General Education Research Articles

Exploring Performance Skills in the Occupation of Learning to Read

ABSTRACT Only one-third of U.S. fourth-grade public school students score at or above reading proficiency on national standardized tests. Current language-based reading instruction methods do not appear to meet many students’ needs. This study explores the role of visual perception in word recognition skills amongst typically developing first graders. It is hypothesized that visual perception is a crucial component of word recognition. This quantitative correlational study explored the relationship between visual perception and word recognition skills in first grade students participating in general education. The findings revealed that several statistically significant relationships exist between visual perceptual functions and skills recruited for word recognition. Phonological processing is strongly associated with spatial relations (r = .35) and sequential memory (r = .38). These correlations are significant at the 0.01 level (2-tailed). Form constancy (r = .28) p < .05 is significant at the 0.05 level (2-tailed). These relationships suggest that visual perceptual skills and phonological processing are concurrently developed in these participants and that these skills are likely recruited simultaneously when engaging in occupations, such as learning to read. This study highlights the role of visual perception in early reading development. Educators may consider consulting with school-based occupational therapists to explore the potential impact of visual perception when supporting students who struggle with reading.

Redesigning the survey course: A focus on music, historically excluded identities, and the canon

AbstractSo‐called survey courses have been a persistent but contested genre in world languages, especially in regard to “the canon,” an unstable concept that has historically determined the textual choices of such surveys. This article presents a case study for redesigning the survey course genre in line with theory to diversify, decolonize, and decanonize the curriculum. It discusses a number of steps concerning the theoretical background, textual improvements, approaches to assignments, classroom atmosphere, and general pedagogy. It reflects on questions of positionality, institutional support, and workload. Focusing on music and short texts, the survey course described here questions the common practices and core values of German studies, music history, and musicology, and takes a critical stance toward privilege and power. In this context, the course counters tokenization, juxtaposes non‐canonical and canonical works, and focuses on inclusion, diversity, equity, and accessibility work, as well as universal instructional design principles and social justice education. Thus, the survey becomes a new genre—one that still offers students the breadth of cultural production but relies on a particular set of prerequisites determined by factors such as the space, time, and accessibility of a course, as well as the identity markers of instructor and students.

The Ethnomathematical Approach Through The Methodology: Contextualization, Decontextualization and Recontextualization (CDR) and Its Contribution to The Learning of: Arithmetic, Geometry and Algebra

Objective: The objective of this article is to investigate the applicability of the CDR Method within the Ethnomathematics approach, in order to make possible the optimization and improvement of the teaching of the main branches of mathematics in Ecuador. This topic has been the product of several investigations carried out at the Institute for Research in Ethnosciences of the Central University of Ecuador, IIEC-UCE, particularly in the area of Ethnomathematics. Theoretical Framework: under a theoretical and practical frame of reference, with the purpose of showing the possibility of achieving a meaningful, coherent, environmentally sensitive and contextualized learning in the geopolitical reality. It is considered that the main contribution will be to support the construction of an own episteme and identity with the Andean ancestral roots. As for the methodology, we worked with focus groups formed by students of the cycle called General Basic Education. Method: It is proposed to investigate the applicability of the Ethnomathematical approach through the methodology: Contextualization, Decontextualization and Recontextualization, CDR and its contribution to the learning of arithmetic, geometry and algebra. The stages are described and the cyclical relationship that exists in a dialectical, systematic and propositive process that aims to make a disruption with the traditional algorithmic, decontextualized and memorized methodology that is usually used in the educational system is shown. The use of this method is proposed. Results and Discussion: The results obtained are considered satisfactory and it was observed that the CDR can be adopted by teachers interested in changing their teaching methods in the classroom, in addition, it is easily adaptable to different educational levels and areas of knowledge such as: History, Chemistry, Arts, Medicine, among others. Implications of the research: The research aims to provoke a cause-effect situation, where the causality is based on the deficiency of mathematics education in the country and the effect that would produce the approach of contextualization in the different facets: historical, social, political, etc., to produce meaningful learning. Originality/Value: It is considered original because it presents a new approach to mathematics education; CDR is both a disruptive strategy for learning mathematics in connection with the environment, the Andean episteme and its unique ontology. It IS also an axiological alternative insofar as it incorporates the Andean ethos as a referential philosophical framework.

Developing linguistic competence for 6th grade students in Vietnam

Developing linguistic competence for junior level students in Vietnam is an emerging issue that needs attention. This paper applies interdisciplinary research methods which are a combination of linguistics and educational sciences. The combination of the questionnaire survey method and class observation is used to evaluate students' language competencies, especially, speaking and listening. The analytical method is used to analyze linguistic skills that are necessary to be created for students during this stage. Developing linguistic competence is considered the most effective means to grow thinking capacity. The scope of this paper is aimed at sixth grade students specifically surveying their linguistic competence thereby providing an overview of the language development stage for juniors at the secondary school level in Vietnam in general and in Ha Dong district, Hanoi in particular. We conducted a case study by collecting data at two secondary schools in Hanoi city (implementation period of two months: December 2021 and February 2022). According to these factual survey results, we can primarily suggest concrete measures to develop linguistic competence for 6th-grade students in Vietnam. This will also be an information source for reference in completing the Literature textbook series edited according to the new “General Education Program in Literature (2018)” in Vietnam which is in the early stages of being put into use.

Evaluating Critical and Creative Thinking (CRITHNK): Student Perspectives on General Education Competencies through Mixed Methods Analysis

In today's educational landscape, fostering critical thinking (CT) skills is paramount for students to navigate modern complexities. This study examines the importance of CT in higher education, drawing from seminal works such as those by John Dewey. It evaluates a Critical and Creative Thinking (CRITHNK) course at De La Salle - College of Saint Benilde, known for its innovative initiatives. Numerous studies highlight a gap in CT skill development among undergraduates. Quantitative analysis assesses students' perceptions of the CRITHNK course's contribution to CT skill development, aligning with Commission on Higher Education (CHED) outcomes. Qualitative inquiry explores its impact on intellectual growth, personal responsibility, and practical skills, gathering student recommendations for improvement. Results indicate students perceive the CRITHNK course as highly effective in developing CT and related competencies, aligning with CHED outcomes. However, moderate variability suggests individual differences, suggesting targeted interventions for enhancement. This study identifies areas for curriculum improvement, providing insights for faculty development and enhancing teaching practices. It contributes to the discourse on CT in higher education, emphasizing its role in addressing global challenges and fostering community-driven change.

MODELING THE IMPACT OF TECHNOLOGICAL DEVELOPMENT AND IMPORTS ON EMPLOYMENT IN RUSSIA

The aim of the paper is to assess the impact of technological development and international trade on the level and structure of employment in Russian regions for the period of 2005-2019. The structure of employment is measured in terms of education level, sectoral specialization, and gender of the employed population. The contribution of the work to the scientific literature is expressed in three aspects. First, we empirically estimate the relationship between imports and employment structure. Second, we attempt to econometrically identify the impact of technological development on several indicators of regional employment. Third, we consider the joint impact of technological development and international trade in the estimated models on employment due to the complementarity of these factors. Based on a systemic generalized method of moments we reveal that technological development has: 1) a positive effect on the share of the employed specializing in mining industry, in the activities of hotels and public catering; 2) a negative impact on the share of the employed with secondary vocational and secondary general education, in agriculture, logistics, health care sectors. In terms of demographic indicators, a similar negative impact of technological development on the employment rate of women and men was obtained. At the same time, with growing total imports in the regions the threat of job losses for the employed with secondary vocational and secondary general education, the urban population, as well as those specializing in healthcare sector increases. Expenditures on fundamental research through the innovative development of regions are a factor in job creation. Technological development and foreign economic openness of the region are associated with greater adaptation of the employed population to competition in international trade and technological development.

Methodological strategy for the care of students with special educational needs not associated with disability in the rural sector of Ecuador

The article aims to present the design of a methodological strategy for the care of students with special educational needs not associated with disabilities in the rural sector of the city of Manta, at the Ahitana Ponce Santana Fiscal Educational Unit. The methodology was mixed approach, with a descriptive scope and a non-experimental design. The methods used were analysis, synthesis, inductive and deductive reasoning; additionally, interviews and surveys were conducted with a sample of 3 teachers and 84 students corresponding to sections A and B of the 8th year of Basic General Education, respectively. According to the teachers, the main special educational needs not associated with disabilities in the students include learning difficulties, attention deficit and hyperactivity disorder (ADHD), and language or communication disorders. Students show difficulties in understanding and applying concepts, insecurities in self-esteem and academic confidence, as well as difficulties in conflict resolution and decision-making. Therefore, additional support is required, as well as the development of specific strategies to improve the learning process and academic well-being. The conclusion is reached through a methodological strategy that includes activities aimed at initial assessment, design of individualized intervention plans, use of technological resources to enhance learning and attention, teacher training and support, as well as collaboration with families.

The current situation of seniors’ usage of active teaching methods during practicums – a case study in Vietnam

In Vietnam, pedagogical students are not just equipped with a system of knowledge and skills in the classroom, they also need to apply the knowledge and skills in general education through practicums. To develop learners' capacity, student teachers need to be equipped to use active teaching methods that are appropriate and promote positiveness. The use of pedagogical methods is most evident during a practicum. This article focuses on determining the reality of seniors who are about to become trained teachers and use pedagogical methods in general education when they join a practicum. The article uses a mixed methods approach, including qualitative and quantitative methods. The questionaries were used to survey 122 seniors regarding the active teaching methods at the pedagogical school and applied during practicums. SPSS software was used for data analysis. The results show that pre-service teachers are aware of the importance of using active teaching methods when practicing. However, they are not proficient, have not applied a variety of these methods, and there is a significant difference in the way they are used by students of different disciplines. The research has implications for the process of training pre-service teachers. It is necessary to equip them to deal with issues related to active teaching methods. On the other hand, students need to actively apply these methods during the practicum. In addition to the efforts of student teachers, this issue needs the close coordination of pedagogical universities and practicum schools.

Predicting Student Achievement via Machine Learning: Evidence from Turkish Subset of PISA

This study seeks to identify the determinants of academic performance in mathematics, science, and reading among Turkish secondary school students. Using data from the OECD's PISA 2018 survey, which includes several student- and school-level variables as well as test scores, we employed a range of supervised machine learning methods specifically ensemble decision trees to assess their predictive performance. Our results indicate that the boosted regression tree (BRT) method outperforms other methods bagging and random forest regression trees. Notably, the BRT highlights the importance of general secondary education programs over vocational and technical (VAT) education in predicting academic achievement. Moreover, both characteristics specific to student and school environment are demonstrated to be significant predictors of academic performance in all subject areas. These findings contribute to the development of evidence-based educational policies in Turkey.

Teachers' Self-efficacy and Job Pressure in Response to general requirements in the new educational curriculum in Vietnam

Teachers' self-efficacy perception has played an important role in supporting them in adapting well to new changes at work. One hundred fifty-eight high school Vietnamese teachers voluntarily participated in this study. Teachers' self-efficacy scale was used in this study. The scale was translated into Vietnamese, and quantitative data was collected via online questionnaires. Qualitative data was gathered during open-ended questions about teachers' specific pressure from changes in the general education curriculum in Vietnam integrated into the survey. Factor analysis confirmed the appropriateness of the teacher's self-efficacy scale in the context of Vietnamese teachers. The pressure decreased when teachers had confidence in the effectiveness of the strategies used in teaching. In addition, three other specific items were found that caused pressure on teachers regarding the changing of the new curriculum. The conclusions have contributed practical significance to studies of teachers' self-efficacy in the multicultural context. These have also made a theoretical contribution to the studies on teachers' self-efficacy in the new requirements that need to be met in changes in educational programs.

Pediatric Head and Neck Dog Bites in the United States: A NEISS Database Investigation of Risk Factors and Escalation of Care.

Pediatric patients experience increased morbidity secondary to head and neck dog bites. The authors examined risk factors among pediatric head and neck dog bite patients and which factors are associated with admission to inform prevention efforts. All patients who suffered head and neck dog bites from 2013-2022 in the National Electronic Injury Surveillance System (NEISS) database were reviewed. Demographics among discharged and escalation of care (EOC) patients were compared using multinomial logistic regression (MLR), and linear regression was employed to analyze yearly emergency room (ER) visit incidence. Among 949 pediatric patients, 57.2% were male, 43.4% were 2-6 years old, and 77.7% sustained face or mouth injuries. Attacks were commonly provoked (60.5%), occurred in the home (82.3%), and involved a dog known to the patient (61.7%). The most common dog breed involved was Pitbull (33.1%). MLR revealed increased EOC among patients with neck injury (OR=11.82, SE=0.68, P<0.001), orbital injury (OR=12.91, SE=0.55, P<0.001), unprovoked attacks (OR=2.67, SE=0.16, P<0.001), and those under 2 years old (OR=1.83, SE=0.19, P=0.002). There was a significant yearly rise in the number of pediatric head and neck dog bites (model coefficient=6.467, SE=1.40, P=0.002). Overall, increased caution around particular dog breeds in households with children under 2 years old may decrease head and neck dog bite injuries. While pediatricians should perform general safety education, enhanced knowledge of risk factors is essential for proper inpatient counseling by surgical specialists.

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction

AbstractThis study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teacher design, middle grades world history teachers' classes were randomly assigned to WorldGen treatment (17) or comparison conditions (16) for three to four approximately two‐week units. The student sample included 42% EBs. Students in the treatment condition (n = 373) scored higher, on average, on world history content (Hedges' g = 0.47) and vocabulary knowledge (Hedges' g = 0.41) than students in the comparison condition (n = 343) but no statistically significant findings were yielded regarding disciplinary literacy skills at the end of WorldGen instruction. Of primary interest, the statistically significant main effects indicated that world history content knowledge and vocabulary learning was similar for both current EB and non‐EB students in the treatment condition. The findings provide initial support for the use of the WorldGen instructional practices for improving content acquisition and vocabulary in general education social studies classes with students with a range of English proficiency. Furthermore, teachers perceived the WorldGen instructional practices and materials as providing the information and learning experiences necessary to support students in meeting grade‐level expectations.

Prospects for the implementation of the variable module "floorball" in the physical education curriculum for 14-16-year-old boys

The article deals with issues related to the development of floorball in general secondary education institutions. The presence of so-called variable modules within the current curriculum allows to vary to some extent the content of the educational material on physical culture in the direction of including the means of those types of sports and motor activity, which, on the one hand, are interesting and accessible to modern schoolchildren and, on the other hand, positively affect the level of their health and development. The purpose of the study is to determine the attitude of physical education teachers to the introduction of the "Floorball" module as a variable component of the physical education curriculum for 14-16-year-old boys. The research concept is based on the methodological, theoretical and scientific-methodical levels of the basic provisions of pedagogy and the theory and methodology of physical education. The research was carried out at Zhytomyr Ivan Franko State University and general secondary education institutions of Zhytomyr region in 2023-2024 in which 42 students - future physical education teachers - and 137 physical education teachers participated. Research methods: analysis of literary sources, observations, interviews, questionnaires, methods of mathematical statistics. Floorball is a team game sport and represents hockey in a sports hall. Simple equipment for the player, relatively inexpensive sports equipment made of plastic materials which makes it light and reduces the risk of injury, simple rules of the game and the ability to train on any flat surface. Floorball as a means of physical education attracts the attention of students with its high emotionality, spectacle, variety of manifestations of physical qualities, many different game combinations, quick transition from actions in attack to defense and ensures the preparation of student youth for active life activities and a healthy way of life. It was established that only 19.1% of the students have the skills and abilities to play floorball during a physical education lesson, and 71.4%, 66.1% and 63.0% of teachers with different work experience, respectively. The biggest obstacle to the introduction of floorball in lessons and extracurriculars in general secondary education institutions is the lack of sports grounds, the necessary equipment and the appropriate professional training of physical education teachers.

Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language

AbstractStudents with autism spectrum disorder (ASD) are included in the general education classroom more often than ever before. Despite mathematical strengths and early success, these students experience poor outcomes (academic and employment) compared to their typically developing peers. The language of mathematics increases in complexity, use, and expectations as students age. To facilitate the development of mathematical proficiency for students with ASD, teachers can incorporate instructional strategies to support language processing and use in mathematics. This manuscript provides practical advice for teachers who want to support math language for students with ASD in the general education environment including (a) the importance of these supports, (b) specific recommendations, (c) visual and descriptive examples, and (d) additional resources.

Insights from end-of-career general practitioners on changing working conditions and generational differences: considerations for future strategies.

The landscape of general practice has experienced notable transformations in recent decades, profoundly influencing the working conditions of general practitioners (GPs). This study aimed to examine the most salient changes affecting GPs' daily practices. Through semi-structured qualitative interviews with 15 end-of-career GPs, the study explored how these changes affected work organization, equipment, working hours, work-life balance, job satisfaction, training, patient relationships, and reputation. The interviews revealed that these changes were perceived as barriers, opportunities, or a complex interplay of both for general practice. While the interviewed GPs valued technological advancements and reported positive developments in working conditions, challenges included a gradual reduction in the range of tasks, growing administrative burdens, and less practical training for young physicians. Other changes, such as new doctor-patient dynamics, the transition from single to group practice, and differing professional expectations of the younger generation, were seen as both challenging and strengthening for general practice. By combining these factors and trade-offs observed by end-of-career GPs in our study over the past few decades with general societal changes, we provide ideas for the design of future framework conditions in general practice that might enhance the attractiveness of the profession. These insights offer key considerations that can guide future strategies for general practice and medical education.

SPORTS GAMES AT THE UNIVERSITY. IMPACT ON STUDENTS' HEALTH

The relevance of physical education in general education organizations is one of the foundations of the structure of students’ physical training and reflects the level of physical and psychosomatic health, functional capabilities, which in recent years have caused serious concern among medical workers, teachers, educational psychologists, and the public. The most significant increase in all types of diseases occurs during the period coinciding with university studies. Some reasons are explained by physical inactivity and constant use of computers, gadgets, and phones. An important reason is the low motivation of students for physical development. In this regard, physical culture and sports are one of the main means of strengthening and maintaining health, increasing activity and physical improvement. Physical culture and sports are the most important factors in the development of human potential. The article reveals the impact of sports games on increasing motor activity among students of higher education institutions. The current state of motor activity among student youth is analyzed. It was found that basketball and football are one of the most popular sports among students. Practical recommendations have been developed for improving motor activity with the help of sports games. The relationship between motor activity and psychophysical condition, the lower the level of motor activity, the lower the level of health, and the worse the psycho-emotional state. It has been established that one of the effective ways to increase students' motor activity is to involve them in sports games.

Concept-Focused and Procedure-Focused Instruction on the Algebra Performance of Grade 9 Students With and Without Mathematics Difficulty.

Developing both conceptual and procedural knowledge is important for students' mathematics competence. This study examined whether Grade 9 general education mathematics teachers' self-reported use of concept-focused instruction (CFI) and procedure-focused instruction (PFI) were associated differently with ninth graders' algebra achievement after 2.5 years, depending on students' mathematics difficulty (MD) status. Data for this study were drawn from the High School Longitudinal Study for the years 2009-2010 and 2011-2012 (N = 19,104). Multiple regression analyses indicated that students with MD who participated in Grade 9 mathematics classrooms where teachers self-reported the use of less CFI and more PFI were more positively associated with having higher algebra achievement after 2.5 years. Conversely, students without MD in classrooms where mathematics teachers self-reported the use of more CFI and less PFI were positively associated with having higher algebra achievement after 2.5 years. However, this study's findings do not suggest that teachers should disregard CFI and provide only PFI when teaching students with MD. Because the data set did not include any variable to discover whether teachers provided sufficient support (i.e., evidence-based practices) for students with MD, who have more constraints in their cognitive skills compared to students without MD, to benefit from CFI, the findings of this study should be interpreted cautiously. Directions for future research and practical implications are discussed.

Inclusive democratic education: a question of social discrimination and inaccessible pedagogical training

This paper is dedicated to trying to reestablish a literature review on the issue of human rights with disabilities through social theory in inclusive democratic education, taking as a reference the main scenarios in the 21st century to carry out the restructuring related to the proposal on the constitutional bases of policy for school education (special, public, private and mixed school) and higher education (university and professional institute), especially non-discrimination and inaccessibility of teaching and non-teaching trainers with disabilities. This aim is to know and redesign the new characteristics to discuss human values and to guarantee explicit access —remove barriers— through legal and social system implementation, depending on the awareness of inclusive democracy in general education. Rather, of the social ethics of human rights in different perspectives (advantage and disadvantage) in the liberal interpretation and educational multicultural democratization. In addition, there is a comparison in the educational system related to inclusive democracy and accessible vocational training, including with the constitutional bases of policy. And consequently, the new features on vocational training with disabilities through inclusive education and human rights topics. Finally, there is no broad recognition to support and legitimize the defense of the rights to job accessibility in different professional fields, both public and private institutions for all-inclusive teachers and non-teachers, including professional women with disabilities.

An Empirical Study of the Use of Educational Techniques to Change Preschool Educators' Attitudes Toward Their Profession

Professional attitudes are one of the most important aspects that determine the level of success in one's work with preschool instructors as well as the quality of the professional activities that are performed. The purpose of this study was to evaluate the efficacy of psychological approaches in influencing the attitudes of preschool teachers in order to favorably modify the participants' emotions and professional behaviors, which would ultimately result in participants having a more positive attitude toward their work. We recruited 70 preschool teachers from among the 347 participants who made up the entire sample. There were 36 teachers assigned to the experimental group, and 34 teachers assigned to the control group. The research utilizes psychological methods to influence the participants' perspectives on the nature of their work. After participating in the trial, the individuals' levels went from 1 and 2 to 4, according to the findings, which indicates that this change occurred immediately. The theory of teachers' professional attitudes and the actuality of the attitudes held by preschool teachers are discussed in relation to these findings. In addition, the administrator and educators are responsible for guiding the creation of the police document so that it satisfies the requirements of innovation, education, human resource development, current requirements, requirements of enterprises, employers, and employers, as well as satisfying the criteria for general education innovation.

Enhancing the Creative Arts Skill of Generalist Teachers in the Ga East Municipality, Ghana

The objective-based curriculum previously in use was replaced by a standards-based curriculum for the 2019–2020 school year, bringing a fresh approach to the fundamental study of visual arts. However, the current curriculum places greater emphasis on art history and cultural practices, presenting challenges for generalist teachers in the Ga East Municipality who lack significant training or experience in creative arts. This study aimed to explore the impact of different levels of educational leadership on enhancing the teaching skills of generalist teachers in creative arts education. Employing a convergent parallel mixed methods approach, both qualitative and quantitative data were analysed. The study collected a total of 210 questionnaire responses and conducted interviews with 3 participants. The respondents included 185 generalist teachers, 25 headteachers, and 3 municipal education officers, selected through purposive sampling. The study held importance for the practical ability of generalist teachers to navigate complex artistic concepts through adaptability and flexibility in their teaching methods. The findings demonstrated that implementing innovative intervention strategies, such as collaborative projects, professional development training, integration of online resources, and pre-service education into the curriculum, while equipping generalist teachers with enhanced skills, can effectively inspire and engage students. Additionally, it highlighted the necessity for generalist teachers to exhibit passion, enthusiasm, instructional prowess, and imaginative skills to foster creativity, critical thinking, and self-expression in students through creative arts, ultimately influencing the quality of future art education.