Education Specialists Research Articles

Development of Mathematics Teaching Models According to the Theory of Knowledge Creation to Promote the Mathematical Competence of Mathayom 6 Student

Background and Aims: The development of human thought is greatly aided by mathematics, which fosters creativity, and logical and systematic thought, benefits life, and raises the standard of living. (1) the first goal of this research is to create a mathematical teaching model for Mathayom 6 students that is based on the theory of knowledge creation. And (2) Examine the effects of utilizing a theory of knowledge creation-based mathematics teaching model to enhance Mathayom 6 students' mathematical proficiency. Methodology: Three research steps make up this study. (1) Phase 1: Basic information, current conditions, and conditions for teaching mathematics are studied, along with concepts, theories, and research about models of teaching mathematics based on knowledge creation theory to enhance secondary school students' mathematical competency. Year 6 by speaking with five education specialists. (2) Phase 2: Creating a teaching model for mathematics based on the theory of knowledge creation to help students in Mathematical Competency 6 and (3) Phase 3: Testing out a model of teaching mathematics based on the theory of knowledge creation to improve Mathayom 6 students' performance in the subject. Thirty Mathayom 6 students from Thesaban 2 School in Nangrong Municipality, Nangrong District, Buriram Province participated in the model's testing as a sample group during the second semester of the academic year 2022; (1) A mathematics teaching model based on the theory of knowledge creation to support Mathayom 6 students' mathematical competency is one of the instruments used to gather data. (2) Learning Satisfaction Scale; (3) Mathematics Competency Test; and (2) Achievement Test, the t-test (Dependent), mean, percentage, and standard deviation are among the statistics used in data analysis. Results: (1) A mathematical competency-promoting teaching model for Mathayom 6 students, based on the theory of knowledge creation. There are six parts. These include the model's goals, instructional strategies, social systems, response theories, and support networks. Four steps make up the teaching process: (1.1) Step of operation (Operation: O) (1.2) Step two: Action (Acting: A) (1.3) Step three: Knowledge creation (Creation: C), additionally, (1.4) Recapitulating the idea (Idea: C) and a high degree of appropriateness was indicated by the model's evaluation results, which had a mean of 4.47 and a standard deviation of 0.41. (2) The application of the theory of knowledge creation to the mathematics teaching model revealed that at a statistical significance of.05., students' academic achievement is higher than it was before they started studying. When Mathayom 6 students use the mathematics teaching model, their performance in mathematics exceeds the 70% threshold. Additionally, a high degree of student satisfaction has been observed with the mathematics teaching model. Conclusion: To emphasize mathematical competency, the study presents a comprehensive teaching model for Mathayom 6 students that is based on the theory of knowledge creation. The effectiveness of the model is demonstrated by the evaluation results, which show a significant improvement in academic achievement and student satisfaction, both of which exceed the performance threshold of 70%.

DEVELOPMENT OF METACOGNITIVE ACTIVITIES TO INCREASE STUDENTS' INTEREST IN PHYSICS

This article is dedicated to exploring ways to increase students' interest in physics through the development of metacognitive activities. The article provides a detailed analysis of the essence of metacognitive approaches and their significance in physics education. It also demonstrates how metacognitive strategies can be applied to enhance students' interest in physics. The experimental and theoretical sections highlight methods for managing the learning process, applying theoretical knowledge in practice, and deepening the understanding of concepts. The article offers guidance for teachers and education specialists on how to implement metacognitive approaches in their physics lessons.

Позитивні та негативні аспекти адаптації школярів в початковій школі до умов війни в Україні

The adaptation of schoolchildren to the conditions of the war in Ukraine is an extremely difficult task that requires a comprehensive approach and close monitoring by educational and psychological specialists. Military conflicts and threats can create severe stress and anxiety among children, which can affect their ability to learn and social adjustment. First of all, it is important to ensure safety and psychological comfort for students. This may include training and information activities for children, talking to them about their feelings and coping with stress, and providing access to psychological support. It is important to create favorable conditions for learning, even in uncertain times. This may mean the development of psychological rehabilitation programs, the use of innovative teaching methods that allow children to feel safe and focus on learning. Equally important is the support of parents and teachers in providing children with the necessary resources and psychological support. Teachers can be trained to respond to difficult situations and be able to help students cope effectively with stress. Parents can also be included in the process, receiving advice and support from the school and child psychologists. Key words: formation, habits, adaptation, elementary school, conditions of war, Ukraine, light, shelling

Teachers’ Perspectives of Enacting Student Voice in Primary Physical Education

Purpose: Broadly speaking, student voice can be defined as initiatives that involve consultation of, feedback from, and engagement with students regarding their own education. This study’s aim was to explore teachers’ experiences and perceptions of enacting student voice in primary physical education. Method: Participants included six primary school health and physical education specialist teachers within Victoria, Australia. Data were collected via six rich and detailed one-on-one semistructured interviews. Results: Three main themes include: (a) “same-same but different” highlighting participants’ varying conceptualizations and enactment of student voice, (b) “language matters” emphasizing the importance of language used when discussing and implementing student voice, and (c) “barriers and challenges to implementation” capturing participants’ experience and limiting factors to the enactment of student voice practices. Discussion/Conclusion: Grounded in education for transformation and patterns of partnership theories, the discussion focuses on the disassociation between teachers’ perceived understanding and enactment and the implications for students resulting from the misalignment.

Integrating Antioppressive Pedagogy in Clinical Nurse Specialist Education.

Integrating Antioppressive Pedagogy in Clinical Nurse Specialist Education.

THE PECULIARITIES OF THE TRANSFORMATION OF PRIMARY SCHOOL TEACHERS VOCATIONAL TRAINING IN THE CONTEXT OF MODERN SOCIO-CULTURAL CHALLENGES

This article reveals the peculiarities of the transformation of the vocational training of future primary education specialists. Based on the theoretical and methodological analysis of normative documents, the authors note the importance of the transformation of higher education, in particular, the training of future teachers at both theoretical and practical levels, emphasize the features of innovations in the general education system and present options for training a "new" primary school teacher depending on modern socio-cultural challenges. The problem of the study is to establish a connection between updating the content of general education at the federal level and the system of vocational training of primary school teachers. Therefore, it is possible to assume that the existing modern socio-cultural challenges contribute to the transformation of higher education, in particular the training of primary school teachers. The purpose of the study is a theoretical study of the transformation of the vocational training of primary school teachers, taking into account modern socio-cultural challenges. The method and methodology of the research consists in the study and analysis of scientific psychological and pedagogical publications and the regulatory documents in the field of education of the Russian Federation, as well as summarizing the authors’ experience in training future primary school teachers and systematization of the research materials. Results. The article develops and presents the models of criteria-based assessment in primary school in a common educational space and the transformation of the vocational training of primary school teachers in the context of modern socio-cultural challenges. The features of the formation of new meta-professional competencies of primary school teachers are revealed. The opinions of scientists on the need to develop a set of pedagogical and methodological measures aimed at improving the quality of education in the Russian Federation are summarized and interpreted. The results obtained can be applied in the pedagogical activity of specialists in general, secondary vocational and higher education, as well as of those who are interested in the problems of modern education.

The role of virtual reality technologies in the quality training of future specialists in socionomic specialties

The article reveals the content and proves the necessity of using virtual reality technologies in the quality training of future specialists in socionomic fields. It demonstrates the experience of using virtual reality technologies and identifies the types of virtual reality. The main environments for developing virtual reality applications are highlighted. The advantages of virtual reality formats in training future specialists in socionomic specialties are analyzed. Experimental research concluded that most teachers recognized the positive impact of using virtual reality technologies in the professional training of students, enhancing their interest in the educational process. A survey of students showed that most consider using virtual reality technologies in professional training as a more interesting and effective method, greatly facilitating the understanding and study of subjects. These research results serve as a basis for conclusions regarding the practicality of using virtual reality technologies in the professional training of students, their impact on students' interest in the educational process, and their importance in improving the quality of education for future specialists in socionomic fields.

맞춤형 학습지원을 위한 AI⋅에듀테크 기능 분석틀의 개발과 적용

This study develops a framework to analyze the functions of AI⋅Edutech within the context of personalized learning support and validates its appropriateness by applying it to actual products. A framework was developed through a literature review, refined through a computer education expert review, and contextualized by focusing on group interviews with educational technology experts and curriculum specialists. The “Framework for Personalized Learning Support Analysis” consisted of two major domains and three subdomains. Then, its appropriateness was verified by applying the framework to nine AI⋅Edutech products for domestic and international educational purposes. Insights derived from the development and application process of the framework are as follows: first, confirmation that the framework functions as a procedure for examining AI⋅Edutech features for personalized learning support; second, the ability to conduct a current status survey of AI⋅Edutech products developed to date through the framework; and third, recognition of its role in the development of additional features required to support personalized learning in school settings in the future. With the increasing interest in personalized learning and advancement of technology, AI⋅Edutech, which is experiencing rapid growth, will hopefully be balanced and practically used through an examination using this analysis framework.

A TECH-ENABLED APPROACH TO TEACHING STUDENTS WITH LEARNING DISABILITIES: A DATA ANALYSIS-BASED STUDY

The integration of technology into education has offered significant benefits, especially for students with learning disabilities. This study examines the effects of technology-enabled teaching strategies on the learning experiences of students with disabilities and looks at how educators, parents, and special education specialists view these strategies' efficacy. 200 participants in the study—teachers, parents, and special educators—gave their opinions using a standardized questionnaire. Questions with closed-ended answers were used to gather quantitative data. The results demonstrate the beneficial influence of assistive technology, customized education software, and adaptive tools in enhancing learning outcomes for students with disabilities. Nonetheless, issues with resource allocation, training, and accessibility were also noted. In order to improve learning for students with disabilities, this study attempts to contribute to the creation of more inclusive, technologically enabled educational methods.

An inclusive university environment in the Czech Republic based on the example of good practice at the University of Pardubice

The ability of a society to utilise the creative human potential of all its members, including those with disabilities, is an important indicator of the development of society and the economy and the level of education, quality and performance of the education system. Our professional article enriches the current issue of inclusive education and inclusive special pedagogy in the Czech Republic (CR) with a description of the qualities of an inclusive university environment. The aim of the paper is to introduce the reader to the inclusive university environment in the Czech Republic using the example of good practice at the University of Pardubice.The following methodological approaches were used in the preparation of this article: a) a content analysis of legislation, strategic documents currently in force in the Czech Republic and available professional sources; b) quantitative design in the preparation of statistical overviews = the number of students with specific needs (SN) at the University of Pardubice (UPa) in 2012–2020 and financing the increased costs of study for students with specific needs at UPa in 2012–2020.

Campus Officials’ Perceptions of Alcohol Policies for College Sporting Events

ABSTRACT Background Excessive alcohol use among college students and the associated consequences experienced is a serious public health concern for university officials. Event-specific drinking occasions, such as “game-day” are of special concern. Purpose The purpose of this study was to assess campus officials’ perceptions of implementing a policy regulating alcohol consumption during tailgating. Methods Researchers used a cross-sectional research design to survey Division-I Football Bowl Subdivision schools. Results Although enforcement varied, most institutions (68.4%) had a policy regulating alcohol during tailgating. Multiple regression analysis revealed that perceived benefits was the only construct predictive of having a policy; therefore, to advance prevention efforts, the advantages of this policy should be emphasized. Discussion Addressing alcohol use on college football game-day is imperative to promoting student health and well-being. Translation to Health Education Practice Health education specialists, presidents, and other university leaders need to take a proactive stance regarding prevention issues, including during college sports events, because they are ultimately responsible for the safety of students, faculty, staff, and visitors.

Effect of a self-care promoting program on engagement in self-care behaviors and health-related outcomes among persons with type 2 diabetes and diabetic retinopathy: A single-blind randomized controlled trial.

Diabetic retinopathy (DR) is the most common microvascular complication of diabetes, leading to visual impairment and eventual blindness. Promoting self-care behaviors is crucial in controlling DR progression and preventing blindness. This study aimed to investigate the effects of a Self-Care Promoting Program (SCPP) on engagement in self-care behaviors, HbA1c levels, visual acuity (VA), severity of DR, and vision-related quality of life (VRQoL) among individuals with type 2 diabetes and DR. This study employed a single-blind randomized controlled trial design to compare SCPP with conventional diabetic care interventions (standard care). The SCPP was based on the Self-Care of Chronic Illness Theory, Self-efficacy theory, and the Association of Diabetic Care and Education Specialist (ADCES) guidelines incorporating health education, self-care maintenance, monitoring, and management skills training over 12 weeks. Ninety-eight participants were randomly allocated to the experimental or control group (n = 49 per group). While the experimental group received SCPP alongside standard care, the control group received standard care alone. Data collection occurred between May 2022 and March 2023 and included demographic information, the Self-Care of Diabetes Index questionnaire (SCODI), the self-care for diabetes eye care questionnaire (SCFDE), the impact of visual impairment questionnaire (IVI-Thai version), and retinal images for DR severity grading. Data analysis utilized descriptive statistics, Chi-Square tests, t-tests, and MANOVA. Following 8 and 16 weeks of SCPP, the experimental group had significantly higher mean scores in engagement with self-care and eye-care behaviors compared to the control group (p <0.001). The highest scores were observed in self-care and eye-care confidence behaviors, followed by maintenance, monitoring, and management. Furthermore, HbA1c levels and VRQoL significantly decreased and were lower than those of the control group at week 16 (p <0.001 and p <0.05, respectively). However, there were no significant differences in VA, and DR severity increased in both groups by week 16. SCPP benefits individuals with DR, enhancing their confidence and ability to perform, monitor, and manage self-care behaviors. These strategies contribute to improved diabetes management, enhanced quality of life, and reduced DR-related blindness. Integrating SCPP into routine DR management is recommended, with nurses playing a pivotal role in overseeing and driving this integration, highlighting the critical role of nurses in managing this widespread global disease. Thai Clinical Trials Registration (TCTR20230302002).

A Comparative Study of the Views of Pedagogical Specialists on the Organization and Process of Education of Students with Severe and Profound Multiple Disabilities in Bulgaria and Belgium (Flanders)

A Comparative Study of the Views of Pedagogical Specialists on the Organization and Process of Education of Students with Severe and Profound Multiple Disabilities in Bulgaria and Belgium (Flanders)

Training of Physical Education and Sports Specialists for the Organization of Active Leisure in Places of Mass Recreation of the Population

The purpose of the article is to update the role of active leisure in preserving the health of the population, popularizing a healthy lifestyle, and analyzing the specifics of the training of physical education and sports specialists for the organization of active leisure in places of mass recreation of the population. The issue of professional training of physical education and sports specialists has been updated in the context of the expansion of the areas of sports and health work with various population groups and the organization of active leisure. The orientations of professional training for specialists in physical education and sports recreational and recreational activities have been determined, the main aspects of training specialists in the field of physical culture and sports have been revealed. Approaches in the process of training physical education and sports specialists to the organization of active leisure (epistemological, axiological, systemic, personal, activity-based, and competence-based) are highlighted. The content of the training of physical education and sports specialists for the organization of active leisure in places of mass recreation has been determined (understanding of the basic concepts, legal bases and program and normative requirements for the organization of active leisure of the population; availability of systemic and integral knowledge regarding the forms and methods of organizing active leisure; the formation of relevant beliefs, views, value attitudes, social norms, positive motivation; integration of theoretical and practical tools; ability to independently design means of sports and health activities, etc.).

Legal and regulatory opportunities for the implementation of sustainable development goals by specialists of physical education and sports in Ukraine

Legal and regulatory opportunities for the implementation of sustainable development goals by specialists of physical education and sports in Ukraine

The effectiveness of multidisciplinary interventions based on health belief model on musculoskeletal pain in the elderly living in nursing homes: a study protocol for a randomized controlled trial

BackgroundDue to the burden of musculoskeletal diseases in the elderly and the multifactorial nature of such conditions, controlling the pain caused by these disorders requires multidisciplinary approach. This approach requires the participation of the elderly in applying effective prevention measures. This study aims to design a multidisciplinary educational intervention based on health belief model (HBM) for elderly residents of nursing homes.MethodsThis is a parallel randomized clinical trial among elderly people aged 60 years and over living in a nursing home who suffer from musculoskeletal pain. Eligible participants will be divided into two groups including the intervention group who will receive a multidisciplinary intervention (vitamin D consumption, psycho-social stress management, and physiotherapy) and the control group who will receive usual care. Data collection instruments will include demographic data, the Depression, Anxiety, and Stress Scale (DASS), the visual analogue scale (VAS), and a self-designed questionnaire containing the HBM constructs. The interventions will be carried out by the educational team (general practitioner, psychologist, physiotherapist, and health education specialist). Interventions include changing the wrong beliefs of the elderly, taking 800 units of vitamin D daily, daily walking exercise by the elderly for at least 30 min and maintaining proper body posture during daily activities, muscle relaxation, relaxation techniques, regular exercise, examining their diet and eliminating stimulants (such as smoking and coffee), regular visits with friends and family, and deep breathing techniques. All questionnaires will be completed by the elderly before, after, 3, and 6 months after the intervention.DiscussionThe present study will evaluate the effect of an educational intervention based on a multifaceted pain control approach for elderly people who reside in nursing homes in order to reduce musculoskeletal pain in the elderly living in nursing homes. One of the features of this study is its focus on improving the health of elderly residents in nursing homes. Given the increase in the elderly population worldwide, the findings from the current trial might benefit elderly populations.Trial registrationIRCT20220904055881N1. Registered on 11 February 2023.

Matrix Approach for Modeling the Interrelationships of Business Processes and Organizational Structure of an Educational Institution

The complex model describing and taking into account the interrelationships between business processes, organizational structure and information systems of a secondary special education institution is considered. To represent the model the matrix approach with the use of matrix theory tools is used. Weight coefficients of interrelation of model elements are described using the method of expert evaluation and taking into account the zone of responsibility of employees in the performance of certain business processes. The model construction is based on the description of the operational business process “Training of specialists at the level of secondary specialized education”, including subprocesses of theoretical and practical training. The obtained model, consisting of three matrices, allows for accounting and analysis of organizational elements of the educational institution structure for errors, assessment of completeness and cohesion of interaction between structures in order to their further optimization and automation.

359-OR: CGM in Primary Care—Practice Characteristics and Choice of CGM Implementation Strategy in PREPARE 4 CGM

Introduction &amp; Objective: Most diabetes care occurs in primary care (PC). Continuous glucose monitoring (CGM) is associated with clinical and psychosocial benefits. While CGM uptake in PC is rising, understanding models to support CGM use in diverse PC practices is needed. The PREPARE 4 CGM study evaluates strategies to implement CGM in PC. We compared characteristics among practices choosing a practice-led, self-paced CGM implementation plan or referral to a virtual CGM implementation service. Methods: Colorado PC practices interested in implementing CGM were recruited and chose to use the American Academy of Family Physicians CGM implementation modules or refer patients to a virtual CGM initiation and education service with dietitian, pharmacist, diabetes care and education specialist (DCES), and physician. Baseline practice characteristics (staffing, specialty, size, payer mix, etc) were compared across study arms using descriptive statistics (frequencies, means, SDs), chi-square tests, Fisher’s exact tests and independent two sample t-tests, using SAS 9.4 (Cary NC). Associations were considered significant at p&amp;lt;0.05. Results: Of 76 practices, 46 chose self-paced implementation, 16 of which (35%) had a DCES; 30 chose the virtual service, none (0%) of which had a DCES, X2(2, N=62)=11.05, p &amp;lt;.001. Besides having a DCES, no differences in 50 other practice characteristics were seen between groups. Conclusion: PC practices were eager to implement CGM. While other practice characteristics were not associated with implementation strategy choice, having a DCES was highly associated: all practices with a DCES chose to implement CGM on their own. DCESs may have potential as technology champions in PC practices. Referral to virtual CGM implementation service allowed access to a DCES and multidisciplinary team for practices without them. As many practices without a DCES also chose to implement CGM on their own, multiple models may be necessary to foster CGM implementation in PC. Disclosure S. Oser: Other Relationship; American Diabetes Association, Association of Diabetes Care &amp; Education Specialists. Research Support; Abbott. Advisory Panel; Dexcom, Inc., Jaeb Center for Health Research. K.T. Wiggins: None. T. Hall: None. L. Dickinson: None. K. Crispe: None. P. Dickinson: None. T. Oser: Research Support; Abbott. Advisory Panel; Medscape. Consultant; Dexcom, Inc. Research Support; Insulet Corporation. Funding The Leona M. and Harry B. Helmsley Charitable Trust (G-2204-05191)

Practice‐focused reflections on adaptive behaviour assessment in autism specialist education

AbstractAdaptive behaviour is crucial for well‐being and independence. The Adaptive Behaviour Assessment System (ABAS‐3) is often used to plan individualised support in specialist educational settings, drawing on both teacher and parent informants. In practice, however, little is known about the extent of variation between informants. We examined informant discrepancies in a naturally occurring dataset of 28 ABAS‐3 assessments (21 male, seven female), performed by teachers and by parents post‐admission at an autism specialist school. We found that in real‐life practice, teachers rated the adaptive functioning capabilities of their students significantly more highly than parents across all ABAS‐3 domains, a discrepancy significantly greater than validation studies with this instrument, and interestingly, non‐uniform across domains. The magnitude of this discrepancy was largest in the Conceptual domain, where differences between informants were greater in older children. The skill area most affected was ‘self‐direction’, which includes aspects of executive function. Existing guidance for adaptive functioning assessment in specialist education is extremely limited; while considering potential sources of informant discrepancy, our findings corroborate the need for further guidance on the use and scope of tools like the ABAS‐3 in educational settings. While such discrepancies may confound population‐level data, individually, these skills may be indicative of greater need to support generalisation across contexts, and may indicate the particular skill areas that are most amenable to intervention.

Clinician and administrator perspectives on outpatient administration of ciltacabtagene autoleucel in relapsed or refractory multiple myeloma.

Chimeric antigen receptor (CAR) T-cell therapy (CAR T therapy) is a treatment option for patients with relapsed or refractory multiple myeloma that has led to unprecedented treatment outcomes. Among CAR T therapies available, ciltacabtagene autoleucel (cilta-cel) is a good candidate for outpatient administration due to its generally predictable safety profile. There are multiple advantages of outpatient administration of cilta-cel, including reduced healthcare burden, expanded access, and patient autonomy. This mixed methods qualitative study aimed to identify key factors for outpatient administration of CAR T and best practice recommendations by combining a targeted literature review with expert interviews and panels. The targeted review (Phase 1) aimed to identify factors for outpatient CAR T administration in the US and determine key topics for the exploratory interviews (Phase 2) and expert panels (Phase 3), which aimed to inform on best practices and challenges of outpatient CAR T administration (focusing on cilta-cel). Participants in clinical and administrative positions based in treatment centers that had experience with real-world outpatient administration of cilta-cel were recruited. Seventeen studies were identified in Phase 1. Key factors for outpatient administration included the development of protocols for CAR T complications, education for caregivers, outpatient specialists, hospital staff, and emergency services staff for identification and referral after possible adverse events, the creation of multidisciplinary teams for effective communication and management, straightforward patient intake processes encompassing financial eligibility review and provision of patient education materials, and close patient monitoring throughout the treatment journey. In Phase 2, 5 participants from 2 centers were interviewed. In Phase 3, 14 participants across 6 treatment centers were interviewed. Two 90-minute virtual panel discussions took place. All participants agreed that cilta-cel can be safely and effectively administered in an outpatient setting. Key recommendations included the creation of educational resources for patients and caregivers, the development of standard operating procedures, dedicated outpatient infrastructure and establishment of interdisciplinary teams, outpatient monitoring for toxicity management, and monitoring of the reimbursement landscape. This study offers a comprehensive understanding of the feasibility of outpatient cilta-cel administration in participating CAR T centers and provides actionable recommendations while acknowledging existing challenges.