of higher vocational college students in the new era. By trying to build the career education system for college students in higher vocational colleges in the new era, the career education is closer to the characteristics and reality of the education object, so as to make the career education more scientific and effective.

Investigating the Methods of Teaching English as a Foreign Language to Students with Autism Spectrum Disorder

Introduction: Teaching foreign languages, such as English, as an international language, to children with autism spectrum disorder (ASD) has been considered by the researchers of language instruction, language learning, and teachers of children with special needs. The population of children diagnosed with autism is rapidly growing and they must have similar opportunities for enhancing life skills, education, successful interactions, and universal communicative skills. Materials and Methods: This study reviews and discusses the findings of past studies that investigated effective ways and efficient methods for teaching these children English as a foreign language. Results: Although there has been restricted literature throughout the world, the reviewed studies demonstrated improvement of English language learning by suitable strategies and various methods, including pictures representing, humanoid robots, Montessori-oriented methods, applied behavior analysis (ABA), cognitive method, the picture exchange communication system (PECS), well-designed educational environments, mixed methods and strategies, speech therapy, media, total physical response (TPR), and individualized education plan (IEP). Conclusion: This narrative review encourages various interventions and integrated methods for teaching the English language to autistic children, considering their differences from diverse aspects.

Education for technologies and ICT in compulsory education in Romania. Comparative analyses, the need for reconsiderations and equal opportunities

The research analyses the situation of education in Romania regarding the presence in the official documents of the school subjects that form competences for the technological field and for ICT. The framework plans for compulsory education at the primary, secondary and lower cycle of high school were analysed. The conclusions show the fact that many of the official school documents are older than 10 years and they were developed and approved by the Ministry of Education without considering continuity and a unitary vision. If in secondary education the situation is somewhat better, in all the analysed profiles, in primary education the curricular area "Technologies" is underrepresented, although equal opportunities are offered to students from all majors. The high school operates framework plans approved in 2009, which means that there is no continuity in the study of some subjects, ICT/Computer science being present only in certain specializations. The situation is analysed in the classes belonging to mass education, the one intended for national minorities and from specializations such as: mathematics, computer science, technological, arts, music, theology, pedagogy, social sciences, sports, military, public security. A series of research directions and priorities are proposed for a better presence of technology and ICT education in the training of students for the society of the future.

Development of an educational model with a management approach to improve the competency of diabetes educator nurses; utilizing King's conceptual framework and goal attainment theory

Background Education for diabetes patients is not managed well by diabetes nurse educators because the competency of diabetes nurse educators is low, and the number of diabetes nurse educators in hospitals is not commensurate with the number of diabetes patients, which is much larger. Methods This qualitative phenomenological research uses an exploratory design. Twenty nurse managers and forty staff nurses who participated in the focus group discussion (FGD) were selected using purposive sampling. Nine staff nurses who participated in in-depth interviews were selected using the snowball method. The results of the FGD exploration and in-depth interviews produced components for developing an educational model with a management approach. The development of this educational model uses an input, process, output, and outcome approach. The input uses King’s conceptual framework approach, the method uses the theory of goal attainment and management functions, the output is the competency of nurses to educate diabetes patients, and the outcome is the health literacy of diabetes patients. This educational model was reviewed by three experts: a nursing management expert, a diabetes mellitus expert, and a health literacy expert. Results The educational model for Diabetes nurse educators with a management approach consists of five stages: 1) Educational planning includes identifying educational targets, strategy formulation, and situation analysis. 2) Organizing nursing resources includes strengthening the role of nurses as diabetes educators. 3) Nursing staff includes intraprofessional collaboration and collaboration between nurses and patient families. 4) Direction includes nurses’ motivation for diabetes patients and respecting the culture and values of diabetes patients. 5) Control includes evaluating nurse education for diabetes patients. Conclusion This education model has five competencies, which are structured and systematic so that diabetes nurse educators have the competence to manage diabetes patient education: the personal system, interpersonal system, and social system influence nurse competency.

Determination of the relationship between obesity prejudice status and eating behaviors of faculty of health sciences students

BackgroundPeople living with obesity receive treatment services from health professionals for their weight or other health needs. In order for the students of the Faculty of Health Sciences, who will be a member of the health team in the future, to raise awareness of the society, it is necessary to first determine their obesity prejudices and eating habits.MethodsThe study is a cross-sectional and descriptive research. The study data were collected from 406 students studying at the Faculty of Health Sciences by online questionnaire method using a personal characteristics identification form, GAMS 27-Obesity Bias Scale and University Students Eating Behavior Scale (USEBS). The data were analyzed with SPSS 26 statistical software.ResultsIn this study, all students were found to be prone to prejudice according to the mean total score of the Obesity Bias Scale and Obesity Bias Scale was higher in female students studying in perfusion department. In the sub-dimensions of the University Students Eating Behavior Scale, the enjoyment of food score was found to have the highest mean score.ConclusionAccording to the results of the study, there is a need to develop educational planning that will both increase the awareness of university students about the relationship between eating behaviors and obesity and eliminate obesity prejudice tendencies due to the fact that they are educated to provide services in the field of health.

TEACHERS‟, PARENTS‟ AND PUPILS‟ PERCEPTIONS ON PARENTS‟ ROLE IN THE LEARNING PROCESS OF THEIR CHILDREN IN PUBLIC PRIMARY SCHOOLS IN BUKOBA DISTRICT COUNCIL, TANZANIA

Parents’ involvement in the learning process of their children is a very crucial ingredient; it is associated with perceptions of not only the teachers, but also of parents and the pupils. These three categories’ perceptions are not empirically well known. The general objective of this paper was to determine relationships between socio-demographic factors of teachers’, parents’ and pupils’ and their perceptions on the roles of parents in the learning process of their children in public primary schools. The specific objectives were to analyse respondents’ socio-demographic factors; compare the perceptions among the respondents, and determine association between the perceptions and the respondents’ socio-demographic factors. The study data were collected in Bukoba District Council in 2021 through a structured questionnaire which included an index summated scale to measure perceptions and which was administered to 400 respondents who included 130 parents, 50 teachers, and 220 primary school pupils. The respondents were selected through purposive sampling and stratified random sampling. The overall mean and median points scored by all the 400 respondents on the perception scale were 59.9 and 60, respectively, which are high compared to the maximum possible score that was 80. Moreover, using Kruskal-Wallis test, the median scores on the perception scale differed significantly among parents (Med = 58), pupils (Med = 62), and teachers (Med 58) [H(2) = 8.926, p = 0.012)]. Also, the perceptions differed significantly between parents and pupils (p = 0.010) and between pupils and teachers (0.030), but not between parents and teachers (p = 0.946). Using Chi-square tests, home to school distance (Chi-square = 7.598, p = 0.006), parents’ employment status (Chi-square = 5.256, p = 0.022), and school urbanization level (Chi-square = 28.650, p = 0.000) were significantly associated with the respondents’ perceptions. If those factors are conducive, perceptions about the roles parents play for their children’s learning process can improve. Primary education stakeholders; including parents, pupils, and teachers; are urged to keep up their perceptions about parents’ roles in their children’s learning process. Education planners and local government authorities are urged to scale-up interventions to reduce distances from home to school by building more primary schools, as shorter distance from home to school was more associated with high perceptions.

How to establish a new medical school? A scoping review of the key considerations.

Establishing new medical schools in medically under-served regions is suggested as part of the solution to the problem of doctor shortages and maldistributions. Establishing a new medical school is, however, a complex undertaking with high financial and political stakes. Critically, the evidence-base for this significant activity has not previously been elucidated. This paper presents the first scoping review on this vitally important, yet under-researched aspect of medical education and health workforce planning. To better understand the process of new medical school establishment, this review posed two research questions: (1) What is the nature of the available literature on establishing a new medical school?; (2) What are the key factors to be considered when establishing a new medical school? Five databases and grey literature were searched in 2015 and 2021 for English-language articles, using search terms related to new medical schools and their establishment. Inclusion and exclusion criteria were based on relevance and suitability in answering the research questions. Seventy-eight articles were analysed both structurally and thematically to understand the nature of the literature and the key considerations involved. Structurally, most articles were descriptive pieces outlining personal and institutional experiences and did not make use of research methodologies nor theory. Thematically, thirteen key considerations were identified including reasons for establishment; location choices; leadership and governance; costs and funding; partnerships; staffing; student numbers; student recruitment; curriculum design and implementation; clinical training sites; buildings and facilities; information and technology resources; and accreditation. Significant gaps in the literature included how to obtain the initial permission from governing authorities and the personal costs and burnout experienced by founding leaders and staff. Although, the literature on new medical school establishment is empirically and theoretically under-developed, it is still useful and reveals a number of important considerations that could assist founding leaders and teams to maximise the outcomes and impact of their establishment efforts. Critically, the evidence-base underpinning this complex undertaking needs to be better informed by theory and research.