Educational Practice Research Articles

Developing a holistic, rights-based model for the educational inclusion of migrant and refugee students

ABSTRACT Grounded on the universal right to education, this article considers the results and suggestions from a selection of projects conducted primarily by researchers of SIRIUS network to argue for a holistic approach to educational inclusion of Newly Arrived and Migrant students (NAMRS). The right to education requires access of all, including NAMRS, to quality education which responds to their individual learning needs and supports them in developing their own personal pathway to learning. Moreover, a rights-based educational model should empower NAMRS to resist to prescribed roles and identities, to develop their own definition of their past, to liberate their imagination about their future from any constrains associated with their migration and to take ownership of their future selves as citizens of local, national and global communities. Associating inclusive education with the removal of all barriers for the attainment of such educational aim, the article details a holistic framework for educational policy and practice which considers and alleviates the impact of a diverse range of factors on NAMRS’ right to quality education. The discussion explores some implications of the adoption of such holistic model for the educational practice, research and policy making in the education of NAMRS.

L1 Education in Times of Globalization, Digitalization and Super-Diversity

This introduction first briefly sketches the (history of the) International Mother Tongue Education Network (IMEN). IMEN was founded in 1981 as an information and research network that over the years initiated an empirical-interpretive research program focusing on comparative analyses of the rhetoric and practices of L1 education across a dozen of European countries. Main elements of IMEN’s methodology that will be discussed below were the development of different types of research collaboration, a theoretical framework for comparative analysis, and a method for international triangulation. It then describes how, at the turn of the century, IMEN’s way of doing slow science became increasingly threatened by the requirements of publish or perish mainstream research, and how its research program was confronted with the challenges posed to L1 education by processes of globalization, digitalization, and super-diversity, becoming manifest in the superdiverse nature of student bodies, their sociolinguistic and ethnocultural doings, and the increasingly digitalized modes of teaching and learning they are exposed to. All these elements, in one way or another, also have an impact on the teaching-learning practices in mainstream L1 education and consequently must be addressed by IMEN-like studies. Finally this contribution briefly introduces the contributions to this special issue and suggests that they are a strong argument for a renewed interest in international comparative discussion on and around L1 education and a plea to further collaborative research from an empirical interpretive ethnographic perspective on teachers’ professional practical knowledge and classroom practices that can guide our understanding of the ubiquitous school subject L1 education that aims at preparing students for a global, digital, and super-diverse society.

“Storying” from special education classroom: Centering voices from accessible-interdependence-intimacy as interdisciplinary justice in pedagogical practices

ABSTRACT Teachers’ and practitioners’ pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on “storying” pedagogical practices in special education by centering 2 Black and Brown girls in attendance in K-12 classrooms, “storying” together/two-gather transformative teaching-learning wisdom. We propose that “storying” involves explicit engagement with and highlighting of the student’s voice, and we would center spirit and emotionality. The girls’ storying illustrates praxical research through the lens of Black Womanist/Feminist and Disability Justice. The girls will show ways to support their learning. We introduce 5 “storying” pedagogical practices related to access-intimacy as interdependence, voicing intersectional knowledge for anti-racist and anti-ableist praxis in special education. Finally, we share how these practices lead to justice in education by reframing the master narratives for our readers to access and determine a reflexive accessibility praxis (everyday life) for their pedagogy.

Secondary teachers’ experiences of presence in teaching: A large-scale investigation using narrative vignettes

This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development as whole persons. This study contributes to refining a conceptualization of presence in teaching grounded in daily educational practice and provides teachers with language and knowledge to use in reflecting on their teaching practice.

EdTechnica: a vision of an educational publishing community of practice that is accessible, flexible, and just

Open Educational Resources (OER) and Open Educational Practices (OEP) have the potential to transform and positively impact individuals, institutions, and society. As educators, we have a unique responsibility to explore opportunities and possibilities afforded by openness enabled by current technologies to reimagine and reshape current educational reality and provide a more hopeful and equitable future for all. EdTechnica is an openly licensed living encyclopedia that provides background information on central topics and theories in the field of educational technology. As an OER, EdTechnica extends the 5Rs of openness—retain, reuse, revise, remix, and redistribute by also attending to the 3Rs of social justice—recognition, representation, and redistribution—bringing about a responsive product that reimagines what encyclopedias should be. Additionally, the governing board enacts principles of openness in its practice, striving for OEP in all its activities. This article explores how EdTechnica promotes knowledge creation and academic discourse by attending to key principles of openness in terms of ensuring accessibility, flexibility, justice, and sustainable generosity. Specific examples of OER/P in the EdTechnica context offer an insight into our practices and ambitions to improve the current educational landscape, illustrating what is possible at the intersection of justice, hope, and educational technology when we strive for openness and are guided by the values of sustainable generosity and sustainable improvement.

How to use polarity thinkingTM to manage tensions between accountability and learner agency when using a multipurpose portfolio?

Portfolios are often implemented to target multiple purposes, e.g. assessment, accountability and/or self-regulated learning. However, in educational practice, it appears to be difficult to combine different purposes in one portfolio, as interdependencies between the purposes can cause tensions. This paper explored directions to manage tensions that are inextricably linked to multipurpose portfolio use. We used a systems thinking methodology, that was based on the polarity thinkingTM framework. This framework provides a step-by-step approach to chart a polarity map® that can help to balance the tensions present in specific settings. We followed the steps of the framework to chart a polarity map for multipurpose portfolio use. Based on literature and our prior research, we selected one overarching polarity: accountability and learner agency. This polarity seems responsible for multiple tensions related to multipurpose portfolio use. We formulated values (potential benefits) and fears (tensions that can arise) of the two poles of this polarity. Then, we organised a session with stakeholders who work with the portfolio of the Dutch General Practice speciality programme. Together we formulated action steps and early warnings that can help to balance accountability and learner agency during multipurpose portfolio use. In addition to previous recommendations concerning portfolio use, we advocate that it is important to create a shared frame of reference between all involved with the multipurpose portfolio. During this process, the acknowledgement and discussion of tensions related to multipurpose portfolio use are vital.

Nursing preceptors’ attitudes towards the applicability of the five-minute-preceptor-model in practical nursing education: A qualitative descriptive study

Objective: The “Five-Minute-Preceptor Model” (5MP) is a teaching method that is especially useful for teaching students in clinical training and strengthens the clinical reasoning skills of nursing students. Despite its acclaimed utility in clinical environments, there is a notable paucity of research on this model, particularly from the standpoint of nurse preceptors. Therefore, the study aimed to investigate the views of the nurse preceptors towards the applicability of the 5MP in precepting nursing students.Methods: Adopting a qualitative descriptive design, this study involved 15 problem-centered interviews conducted in February 2022. The participants were nurse preceptors employed at a hospital in Southern Austria. Interviews were audio-recorded, transcribed verbatim, and analyzed. Data analysis was performed through qualitative content analysis following Kuckartz's methodology.Results: The qualitative content analysis yielded five main categories, further delineated into 14 sub-categories. Nurse preceptors generally had a positive attitude towards the applicability of the teaching method. They expressed it as practicable, supportive, and enhancing for their preceptorship. However, the universal application in every nursing setting and situation as well as the applicability in lower training levels was questioned by the nurse preceptors.Conclusions: The findings suggest that the 5MP is a viable teaching method for precepting nursing students. While some limitations in its adaptability to diverse settings and situations were identified, several participants noted the method's inherent flexibility for customization. Further research is required to extensively evaluate its effectiveness across varied nursing environments.

Associations Between Physical Activity, Depressive, and Anxiety Symptoms in Brazilian University Students

ABSTRACT Background Physical activity (PA) has been associated with decreased symptoms of depression and anxiety in the general population, but more consistent evidence is needed in the university population. Purpose Investigate the association between physical activity and depressive and anxiety symptoms in undergraduates. Methods 100 university students (23 ± 4 years, 47% female) were included in this cross-sectional study. We performed multiple linear regression analyses to investigate the association between the main variables. Results The physical activity (MET/min/week) had a significant association with depressive (F(2, 97) = 15.104, p < .001; adjusted R2 = .222) and anxiety symptoms (F(2, 97) = 11.853 p < .001; adjusted R2 = .180), explaining these outcomes in approximately 22% and 18%, respectively. Moderate or vigorous physical activity did not have an association with depressive (B = −0.10, t = −0.700, p = .486) or anxiety symptoms (B = −0.11, t = 0.725, p = .470). Discussion Individuals with high levels of physical activity have lower depressive and anxiety symptoms than individuals with lower levels of PA. Translation to Health Education Practice Increasing the level of physical activity may be a viable strategy to reduce symptoms of anxiety and depression in university students.

Augmented Reality in Education: A Review of Learning Outcomes and Pedagogical Implications

Purpose: The use of technology in education can either engage students actively, fostering motivation and effective learning, or result in passive learning if it fails to encourage critical thinking, meaning making, and metacognition. Materials and Methods: This concept paper conducts a comprehensive review of research on the potential of augmented reality (AR) in education. It systematically examines AR applications in various academic fields, comparing them to traditional educational technologies and teaching methods. Findings: Augmented reality (AR) exhibits significant potential to revolutionize education by transforming the learning process into a more active, effective, and meaningful experience. AR accomplishes this by providing advanced technology that allows users to interact with virtual and real-time applications, thereby immersing them in realistic educational scenarios. Across a spectrum of subjects, including Medicine, Chemistry, Mathematics, Physics, Geography, Biology, Astronomy, and History, AR offers advantages over conventional technology and traditional teaching methods. Implications to Theory, Practice and Policy: The research underscores the positive potential of AR in education and highlights its capacity to bridge the gap between technology and active, engaged learning. To fully harness these benefits, educators and researchers should address the identified limitations of AR and explore its further integration into educational practices. This paper emphasizes the need for ongoing research and innovation to optimize AR's role in education and enhance learning outcomes. Future research endeavors should concentrate on refining the implementation of AR for optimal educational impact.

Formation of stulents' skills to use physical culture through awareness of the features of endurance development

The purpose of the study was to clarify the views of the authors on the peculiarities of the development of endurance and the formation of students' awareness of such peculiarities in the process of physical education classes. The subject discussion of the work is the disclosure of the need to consciously use the knowledge of the development of various physical abilities in the areas of sports, health and vocational training as the key foundations of the students' conscious perception of the features of using physical exercises. Carrying out work tasks through the analysis of pedagogical literature, literature on physical culture and information from the Internet about the main features of the development of endurance through the use of physical exercises in sports, health and vocational training makes it possible to direct the educational directions of familiarizing students with the characteristics of training processes, enriching conscious experience use of means of physical culture. Such aspects should be considered the novelty of the research. The conclusions point to the understanding of the contents defined by the topic, emphasize the views on the relevance of introducing into the educational process of practical physical education aspects of the activation of students' conscious perception of methodical features of endurance development through the improvement of self-control skills, planning of physical load through the study of the limits of functional indicators under the influence of physical exercises.

Insights from end-of-career general practitioners on changing working conditions and generational differences: considerations for future strategies.

The landscape of general practice has experienced notable transformations in recent decades, profoundly influencing the working conditions of general practitioners (GPs). This study aimed to examine the most salient changes affecting GPs' daily practices. Through semi-structured qualitative interviews with 15 end-of-career GPs, the study explored how these changes affected work organization, equipment, working hours, work-life balance, job satisfaction, training, patient relationships, and reputation. The interviews revealed that these changes were perceived as barriers, opportunities, or a complex interplay of both for general practice. While the interviewed GPs valued technological advancements and reported positive developments in working conditions, challenges included a gradual reduction in the range of tasks, growing administrative burdens, and less practical training for young physicians. Other changes, such as new doctor-patient dynamics, the transition from single to group practice, and differing professional expectations of the younger generation, were seen as both challenging and strengthening for general practice. By combining these factors and trade-offs observed by end-of-career GPs in our study over the past few decades with general societal changes, we provide ideas for the design of future framework conditions in general practice that might enhance the attractiveness of the profession. These insights offer key considerations that can guide future strategies for general practice and medical education.

Teacher educators as interpreters: the role of faculty in guiding student learning of DAP within sociocultural, institutional, and individual contexts

ABSTRACT The construct of Developmentally Appropriate Practices (DAP) has become a hallmark for educational practice in the United States. From DAP's initial publication in 1986 to the most recent revision published in 2022, DAP serves as a reference point for teacher education to support effective teachers' development and practice. However, DAP is a construct shaped by individuals' experiences and sociopolitical contexts and not a uniformly understood construct. Teacher educator faculty's role is central to supporting students' understanding and faculty serve as interpreters of information by making choices and drawing on their beliefs and experiences to shape students' understanding and implementation of DAP. Faculty use reflection as a tool to support their choices of resources, assignments, and content related to DAP. This manuscript will offer important considerations related to students' understanding of DAP and illustrate how faculty beliefs and reflection guide faculty in this role of interpreter of the construct of DAP within the sociopolitical contexts that influence teacher education.

Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor

AbstractThis study puts forth the counternarrative of the first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in a research internship and STEM mentorship program led by the second author, Meredith. Through this program, Gislaine designed and taught CS lessons to predominantly low-income, African-American middle school students over an 8-day urban summer school program. By analyzing Gislaine’s written account of her journey to CS, as well as planning documents and written reflections on her daily experiences mentoring youth, we explore how Gislaine’s intersecting social identities shape her experiences both as a CS learner and as a mentor to youth. Gislaine’s counternarrative illuminates the systems of oppression present in schools and the CS field, while also highlighting Gislaine’s transformative approaches to mentoring students in CS. Gislaine’s narratives emphasize the importance of humanizing CS and leveraging students’ strengths to promote equitable access to CS education. Through her experiences, she underscores the significance of recognizing and addressing systemic barriers, while also advocating for inclusive and empowering educational practices.

Leveraging Physical Activities to Support Learning for Young People via Technologies: An Examination of Educational Practices Across the Field

Many technological interventions have leveraged physical activity (PA, i.e., activities that involve whole-body movements) to provide young people with active and productive learning experiences. However, there is a lack of systematic understanding of how PA can serve as a learning medium—for example, how PA can support learning and how to design technologies to support PA-based learning. This paper conducts a systematic literature review (N = 141) of PA-based, technology-mediated learning experiences for young people with a focus on how PA supports learning, what technologies are involved, and the associated challenges. Through content analysis, we identified four approaches of how PA and learning were combined (i.e., PA embodied learning content, served as a functional input method for learning tasks, guided learners through different learning sites, and generated data for learning activities) and supporting technologies like full-body interaction learning environments and mobile apps. However, many challenges might arise, such as balancing learning and PA, as well as the scalability and reliability of technologies. We conclude with a discussion and reflection on design implications for more PA-based learning experiences and technologies. Overall, this paper provides a systematic overview of the different ways to design physically active learning experiences for young people and can serve as a reference for future designs of physically active learning experiences and technologies.

Exploring Pakistani University Lecturers’ Professional Identity Construction and Negotiation in ESL Classroom

Background: In the context of English as a second language (ESL) education in Pakistani universities, understanding the professional identity construction and negotiation of university lecturers is crucial. Objective: The current study aims to explore the complex dimensions of professional identity among non-native English speaking (NNES) multilingual Pakistani university lecturers. Theoretical Framework: This research aims to address the research gap by providing a nuance exploration of the experiences of Pakistani university lecturers by relating sociocultural theory proposed by Lev Vygotsky (1978). As this theory describes how individual’s cognition is associated with linguistic, cultural, institutional and social contexts, therefore, the focus of the sociocultural perception is on involvement in social interactions Method: Employing the qualitative research approach, the study seeks to investigate the multifaceted aspects that influence the professional identity of the lecturers. Six lecturers were purposively selected on the basis of their linguistic backgrounds and work experiences for classroom observations and in-depth interviews. Results and Discussion: The findings shed light on the challenges and opportunities faced by Pakistani university lecturers in shaping their roles within the ESL teaching domain. Research Implications: The study offers valuable insights into the evolving landscape of ESL education in Pakistan, providing various perspectives of how professional identity is negotiated and constructed within this specific educational context. Originality/Value: The relevance of this study lies in its potential to profoundly influence both academic discourse and educational practices. By delving into the subtle processes of professional identity construction, the study offers valuable insights into the dynamics of teaching and learning in diverse linguistic and cultural settings. It also highlights the critical need for continuous professional development for lecturers to enhance the quality of education.

The relationship between teacher mindfulness and creative teaching of college English foreign language teachers: A multiple mediating model

Creativity is a key ability, and teachers' creative teaching ability can subtly affect students' creativity. Therefore, teachers' creative teaching is particularly important. However, in creative teaching, whether cognitive factors or motivational factors have a greater impact on creativity is still inconclusive. In this study, the mindfulness in teaching scale, cognitive flexibility scale, creative self-efficacy scale and creativity fostering teacher index were used to measure 403 college English foreign language teachers. The findings indicated that teacher mindfulness positively predict creative teaching (β = 0.363, p < 0.001), cognitive flexibility plays a mediating role between teacher mindfulness and creative teaching (β = 0.171, p < 0.001), and creative self-efficacy plays a mediating role between teacher mindfulness and creative teaching (β = 0.126, p = 0.001). Cognitive flexibility and creative self-efficacy play sequential mediating roles in teacher mindfulness and creative teaching (β = 0.029, p = 0.034). This research enriches the creativity investment theory, and the research proves that the individual's thinking style has a greater impact on creative teaching than the individual's motivation. This conclusion will provide a new literature reference for the existing creativity investment theory, and also provide a reference for the practice of English education in colleges.

Dunhuang Intangible Arts in the Perspective of Pedagogy and Cultural Studies: Innovative Practices of Intercultural Education and Construction of Cultural Identity

The purpose of this article is to discuss the innovative practice of Dunhuang intangible cultural heritage arts in the field of intercultural education and its role in the construction of cultural identity. Firstly, the article emphasizes the status of Dunhuang intangible cultural heritage art as an important carrier of Chinese traditional culture and a bridge of international cultural exchange, and in the context of globalization, focuses on how Dunhuang intangible cultural heritage art can promote the innovation of the education system and play a key role in global intercultural dialogue; secondly, based on the pedagogical point of view, it elaborates in detail on the way of integrating Dunhuang intangible cultural heritage art into the modern education system as well as the specific application and transformation in order to Then, from the perspective of cultural studies, it explores the role of Dunhuang NFA in the process of globalisation and its impact on individual and collective cultural identities, and reveals its contribution to the maintenance of cultural diversity, the promotion of cross-cultural exchanges and understanding, the strengthening of the local cultural identity, and the shaping of China's global cultural image; lastly, it extracts the practical experience and successful elements of cross-cultural education of Dunhuang NFA through the empirical analysis of the successful cases. Finally, through empirical analyses of successful cases, the practical experience and successful elements of intercultural education of Dunhuang non-heritage art are extracted, and it is concluded that combining Dunhuang non-heritage art with pedagogy and cultural research is of great significance in enriching the connotation of modern education, promoting the construction of cultural identity, and fostering the prosperity and development of global cultural diversity.

Food Insecurity Pipeline: How Latinx Immigration-Impacted Students in Higher Education Navigate the Food Insecurity Cycle

Systemic inequities increase the risk of material hardships, including food insecurity, among immigrant households. Informed by 33 qualitative interviews with Latina/o/x undergraduate students who are undocumented or U.S. citizens with undocumented parents, we examine their experiences of food insecurity in their day-to-day lives. We find a food insecurity pipeline as students’ experiences of food insecurity begin early in childhood in their homes and continue in their adulthood on their college campuses. Food insecurity has implications for their well-being, and they rely on their strengths and networks to survive food insecurity. The study has implications for immigration policy, practice, and higher education institutions serving this vulnerable population.

Opposition to Same-Sex Parenting as Sexual Prejudice: Validity Evidence of a Model and Associated Factors in the Brazilian Context

The Beliefs about Children’s Adjustment in Same-Sex Families Scale (BCASSFS) is an instrument that measures rejection of the child-rearing and educational practices of same-sex parents. This scale evaluates beliefs that are organized in a bifactorial model referring to Individual Opposition and Normative Opposition. This study aimed to adapt the BCASSFS and examine its validity in the Brazilian context with a sexually diverse sample. A national survey was carried out with a sample of 1038 participants. It was used a sociodemographic questionnaire; a version of the BCASSFS adapted for the Brazilian context; a measure of sexual prejudice; and a measure of conservatism. Confirmatory factor analysis showed good fit indices for the model suggested for the original scale. Multigroup confirmatory factor analysis showed that the BCASSFS displayed measurement invariance between subsamples of different profiles, such as heterosexual-cisgender and LGBT + participants. Investigations of concurrent, convergent and criterion validity also showed that both scale factors were associated with theoretically related variables, in line with the literature. Together, these results show that the BCASSFS has good validity and can be used in the Brazilian context. By confirming the replication of the original model, this study contributes to broadening knowledge about these dimensions of sexual prejudice.

The Role of Family Functioning in the Prevention of Depressive Symptoms and Drug Use Among Hispanic Youth

ABSTRACT Background There is an established link between depression and drug use among adolescents. This relationship holds true for Hispanic youth, for whom familial relationships are especially impactful toward health outcomes. Purpose Our purpose was to examine the relationships between family functioning and adolescent and parent depressive symptoms, and the indirect effects of depressive symptoms on the relationship between family functioning and adolescent drug use. Methods Participants were 231 Hispanic adolescents (52.9% female, Mage = 13.90 ± 1.37) and their parents (93.0% female, Mage = 43.24 ± 6.64) enrolled in an RCT. Data on depressive symptoms, drug use, and family functioning were collected and a latent variable was specified using four indicators of family functioning (positive parenting, monitoring, communication, and involvement). A structural equation model approach was utilized. Results Youth family functioning predicted youths’ depressive symptoms which predicted their own drug use. Youths’ depressive symptoms mediated the relationship between youth family functioning and drug use. Discussion Findings suggest that adolescents’ perceptions of family functioning plays a role in preventing depressive symptoms and drug use among Hispanic youth. Translation to Health Education Practice Teaching students of the role that family support and depressive symptoms play in the manifestation of drug use may be an effective approach to preventing drug use.