Implications For Education Research Articles

Interactional Voices from Newspaper Editorials: A Filipino-American Contrastive Study

Using categorization of interactive metadiscourse, the present study attempted to contrastively compare editorials of two writing cultures, Filipinos and Americans. The objectives of the study were identifying the cultural features revealed by the Filipino editorialists and Anglo-American editorialists, and determining how the two writing cultures differ in the utilization of interactional metadiscourse resources in their editorials. A total of 180 editorials served as the corpus of the study; 90 from the Philippine Daily Inquirers (PDY) and 90 from the New York Times (NYT). The findings revealed that American editorialists significantly employed metadiscource resources as compared to Filipino editorialists specifically the employment of code glosses and transitional devices. This can be attributed to their writing confidence in utilizing their native language for Americans, while second language for Filipinos. Cultural, political, and social realities also play a critical role in the utilization of metadiscoursal resources in writing.The pedagogical implications were provided for future research directions.

Fostering Global Citizenship: A Qualitative Study on Civic Education for Pakistani Students on the Palestine-Israel Conflict through Innovative Pedagogical Approaches

This research endeavors to delve into the effectiveness of civic education in shaping Pakistani students' understanding of the Palestine-Israel conflict, recognizing the imperative role of global citizenship in today's interconnected world. The study aims to go beyond traditional approaches, focusing on innovative pedagogical methods to enhance critical thinking and empathy among students. The complexity of the Palestine-Israel conflict and its global implications underline the necessity of informed perspectives. Pakistani students, like many others globally, often lack a comprehensive understanding of the conflict's historical, political, and cultural dimensions. The qualitative study focuses specifically on the Palestine-Israel conflict, aiming to uncover insights that enhance the educational experience and contribute to the broader dialogue on global citizenship. The research methodology involves a diverse sample, qualitative research methods, and thematic analysis of data. Expected contributions extend to informing curriculum development and teacher training programs, fostering a generation of Pakistani students with a deeper understanding of the Palestine-Israel conflict, and a commitment to global peace and justice. In conclusion, this research endeavors to contribute valuable insights into the realm of civic education, addressing the gaps in understanding of the Palestine-Israel conflict among Pakistani students. The findings may have broader implications for global citizenship education and similar initiatives in comparable contexts.

“Only memories:” place-based holocaust education in contemporary Poland

PurposeThe purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum locations, including implications for history teachers, teacher educators and visitors to Holocaust museums.Design/methodology/approachI participated in a ten-day professional development seminar designed for American teachers to visit Poland. To allow for self-study after the trip, I maintained a reflexive journal and photographic records of each day I was in Poland. I analyze these data in conjunction with publicly available data from the museums and historical sites I visited in Poland.FindingsThe findings suggest that teachers can face many challenges when learning in a land of traumatic absences. Many challenges stem from the absences of buildings and survivors, as those may be integral to place-based learning. Testimonies and first-person accounts may ameliorate these challenges for teachers engaging in place-based learning. Additionally, teachers may use these accounts to bring a pedagogy of remembrance from Poland to their classrooms.Originality/valueThis study is not under review with another journal.

“COGNITIVE FRAGMENTATION” AS A CONSEQUENCE OF CLIP THINKING AND ITS IMPACT ON MODERN SOCIETY EVOLUTION

In today’s information-saturated world, individuals are inundated with verbal and visual messages, leading to the development of what is termed “clip thinking” as an adaptive response. This phenomenon, characterized by constant interaction with superficial and nonsensical texts, alongside continuous internet browsing, has profound implications beyond mere cognition. Clip thinking, a systemic issue, extends its influence beyond cognitive processes. Its roots lie in the transmission of information through modern gadgets, the ubiquity of the internet, and the prevalence of clip culture. Modern youth, constrained by the small screens of digital devices and the constant scrolling of text, are increasingly averse to engaging with complex material, resulting in decreased information retention and comprehension. This shift in information consumption habits has concerning implications for higher education. Many students rely heavily on electronic aids, neglecting memorization and overlooking the importance of understanding complex texts. Consequently, the prevalence of fragmented thinking among students leads to deficiencies in conceptual and critical thinking skills. Instead of engaging deeply with subject matter, students often resort to generalized concepts, overlooking causal connections. Carriers of clip thinking become vulnerable to any manipulations by the mass media, as the mosaic nature of their consciousness is capable perceive only what is happening right now and information provided through information and telecommunication gadgets without subjecting it to critical analysis. Hence, university lecturers face significant challenges as they endeavor to navigate the need for innovative teaching methodologies in light of the fragmented thinking prevalent among modern students. The searching for innovative teaching technologies should not solely aim at altering the thinking patterns of students with clip-like cognitive tendencies. Rather, the primary objective of modern educational technologies should be to foster the mental skills necessary for information analysis and synthesis, as well as the identification of similarities and differences, generalizations, and classifications within the information landscape. Hence, this topic retains its profound relevance in contemporary education.

Exploring EFL learners’ actions during the use of lecture materials in Chinese tertiary classrooms from a transactional view

Learners’ interaction with lecture materials has remained underexplored despite the growing body of studies on the use of materials. The current study explored the actions EFL learners employed during the use of lecture materials in tertiary classrooms in China through the lens of a transactional view. This empirical study involved forty-two students in two classes as well as two instructors enrolled in the Comprehensive English Course. Qualitative analysis revealed five levels of learner actions during interactions initiated by lectures: awareness, involvement, intervention, creation, and autonomy. The study further highlighted three factors that significantly influence these actions: learners’ intrinsic motivation to participate in classroom interactions, discourse space for participation, and the cultural model of learning. Pedagogical implications for enhancing learner autonomy and contributions during lecture materials use were discussed based on results.

Spiritual and indigenous funds of knowledge: how Palestinian Muslim teachers reclaim Islam and citizenship education in Israel

ABSTRACT Scholars have argued for better integration of religion and citizenship education through overarching goals of interreligious tolerance and inclusive citizenship. Yet, such debates often neglect the political dimensions of these subjects. In this study, we explore how Palestinian Muslim teachers in Israel interpret the intersections of Islam and citizenship education and how they draw on this intersection in their teaching. Through qualitative interviews with 15 citizenship and Islam teachers, we found that most teachers ground this relationship in their spiritual Islamic and indigenous Palestinian funds of knowledge. In their teaching, these funds can serve as counterhegemonic tools to deconstruct dominant forms of citizenship and Islam as defined by the Israeli state. We argue that the hybridization of these funds of knowledge has important educational implications for conceptualizing more critical and culturally relevant forms of Islam and citizenship education.

The Impact of Quizlet on Vocabulary Achievement among Non-English Major Students at Dong Nai Technology University

This research aims to investigate the impact of Quizlet, a digital learning tool, on vocabulary achievement among non-English major students at Dong Nai Technology University. Vocabulary acquisition is a crucial aspect of language learning, particularly for non-English major students who often face challenges in mastering vocabulary. Quizlet, an online platform offering various interactive learning activities, has gained popularity as a supplementary tool in language learning contexts. This research aims to explore the effectiveness of Quizlet in enhancing vocabulary acquisition among non-English major students and its implications for language education at the university level. A quantitative analysis of pre-test/post-test scores is employed to provide comprehensive insights into the impact of Quizlet on vocabulary achievement. The findings contribute to understanding the potential of digital learning tools like Quizlet in supporting language learning and informing pedagogical practices for non-English major students.

MSW Student Perspectives on Facilitators and Barriers in Learning About Social Justice in Social Work Practice

ABSTRACT Social work is a practice-based profession with social justice as a core value and ethical principle. Social work programs incorporate social justice into both the explicit and implicit curricula. However, there has been a longstanding divide in how to address social justice at systemic levels while fostering socially just and competent practice. The aim of this qualitative study was to examine how MSW students describe their learning about social justice and social work practice. To explore this area of inquiry, we conducted three focus groups (N = 16) with current MSW students or recent MSW graduates from Canadian social work programs. Participants described the following five themes that either facilitated or created barriers in their learning about social justice and social work practice: 1) reflection on practice, 2) negotiating discomfort, uncertainty, and safety, 3) learning from lived experiences, 4) learning how to embody social justice in practice, and 5) receiving support, supervision, and coaching. We discuss the implications for social work education and practice.

How does basic psychological needs satisfaction contribute to EFL learners’ achievement and positive emotions? The mediating role of L2 self-concept

Based on an integrated framework of the self-determination theory and the control-value theory of achievement emotions, the current study investigated the impact of basic psychological needs (BPN) satisfaction on two types of educational outcomes, i.e., academic achievement and positive emotions in second language (L2) acquisition. This study also explored whether academic self-concept (L2 self-concept in this case) would mediate the effects of BPN satisfaction on L2 achievement and emotions. A total of 391 Chinese undergraduates studying English as a foreign language were recruited for the present study. They completed measures on basic psychological needs satisfaction, L2 self-concept (English self-concept in this case), English achievement, and positive academic emotions (i.e., enjoyment, pride, and hope). After controlling for demographics, structural equation modeling indicated that BPN satisfaction was positively associated with positive emotions and this association was partially mediated by English self-concept. More importantly, English self-concept fully mediated the positive impact of basic psychological needs satisfaction on English achievement. Our findings acknowledged BPN satisfaction as a contributor to desirable learning outcomes and highlighted the important role of L2 self-concept in second language acquisition. Satisfying students’ basic psychological needs and particularly maximizing their L2 self-concept have significant pedagogical implications for second language education.

Blended Teaching Approach in the Eyes of Filipino Teachers: A Phenomenological Study

This research aims to describe the experiences of Filipino teachers in implementing blended teaching methods. Employing a qualitative phenomenological research design with purposive sampling, the study was conducted in private schools in Panabo City. Eight participants each were engaged in in-depth interviews (IDIs) and focus group discussion (FGDs), focusing specifically on teaching the Filipino subject. Through these interviews, the study aimed to uncover themes related to the teachers’ experiences, challenges, and perspectives on blended learning. The findings revealed three main themes. Firstly, Filipino teachers encountered various challenges in blended teaching, including concerns about content knowledge and preparation, connectivity issues, technological difficulties, and challenges in monitoring and mentoring students. Secondly, the study identified coping mechanisms employed by Filipino teachers during the pandemic, such as peer sharing and consultation, resourcefulness and innovation in teaching, and enhanced monitoring of student performance. Lastly, the research highlighted the implications of blended teaching during the pandemic, including the development of independent learning among students, strengthened student monitoring and teaching practices, and the recognition of unguaranteed learning outcomes. Blended teaching, integrating traditional face-to-face methods with technology and distance learning, is increasingly becoming integral to the current education system.

The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge

This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group ( n = 24) and four experimental groups: oral recast ( n = 21) oral metalinguistic CF ( n = 18) written direct CF ( n = 16) and written metalinguistic CF ( n = 22). The results revealed no significant difference between oral and written CF; however, differences were observed based on measurement types and CF subtypes used. This study’s findings carry theoretical and pedagogical implications, contributing valuable insights to both second language writing research and pedagogy.

Interest of Students Toward Online Education: A Case Study of Religious Students

Interest of student is very Significant in open and distance learning (ODL) education because of its profound influence on pedagogical implications. Extensive research has been conducted on the interest of science students in ODL during the post-pandemic period. However, understanding religious students’ interests holds particular significance because of their unique beliefs, values, and needs. Therefore, a case study was conducted to investigate the interest of religious students in online education and identify the factors influencing their interest. A total of 123 undergraduate students from the Faculty of Quranic and Sunnah Studies at the Islamic Science University of Malaysia participated in this study. All of them are third- and fourth-year students with experience in online learning. Data were collected using a structured Google form and analysed using appropriate statistical methods to gain insights into the participants’ interests and opinions. The results revealed that 85.4% of students had a positive attitude toward online learning, whereas 14.6% had an unfavourable attitude. Additionally, 73.2% preferred traditional learning, while 26.8% preferred online learning. Furthermore, 44.7% believed that online learning provided the same quality as traditional education, whereas 55.3% disagreed. These findings have significant implications for the development and implementation of future online learning strategies in Islamic education.

Exploring elementary preservice teachers’ responsive teaching in mathematics through an artificial intelligence-based Chatbot

We aimed to investigate the responsive teaching practice of preservice teachers (PSTs) using an artificial intelligence-based chatbot designed to serve the dual roles of a virtual student and a virtual mentor. We identified four unique profiles of PST's questioning patterns using latent profile analysis. We examined the changes in PSTs' questioning patterns after receiving feedback from a virtual mentor and investigated the differences in their self-assessments regarding interaction effectiveness by profile. PSTs' tendency to adjust their questions varied. There was no statistical difference in the effectiveness of interactions among profiles. We include theoretical and empirical implications for teacher education.

The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track

Ninth grade on-track is predictive of high school graduation, more than race, socio-economic status, and prior achievement combined. Although initiatives characterized by an intense focus on the ninth-grade year are being increasingly implemented, research has not fully documented and tested mechanisms linked to improved outcomes. Using survey and transcript-level data and causal mediation analysis, this study tests the effects of students attending high teacher efficacy (self and collective—TSE and CTE) schools on ninth grade on-track in an urban school district in a northeast state in the United States. It further examines the extent to which ambitious instructional practices, defined as culturally relevant and transformative pedagogy, mediate the effects of TSE on ninth grade on-track and how levels of supportive school culture moderate these relationships. The findings indicate that urban ninth-graders attending schools with high TSE and CTE are more likely to be on track at the end of ninth grade. Additionally, the direct effect of students attending a school with high TSE was mediated by the level of ambitious instruction. We discuss implications for teacher education (TE) and professional development.

What Do Spiritual Formation Practices Look Like Among Graduate Theology Students? Implications for Faculty Teaching

What Do Spiritual Formation Practices Look Like Among Graduate Theology Students? Implications for Faculty Teaching

Empowering children as active and responsible citizens: A dramatic journey towards global citizenship

AbstractThis article investigates three key moments from a sequence of learning facilitated within a Singapore preschool. Delivered as part of a wider study aimed at identifying the value of dramatic pedagogies for developing young children's global competence, the learning sequence was facilitated by the researcher—an experienced early childhood drama educator. The learning experiences were designed to be responsive to the children's interests and ideas, with an emphasis on ensuring their active participation and agency. Analysis of the data was supported using the 2018 Organisation for Economic Co‐operation and Development Global Competence Framework and the Elements of Drama model. Despite limitations such as the small sample size, the findings suggest that for these children, dramatic pedagogies were effective in providing opportunities for engagement with the complex ideas associated with global competence and sustainable development. However, analysis also reveals that in order to be effective, careful management of the elements of drama is required. The article concludes by outlining implications for educators and public policy‐makers interested in identifying pedagogies suitable for developing young children's global competence and supporting their awareness of the importance of sustainable development.

Modeling the relationship between internet epistemic belief, digital literacy and social media engagement of adult social media users: a practical implication for education

ABSTRACT Social media engagement is part of our society, especially for the younger generation who are keen on technology. Nowadays, social media has become the most used platform to pick up information. Therefore, the increased number of social media users was not followed by the ability to distinguish between fake and authentic information online. There is a reason that drives someone to hold a specific belief since epistemic is a domain-dependent form that exists contextually. This study develops a scale with 33 items to investigate the variables of internet epistemic beliefs, digital literacy, and social media engagements. A total of 512 participants administered the survey using the snowball sampling method. This study generates five CFA analysis factors and concludes a model through an SEM analysis. This study investigated the interrelationship between internet epistemic belief and social media engagement with digital literacy as a mediation role. Findings draw some conclusions and practical implications in preparing the youth to be digitally adaptive and wise.

Learning difficulties among students when applying Ampére-Maxwell’s law and its implications for teaching

We investigate learning difficulties among second-year students in electromagnetism courses when they apply Ampère-Maxwell’s law. Using phenomenography, we analyzed written answers from 65 undergraduate physics students to four questions on Ampère’s and Ampère-Maxwell’s laws. We complemented our research by interviewing 12 students. To design the questionnaire, we ran an epistemological analysis of classical electromagnetism which helped us to identify a set of key essential concepts to understand this theory, guided the definition of learning objectives, and drew up the questions. The results revealed that the students found it hard to recognize the validity framework from Ampère’s law and to apply Ampère-Maxwell’s law. They face particular difficulties to recognize the appearance of the displacement current and the relationship between the circulation of the magnetic field and an electric field that is variable over time. Published by the American Physical Society 2024

Cross-industry thematic analysis of generative AI best practices: applications and implications for surgical education and training

Cross-industry thematic analysis of generative AI best practices: applications and implications for surgical education and training

Constructing expertise: reframing intelligence with preservice teachers

ABSTRACT We argue that part of inclusive teacher preparation is building a mindset that positions all learners as valuable and capable members of the classroom community. A key piece of developing this mindset is engaging pre-service teachers in authentically rethinking their understanding of intelligence and expertise. This article is a descriptive piece of an inclusive education teacher preparation programme making changes to construct teachers and peers with intellectual disability as experts to help develop future teachers. We describe the programme and two features that position people with intellectual disability as experts: hiring a teaching assistant with an intellectual disability for an introductory special education course and embedding a semester-long experience that pairs pre-service teachers with college students with intellectual disability. We describe these experiences and what preservice teachers shared about them. Implications for teacher education and future research are discussed.