Perspectives In Educational Research Research Articles

Reconceptualizing open schooling: towards a multidimensional model of school openness

ABSTRACT ‘Open schooling’ has become in recent years a burgeoning theme in the discourse on how to rethink education for the 21st century. This paper addresses a gap between calls for implementing an open schooling approach in policy papers and international reports and the scarcity of rigorous academic discourse on what open schooling theoretically means and practically entails in terms of school organization and curriculum. To this end, the paper presents an ecological model of school openness that is composed of eight interrelated dimensions: shared governance, ‘open’ curriculum, inner-school communities, learning communities, student participation, social engagement, parental involvement, and community collaborations. These dimensions are organized into three categories, accounting for organizational, pedagogical and communal aspects of school openness. The multidimensional nature of the model presented here provides a more intricate and nuanced account of open schooling that acknowledges the complexities and challenges that the movement towards greater openness yields for school communities. From an educational research perspective, this model functions to inform the understanding and examination of the multidimensionality of opening schools to their community. From an educational practice perspective, it can instigate in-depth and meaningful dialogue within school teams on what open schooling is and its ensuing merits.

Impending maritime cyberspace threats: An educational research perspective

The ability to take advantage of new digital solutions and technology will give companies a competitive edge, and operational optimization remains a major concern. A significant area of risk is cyber security because software-based technologies are integral to ship operations. Particular emphasis has been placed on the vulnerabilities of the Global Navigation Satellite System (GNSS), since it is an essential part of many maritime facilities and hence a target for hackers. Presently, research has shown that increased integration of new enabling technologies, like the Internet of Things (IoT) and big data, is driving the dramatic proliferation of cybercrimes. However, most of the attacks are related to ransomware attacks and/or with direct attack to the information technology (IT) and infrastructure. Nevertheless, there is a strong trend toward increased systems integration, which will produce substantial business value by making it easier to operate autonomous vessels, utilizing smart ports more, reducing the need for labour, and improving economic stability and service efficiency. Cybersecurity is becoming more and more important as a result of the quick digital transformation of the offshore and maritime sectors, which has also brought new dangers and laws. The marine sector has started to take cybersecurity seriously in light of the multiple documented instances of cyberattacks that have exposed business or personal data, caused large financial losses, and caused other problems. However, the body of existing research on emerging threats in maritime cyberspace is either inadequate or ignores important variables. Based on the most recent developments in the maritime sector, the article presents a classification of the most serious cyberthreats as well as the risks to cybersecurity in maritime operations and possible mitigation strategies from an educational research perspective.

Development and application of STEAM curriculum assisted by hybrid teaching mode

ABSTRACT This study aims to investigate the effectiveness of hybrid teaching in Science-Technology-Engineering-Arts-Mathematics (STEAM) courses from an educational research perspective. The study begins by analyzing the advantages of STEAM education over traditional approaches. Based on this analysis and utilizing the Analysis-Design-Development-Implementation-Evaluation (ADDIE) model, a hybrid teaching mode for STEAM courses is developed. Empirical research and a questionnaire survey are then conducted to compare the hybrid teaching mode with traditional teaching methods. The results indicate that students in the experimental group outperform the control group in terms of learning motivation, satisfaction, post-class study duration, and classroom participation. Furthermore, correlation analysis reveals a significant positive relationship (p < 0.01) among students’ skills, cognition, emotional attitudes, learning outcomes, and hybrid teaching. This study combines STEAM education with blended learning and designs a blended learning model using the ADDIE model, making it a pioneering research in the field of STEAM education.

Equity, diversity, and inclusion – does social justice from the top trickle down?

ABSTRACT We analyse an institutional curriculum change initiative from the perspective of academics in a physics department to identify the barriers faced when curriculum change is used as a process to increase equity, diversity, and inclusion (EDI). We explore what curriculum means in physics, how power relationships within the university affect the response to top-down change, and ultimately who has control over the curriculum. We find that the different conceptualisations of curriculum in physics compared to educational research mean that a directed top-down approach stalls when concepts that fall outside of the physics curriculum, such as EDI, are introduced. Nevertheless, initiatives that are in response to EDI concerns that would be considered to be curriculum change from an educational research perspective are enacted within the department on a localised scale. Understanding the different conceptualisations of curriculum and how they interact to support or hinder change should help guide future institutional change efforts.

Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry

The smartphone has become an integral part of the education landscape. While there has been significant smartphone research in education under the guise of m-learning, the unique role of the device suggests that m-learning may not be an appropriate characterization. The purpose of this paper is to review the use of m-learning as a primary descriptor for smartphone- and learning-related research. In support of this goal, the paper reviews the definitions associated with m-learning, smartphones, and related technologies from the perspective of educational research. In addition, a review of author keywords of research on smartphones in education is used to provide context to the classification of the research. Finally, three theoretically guided smartphone programs are presented as evidence of the unique nature of smartphone and learning research. This review concludes with recommendations for the characterization of future research.

Transformando pedagogías desde currículos universitarios interculturales

Currently, the phenomena of racism and cultural discrimination in which we live demand a profound review of the pedagogical practices and educational innovation that have been established in universities. Therefore, it is vital to transform and create the transversality of an intercultural curricular policy that assumes the knowledge from the cultural differences inherent in the different areas and contents of the curriculum to fill out pedagogical responses to a political proposal of cultural rights and relevance. This essay had the purpose of characterizing the State of Art of curriculum management at the University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN). It was framed in the qualitative paradigm, from the perspective of educational research, with the theoretical methodological approach of Symbolic Interactionism (SI), a research model focused on Grounded Theory, with research methods and techniques such as documentary analysis, interviews and group discussion. The analysis of the data has made it possible to conceptualize the intercultural curriculum, a pillar of curricular management in multiethnic contexts, and the need to transform pedagogies into recreational processes of intercultural knowledge and practices and critical collective thoughts to take on the challenges of the twenty-first century.

Transformando pedagogías desde currículos universitarios interculturales

Actualmente los fenómenos de racismo y discriminación cultural en que vivimos, demandan una profunda revisión de las prácticas pedagógicas y de innovación educativas que se han agenciado en las universidades. Por lo que es vital transformar y crear la transversalidad de una política curricular intercultural que, asuma las diferencias culturales inherentes a las distintas áreas y contenidos del currículo para diligenciar respuestas pedagógicas a una propuesta política de los derechos culturales y de pertinencia. Este ensayo tuvo el propósito de caracterizar el Estado del Arte de la gestión curricular en la Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense (URACCAN). Se enmarcó en el paradigma cualitativo, en la perspectiva de la investigación educativa, con el enfoque teórico metodológico del Interaccionismo Simbólico (IS), modelo de investigación enfocado en la Teoría Fundamentada, con métodos y técnicas de investigación como el análisis documental, la entrevista y la discusión grupal. El análisis de los datos ha permitido conceptualizar el currículo intercultural, pilar de la gestión curricular en contextos multiétnicos y la necesidad de transformar las pedagogías en procesos recreativos del saber y prácticas interculturales y de pensamientos colectivos críticos para asumir los desafíos del siglo veintiuno.

RENDIMIENTO ACADÉMICO Y TECNOLOGÍA: EVOLUCIÓN DEL DEBATE EN LAS ÚLTIMAS DÉCADAS

Resumen La investigación educativa ha analizado posibles vínculos entre el uso de la tecnología y el rendimiento escolar desde la introducción de los ordenadores en las aulas. Este estudio presenta una revisión de la literatura, focalizando la manera en la que el uso y la introducción de la tecnología en las aulas han sido percibidos por la investigación educativa. A través de una discusión que se inicia en los años 70 y que llega hasta hoy, se examina la evolución de las inquietudes y enfoques de cada momento histórico, valorando la producción científica y los resultados más relevantes en la literatura. Finalmente, se examina el impacto de la tecnología educativa en la motivación e implicación del alumnado, para discutir el potencial de las herramientas digitales más allá del rendimiento académico.

Between Lévinas and Arendt – Philosophical Origins of Alain Finkielkraut’s Reflection on the Other and the Education

A member of the generation of student revolt ’68, Alain Finkielkraut is thought to be one of the most prominent intellectuals in France, taking part in public debates on several issues essential for Europe and the world. His assays, articles and books may be read as a complex commentary with a sound humanistic background to the condition of western culture as well as to current socio-political events. Our article focuses on revealing theoretical grounding of Finkielkraut’s reflection in the philosophies of Emmanuel Lévinas and Hannah Arendt. We attempt to reconstruct the way Finkielkraut employs his critical apparatus built on their thought to the field of educational practices in order to present the specific perspective of educational research and to contribute to the knowledge produced by widely understood critical pedagogic.

Fractality and Power Law Distributions: Shifting Perspectives in Educational Research

The dynamical character of education and the complexity of its constituent relationships have long been recognized, but the full appreciation of the implications of these insights for educational research is recent. Most educational research to this day tends to focus on outcomes rather than process, and rely on conventional cross-sectional designs and statistical inference methods that do not capture this complexity. This presentation focuses on two related aspects not well accommodated by conventional models, namely fractality (self-similarity, scale invariance) and power law distributions (an inverse relationship between frequency of occurrence and strength of response). Examples are presented for both phenomena based on my empirical work on of daily high school attendance rates over time. We will discuss how the statistical indicators are generated and interpreted and what they reveal about the underlying dynamics of school attendance behavior.

Contemporary Methodological Perspectives in Educational Research on ‘Teachers’ practice’: Assumptions and Shortcomings for ‘Effective Practices’

In the context of the major influence that ‘effectiveness’ is having internationally, paper studies the contemporary methodological perspectives in educational research when considering teachers’ practice. It shows that current trends can be boiled down to: (1) naturalistic methodology, (2) descriptive methodology, and (3) the nonmethodological solution. It states two main conclusions: first, there is a neat continuity with traditional methodologies, which were in decline long ago; second, contemporary perspectives in educational research fail to provide a consistent methodological model for ‘effective practices’. The author finally draws some conclusions and makes some suggestions for the further development of methodology in educational research and teachers’ practice. This study is noteworthy for teachers’ practice, collaborations and partnerships, and also for the relationship amongst research/practice/policy, which is at the core of the implementation of educational systems.

Quality management in schools: Analysis of mediating factors

The objective of this study is to contribute to Quality Management Systems (QMS) and their impact on schools in the Basque Country, Spain. Specifically, it analyses two models: the EFQM Excellence Model, which originated in the business world, and the Integrated Quality Project (IQP) Model, which has a humanistic focus and arose from an educational research perspective. To do so, 14 schools were analysed by means of a sample of 315 subjects (42 managers and 273 teachers) who utilise one of these two QMS. The results show that the longer the period of time for which schools had had quality certification, the greater the perception of quality among the teaching staff, regardless of the model used. This leads to the conclusion that having in place a quality model in a school makes the teaching staff more aware of the existence and importance of quality management systems and models and leads them to aspire to higher educational quality. Keywords : assessment methods; education; educational quality; EFQM Excellence Model; quality management systems; quality models

Towards an integrated conceptual model of international student adjustment and adaptation

ABSTRACTDespite a burgeoning body of empirical research on ‘the international student experience’, the area remains under-theorized. The literature to date lacks a guiding conceptual model that captures the adjustment and adaptation trajectories of this unique, growing, and important sojourner group. In this paper, we therefore put forward a conceptual model of international student adjustment and adaptation which integrates theory and recent empirical research exploring the academic, psychological, and sociocultural aspects of and influences on the experience of study abroad. The article discusses, from an intercultural and educational research perspective, contributory factors to international student adjustment. It also details the theoretical background underpinning the model. We conclude by showing how the proposed integrated model can serve as a heuristic tool for international students and higher education practitioners, and we discuss its implications for practice and application. We also show how it can serve as a reference point for a research agenda.

Theory and research in construction education: the case for pragmatism

The education of the construction professional, like many others, has been shaped and nurtured by well-intentioned educationalists throughout the ages. While there has been much discourse around the theoretical underpinnings of construction education, not much has been set in writing. A philosophical position has not always been to the forefront of those pioneering and well-intentioned construction educationalists. There has been, rather, a ‘systems thinking’ approach, a sense of wanting to prepare an educational experience that would equip the future leaders in construction to ensure they would develop the knowledge, skills and competences to take their place in an ever-changing architecture, engineering and construction (AEC) industry. Now, at least around Europe, there is an ever-increasing attempt to identify the paradigms within which construction education sits comfortably, thus attempting to pave the way for the future. This could be called a philosophical positioning. There follows an exploration of the evolution of the education of the construction professional through a review of the literature and other sources in an attempt to make some sense of this journey. The paper also presents the discourse from the educational research perspective where the connection between the role of theory and philosophy has been a matter of discussion for many years. Biesta in his work calls for the intelligent use of theory and philosophy and advocates pragmatic positioning in regard to discourse. This pragmatic framework offers the freedom to gain control over what construction education constitutes as it offers a way of thinking that allows the educationalist freedom to challenge. What is presented and debated is the discussion that has been documented with a view to offering some perspective on its importance. Some philosophical perspective is also offered around the developments with the added suggestion that AEC is firmly seated in the ‘pragmatic’ paradigm. Much progress has been achieved to date but it is now time to offer a possible further step forward. While a pragmatic philosophical position is suggested it is not to imply that this is the only tool that might be used. The freedom to work within the pragmatic paradigm offers diversity that can draw together some of the thoughts that challenge and build the arguments about the role and position of theory in construction education.

Health Literacy and patient education in medical rehabilitation

Medical rehabilitation in Germany has a long tradition. It is covered by the statutory sickness funds and pension schemes, and is aimed at the prevention of work disability and need for nursing care due to chronic conditions. Chronically ill but health-literate patients - patients capable of making good health-related decisions, or of participating strongly in this decision making - have better health outcomes. To enhance health literacy and participation, medical rehabilitation relies heavily on patient education. This article describes health literacy from the perspective of educational research, outlines the basics of learning principles, and draws conclusions for developing patient education programmes in medical rehabilitation. Implementing a constructivist learning paradigm promotes changes within the trainer team and within the rehabilitation institution - turning it into a health-literate health care organisation. Health literacy in medical rehabilitation is aimed at neither turning the patient into a physician nor replacing evidence-based recommendations through subjective preferences. Medical rehabilitation reaches patients best by using modern health education programmes based on findings from education research, theoretically founded and directed towards building competencies. Furthermore, an educationally qualified training team and a rehabilitation institution are essential in enabling formal and informal learning processes.

Olhares epistemológicos e a pesquisa educacional na formação de professores de ciências

Não existe professor de ciências sem uma epistemologia de fundo, sem uma base epistemológica que dê sustentação para o seu trabalho pedagógico. Não há pesquisa propriamente dita sem uma base epistemológica. Assim, para se formar o professor pesquisador, há que se enfrentar o desafio da formação epistemológica e a consequente discussão sobre os olhares epistemológicos. O objetivo do artigo é apresentar algumas das principais abordagens epistemológicas no campo da pesquisa em educação: dialética, positivismo, fenomenologia, estruturalismo e complexidade. A partir da metáfora do olhar, na relação sujeito-objeto do conhecimento, as epistemologias são discutidas enquanto possibilidades de olhares diversos sobre os fenômenos educacionais; ora convergentes, ora divergentes, completando-se ou excluindo-se. O que um olhar epistemológico enxerga outro pode não enxergar. Estaremos, nessa ótica da pesquisa educacional, numa dinâmica constante entre visão e/ou cegueira, a possibilidade de lucidez e/ou obscuridade. A Dialética representa o olhar em movimento, buscando captar o objeto na sua totalidade, desde uma perspectiva histórica de mudanças e contradições. O Positivismo representa o olhar de fora que se distancia buscando quantificar e mensurar o objeto, tornando-o imune à subjetividade daquele que o descreve. A Fenomenologia representa o olhar de dentro, do que é vivenciado e interpretado por sujeitos em determinado momento. O Estruturalismo representa o olhar por baixo que busca captar o que dá sustentação, a estrutura dos fenômenos sociais independente dos seus condicionamentos históricos. A Complexidade representa o olhar multidimensional que busca compreender a realidade no tecido complexus, em conjunto, considerando a incerteza e a incompletude.

Toward Better Collaboration in the Education of Students with Fetal Alcohol Spectrum Disorders: Integrating the Voices of Teachers, Administrators, Caregivers, and Allied Professionals

This exploratory study addresses the call for an increased presence of key stakeholders’perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs) (Duquette, Stodel, Fullarton, &amp; Hagglund, 2006a). Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60) revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs.

On “the more national, the more international” in a perspective of educational research

The proposition of “the more national, the more international”, when applied to education, is not absolutely right. Given education, educational research and the modernization of educational research, these can be more international only when their essence represents, reflects or implies the trend of human education and educational research. Otherwise, it would not be the case.

Taylorism of the Mind: Entrepreneurship Education from a Perspective of Educational Research

The aim of this article is to explore and discuss entrepreneurship education, and to raise some critical questions inspired by the work of Basil Bernstein. The discussion is based on writings on entrepreneurship education and thereby gives one picture of the intellectual debate on entrepreneurship education. In contrast to traditional education, viewed as transformation of knowledge and skills, entrepreneurship education is said to be about changing attitudes and motives. There is a consensus in the field that students can be successfully endowed with an entrepreneurial culture, when their attitudes are changed in the desired way. The focus on fostering a certain identity in entrepreneurship education might be seen as a part of the ongoing neo-liberal oriented educational restructuring process, which is sweeping through Europe.

Preparing Education Doctoral Students for Epistemological Diversity

One of the most confusing developments in educational research over the past quarter-century has been the proliferation of epistemologies-beliefs about what counts as knowledge in the field of education, what is evidence of a claim, and what counts as a warrant for that evidence. Although the discussion of various epistemological perspectives in educational research often is highly abstract, and viewed as the prerogative of philosophers at some distance from the real world of educational research practice, the consequences of this diversity are quite real. Beliefs about what counts as knowledge are a central determinant about what a field knows about its subject matter. The variability in such beliefs can lead to small and large gaps in what various members of the educational research community hold to be true about educational phenomena. These discontinuities are partly at the root of the widespread perception that the community of educational researchers has failed to amass a cumulative body of knowledge about how schools and schooling work (National Research Council, 1999; Ravitch, 1998; Viadero, 1999). Few claims about educational research are as damning, or as damaging to the enterprise. Experienced researchers and novices alike find it hard to keep up with the cacophony of diverse epistemologies. Behind the welter of names-positivism, naturalism, postpositivism, empiricism, relativism, feminist standpoint epistemology, foundationalism, postmodernism, each with an array of subspecies-lie important questions: Is there a single, absolute truth about educational phenomena, or are there multiple truths? (Or is the concept of truth itself so problematic as to be of no value in understanding the world?) Can we count on our senses, or on reason, to distinguish that which is true about the world from that which is false? Are there methods that can lead us close to understanding, or are there inherent indeterminacies in all methods? Is knowledge of the world discovered, or constructed? Can knowledge of the world be evaluated independent of the social and historical contexts in which it exists, or is it always contingent upon, or relative to, particular circumstances?