General Education Research Articles

Self-perceived bullying victimization in pre-adolescents on the autism spectrum: EPINED study.

Autistic individuals face a higher risk of various forms of victimization throughout their lives, with bullying being especially prevalent during their school years. Previous studies indicate that autistic children are 2.4 times more likely to be bullied than their typically developing peers and twice as vulnerable as those with other disabilities. However, the extent of this issue among Spanish schoolchildren with autism remains unexplored. In addition, there is no information regarding the presence of bullying victimization in children with marked but undiagnosed autistic traits (i.e. subthreshold autistic traits). This study examines the self-reported prevalence of bullying victimization in autistic pre-adolescents and those with subthreshold autistic traits, comparing them with peers without neurodevelopmental conditions. The study involved 323 participants (11 and 12 years old; 45 with autism or subthreshold autistic traits) from Spanish general education schools. The results revealed a higher rate of bullying victimization among autistic participants (58%; 3.1 times higher risk) and those with subthreshold autistic traits (27%; 1.5 times higher risk) compared with their peers without neurodevelopmental conditions (18.3%). Victimization was linked to more intense restrictive behaviours and increased behavioural and emotional problems. No significant associations were found with other individual or family factors. Our findings underscore the heightened risk of bullying faced by autistic pre-adolescents and those with subthreshold autistic traits at school, emphasizing the need to identify and implement preventive measures to mitigate bullying and its detrimental impact on their mental well-being and overall quality of life.

Research publication and design trends in mathematics‐specific teacher leadership: A systematic review

AbstractMathematics teacher leadership is promising, yet complex work, and research interest in this form of leadership is on the rise. This systematic review takes stock of the current research landscape on mathematics teacher leadership, specifically mathematics specialists as teacher leaders (MSTLs), and approaches the questions: (1) What are the historical publication trends for MSTLs? and (2) What are the various methods, research questions, and framing used in research design for MSTLs? For this review, we use a subset of articles focused on in‐service MSTLs that are part of a larger systematic review that includes constructs such as coaching, mathematics specialists (MS), and other forms of leading teachers. Findings provide evidence that research on MSTLs is certainly on the rise, with nearly 90% of the MSTL research originating in the last decade and published within mainly general education journals. Furthermore, the majority of MSTL studies were qualitative in nature, answered research questions centered on leader interactions with others and leader reactions to professional development programs, and used various theories and constructs to ground the work. Overall, this study extends what is known about the research surrounding MSTLs, illuminates the complexities of this work, and discusses future directions for the field.

We Have to Talk About Something: Why NOT Talk About the Curriculum? A Guide to Embedding Language Interventions in Curricular Content.

Children with developmental language disorder frequently have difficulty with both academic success and language learning and use. This clinical focus article describes core principles derived from a larger program of research (National Science Foundation 1748298) on language intervention combined with science instruction for preschoolers. It serves as an illustration of a model for integrating language intervention with curricular content delivery. We present a five-step model for a speech-language pathologist and other school professionals to follow to (a) understand the grade-level core curriculum objectives; (b) align intervention targets with the curriculum; (c) select a therapy approach that aligns with both goals and curricular content, and (d) methods for implementing the intervention; and (e) verify that both the intervention and the curriculum have been provided in accordance with best practices. We apply this model to the Next Generation Science Standards, a science curriculum popular in the United States, and to grammar and vocabulary interventions, two areas of difficulty for children with developmental language disorders, though it would be possible to extend the steps to other curricular areas and intervention targets. We conclude by discussing the barriers and benefits to adopting this model. We recognize that both speech-language pathologists and teachers may have limited time to implement language intervention within a general education curriculum, but we suggest that the long-term benefits outweigh the barriers.

MUXTARİYYƏT İLLƏRİNDƏ NAXÇIVANDA TƏHSİLİN İNKİŞAF İSTİQAMƏTLƏRİ

Development Directions of Education in Nakhchivan During the Years of Autonomy Summary Cultural advancement and progress are impossible without education. It is for this reason that the development of education has always been kept in mind, and important measures have been taken in this direction. As we know, during the period of autonomy, important work was done in the direction of education development in Nakhchivan, and great achievements were made in this field. During the years of Soviet rule, the land of Nakhchivan was considered a remote, backward area. Illiteracy reigned among the population. Nakhchivan People's Education Commissariat is established to eliminate illiteracy. In 1922-1923, one of the steps taken by the People's Commissariat of Education in the direction of eliminating illiteracy was the creation of special courses in 26 general education schools. The establishment of the Nakhchivan Autonomous Republic in 1924 led to the development of school construction in a new direction. Thus, the network of pre-school organizations, including general education schools, has been significantly expanded, and new successes have been achieved in the direction of teacher training. The two-year Pedagogical Institute operating in Nakhchivan was selected for its activities in the direction of teacher training. In the article, the development of education in Nakhchivan during the years of autonomy was followed, and the work done in this field was interpreted from a scientific point of view. Key words: Nakhchivan, autonomous region, development of education, abolition of illiteracy, network of schools, training of teachers

Life safety culture: the concept and the problem of its formation in educational organizations

   Life safety culture is considered to be one of the most important components of basic general education in modern conditions. Its main vector is focused on adequately solving the priority tasks of ensuring personal and national security. In this regard, the scientific problem considered in this article seems to be relevant and in demand in modern educational practice, because the effectiveness of ensuring the safety of the entire world community depends on the level of development of the life safety culture of each person.   The problem of the research is to identify the content of the category “life safety culture” and the theoretical basis for justifying the process of its formation among students in educational institutions.   The purpose of the research is to reveal the category “life safety culture” in various fields of knowledge and to substantiate the main theoretical determinants of its formation in educational institutions.   The following methods were used in the study: analysis and synthesis of scientific and methodological literature, methods of visual presentation of information. The results of the research contribute to the study of scientific and theoretical aspects of organizing the pedagogical process of forming a life safety culture in educational institutions, as well as scientific and theoretical approaches to substantiate the definition of «life safety culture».   Key conclusions. Three approaches to the content of the category “life safety culture” have been identified - social-philosophical, psychological and pedagogical ones; the prerequisites for constructing pedagogical influences on the formation of a culture of life safety in educational institutions have been indicated: principles (general and specific), and the directions ofthis activity have also been detected.

Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data

Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using large administrative data, as well as review the methodology used in existing research. The takeaway from the 15 included studies is that special education positively impacts student outcomes, and the growth of students receiving special education typically matched or exceeded the growth of their general education peers. Methods used in these studies were, however, quasi-experimental, so limitations to credibly causal claims remain. In addition, that relatively few studies met our inclusion criteria reflects the need for additional research, and we highlight methodological and substantive considerations for future work.

Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs

Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs

Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms

In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed.

Exploring Entrepreneurial Intention and Subjective Beliefs: A Comparative Analysis of General Education Schools and Commercial Schools

Exploring Entrepreneurial Intention and Subjective Beliefs: A Comparative Analysis of General Education Schools and Commercial Schools

The role of religious capital in shaping wellbeing of individuals

By investigating the role of religiosity in shaping Human Well-being, this study bridges the gap through quantitative study on the importance of religious capital to enhance people’s level of well-being. This research emphasized the relation of social exclusion and religious capital to wellbeing, whereas previous studies generally used individual and economic factors as the basis. Due to large sample size of 757 people, this quantitative research using Divine Economic Survey 2013 data looks at how religious capital affects people's subjective well-being. To minimize the diversity of subjective well-being, prayers, and religious activities, constructing them continuous and escaping the problem of multicollinearity and emphasizing the key underlying factors that most effectively capture the variance in these variables, therefore we have adopted principal component analysis. The ordinary least squares approach is then used to regress the variables and evaluate the links between subjective wellbeing and rituals, religious practices, gender health, general education. household size, and marital status of individuals. The finding reveals that religious rituals, gender, age, general education, health, and log of income are statistically significant and have a positive influence on subjective well-being, but Household Members and Marital Status are statistically significant and negatively affect the subjective well-being of human-being. The study is beneficial for government agencies that would make the policies and programs to augment people’s income, educational prospects and health facilities and services.

Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners

AbstractLearners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout. This is the case in many parts of the world. While much has been researched on linguistically disadvantaged learners in the fields of sociology and general pedagogy, little is known about the classroom teaching of mathematical content in language-responsive ways for all learners in school. Experienced mathematics teachers draw on a wealth of knowledge of content teaching in language-responsive ways developed through their practices working with linguistically disadvantaged learners in their classrooms. In this paper we report on interviews with some of these experienced mathematics teachers from seven educational contexts focusing on teaching probability in language-responsive ways. We focus on what we can learn from these teachers that could inform our practice as mathematics teacher educators and our research. We identify three challenges and three practices that add nuance and depth to theoretical research findings and recommendations on language in mathematics teaching, which can potentially develop these findings in more practical and accurate ways.

LEARNING STRATEGIES USED BY GRADE ONE ELEMENTARY TEACHERS IN TEACHING STUDENTS WITH SPECIAL NEEDS: REFLECTIONS AND DISPOSITIONS IN FOCUS

General Education teachers dont have exceedingly specialized capabilities in special education. We dont have much encounters in an inclusive classroom. Not continuously, but regularly, it appears that teachers feel unequal to the errand of educating students with special needs. It may be a characteristic of the calling that General Education teachers need certainty with such understudies, and feel incapable since we think we lack the skills. This can be something of a myth to be refuted. But teachers know more than they think they know. The challenge is getting these students to appreciate, engage, and keep them on task as much as possible without ruining the usual flow of the classes. Ten participants who are all Elementary teachers in selected public schools in Davao City are the focused in this study. The said participants are chosen through random sampling. All of them are licensed teachers and has experience teaching for almost two years to learners in grade one with disabilities. Many professionals in the literature express concerns about whether full inclusion is appropriate for all students with disabilities and emphasize the importance of maintaining a continuum of services. Supporters for a continuum of services for students with disabilities cite two main reasons. First, they believe there is an inadequate research base to advocate such a drastic change to the current educational system believes, the research evidence on the relative efficacy of one special education service delivery model over another is scarce, methodologically flawed, and inconclusive. Some studies support positive trends with inclusion programs; however, others have reported disappointing or unsatisfactory academic and social achievement through inclusion models.Learning in a remote setting may differ from mainstream, classroom-based environments. This includes expectations for students and course methodology. Curricula must often be adjusted. For example, homework can be simplified, allowing students to dictate rather than type, and audio materials can be provided for reading assignments during online class. KEY WORDS: learning strategies, grade one elementary teacher, teaching students with special needs, reflections

Педагогические приёмы устранения трудностей при решении текстовых задач четвероклассниками

The article examines the current problem of difficulties in solving word problems by fourth grade students, and describes the main types of difficulties. The importance of educational modeling, planning and control activities within the framework of the requirements of the Federal educational program for primary general education in mathematics is described. Two pedagogical techniques are presented: “Model the situation” and “Plan and control”. Examples of mathematical tasks are given, the use of which will allow fourth-graders to successfully overcome difficulties in solving word problems.

Активизация коммуникативной деятельности младших школьников на уроках окружающего мира (Часть 1)

The article proposes for discussion the contribution of primary schoolchildren studying the subject “The World Around Us” to the development of their speech and verbal communication. Based on the requirements of the Federal State Educational Standard for Primary General Education and the Federal Educational Program for Primary General Education, the methodology for developing dialogic speech (educational dialogues, didactic games), as well as descriptions and narratives in younger schoolchildren is revealed.

Оценивание предметных результатов по русскому языку в начальной школе* (Часть 2)

The article discusses the features of the planned subject results recorded in the Federal State Educational Standard of Primary General Education 2021, the Federal Educational Program of Primary General Education 2023, the Federal Work Program for the academic subject “Russian Language” 2023. A correlation between the planned results and the most appropriate forms of their assessment. Criteria for evaluating frequently encountered forms are given, as well as examples of scoring. Particular attention is paid to assessing the achievements of students in the sections “Speech Development” and “Spelling and Punctuation”, since in terms of the number of results they are the most voluminous, and assessing the success of students in mastering the section “Speech Development” also presents additional difficulties for teachers. The approaches outlined can help teachers avoid excessive subjectivity when assessing the oral and written work of primary schoolchildren.

Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms

AbstractMore and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to the Science of Reading (SoR), it is vital for teachers to provide relevant and engaging learning opportunities for all students. In this article, several strategies are offered for intentionally pairing diverse learners and their typically developing peers to provide successful structured peer tutoring experiences during literacy activities in inclusion classrooms.

LED light sources with a sun-like emission spectrum for children’s institutions

The article looks more like a scientific-theoretical than an experimental one, so it is proposed to remove the IMRAD structure, especially since it is given only in the summary, but not in the article itself.
 “In Russia, under the national project “Education”, a large-scale program for the construction of schools is underway. About 700 schools have already been built, and if in general for all programs, this is 900 schools..... Many schools have swimming pools, modern canteens...” noted the head of the relevant ministry at a meeting with the President of the Russian Federation Vladimir Putin at the beginning of 2023. In total, about 750 billion rubles were allocated to finance the program for the construction of new schools. (it includes 454 billion from the federal budget). In total, it is planned to build 1,300 educational institutions, which will have more than 1 million places. In addition to the construction of new schools, the plan provides for the implementation of a program of capital repairs and technical renovation of existing general education institutions by the end of 2026: it will include 7,300 buildings. The pace of capital renovations has also accelerated in 2022–2023: three thousand buildings will be renovated, mainly in rural areas. By 2024, all 27 thousand rural schools, according to modern requirements, will be equipped with modern equipment. In modern schools, it is planned to equip computer classes with modern computing equipment, and energy saving plans provide for the widespread use of LED lighting. The reasons for the negative effects of the light spectrum of LED lighting and personal computer monitors on the health 
 of children and adolescents, in particular the increase in myopia, have not yet been sufficiently studied.
 Analytical, sociological, and statistical methods were used.
 The relationship between physiological and behavioural factors that may lead to decreased vision is described. The restructuring of the work of the visual analyzer, associated with the selection of information in accordance with the models proposed in the social environment has been suggested to contribute to the formation 
 of myopia; with a decrease in one’s own search activity with increased myopia; with an increase in the functioning of internal information processing systems and 
 a decrease in the systems of perception and implementation of actions.
 Limitations. The study was limited to the area of study of the subject of research, materials from the Scopus, Web of Science, MedLine, The Cochrane Library, EMBASE, Global Health, CyberLeninka, RSCI databases and our own experiments.
 Conclusion. The spectral composition of artificial light and its intensity give rise to the prerequisites for the development of myopia or another functional-structural response in the variety of ganglion, amacrine cells, and receptors in the visual analyzer of multicellular animals. The narrow and incomplete spectrum of light from domestic LED lamps cannot be a good choice for the prevention of myopia in children. Considering the diversity of opsins in the human visual analyzer, we have developed and manufactured an artificial, light source using LEDs and phosphors, the spectrum of which considers the spectral photosensitivity of opsins in the human eye and is close as possible to the spectrum of sunlight at a correlated colour temperature of about 4000 and 3000 K. The first one has now been manufactured a batch of lamps, the spectral composition of the emitted light of which has no analogues and is ahead of the world’s best samples in terms of spectrum composition and efficiency level. The spectrum of this light source was demonstrated in a presentation at the Erisman Readings 2023. To elucidate the biological mechanisms of the development of myopia in children, additional efforts are needed within the framework of a new scientific direction - evolutionary hygiene. This will make it possible to establish how small changes in the composition of the light spectrum (emission in the region of 410–450 nm, dip in the region of 480 nm and absence of 380 nm) of artificial sources influenced catastrophic (chaotic) changes at the genetic level of humans and the entire living world.

Futuristic scenarios of the general education school: Lithuanian trajectories and implications

The paper features the most probable visions of development of the general education school obtained from the research project Futuristic Scenarios of the Lithuanian General Education School. The study used the Delphi method to develop futuristic scenarios and extrapolate the most probable trajectories of school development. Sixty-one experts in education including academics, school administrators, teachers and students completed an online Delphi survey designed by the project partners. Based on the findings, four futuristic scenarios are proposed: (1) The School of Eco Care; (2) The School of Exclusion; (3) The School for the Market; and (4) The School of Individual Meanings. These findings capture the (un)realistic and (un)preferable tendencies in our rapidly changing world, the implications and possible benefits of the scenarios.

Teaching fluorescence of plants & algae in physics class to address climate change

In physics classes and general education classes, teaching the concept of fluorescence can be challenging, and it may seem too theoretical for some students. A short YouTube video titled ‘Seeing Photosynthesis from Space’ displays a global map of photosynthesis, and this is an excellent, attention-getting way to visually introduce fluorescence to students and also to address climate change. Therefore, three hands-on activities were designed using spinach chlorophyll ethanol extract and olive oil to observe the fluorescence emission; in addition, a smartphone spectrophotometer was employed to observe the spectrum of the emission. The class also addressed the issue of global warming because the absorption of CO2 by plants and algae is decreasing, which may cause serious climate change.

<span>Developing professional capacity for education administrators and teachers for the 2018 General Education Program implementation</span>

The 2018 General Education Program was issued under Circular No. 32/2018/TT-BGDĐT dated December 26, 2018 of the Ministry of Education and Training. The program has many new features and is built in an open direction, with the goal of developing student competence and qualities, giving autonomy to schools for the implementation. Accordingly, education administrators and teachers of schools need to be trained and given specific instructions to be able to master changes and know how to overcome barriers to implementing the program as required for quality insuarance. Since 2019 the Ministry of Education and Training has issued official documents guiding the implementation of the program; assigning Universities of Education and the Academy of Educational Management to train education administrators and teachers on implementing the 2018 General Education Program. However, after more than 3 years of implementing the program at all levels, there are still shortcomings to be removed. This article summarizes the implementation process and training results to implement the 2018 General Education Program, identifying issues to be resolved for improvements.