Growth Of Education Research Articles

How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning

ABSTRACT A key goal of science learning today is to support students in posing and answering questions about phenomena that matter to them while establishing a need to grapple with disciplinary ideas and practices reflected in standards. To be successful in this endeavor, teachers need to learn to partner with students on the direction of their learning while remaining attentive to goals for learning reflected in standards. In this paper, we explore the idea that educators’ developing knowledge of curricular purposes and structures can help support their enactment of instructional materials that help them balance these two goals. Our study draws on 36 teachers’ experiences of learning to teach with instructional materials aligned to the Next Generation Science Standards as part of a field test that included multiple cycles of professional development workshops and enactments. Our findings illustrate how teachers’ knowledge of curriculum can help them make sense of their own growth in teaching.

Online Degree Courses: Issues & Challenges in Employment

Online degree programs are popular for their flexibility and convenience. Online degree holders confront employment obstacles. This study discusses job concerns for online degree holders. Online degree credibility is the first issue. Online degree recipients may be less employable due to company concerns about program rigor and quality. Online learning limits networking, which is essential for career prospects and referrals. Some online degrees lack practical experience. This may hurt your chances of getting hands-on jobs. Online degree holders must also demonstrate self-discipline and time management to allay company concerns about their professional success. Online degree holders are expected to use digital platforms and collaborative tools, thus employers may question their technology skills. Due to online education's growth, online degree holders compete for jobs. Online degree graduates can handle these issues by creating a strong professional network, acquiring practical experience through internships or volunteering, demonstrating transferrable talents, and effectively communicating the advantages of their online education. Online degrees are becoming more valued by businesses, despite hurdles. As technology advances and online education becomes more popular, online degree holders should have fewer employment hurdles and have more professional growth prospects.

Understanding the impacts of floods on learning quality, school facilities, and educational recovery in Indonesia.

This research is among the first pieces of work to use the comprehensive school safety (CSS) framework to assess the impacts of floods on quality learning and education infrastructure. The CSS framework is employed here to identify the level of disruption to education services following floods in Jakarta, Indonesia, in 2013. The paper poses three key questions, concerning: (i) disruption to children's access to quality education during the flood emergency in 2013 and the early recovery phase; (ii) the impact of the floods on a school's physical infrastructure; and (iii) the effectiveness and level of success of the 2013 flood responses by relevant stakeholders. Combining quantitative and qualitative strategies, the paper examines the experiences of 100 schools in Jakarta. The findings suggest that the CSS framework offers a more nuanced approach to assessing post-disaster education needs. Moreover, it is also relevant for examining the relationship between the COVID-19 pandemic and relative losses in the education sector.

Reconsidering partnerships in education in emergencies

International actors increasingly advocate for partnerships in education in emergencies (EiE) to address the dire educational opportunities of school-aged children in sites of disaster, armed conflict, forced migration, and other humanitarian crises. This study explores the nature of partnerships in EiE. We examine the impetus behind an expansion of partnerships among diverse global actors and key characteristics, relationships, and dynamics within these partnerships. Using data collected from key informant interviews and documents from organizations involved in the Syria refugee education response (2018-2021), we detail two emerging characteristics of partnerships in EiE: (1) market-based principles in rhetoric and practice; and (2) a rise in private sector participation. While partnerships aim to improve coordination between agencies, our study uncovers the counterintuitive finding that competition characterizes the EiE partnership space more often than coordination. Furthermore, despite the education and humanitarian community’s promotion of a “localization agenda”—prioritizing full participation of affected local communities as partners in education policy and implementation—our research points to a maintained hierarchy where international actors hold most influence in EiE. We discuss the practical implications of this power asymmetry within the broader context of marketized humanitarianism, and raise concerns regarding equity within unchecked partnerships.

Open access in Angola: a survey among higher education institutions

Open access (OA) to research publications is of global relevance, both in terms of provision and consumption of scholarly content. However, much of the research, practice, and models surrounding OA have been centered around the Global North. In this study we investigate how and to what degree higher education institutions (HEIs) in Angola interact with the concept of OA to journal publications through their policies and practices, a country where the end of the civil war in 2002 marked a new start for growth in teaching and research. This study is based on an online survey conducted in 2020 among research management units of Angolan HEIs. 23 valid institutional responses were received of 44 invitations sent (52% response rate). The results suggest that Angolan HEIs have moderate awareness of OA but practical incorporation into academic processes has remained slow, however, this can be seen to be connected to the overall slow progress in ramping up research intensity in the country. Seven of the responding institutions reported to be involved in publishing scholarly journals, all of them OA. Overall Angolan HEIs have few institutional repositories, and have so far placed little value on OA in the context of academic career advancement.

소규모 초등학교 교사의 학년 통합 체육수업 경험과 교육적 의미

Objectives The purpose of this study was to investigate a teacher's experiences with integrated physical education(PE) lessons for different grades at a small-sized elementary school in autoethnography and the teacher’s educational meanings. Methods For this purpose, data was collected from the memory retrieval, in-depth interviews, and concerned documents of seven third graders, eight fourth graders, the investigator that was in charge in a third grade class and gave integrated PE lessons for different grades, and Kim Sae-ssak in charge of a fourth grade class at Tamheom Elementary School in Miji-gun, C Province during a semester from September, 2020 to January, 2021 to examine the teacher's experiences with integrated PE lessons for different grades and the teacher's educational meanings. Collected data was analyzed in a comprehensive analysis procedure based on practical eclecticism, and research integrity was secured through multi-sided analysis, inter-member review, and peer consultation. Results The teacher's experiences with integrated PE lessons for different grades were compared to a captain's story exploring an unknown territory. The teacher's experiences were categorized into “preparing for a voyage without a chart,” “striking on a rock upon departure,” “setting up a sail with steering adjusted” and “entering a cruise route.” The educational meanings of the teacher's experiences with integrated PE lessons for different grades were compared to a treasure hunt in a ship's log. The educational meanings were categorized into “expansion of lessons: expanded waters through marine explorations” in that the scope of lessons was expanded, “students' changes: changes to the sailors through an unknown voyage” in that changes were brought to students, and “a teacher's growth: the captain's growth amid waves” in that teacher made growth. Conclusions Since different grade-integrated PE lessons in small elementary schools have great educational significance for teachers, students, and the class itself, individual efforts and policy support are important.

Impact Analysis of Education in Emergency (EiE): A Case of Wangduechhoeling Lower Secondary School, Bhutan

This paper closely examines the impact of Education in Emergency (EiE) amid the pandemic in Wangduechhoeling Lower Secondary School (WLSS), under Bumthang district, Bhutan. The study also tries to look into how each pupil can exercise a right to learn during the pandemic despite their family background. It touches upon several aspects such as learning progress of the students, learning gaps, and its contingency programs. It further highlights how students’ parents would play a parental role in providing spontaneous learning space and time. And this case study assesses the effectiveness of the implementing EiE programs in the school.
 Using the central limit theorem (CLT), we analyzed the data from 30 percent of the population (180 students and 90 parents). The findings of the study revealed that most students had responded that online learning was effective. 94.4 percent of the students responded that learning through EiE was effective, and 88.8 percent of the students enjoy EiE lessons. However, 36.6 percent of the students responded that they faced difficulty in using different learning forums. 96.6 percent of the students had textbooks with them, 81.1 percent of teachers assessed tasks given through Television, Radio, Self-Instructional Materials (SIM) lessons. The findings also indicated that 81.6 percent of the parents had been supportive in their children’s learning. Due to emergence of COVID-19 pandemic and the consequent closure of the school, 57.7 percent of students’ interest towards learning was affected. On other hand, the study depicted that 97.7 percent of students were excited to return to school as and when reopens. In addition, the study revealed that while 64 percent of the students had availed 60 percent special data packages discount, 55.7 percent of them had not availed it.

Development challenges in challenging contexts: A 3-stage curriculum framework design approach for Education in Emergencies.

There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that could be used as a resource for coordinating the actions of education specialists and practitioners in Education in Emergencies (EiE) situations. This article outlines the curriculum framework design approach they developed for the Maths and Science components of the LP framework. The article outlines a three-stage curriculum framework development model, which involves consideration of context, leading to descriptor generation, and attending to cohesion building elements.

Beyond Numbers: The Use and Usefulness of Data for Education in Emergencies

Recognizing the lack of knowledge about how to improve data systems for education in emergencies (EiE), we examine in this article how EiE professionals use data and what makes data "useful" to them. Drawing from 48 semistructured interviews from a purposive sample of professionals working in the EiE field across the humanitarian, development, and stabilization sectors, we explored the primary ways EiE professionals use data. Using inductive and emergent coding, we identified the key themes, which we then disaggregated by participants' sector and role in EiE operations. Our findings indicate that there is a common need across sectors for data that inform operations. However, participants working at a national or local level spoke the most about operational uses of data and the least about strategic uses, such as policymaking and advocating. Meanwhile, there was a notable emphasis among actors at the global level on strengthening data systems and their strategic uses. In this article, we also highlight the myriad nontechnical factors that shaped participants' perceptions of usefulness, including the politicization of data, users' expertise in analysis, and personal and institutional relationships. We argue that conversations about improving data for use in EiE must not focus exclusively on tools or techniques but also on people, institutions, and contexts.

Mental health and psychosocial wellbeing in education: The case to integrate core actions and interventions into learning environments

Exposure to adversity, particularly in early childhood, can lead to lifelong struggles with learning and adverse physical and mental health. Mental health promotion and prevention, care services and psychosocial approaches can play an important role in mitigating these adversities and improving a range of developmental outcomes for children – including learning, relational and social skills, and health and nutrition. This study explores effective mental health and psychosocial support (MHPSS) programming integrated within education in emergencies (EiE). Core actions developed through a participatory consultation with multisectoral actors are outlined to address the common challenges and barriers associated with MHPSS programming in emergency education. Targeted approaches, resources and case studies from humanitarian settings are highlighted and provide detail on how to address planning, coordination and implementation barriers to effective MHPSS integration. This study explores the social and psychological foundations of MHPSS programming in EiE and how caregivers, teachers and communities can meaningfully participate in creating safe and healing learning environments, forming the critical safety net for children's wellbeing in situations of adversity.

Institutional responses to the COVID-19 pandemic: Faculty and administrator experiences

The onset of the COVID-19 pandemic required shifts in operations for institutions of higher education everywhere. Faculty and administrators were asked to adapt to meet the needs of students. We conducted a qualitative content analysis to understand institutional responses and examine the experiences of faculty and administrators during the COVID-19 pandemic through the lens of chaos theory. Institutional responses to the pandemic varied. Participants identified supports and resources deemed helpful, as well as those found to be inadequate or unwanted. We also found that the pandemic resulted in some positive outcomes for faculty and administrators, which led to growth in teaching and self-care. Implications for strategic planning and future directions for research are explored.

Formative assessment practice progressions for teacher preparation: A framework and illustrative case

Formative assessment practices map neatly onto many frameworks for high-quality teaching. Yet, in teacher preparation programs these practices are often left out of discussions of instruction because formative assessment practices may be considered separate from teaching practices. In this paper, we introduce a model of “practice progressions” for formative assessment to illustrate how formative assessment practices can gain in sophistication when considered an integral part of teaching. We provide an example of a preservice teacher's growth in formative assessment practices over the course of a practice-based program and map the growth to the practice progressions.

Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria.

Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.

When education in emergencies fails: learners’ motivations for a second chance education in post-conflict Rwanda

ABSTRACT There has been an increasing effort to deliver Education in Emergencies (EiE) from the international community since the 1990s because of protracted humanitarian situations. Despite the growing attention to EiE, many children in conflict-affected situations miss schooling without having the opportunity to receive a second chance education (SCE), or voice their perspectives on this situation. Given the gaps within EiE, this paper focuses on the largely overlooked issue of out-of-school children and young people resulting from conflict, and potential for an SCE. Based on 23 life story interviews conducted in Rwanda, it examines how learners in post-genocide Rwanda made sense of the complex education journey that they undertook and their motivations for an SCE. The research demonstrates various motivations, including both intrinsic and extrinsic, using self-determination theory. It provides learners’ perspectives on education that are currently missing in the EiE field.

Chemistry-kit as an Intervention Tool in Emergency Education in Secondary Schools

This paper presents a Chemistry-kit as an intervention tool to grant spaces for, hands-on learning in Chemistry, in formal Emergency Education (EE) programs. Emergencies may arise due to either civil unrests or natural catastrophes. More literature is dedicated towards the former than the latter (Burde et al., 2017). This paper aims to contribute towards filling the gap. The COVID-19 pandemic is the most recent emergency of the latter kind to promulgate a colossal impact on the formal education of children (WHO, 2020). Organisations such as UNHCR and UNESCO have been continuously working towards this endeavour of formalising secondary education (cite). EE programs lack extravagant school infrastructure, chemistry labs being a section of it. This paper argues that an analogue Chemistry-Kit is a practicable route to valuable learning experiences and is both cost-effective and student-friendly. Even in the presence of virtual schools, the kit can afford a medium to impart hands-on learning and encourage the practical essence of the subject.

Atgriezeniskās saites nozīme mācīšanas un mācīšanās procesā

Delivery of feedback is an integral part of the learning process, which ensures an effective teaching and learning process. Although the students are primarily orientated to get a mark, there are a number of strategies that can be used to maximize students' involvement in the learning process, including providing effective feedback. When providing feedback to students, their lack of skills is analysed with a view towards improving these skills, and a constructive approach to learning applied raising awareness among students. Summarizing the data of empirical research, it can be concluded that students receive feedback, but it does not provide a complete picture about students’ achievements. Among students, there is also a view that teachers do not provide the feedback that would motivate them, and some say that for them feedback is not necessary. This means that in the pedagogical process, during the implementation of the conceptual framework of the new basic education curriculum, it is necessary to promote the importance of feedback in order to help students to appreciate it and thus improve their performance, which would contribute to the growth of teaching and learning.

Policy Analysis on Education in Emergencies (EiE) and Flexible Learning Options (FLOs) for Senior High School (SHS) in the Philippines

The novel coronavirus disease (COVID-19) pandemic has affected the basic education sector in the Philippines. In the public school system, the pandemic has not only disrupted schooling by shifting the beginning of the school year (SY) 2020-20201 at a later time, it has also necessitated a shift to alternative learning delivery strategies including the use of more flexible face-to-face, distance and blended learning. This paper focuses on the effects of the COVID-19 outbreak on the K to 12 senior high school (SHS) program and the need to offer flexible learning options (FLOs) to upper secondary learners. It examines the policies the Department of Education (DepEd) has initiated in continuing learning during the pandemic and providing education through FLOs using the INEE’s domain standards on EiE. From this policy analysis, the paper identified some gaps that need to be addressed through the following recommendations 1) intensify FLO guidelines to meet the different needs and contexts of learners especially the marginalized; 2) develop an EiE policy; 3) improve teachinglearning by strengthening communication channels, formative assessment, and multimedia learning materials; 4) provide offline and online options for SHS tracks; 5) explore the use of videos, mobile training centers and flexible times of study.

STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON

Writing requires specific skills in brainstorming, organizing, editing, and proofreading. There are varieties of research conducted in finding which approach is the most impactful to teach writing and one of the approaches emphasized is blended learning, widely acceptable in education field. Nevertheless, its effectiveness on writing is still questionable and the effort to integrate blended learning in teaching writing needs a thorough consideration. Therefore, the purpose of the study is to researcrh the adequacy of blended learning approach on students’ writing performance. Employing an explanatory research type, an experimental research design was applied. A mixed-method method was executed to collect, analyse and interpret data. For quantitative, a quasi-experimental design was carried out to 60 respondents who were selected through purposive samplings and distributed to control and experimental groups. The study used pretest and posttest for both groups. The result shows that there is no significant difference of blended learning and students’ writing performance between the experimental group and control group in the pretest and posttest. Overall, the study shows that both instructions have place in writing. Hence, educators have to become eclectic practitioners who are able to apply suitable approach that can contribute to the growth of teaching and learning writing.

Tendências metodológicas da pesquisa em ensino de química na revista “química nova na escola” - 1995 a 2017

Com o crescimento do Ensino de Química como área de conhecimento, cresce também a difusão dos trabalhos de pesquisa nela realizados. Uma vez que esse campo vem se consolidando, é importante compreendermos quais as tendências metodológicas têm sido empregadas. Para tanto, buscou-se investigar as publicações da seção “Pesquisa no Ensino de Química/Química em Foco” da revista Química Nova na Escola (QNEsc). Após a análise, observou-se que as pesquisas têm se caracterizado quanto ao caráter qualitativo, com a predominância do “estudo de caso”. Acredita-se que mesmo avançando quanto às questões metodológicas, ainda existem lacunas que precisam ser preenchidas para que as pesquisas sejam fortalecidas e ganhem cada vez mais espaço significativo no cenário científico. Palavras-chave: QNEsc; Educação Química; Tendências Metodológicas.

Collective impacts on a global education emergency: The power of network response.

The COVID-19 pandemic is an emergency of an exceptional scale, with major impacts on education globally and with significant new challenges for education in existing humanitarian contexts. This Viewpoint reflects on the immediate challenges of continuing education in humanitarian contexts and on the experience of the Inter-agency Network for Education in Emergencies (INEE) as a network supporting collective action of Education in Emergencies (EiE) practitioners globally. It also looks forward at INEE’s plans to support quality distance education and issues to consider on the reopening of schools. It concludes with reflections on the needs and risks for EiE longer term.