General Education Research Articles

Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature

In this article, we provide a summary of a literature review conducted to determine how the published literature, including research articles, conceptual articles, and chapters, (a) describes access to the state-adopted grade-level standards in general education classes for students with extensive support needs (ESN) and (b) discusses recommended processes for determining meaningful access to the state-adopted grade-level standards in general education classes for students with ESN. We reviewed a total of 554 pieces of published literature considered for inclusion in our summary. Based on our inclusion and exclusion criteria, we included 32 articles and chapters in the final analysis. The review yielded important information related to six themes, including (a) the language used to describe students with ESN; (b) the varying understandings, or perceptions, of what access to the state-adopted grade-level standards means; (c) the recommended steps in the processes that teams might use to provide access to the state-adopted grade-level standards, and the alignment between standards and Individualized Education Program goals; (d) the short- and long-term outcomes of access to and inclusion in the general education curriculum; (e) who is involved; and (f) the ways in which progress monitoring and assessment were implemented. We conclude with our recommendations for future research.

Применение функционального подхода к разработке модели психологической службы в системе общего и среднего профессионального образования

<p style="text-align: justify;"><span lang="EN-US">The article presents a theoretical overview of approaches to the functioning of psychological service models in the education system. The experience of organizing models of psychological and pedagogical assistance to participants in educational relations in three subjects of the Russian Federation (Perm Krai, Sverdlovsk Region, Yaroslavl Region), which in 2023 became the winners of the All-Russian competition of regional models of psychological service in the system of general education and secondary vocational education, is considered. The concept of a functional model is revealed, and the possibilities of its application in the organization of psychological services in the education system are presented. As part of the development of a draft functional model of psychological services in the system of general education and secondary vocational education, three functional blocks are considered, which involve the implementation of certain functions at the federal, regional, municipal and institutional levels.</span></p>

General and special education teachers' attitudes towards evidence‐based practice

AbstractIn the context of special and inclusive education, applying evidence‐based practice (EBP) is important for providing equal access to effective and efficient education for students, regardless of their ability status. However, there is a relevant research‐practice gap in this area. To better understand how teachers can be supported using evidence‐based interventions and to identify training and development needs, we developed a questionnaire on attitudes towards EBP and piloted it with a sample of 809 teachers in Germany. The factor structure was determined using categorical exploratory factor analysis in half of the sample and then confirmed using categorical confirmatory factor analysis in the other half. Good model fit and factor reliability were observed. The instrument is measurement‐invariant between general and special education teachers. As expected, we found more positive attitudes towards EBP among special education teachers. No significant differences were observed between the different age groups. Based on these findings, it can be assumed that the measurement instrument is suitable for use in implementation research, as well as in the evaluation of initial and in‐service teacher training programmes. Further studies on convergent, divergent and prognostic validities are necessary.

The Impact of the Pirie-Kieren Theory on Developing Fraction Understanding in Third-Grade Students

This study aims to examine the impact of applying the Pirie-Kieren theory to enhance third-grade students' understanding of fractions in Kosovo. Fractions are a foundational concept in mathematics, essential for both mathematical competency and general education. However, comprehending fractions remains a major challenge for students, educators, and parents worldwide, including in countries with well-established traditions in mathematics education. By incorporating the Pirie-Kieren theory into the design of instructional programs and textbooks, the content is structured in a coherent and logical progression. This method ensures that each learning unit builds on previously acquired knowledge, thereby transforming present learning into a strong foundation for future understanding. In Kosovo, where the introduction of fractions begins in the third grade, our study utilized an experimental design with a control group, involving a total of 148 students - 80 from experimental classes and 68 from control classes - across three schools in different regions. We started by conducting a detailed analysis of curriculum components and textbooks related to fractions, identifying several didactic-methodological shortcomings, including disorganized content, inadequate visual representations, and material that was not age-appropriate. In the experimental phase, we created detailed lesson plans for teachers and worksheets for students in the experimental groups, ensuring they were in accordance with the principles of the Pirie-Kieren theory. These materials were refined with input from experts and reputable organizations such as UNESCO, the State Department, NCTM, and OECD. The study also designed a specialized test to evaluate outcomes in both the experimental and control groups. The results were analyzed using various statistical methods to compare the performance of the two groups. The study findings reveal that teaching and learning fraction-related content through the Pirie-Kieren theory/model is significantly more effective than traditional instructional methods.

<span><strong>Investigating</strong><strong> Vietnamese EFL high school teachers’ attitudes toward teaching moral values </strong></span>

Families, schools, and society in Vietnam are paying more attention to moral education. The current national general education program, in particular, strives to promote students’ knowledge, skills, and moral qualities in order to better prepare them for globalization in the twenty-first century. It also mandates all educators, teachers integrate moral values into the curricula and lessons. This study aims to investigate English as a Foreign Language (EFL) teachers’ attitudes towards teaching moral values in various high schools. Twenty-one Vietnamese EFL high school teachers from a province in the Mekong Delta participated in the study. Data were collected from a Google-Form survey comprising 14 closed and open-ended questions based on van Aalderen-Smeets et al.’s (2012) and Ualesi and Ward’s (2018) multi-dimensional framework. The findings showed the participants’ positive attitudes toward teaching moral values, and there was almost no significant difference in the attitudes of teachers regarding gender, level of education, and teaching contexts. However, the findings revealed that approximately 81 % of the respondents encountered difficulties when infusing moral values into EFL teaching, primarily relating to teachers’ perceptions and contextual factors. Based on the findings, some conclusions and pedagogical recommendations have been made.

Equity in Literacy Education: A Case Study of Tier 2 Personalized Instruction

According to the NAEP, proficiency in reading is reported to be 67% in 4th-grade students. General education classroom teachers are responsible for providing Tier 1 and 2 instruction, including interventions in Tier 2. However, many teachers are unsure about implementing interventions and have had negative experiences with Response to Intervention (RTI), finding the process frustrating and overwhelming. This case study examines the effectiveness of teachers who have seen an increase in reading levels and student interest. The research explores the teachers’ perceptions, experiences, and skills of the current implementation of RTI using Gibbs’ Reflective Practice as a theoretical framework. Data collected from individual interviews and observations are analyzed using open coding. Themes and concepts are identified from the interview and observational data. These findings inform educators and higher education teacher educators about Tier 2 implementation and equitable, personalized instruction in the RTI process, aiming to strengthen the implementation and effectiveness of Tier 2 interventions in the general education classroom.

Incorporating the Pillars of Lifestyle Medicine into Physician Assistant/Associate Education: A Benefit for Patients, Physician Assistants/Associate Education, and Physician Assistants/Associates.

The value of using lifestyle medicine (LM) to prevent disease is well established, yet medical education about LM is inconsistent, for both physicians and physician assistants/associates (PAs). As medical providers, PAs are uniquely positioned, with careers in a variety of disciplines from primary care to intensive care, as well as an ability to move across disciplines throughout their career lifespan. Therefore, the addition of LM principles in PA education can affect patients across the lifespan and in a wide variety of clinical settings. In addition, with burnout prevalent among PA students, the addition of LM to PA education may be able to give these future clinicians the tools they need to manage stress and improve overall wellness. The purpose of this study was to share with PA educators the valuable lessons learned when introducing LM into PA curriculum in hopes of broader adoption. The American College of Lifestyle Medicine (ACLM) provides modules for teaching LM to medical providers which was adopted into the Northeastern University PA Program's didactic curriculum in the summer of 2023. An online survey was administered to first-year PA students in July 2023 to evaluate the PA students' perspectives on the value of adding a LM curriculum as part of their education to care for patients and the content provided through ACLM and to determine their perceived value in using the information for themselves as part of preventing future provider burnout. Most respondents (91%) indicated that they were either "likely" or "very likely" to use the information learned in the LM modules as part of their future patient care, and 86.4% indicated that they would use the information as part of their own self-care. Most PA student respondents (88.6%) thought that the components of LM complemented the existing PA curriculum in primary care and (86.4%) indicated that they will use the information as part of their own self-care. However, given the intense volume of information provided to PA students for their general primary care education, it was suggested to pare down the volume of materials to streamline the curriculum. Overall, these PA students believe that LM should comprise a portion of their PA medical education curricula for their patients and for themselves.

Addressing Inequity in Special Education Referrals: Integrating General and Special Education Strategies in School Leadership

Addressing Inequity in Special Education Referrals: Integrating General and Special Education Strategies in School Leadership

La formación inicial del profesorado de primaria en educación para la ciudadanía. Estudio de casos en Latinoamérica

This article identifies, analyzes and interprets what happens with citizenship education in the initial training of generalist teachers, in university programs in Latin America. The methodological strategy is the documentary analysis of the citizenship education curriculum in three academic programs in Chile, Argentina and Colombia, which train primary school teachers and who agree to participate voluntarily in the study. The results identify that the purposes and objectives of the programs for the initial training of generalist teachers focus on global citizenship. In the study plans, the contents planned for teaching the area are few and focused on theoretical concepts related to national citizenship, which do not favor the development of critical thinking or the political training of teachers, which are essential aspects to train students future teachers and transformative intellectuals (Giroux, 2006). The analysis concludes that general teachers are not being trained to educate primary school boys and girls as critical and democratic citizens. Academic programs have the challenge of proposing problematizing curricula, in which future teachers acquire the professional skills to analyze and understand the complexity and interdisciplinarity of social knowledge and, to guide the area of ​​citizenship in primary education in the construction of democratic culture and social justice.

INCLUSIVE EDUCATION, INFORMING SOCIAL TOLERANCE

This article explores practical strategies for fostering inclusive educational environments by cultivating tolerant attitudes toward students with disabilities. Addressing students, teachers, and parents alike, the authors provide concrete methods for promoting understanding and acceptance within both inclusive and general education settings. The article moves beyond theoretical ideals, outlining specific interactive teaching techniques that can be readily implemented in classrooms. Role-playing games, art therapy, and story therapy are presented as engaging and impactful tools for breaking down barriers and encouraging empathy. By equipping educators with these methods, the article aims to translate the principles of inclusion into tangible and positive classroom experiences for all students.

La formación inicial del profesor para la ciudadanía en una universidad pública del Perú

Being a teacher today has regained new importance in the formation of citizens. On one hand, we want individuals who are critical and committed to their time, and for this, it is essential to understand the world we live in, to position ourselves within these new contexts of change and regulations. We are participants in the global and national crises, migration and its integration issues, as well as the political, economic, social, and cultural tensions of each region—factors that should enable us to provide responses in educational settings through critical reflection and participatory action. This academic work presents a qualitative and descriptive approach, arising from the analysis of documents related to the educational policy of our country: the General Education Law of Peru, the National Education Project, curricular plans, as well as the syllabus of the History and Geography degree program at a public university, with the aim of identifying, categorizing, and analyzing the subjects where citizenship-related issues are addressed, either explicitly or implicitly. Finally, after conducting a documentary analysis of the syllabus from the History and Geography degree program at a public university in Lima, we present a discussion of the findings and the respective conclusions. It is important to mention that, regarding teacher training for citizenship, there are various Peruvian studies that provide a complementary perspective on the gaps between the teacher training intended to be provided at universities and the development of social science subjects in schools.

About ways to form digital literacy of students in primary school

The article examines the tasks of primary general education in the light of the state-set goal of digital transformation of society. According to decisions adopted at the state level, by 2030 it is expected to achieve "digital maturity" of key sectors of the economy and social sphere, including education. In this regard, significant efforts are being made to create electronic educational resources and services. However, research shows that a full-fledged digital transformation of education is impossible without due attention to the formation of digital literacy of students already in primary school. The article analyzes the experience of developing digital literacy in primary schools in Russia and abroad, shows the need to introduce a course in informatics or digital literacy in primary schools for the successful use of created digital educational materials and services at all levels of education.

Using constructed languages to introduce and teach linguistics

Abstract Introductory linguistics courses are a common component of general education curricula at many institutions of higher education, reaching tens of thousands of students with diverse backgrounds and interests. Such courses provide a great opportunity for linguists to convey the field’s message and its values to a wider audience. We propose that it is possible to increase the public outreach of such courses by engaging not only the students in the course, but also the campus community at large. In this paper, we report on using constructed languages (conlangs) as a tool to help students understand course materials via active learning as well as present linguistic research to the wider community of college campuses.

Introducing a Cutting-Edge Dataset: Revealing Key Factors in Student Academic Outcomes and Learning Processes

This paper presents an educational dataset that consolidates various aspects of educational science. The purpose of this study is to illuminate the factors that impact students’ learning experiences before and during their time at university. This dataset was designed to support research in educational science, including the application of machine learning and deep learning models to predict student outcomes. The primary objective is to improve educational methodologies, empower students with informed decision-making, and enhance overall learning effectiveness. The dataset comprises 992 samples across 89 fields and was collected through direct methods like questionnaires and indirect methods involving training management units. These samples are categorized into Personalized factors, Factors affecting learning outcomes, and Learning outcomes, encompassing both general education performance and university module achievements. Following collection, the dataset was subjected to thorough processing, cleaning, and statistical analysis, using techniques such as Pearson correlation analysis, analysis of variance, Std. Error, Std. Deviation, and tests of homogeneity of variance.

A Mixed Methods Analysis of General Education Candidates’ Knowledge, Perceptions, and Application of Universal Design for Learning

Thirty general education candidates from elementary education, middle/secondary education, and arts education in multiple sections of one course engaged in a series of discussion posts and lesson plans related to creating inclusive general education lessons. Using candidate posts, rubric scores, feedback on lesson plans, and course evaluation ratings, a mixed methods approach was used to understand candidate knowledge, perceptions, and applications of Universal Design for Learning. The results from our research have important implications for policy, practice, and research. Policy makers must be aware of the lack of UDL in general education programs and IHEs need to do more than the cursory coverage of these principles. Additional research is needed for the implementation of lessons designed using UDL by general education candidates.

Relevance in Three Dimensions: Teaching Religion With the Comparative Method

ABSTRACTThis article argues that three dimensions of relevance can be identified for the academic study of religion as it is taught at the university: (1) Foundations; (2) General Education; and (3) Application. The analytical distinction of these dimensions also reveals that they are inextricably linked and co‐dependent. This model may help to sort out the tasks and opportunities of a secular, comparative study of religion in academia and society. Importantly, for each dimension, the comparative method has a crucial role.

Defining Standards for Fluoroscopy in Gastrointestinal Endoscopy using a Delphi Methodology

Background and Study Aims The use of fluoroscopy in gastrointestinal endoscopy is an essential aid in advanced endoscopic interventions. However, it also raises concerns about radiation exposure. This study aimed to develop consensus-based statements for the safe and effective use of fluoroscopy in gastrointestinal endoscopy, prioritizing the safety and well-being of healthcare workers and patients. Methods A modified Delphi approach was employed to achieve consensus over three rounds of surveys. Proposed statements were generated in round 1. In the second round, panelists rated potential statements on a 5-point scale, with consensus defined as ≥80% agreement. Statements were subsequently prioritized in round 3, using a 1 (lowest priority) to 10 (highest priority) scale. Results Forty-six experts participated, consisting of 34 therapeutic endoscopists and 12 endoscopy nurses from six continents, with an overall 45.6% female representation (n=21). Forty-three item statements were generated in the first round. Out of these, 31 statements achieved consensus after the second round. These statements were categorized into General Considerations (n=6), Education (n=10), Pregnancy (n=4), Family Planning (n=2), Patient Safety (n=4), and Staff Safety (n=5). In the third round, accepted statements received mean priority scores ranging from 7.28 to 9.36, with 87.2% of statements rated as very high priority (mean score of ≥9). Conclusion This study presents consensus-based statements for the safe and effective use of fluoroscopy in gastrointestinal endoscopy, addressing the well-being of healthcare workers and patients. These consensus-based statements aim to mitigate the risks associated with radiation exposure while maintaining the benefits of fluoroscopy, ultimately promoting a culture of safety in healthcare settings.

8122 CGM use and its Impact on Diabetes Self-Management Behaviors: Insights from a Pilot Study Paving the Way for Targeted Interventions in Specialty Clinic

Abstract Disclosure: K.M. St. Jean: None. P. Underwood: None. R. Longo: None. J. Keels: None. J. Upadhyay: None. Introduction: Continuous glucose monitor (CGM) use is increasing. While the relationship between CGM use and improved diabetes (DM) clinical outcomes is well known (lower hemoglobin A1c (A1c), reduced hypoglycemia events), the mechanisms underlying this association are unknown. Further, the factors that contribute to successful CGM use by patients and whether CGM use influences diabetes self-management behavior (DMB) change are still undetermined. Objective: To understand the extent to which personal CGM use influences DMB versus user-blind CGM. In addition, patient satisfaction and provider perspective were evaluated during the study. Methodology: A pilot-randomized control trial (RCT) was conducted on 30 patients (15 libre-professional CGM and 15 libre 2 CGM). Adults (18-80y) with an ICD-10 diagnosis of DM within the past 12 months, A1c >8% measured within the past 6 months, stable weight within the past 3 months (BMI ± 2 units), able to speak, read, and write English, and a negative pregnancy test for women of childbearing age seen in the Lahey Endocrine Clinic were included.Exclusion criteria included evidence of personal CGM device use prior to the trial, addition of new oral or injectable hypoglycemic agents within 3 months of trial start, current or anticipated acute use of steroids, pregnancy, medical conditions that, per investigator determination, make it unsafe to target A1c <8%, severe psychiatric illness, homeless, current substance abuse, vision or hearing impairment that may affect the use of CGM. All participants were given information on how to incorporate the CGM into daily DM management and general diabetes self-management education (DSME). DMB was measured using the Diabetes Self Care Inventory-Revised scale, which was provided at visit 1 (baseline), visit 2 (2 weeks), and visit 3 (3-6 months). Additional outcome variables, including Diabetes Distress, sleep quality, exercise habits, and nutrition, were obtained. A1c was measured at baseline and at the end of visit 3. Provider satisfaction with patient CGM use was also evaluated using a newly developed provider satisfaction survey. Results: This study remains active for enrollment. Thus far, 14 patients have been recruited (7 in Libre 2 arm and 7 in Libre Pro User blind arm). Based on initial results, personal-CGM use supports improved diabetes self-care. Further, improvements in A1c, glucose time in target range, and lower rates of hypoglycemia are evident in all CGM users. Further, 100% of the providers felt that CGM use by their patients was very effective and helped their clinical decision-making during the visit. Providers did not feel that reviewing CGM data prolonged their visit. Conclusion: This pilot suggests that personal CGM use improves diabetes self-management behavior and reaffirms that CGM use in patients with poorly controlled diabetes is associated with improved DM clinical outcomes. Presentation: 6/3/2024

Modern Approaches to Attracting Personnel to Medical Organizations in Rural Areas on an Example of the Voronezh Region

INTRODUCTION: The importance of this study stems from the necessity to search for an effective solution to the problem of provision of the rural healthcare with medical personnel to increase the quality of medical care and its availability for the population. AIM: To scientifically substantiate and develop proposals for attracting and developing the human resources potential of rural medical organizations. MATERIALS AND METHODS: To assess the state of provision of healthcare in the Voronezh Region (VR) with human resources, the data from statistical accounting forms No. 17 and No. 30 were used. The comparative analysis method was used to study the provision of medical organizations of the VR with medical personnel and staffing with medical positions, and the main parameters of the activity of medical organizations in rural areas of the region. To study the factors contributing to the attraction of young specialists to medical organizations in rural areas, an anonymous online survey was conducted. RESULTS: The analysis of provision of healthcare organizations of the VO with personnel showed a satisfactory level of provision with medical workers. The personnel shortage is more pronounced in rural areas the staffing of full-time positions is decreasing, the influx of young specialists is decreasing, the proportion of people of retirement age is increasing. In-depth analysis permitted to identify ‘weak points’ in the formation of the personnel reserve and take them into account when forming the regional personnel policy. Based on the data obtained during the study, a multi-level model of reproduction of human resources was created using the cluster approach. A mechanism for interaction between potential employers and subjects of the educational system was developed. CONCLUSION: The pooling of resources within the framework of cluster interdepartmental interaction led to the expansion of the career guidance space and permitted to build practice-oriented educational activities based on continuity of general, secondary vocational and higher education. The findings of the study can be used in the formation of an effective personnel policy aimed at advanced forecasting of the process of their reproduction in the healthcare system.

Функциональная модель психологической службы в системе образования: направления деятельности и ее организационно-правовое регулирование

<p>The article presents the results of a monitoring study of the functional model of psychological service in the system of general education and secondary vocational education. The purpose of the monitoring is to study variable approaches to the implementation of psychological and pedagogical support in various regions of the Russian Federation. The study was conducted from March to April 2024 in 8 constituent entities of the Russian Federation, and involved educational psychologists (educational psychologists) from preschool, general education and professional educational organizations. The total sample size was 2288 people. The article discusses the analysis of the results obtained in accordance with the identified functional blocks: organizational and legal regulation of psychological and pedagogical support activities and areas of activity of psychological services in the system of general education and secondary vocational education. The study made it possible to comprehensively present the current state of the psychological service, its development resources and areas of improvement. This study will become the basis for further development of a draft functional model of psychological service in the system of general education and secondary vocational education, as well as variable models of its organization.</p>