General Education Research Articles

Integrating learner-centered design and user-centered design for meaningful instructor onboarding: Supporting large-scale curricular changes to general education

Supporting instructors through large-scale curricular changes to cross-disciplinary programs such as general education is a complex challenge. In this case-based narrative, we describe how one large R1 university in the Southwest United States developed and implemented an instructor support program during a large-scale general education program redesign for a program that had not been substantively revised since 1998. This program typically offers about 500 courses each semester and is taught by roughly 650 instructors. To support the phased rollout of the new program curriculum, we designed and implemented a Quick Start program to support instructors revising courses for the new program, serving over 400 instructors during its first year of implementation. We discuss our integration of learner-centered design principles (McCombs & Whisler, 1997; Weimer, 2013) to guide the development of the Quick Start program and user-centered design principles (Greer & Harris, 2018; Tham, 2022) to create accessible, useful, and context-driven learning content for the instructors. While these frameworks have been integrated in the past to develop learning materials for students (Jones, 2018; Shivers-McNair et al., 2018), our case-based descriptive analysis presents a novel application of this integration for faculty development. We describe how we integrated these principles to design, scale, iterate, and implement instructor onboarding to the new curriculum. Specifically, we offer four guiding pillars: (i) creating an aligned learning experience, (ii) building an instructional community, (iii) foregrounding an asset-based approach, and (iv) creating useful and usable materials to operationalize such an integration of learner-centered and user-centered design approaches for faculty development.

Preparing Teacher Candidates for Inclusive Practice: A Program Overview

This paper provides a programmatic overview of an early childhood education (ECE), dual-licensure personnel preparation program in the Midwest. The foundation of the ECE program includes blended faculty from general and special education, a cohort model, field placements every semester, and continual review and innovative practices. The ECE Program is offered in both campus-based and online delivery models to meet the needs of prospective students across the state and region. Faculty have recently expanded the program array to include two additional online programs to meet the changing needs of the workforce: a non-license credential-based bachelor’s degree and a master’s degree in public policy. The ECE program’s unique components and multiple offerings position it well to prepare teacher candidates to educate all children within inclusive settings. Future directions include developing a master’s degree in early childhood special education. Key words: early childhood, personnel preparation, dual-licensure

From practice to theory: characterizing the gap in surgical simulation

Abstract Purpose Simulation curricula continue to struggle with adequately preparing trainees for the operating room. One reason for this phenomenon may be the lack of application and enactment of learning and instructional theories into simulation curricular design and practice. Few educators have taken a reflective approach to understand how surgical simulation succeeds and fails to incorporate best practices for learning based on theory. As such, this study aims to examine simulation sessions to identify gaps in practice by nesting two key frameworks from general education into surgical simulation: learning integration and the cognitive apprenticeship model. Methods We conducted an observational qualitative study in which we recorded simulation sessions with fifteen trainees and surgeons and deductively applied components of the above frameworks to transcripts. Subsequently, we analyzed gaps in the transcripts with regard to the application of these frameworks as theoretical concepts informing the analysis and interpretation. Results We organized results around the four fundamental tenets of learning integration, with principles of the cognitive apprenticeship model explored to provide further units of analysis. In doing so, we identified that simulation instructors adequately modeled, coached, and scaffolded to enable early phases of learning integration. However, instructors less aptly enabled reflection and self-guided exploration, which are critical components of learning integration. Conclusions We found areas in which instruction diverged from ideal standards as informed by our theoretical frameworks, thus highlighting the importance of regular simulation review to ensure that well-designed and intentioned simulation curricula continue to reflect the best educational principles when enacted in practice.

Integration of Teaching Resources for English Majors under Local Autonomy: Collaboration and Development

In the process of local social governance, educational resources are the basic conditions for social governance, so the integration of English education resources has become the main research aspect of local governments and educational institutions. The integration of key educational resources needs to be supported by local education policies, education systems and education laws, and the corresponding regulations and laws should be improved, and the English cognitive level of the public and the environmental governance of education need to be intervened by local governments, as well as the extensive participation of the public. Laws and regulations should be improved under the guidance of the government to provide support for the integration of English education resources, and the public should widely participate in the integration of educational resources of English majors under the publicity of educational resources, so as to form a good interactive relationship to provide support for local education governance. Therefore, the necessary conditions for the integration of local governments, legal institutions, education departments and the general public, military and local English education resources play a role in promoting the development level of English and the creation of a social environment.

The impact of surgical simulation and training technologies on general surgery education.

The landscape of general surgery education has undergone a significant transformation over the past few years, driven in large part by the advent of surgical simulation and training technologies. These innovative tools have revolutionized the way surgeons are trained, allowing for a more immersive, interactive, and effective learning experience. In this review, we will explore the impact of surgical simulation and training technologies on general surgery education, highlighting their benefits, challenges, and future directions. Enhancing the technical proficiency of surgical residents is one of the main benefits of surgical simulation and training technologies. By providing a realistic and controlled environment, With the use of simulations, residents may hone their surgical skills without compromising patient safety. Research has consistently demonstrated that training with simulations enhances surgical skills., reduces errors, and enhances overall performance. Furthermore, simulators can be programmed to mimic a wide range of surgical scenarios, enabling residents to cultivate the essential critical thinking and decision-making abilities required to manage intricate surgical cases. Another area of development is incorporating simulation-based training into the wider surgical curriculum. As simulation technologies become more widespread, they will need to be incorporated into the fabric of surgical education, rather than simply serving as an adjunct to traditional training methods. This will require a fundamental shift in the way surgical education is delivered, with a greater emphasis on simulation-based training and assessment.

Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment

ABSTRACT This paper reports a longitudinal study, organized around national surveys and institution-based case studies, of ‘enrichment’ in post-16 colleges across England and Wales. These institutions transect general and vocational education pathways, whose curricula are organized respectively around subject disciplines and employment skills. Drawing on social justice perspectives and understandings of curriculum theory and cultural reproduction, the study initially analysed enrichment practices positioned as additional to subject-based curricula. However, extending thematic analysis through cross-case comparison, the study uncovered an additional, complementary role of enrichment: in some specialist/general education settings, teacher-led, practice-based extensions of subject curricula, complemented by agentic networking opportunities, facilitated middle-class higher education transitions; vocational enrichment, responding instead to ‘learner support’ imperatives and socializing young people into employment routines, sustained the normative transitions to work that characterize vocational pathways. These distinctive complementary logics mirror the inequalities of epistemic access identified by curriculum theory, suggesting that these extend beyond formal curricula. On the other hand, some marginal practices, including broader, more critical preparation for adulthood and work, suggest possibilities to advance social justice, transgressing the academic/vocational divide. Whilst unequal societies persistently sustain this divide, activities outside formal curricula may support more agentic and socially just transitions to adulthood and working life.

Intentionality, Pygmalion, and Cognitive Fun Redirects Elementary School Children in Pull-Out Neural Enrichment

This study describes an academic enrichment intervention for 15 ‘high risk’ children who were pulled out of General Education classrooms in Bangalore India for 40 minutes four-times a week during a typical school year. Could a brain-based intervention reduce achievement gaps that showed up for these children in terms of below-grade academic outcomes and impoverished social and emotional wellbeing? The null hypothesis stated that a teacher’s mental model that shifted to brain-based methodology would have no perceivable effect on (i) children’s academic achievement or (ii) their social and emotional engagement. This study was grounded in teacher education literature involving mental models that illuminate classroom management techniques. Subjects were drawn from second grade students (mean 6.7 years; n = 15). Study was an opportunistic quasi-experimental design reflecting school life across India. Qualitative ethnographic data using grounded theory were triangulated with quantitative measures that best account for observed outcomes. Findings highlight significant academic, and social and emotional growth, which dramatically reduced the achievement gap for all participants.

Inclusive educatoin and game-based learning for learners with disabilities: Perspectives from teachers in Bulgaria

The aim of this study is to explore the role of game-based learning (GBL) approaches when utilised for the needs of learners with disabilities. The research explores the strategies and practices employed to make teaching and learning more inclusive and accessible for learners with disabilities and discusses educators’ perspectives and attitudes on the affordances and constraints of educational games for learners with disabilities. From a theoretical point of view, our study is based on the social model of disability. Data were gathered and analyzed through 51 in-depth interviews with educators and specialists across all educational levels in Bulgaria, including general and special education schools, as well as universities. The key findings following thematic analysis include: a common systemic framework highlighting the interactions between the school, teachers, and parents, the diversity in the strategies and educational procedures employed in the country; skills gaps and training needs for educators; more proactive approach to using educational games by special educators compared to general education; and constraints stemming from strict curricula, regulatory policies, and technological challenges. The paper identifies key aspects that need to be considered for leveraging GBL towards more inclusive educational practices for learners with special educational needs.

Based -evidence, an intervention study to improve sleep quality in awake adult ICU patients: a prospective, single-blind, clustered controlled trial.

Evidence-based guidelines advocate promoting sleep in intensive care unit (ICU) patients, yet many patients experience poor sleep quality. We sought to develop a collaborative evidence-based intervention with healthcare providers and assess whether evidence-based sleep interventions could improve sleep quality in awake adult ICU patients. We conducted a prospective, nonrandomized cluster control trial in two intensive care units (ICUs) at a tertiary general teaching hospital in China. Patients aged 18years or older who stayed in the ICU for one night or more and were conscious were eligible for enrollment. We only blinded the patients, not the outcome assessors. On the basis of evidence-based practice and clinical reality, we developed intervention measures for the intervention group, which mainly included four aspects: reducing environmental noise in the ICU, adjusting nursing actions, modifying nighttime lighting, and other measures. The assessment tools used were wearable actigraphy sleep monitoring devices and the Richards-Campbell Sleep Questionnaire (RCSQ). The primary outcomes were patient sleep quality, including total sleep time, deep sleep time, light sleep time, rapid eye movement (REM) time, number of awakenings, overall sleep score, and patients' self-assessment of their sleep quality that night. The data collected were analyzed via SPSS and Mplus statistical software for between-group analysis, pre-post comparison, profile analysis, and calculation of the intervention effect size. From September 1, 2023, to January 31, 2024, 713 patients underwent eligibility assessment, and ultimately 246 patients were included in the analysis, with 125 in the intervention group and 121 in the control group. Comparative analysis revealed no statistically significant differences in sleep quality between the two groups when the duration in the ICU = 1 night (P > 0.05), with a small intervention effect size. However, the intervention group had higher sleep quality scores (sleep monitoring wristband: 57.74 ± 22.55 > 57.72 ± 19.39; RCSQ questionnaire: 60.58 ± 22.14 > 57.61 ± 24.4) and total sleep time (440.42 ± 262.11 > 420.31 ± 236.89), a lower awakening frequency (3.98 ± 2.69 < 6.09 ± 4.66) and a lower awakening frequency (3.976 ± 2.693 < 6.09 ± 4.664) than did the control group. The sleep quality of patients who stayed in the ICU for > 1 night significantly improved in all the parameters except rapid eye movement time (min) according to the pre-post-test analyses (P < 0.05), with a medium to large intervention effect size and favorable intervention effects. Evidence-based interventions significantly improve sleep quality in ICU patients hospitalized for more than one day. However, our results do not support the improvement of sleep quality in patients admitted to the ICU for one day. ChiCTR2300075763, Registered 14 September 2023-Retrospectively registered, https://www.chictr.org.cn/bin/userProject.

Arts Integration in an Undergraduate General Education Course to Improve Engagement in Bioengineering

AbstractRapid advancements in bioengineering call for broad public literacy to help individuals better understand the changes these technologies bring to our lives. However, making bioengineering concepts accessible and relevant, especially to non-science majors, is often challenging. To address this challenge, we designed a general education course aimed at demystifying bioengineering through an inclusive, interdisciplinary approach. Grounded in STEAM (Science, Technology, Engineering, Arts, and Mathematics), sociocultural learning frameworks, and inquiry-based learning, the course integrates artistic perspectives with scientific instruction to encourage creativity and critical thinking. Students explore core bioengineering concepts, ethical considerations, and societal impacts through a combination of art, hands-on making, and collaborative learning. We observed high engagement and interdisciplinary connections in the classroom and the practical experiences shared here highlight the potential for such an approach to enhance scientific literacy and appreciation of bioengineering’s role in society.

Basic Principles of Physical Education in Strengthening the Child's Body

Physical education of children is necessary for the formation of physically healthy, socially perfect and morally pure people. The rules of organization of physical education of preschool children are analyzed. Information on planning physical education and organization of events in preschool institutions is provided. Physical education classes, including morning hygienic gymnastics, athletics, walks and excursions, as well as dynamic games, diversify the physical education work of children. Correct, accurate and timely implementation of these activities contributes to the comprehensive development of children. Information is given on the feasibility of physical education taking into account the age, gender and physical fitness of children. The article highlights the action of the basic principles for all general education.

Assistive Technology Integration for Students with Speech and Language Impairments: A Mixed Methods Study

This study examines a large urban public school (UPS) district in the Midwest USA that has faced bankruptcy, state takeover of public education, and financial scams. As a result, UPS's capacity to integrate assistive technologies (AT) has been limited and is declining. This study investigates the UPS teachers' technological pedagogical content knowledge (TPACK) and how the UPS teachers integrate AT for students with speech and language impairments (SLI). This article details the UPS special education and general education teachers' TPACK across grade levels, content, and classroom settings. This article reports the UPS teachers' current integration of AT, instructional practices, implementation, and experiences integrating AT in the classroom for students with SLI. 94 UPS teachers participated in the online survey. The study found no significant differences in the UPS teachers' TPACK across classroom settings or grade levels. Results show no significant differences between the UPS teachers' TPACK in mathematics, social studies, science, or literacy content knowledge. The study revealed that UPS teachers utilize various AT tools, from basic tools like [calculators, audio/video recording devices, and voice amplifiers] to more advanced tools like [iPads, SmartBoards, and computers], for diagnostic, formative, and summative assessments. Results indicate that the UPS teachers utilize similar instructional methods across content and express mostly positive experiences integrating AT for SLI students.

Undergraduate general medicine education in Japan: A nationwide cross‐sectional survey of medical trainees' perspectives

AbstractBackgroundThe 2022 revised version of the Model Core Curriculum (MCC) for Medical Education in Japan includes “generalism” as a new expertise quality and ability, based on the results of surveys of experts in health professions education. However, the perspectives of medical trainees under the pre‐2022 MCC revision were under‐examined. Here, we investigated what these trainees felt they had learned about general medicine (GM)‐related topics.MethodsWe performed a nationwide cross‐sectional study using an anonymous online questionnaire, which was developed with reference to the 2022 revised MCC. The questionnaire consisted of 14 items. For all items, we asked, “Did you learn enough during medical school?” Respondents were asked to respond on a 5‐point Likert scale (from 1 = strongly disagree to 5 = strongly agree).ResultsThree hundred and eighty‐six participants (response rate 55.4%) were included in the analysis. For the item “Behavioral science,” the number of participants who chose “3 = neither agree nor disagree” was highest, at 171 (44.3%) and with an average of 3.28, indicating that this item was perceived as insufficiently studied. Approximately half of the participants chose “4 = agree” for all items other than “Behavioral science.”ConclusionsThe study suggested that behavioral science may be underlearned among medical trainees of the pre‐2022 MCC generation. Medical educators in Japan should formulate curricula in accordance with the 2022 revision MCC and improve curricula regarding behavioral science. Future research should survey the generation of trainees who receive 2022 revision MCC‐compliant medical education; comparison of results with those of this study would be valuable in examining the effects of the revised guideline and inform international medical educators.

О государственном регулировании развития инклюзивного образования и создания специальных условий для обучения детей с ограниченными возможностями здоровья в Российской Федерации

&lt;p&gt;The article summarizes the results of the implementation of measures to ensure the educational rights of students with disabilities and special educational needs. We present the results of the implementation of interdepartmental comprehensive plans (for 2015, 2016-2017, 2018-2020) approved by the Government of the Russian Federation . It was revealed that over 10 years, more than 8 thousand kindergartens and more than 10 thousand schools participated in the special events to create accessibility in educational organizations. It was a part of the state program &amp;ldquo;Accessible Environment.&amp;rdquo; In accordance with the federal statistical observation form OO-1, in the 2023/24 academic year, psychological and pedagogical support for students with disabilities in general educational organizations was provided by 32466 educational psychologists, 21703 speech therapists, 9530 special education teachers, and 8888 tutors. show that there were 3123 educational psychologist vacancies, 2378 speech therapist vacancies, 1740 special education teacher vacancies, and 1389 tutor vacancies in 2023 in the constituent entities of the Russian Federation. The article highlights th importance of the Complex of measures for the modernization of defectological education in the Russian Federation through 2030 (dated February 7, 2024, No. SK-1/07vn), and the all-Russian competition &lt;em&gt;The Best Inclusive School in Russia&lt;/em&gt;. This article reflects the results of scientific research conducted by the Institute of Correctional Pedagogics, Moscow State University of Psychology and Education, Moscow State Pedagogical University, Russian State Pedagogical University named after A.I. Herzen. Based on the provisions of the Plan of the Main Events held within the framework of the Decade of Childhood for the period up to 2027, the main tool is a study of the subjective well-being of adolescents, including those with disabilities and special needs. We emphasize the high importance of the Interdepartmental Comprehensive Action Plan for the Development of Inclusive General and Additional Education, Children's Recreation, and the Creation of Special Conditions for Students with Disabilities and Limited Health Opportunities up to 2030. In this article we define the directions of the Russian methodology of inclusive education as the main basis for ensuring the rights and opportunities of any child.&lt;/p&gt;

Реализация принципа непрерывности в инклюзивном образовании в России

&lt;p&gt;The work is aimed at analyzing indicators for ensuring the continuity of the inclusive process in general and vocational education in Russia. The study was conducted in educational organizations in 82 regions of the country; 6377 heads of educational organizations, 60870 teachers, 92093 parents and 32039 students of secondary vocational education participated were recruited for this study. The main method was an online survey, the data analysis method is frequency. The article describes four indicators of the continuity of the inclusive process &amp;ndash; ensuring the variability of educational programs, plans and organizational forms of education, psychological and pedagogical support for students with special needs and its staffing, ensuring the participation of all students and their parents in the educational process, the life of the educational organization, support in self-determination and choice of professional educational trajectory. The implementation of the principle of continuity, enshrined in the normative field of education, is reflected in the data of the article through indicators of the sustainability of the share of inclusion of a number of categories of students with special needs when moving from level to level. However, obstacles to the implementation of the principle of continuity are the insufficiency of mechanisms for the individualization of education, including the lack of institutionalization of the individual educational route, staffing shortages for psychological and pedagogical support of students, as well as the social and practical orientation of career guidance technologies.&lt;/p&gt;

The Importance of Emotional Intelligence and Social Learning in General Education Institutions

The Importance of Emotional Intelligence and Social Learning in General Education Institutions

Teaching financial and economic literacy in general education institutions using digital and physical learning resources of universal design

Teaching financial and economic literacy in general education institutions using digital and physical learning resources of universal design

Primary school teachers’ views on language-responsive physical education

Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentials and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).

Individuals With Extensive Support Needs and Mixed Methods Research: A Systematic Literature Review Across Education Subfields

Mixed methods research (MMR) can support enhanced understanding of complex educational issues, like the inclusion and support of individuals with disabilities in community and school settings. In this systematic review, we explored the extent to which MMR has been used in research exclusively focused on disability across special education (SPED), general education (GE), and disability studies in education (DSE; n = 115 studies). We examined research explicitly considering individuals with extensive support needs (ESNs) in this literature. We highlight the prevalence of MMR exploring topics relevant to individuals with ESN and features of this body of work, including (a) participants in these studies, (b) the presence of theoretical and/or conceptual framing for the research, (c) the goals/aims of the research studies, (d) the purposes for mixing, and (e) the data-generation methods used by the authors. We discuss patterns in the data that reflect differences across subfields, presumptions of competence, and ways ableism shapes research studies. Implications for research and practice to improve inclusive experiences for individuals with ESN are discussed.

Parental Birth Order and the First Stage of Tracking Into Schools: Evidence From General Upper Secondary Educational Attainment in Finland

ABSTRACTNo previous study on the interrelation between parental birth order and offspring educational attainment has analysed the first stage of tracking into schools, which in many countries is highly selective of persons who aim for university studies. We do so and examine how parental birth order is associated with attainment of general upper secondary education in Finland. Three‐generational register data on the total population are used to assess how the probability of having the matriculation examination at age 20 is associated with parental birth order. The total number of individuals in the child generation is 377,038. We find that the probability of having the matriculation examination decreases with parental birth order. Within‐family analyses using cousin fixed effects models, which account for unobserved characteristics in the extended family, show that having later‐born parents, and in particular a later‐born father, is negatively associated with first tracking into schools. These patterns can solely be attributed to the fact that earlier‐born parents are highly educated and found in higher social classes than later‐born parents. The results largely corroborate findings from similar analyses of length of schooling in Sweden, although the contribution of parental education and social class is notably stronger in our study context.