Journal Of Education Research Articles

Understanding Bourdieusian Social Capital Perspective in Student Experience: A Critical Review

While much of the literature on higher education focuses on issues of teaching and learning, there is a growing interest in making sense of the everyday experiences of university students. This is what is often referred to as ‘student experience’. Student experience is broadly concerned with the lives and lived experiences of university students. The aim of this paper is to discuss Bourdieusian social capital and how it is significant concept in the literature of higher education (HE) student experience. There are many approaches used in discussing student experience, but the ones reviewed in this paper are centred around Bourdieu’s use of ‘social capital’. Teacher’s World: Journal of Education and Research, 49 (2),99-107

Visual Materials in Classroom Teaching Learning: A Case Study on Nonformal Primary School

The evolution of technology and the paradigm shift triggered by the COVID-19 pandemic have reshaped educational practices, transitioning from conventional to digital mechanisms. The integration of digital learning resources has introduced a new dimension to the classroom environment. This paper aims to investigate the practicality of utilizing existing visual learning materials in non-formal educational settings. The case study focuses on non-formal primary schools operated by the JAAGO Foundation in Dhaka, serving as a representative sample. Data for this study were gathered through semi-structured interviews, focus group discussions, and observation notes from teachers, learners, and experts in the sampled non-formal primary schools. Thematic analysis was employed to analyze and present the collected data. The findings of the study underscore significant positive effects of employing visual learning materials in non-formal primary classrooms. These effects manifest in the areas of motivation enhancement, assessment of prior knowledge, and promotion of active participation, particularly among disadvantaged learners. The study also highlights the effectiveness of visual materials in facilitating clear comprehension, fostering creativity and imagination, enhancing critical thinking skills, and promoting digital literacy as essential 21st-century skills. Moreover, the research reveals that visual learning materials play a crucial role in achieving desired learning outcomes, aligning with both learners' psychology and pedagogical perspectives. However, the study identifies key challenges hindering the effective use of visual materials in non-formal classrooms, including infrastructural inconveniences such as poor projection systems, noisy sound systems, and inadequate seating arrangements for students. In light of these findings, the study recommends the implementation of professional training sessions for educators and emphasizes the need for school authorities to take responsibility in addressing identified challenges. By doing so, the study advocates for the creation of an environment conducive to effective classroom practices utilizing visual materials in non-formal educational settings. Teacher’s World: Journal of Education and Research, 49 (2),37-51

Developing a Scale for Measuring Attitudes of Secondary School Teachers toward Sex Education

Pre-service training and attitudinal background both are important to teach ‘sex education’ well in classroom. But lack of proper instruments to determine teachers’ attitudes toward sex education in Bangladesh paved way for the researcher to develop such scale. To develop the scale, initially 58 items were formulated using the deductive approach based on the five-point Likert’s scale method, of which 41 retained after a tryout and 36 items for the finalized scale. By using the convenience sampling method a pool of 130 samples was selected for the final data collection. After rigorous analyses, the scale’s average item-total correlation and Chronbach’s Alpha values were calculated as 0.465 and 0.773 respectively, which ensured its reliability. The items were developed as such they cover most topics of sex education in perspective of Bangladesh, thus establishing content validity. Finally, the Stanine scores or grades, ranging from 1 to 9, were calculated and assigned to the raw scores that were obtained by the samples, to interpret the findings in an understandable way. Based on the Stanine scores, the secondary teachers’ attitudes toward sex education were categorized in five categories as ‘very negative’, ‘negative’, ‘moderate’, ‘positive’ and ‘very positive’. Teacher’s World: Journal of Education and Research, 49 (2),53-74

Exploring Science Teachers’ Belief towards Inquiry Based Teaching Learning Activity at Grade –VI

The National Curriculum of Bangladesh (2012) recommends student-centric IBT (IBT) learning activities in the science classroom. However, teaching science in Bangladesh is hardly follows the instructions of curriculum, and most teachers are found not to place adequate emphasis on involving the students in the inquiry process. A possible reason might be science teachers’ belief. The focus of the research questions is to find out firstly, the beliefs of both urban and rural sixth grade science teachers and secondly, the differences between genders and lastly to explore the challenges of IBT. Thereby, a sequential explanatory mixed method was adopted for this study. The participating teachers were from both rural and urban areas. An interview was taken to support statistical and quantitative data for an in-depth explanation. The result revealed that teachers from both urban and rural areas have positive beliefs towards inquiry, and there is no significant difference between urban-rural and male-female teachers. In the case of urban teachers, the challenges were time and classroom management, but not for rural teachers. This study recommends that stakeholders use the inquiry instruction, reshape the training, and provide the teachers with the necessary opportunities for professional development programs in an effective way. Teacher’s World: Journal of Education and Research, 49 (2),135-149

The Role of Media Materials in French Language Learning: A Case Study

The importance of media in language learning is covered in this article. The goal is to identify the media that students find engaging and how it advances or enhances their learning process. The development of the French language among students has increased, as this article will demonstrate, particularly for those who regularly consume media on TV and other platforms like YouTube, Netflix, etc. A survey was conducted among the students of the department of French Language & Culture at the Institute of Modern languages, Dhaka University. There are 50 French learners who have participated in this study are the students of French Language & Culture, IML, International Relations, Dhaka University and the students of BUP. Through this study, a survey based on a quantitative data was conducted by distributing a set of questionnaires to the participants. An impressive impact on learning French is seen when data collected from participants is analyzed along with their ideas. This definitely helps to accelerate the learning process. Ultimately, some recommendations on how to choose suitable media resources to enhance the course's relevance and effectiveness will be given. Teacher’s World: Journal of Education and Research, 49 (2),75-84

What Really Matters in Secondary-Level Students’ Classroom Participation: A Study from the Student’s Perspective

Effectively Increasing student classroom participation has always been a crucial challenge for secondary teachers. The present study aims to address the factors that contribute to increased student participation in the classroom, therefore fostering an improved learning environment from the secondary-level students’ perspective. This study uses a qualitative research approach to explore specific aspects of teachers' behavior that impact student participation. Through focused group discussions, students share their diverse experiences and perspectives, the dimensions of teachers’ particular behavioral influence on active engagement in the classroom. The findings shed light on teachers’ content delivery skills, the role of teachers’ rapport building, the impact of teachers’ willingness to explain in depth, and the influence of teachers’ voices. The study suggests valuable insights for educators striving to create a more conducive and participatory learning atmosphere in secondary education. Teacher’s World: Journal of Education and Research, 49 (2),85-98

School-Home Partnership for Enhancing Standard Bangla Language Acquisition of the Students at Primary Level in Bangladesh

The study focused on enhancing Standard Bangla Language (SBLA) acquisition of the students at the primary level through school-home partnership (SHP). The study was qualitative in nature. The data were collected from ten respondents, and the respondents were selected purposively. An interview schedule was developed as the data collection tool for the study. The data were analyzed by a thematic approach. The study revealed that School-Home partnership has become an important phenomenon in students’ standard Bangla language achievements. The study found it as an important measure and established a relationship between School and Home with respect to students' SBLA. The study figured out several initiatives for enhancing SBLA through SHP. The study recommended that schools and home have to ensure a natural Standard Bangla Language (SBL) practicing environment, from where the students would acquire it. Teacher’s World: Journal of Education and Research, 49 (2),125-134

Educational Transformation: Refocusing Research, Innovation, Technology Integration and Social Inclusion – An Editorial

In the post-pandemic era, the world simultaneously witnessed a rapid move towards technological integration and global interconnectedness, alongside social-economic disparities and setbacks. As a result of the COVID-19 pandemic, scientific progress extended beyond the healthcare industry and encompassed various domains of knowledge, including education. The pandemic accelerated the incorporation of ICT in education, an area that had lagged behind other sectors. Conversely, digital integration generates a disparity in knowledge acquisition between individuals who possess access to it and those who do not. This experience serves as a reminder that a considerable number of communities globally remain behind in terms of socioeconomic development and access to digital resources. This trend is especially evident in the global south, where the integration of numerous global educational innovations and approaches may further isolate an already marginalized community by failing to account for contextual factors. Providing this complexity of introducing innovative efforts to education, it is imperative to refocus contextual educational paradigms, employing a multimodal approach that intertwines research, innovation, technology integration, and social inclusion. The purpose of this editorial is to emphasize the importance of an all-encompassing educational approach that not only equips students for the challenges of the future but also cultivates a just, inventive, and resilient society. A total of 11 papers were selected to be published in this issue, which examines four significant domains of educational transformation: the integration of technology, innovative approaches, research in education, and the representation of perspectives from underrepresented groups in education. The increasing integration of technology in the field of education is evident in the articles that discuss ICT, media usage, and visual materials. Two papers revisit inquiry-based science instruction and school-home partnerships as educational strategies. Two publications centered on teachers' practice and intention research and action research exemplify the recent shift towards involving teachers in research activities, both in higher education and at the classroom level. Three additional papers investigate the perspectives of students and underprivileged groups who are often overlooked in the development of education procedures and policies. This journal issue, thus, represents the current focus, endeavors, and implementation of education across several educational disciplines. Teacher’s World: Journal of Education and Research, 49 (2),9-14

Education Status of the Santal Community in Northern Bangladesh

Bangladesh is a land of cultural diversity, with several small ethnic groups living across the country, each with its own tradition and identity. The purpose of this study is to explore the educational status of the Santal community, one of the largest ethnic groups residing mainly in the northern part of Bangladesh. This study adopted a qualitative approach, using a case study as methodology. Data were collected through interviews, group discussions, and document analysis. The findings reveal that the educational status of the Santal community is characterized by poor enrolment, continuity and literacy rate. Despite receiving primary education, their attainment rate declines in the secondary, higher secondary, and university levels. In this regard, various socioeconomic factors contribute to the low educational attainment rate. The Santal children are unable to continue their studies mainly due to poverty. Furthermore, language barriers, future employment uncertainty, child marriage, gender discrimination, industrialization and cultural impediments are primarily responsible for low educational attainment. They are already fighting to make ends meet, so adding the expense of school to their list of concerns is excessive. Despite this, the majority of the young people, especially those who are currently pursuing education, acknowledge the value of education and aspire to improve their situation by reaching a high social position through educational attainment. It illustrates that the current generation is aware of the importance of education and is eager to continue their studies. As a case study, the results of this research demonstrate how ethnic groups have struggled to get education in Bangladesh and what steps should be taken to enhance education status, so adding to the existing literature on education and policy. The findings may also be useful for policymakers concerned in improving the educational status of ethnic groups, notably the Santal community. Teacher’s World: Journal of Education and Research, 49 (2),173-196

Competing discourses, contested roles: Electronic health records in medical education.

The integration of electronic health records (EHRs) into medical education remains contested despite their widespread use in clinical practice. For medical trainees, this has resulted in idiosyncratic and often ad hoc methods of instruction on EHR use. The purpose of this study was to understand the currently fragmented nature of EHR instruction by examining discourses of EHR use within the medical education literature. We conducted a Foucauldian critical discourse analysis to identify discourses of EHRs in the medical education literature. We found our texts through a systematic search of widely cited medical education journals from 2013-2023. Each text was analysed for recurring truth statements-claims framed as self-evidently true and thus not needing supporting evidence-about the role of EHRs in medical education. We identified three major discourses: (1) EHRs as a clinical skill and competency, emphasising training of physical interactions between learners, patients and computers; (2) EHRs as a system, emphasising the creation and facilitation of networks of people, technologies, institutions and standards; and (3) EHRs as a cognitive process, framed as a method to shape processes like clinical reasoning and bias. Each discourse privileged certain stakeholders over others and served to rationalise educational interventions that could be seen as beneficial in isolation yet were often disjointed in combination. Competing discourses of EHR use in medical education produce divergent interventions that exacerbate their contested role in contemporary medical education. Identifying different claims for the benefits of EHR use in these settings allows educators to make rational choices between competing educational directions.

Examining the impact of design-comparable effect size on the analysis of single-case design in special education.

Initially excluded from many evaluations of education research, single-case designs have recently received wider acceptance within and beyond special education. The growing approval of single-case design has coincided with an increasing departure from convention, such as the visual analysis of results, and the emphasis on effect sizes comparable with those associated with group designs. The use of design-comparable effect sizes by the What Works Clearinghouse has potential implications for the experimental literature in special education, which is largely composed of single-case designs that may not meet the assumptions required for statistical analysis. This study examined the compatibility of single-case design studies appearing in 33 special education journals with the design-comparable effect sizes and related assumptions described by the What Works Clearinghouse. Of the 1,425 randomly selected single-case design articles published from 1999 to 2021, 59.88% did not satisfy assumptions related to design, number of participants, or treatment replications. The rejection rate varied based on journal emphasis, with publications dedicated to students with developmental disabilities losing the largest proportion of articles. A description of the results follows a discussion of the implications for the interpretation of the evidence base. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Building a Value-Based Workforce Through Islamic Work Value-Based Recruitment: A Conceptual Review

The increasing ethical infringements, moral violations, and disciplinary problems among employees point to the deteriorations in employee values. Hiring employees merely on common competency-based recruitment (CBR) versus value-based recruitment (VBR) ignores the critical role of values in guiding employee behaviours, thus contributing further to the problems. This study involves a qualitative approach using NVivo text analysis tool to analyse texts and word frequency from 44 references, including 35 journal articles, six policy papers, two books or book chapters and one conference proceedings. The results show that Public Sector ICT Management Review was the top journal with the highest coverage of the study’s main themes, followed by the Journal of Education for Teaching, the Human Resource Management Review, and the Advances in Health Science Education indicating the importance of the value-based workforce in these four areas of employment (i.e., public sector, education, human resource, and health). The word frequency analysis also shows the five most-used words were “values,” “work,” “based,” “selection,” and “recruitment.” These findings show that the references used in this study are valid and reliable relevant to the study’s main themes. Value-based workforce relates to value-based recruitment – building a value-based workforce begins with a good recruitment strategy. In the Islamic context, Islamic work values are highly influential and Islamic work-related values have been used as recruitment conditions for hiring employees during the Prophet Muhammad’s (pbuh) time and the rightly guided caliphs. If incorporated into the value- based model of recruitment, Islamic-related work values could potentially build a value- based workforce. This study has a significant implication to managers especially in finding good employees for the success of the organisation. Recruiting employees through value-based recruitment and selection is believed could reduce many work-related issues and improve organisational effectiveness. This study adds to the body of knowledge on value- based hiring by incorporating theories and Islamic work ideals, which can be used as a guide for future research.

Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals

Despite the importance of replication studies, previous reviews showed that they comprised less than 1% of publications in special education journals. This review conceptually replicates Lemons and colleagues’ previous review to provide updated rates of replication studies in special education journals. We identified 78 studies published in 44 special education journals between 2015 and 2022 that used the term replicat* and met our definition of replication, constituting 0.54% of all publications. Similar to previous findings, most replication studies were conceptual, successfully replicated previous results, and were conducted by one or more authors of the study being replicated. Replications with author overlap were significantly more likely to successfully reproduce the findings of the original study. Journal impact factor was significantly and positively related to journal-level replication rate. Publication rates of replications in special education journals remain similar to previous decades, suggesting that additional efforts are needed to increase the publication of replication research.

One World, One Nation, One Love-A New Social and Economic Organization

The Article mainly describes the importance of resources in the economy and argues that profit is not necessary for a healthy economy. It emphasizes the need for a stable economy for a stable society and proposes the concept of a circular economy. The author suggests that global sustainable peace requires eradicating poverty and mutual control of armed forces. The "One World, One Nation, One Love" organization is presented as a solution to current global crises, with pillars such as a universal basic income and a new currency. The text also mentions the need to eradicate exploitation and proposes a new currency based on resources and public worked hours. The transition to the new currency and implementation of the universal basic income may require erasing some debts

Perspective on the Journal of Physician Assistant Education : From Association Newsletter to Academic Peer-Reviewed Journal Celebrating 25 Years.

For 25 years, the Journal of PA Education (JPAE) and its predecessor publications have been the pre-eminent venues for disseminating and promulgating information and research on the physician assistant (PA) profession. In this article, former and current editors in chief have compiled a detailed history of the journal, its development, and its trajectory into the future, outlining the journey taken by Association of PA Programs/PA Education Association to catalog faculty scholarship through a peer-reviewed journal. Allowing for the referencing of articles and thus adding to the body of knowledge on PAs and PA education, JPAE has not only endured but thrived. This article speaks to the collective effort and excellence of staff, and the many volunteer reviewers, feature editors, and editorial board members who have nurtured JPAE along the way through numerous changes, challenges, and triumphs.

Editorial

I am truly delighted about this issue of the Malta Journal of Education entitled “The Future is Now”. The papers in this issue try to question and explore the profound changes and innovations that will shape the education landscape over the next decade. We have no magic glass ball, that’s true, but this is no excuse. We are bound to innovate and reinvent ourselves for the sake of our children who are the priority in every educational conversation we will be conducting.

Areas of Interest in Dental Education: A Bibliometric Analysis of the Last Decade.

This study aimed to perform a comprehensive bibliometric analysis of journals focused on dental education (Journal of Dental Education and European Journal of Dental Education) from 2014 to 2023. An ISI Web of Science Search was performed in October 2023 with no filters for language or keywords. Published articles between 2014 and 2018, 2019 and 2023, and 2014-2023, along with the top 100 cited articles published within this period were exported as txt files. Keyword and title word network maps and occurrences were generated using VOS Viewer software. Author-affiliated countries with the most publications were tabulated from the Web of Science. Dental education and dental students and education were consistently in the top six keywords and title word occurrences in all periods and top 100 cited articles. Similar trends were observed for keyword and title word network maps with an emphasis on dental education and students. However, the 2019-2023 period saw the emergence of coronavirus disease 2019, three-dimensional printing, virtual reality, and education technology, with the earlier period (2014-2018) showing clusters around students, perceptions, dental hygiene education, and assessment. The United States ranked top of the list for most published author-affiliated countries, with England, Canada, Australia, and Saudi Arabia in the top six for all periods analyzed. In conclusion, within the limitations of this study, areas of interest in dental education journals in the last decade were identified along with the countries with most publications.

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 14, No. 1

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 14, No. 1, 2024.

Trends in mathematics education and insights from a meta-review and bibliometric analysis of review studies

Review studies are vital for advancing knowledge in many scientific fields, including mathematics education, amid burgeoning publications. Based on an extensive consideration of existing review typologies, we conducted a meta-review and bibliometric analysis to provide a comprehensive overview of and deeper insights into review studies within mathematics education. After searching Web of Science, we identified 259 review studies, revealing a significant increase in such studies over the last five years. Systematic reviews were the most prevalent type, followed by meta-analyses, generic literature reviews, and scoping reviews. On average, the review studies had a sample size of 99, with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines commonly employed. Despite certain studies offering nuanced distinctions among review types, ambiguity persisted. Only about a quarter of the studies explicitly reported employing specific theoretical frameworks (particularly, technology, knowledge, and competence models). Co-authored publications were most common within American institutions and the leading countries are the United States, Germany, China, Australia, and England in publishing most review studies. Educational review journals, educational psychology journals, special education journals, educational technology journals, and mathematics education journals provided platforms for review studies, and prominent research topics included digital technologies, teacher education, mathematics achievement, and learning disabilities. In this study, we synthesised a range of reviews to facilitate readers’ comprehension of conceptual congruities and disparities across various review types, as well as to track current research trends. The results suggest that there is a need for discipline-specific standards and guidelines for different types of mathematics education reviews, which may lead to more high-quality review studies to enhance progress in mathematics education.

Promoting Deep Learning In First-Year Physiology Through Structured In-class Activities: Building a Bridge for Success

The transition from high school to university is often a diffcult journey for learners. From data we have collected (unpublished), many students report successful use of surface learning strategies in secondary school, such as highlighting and memorizing their notes or rote recall using flash cards. As such, most students continue using these same techniques in first-year STEM courses1, such as physiology. Furthermore, first-year learners are often unsure how to change their study habits, even after receiving a disappointing midterm grade, as most post-secondary students report that they have not been taught how to study2. This leads to the reinforcement of surface learning, creating a larger knowledge gap as students progress into upper-year courses without having achieved deeper learning in pre-requisite courses. Although many universities offer learning strategy workshops, it has been shown that teaching students these skills within the context of their course work is the most effective3. We hypothesize that modelling deep learning strategies through a variety of weekly hands-on activities will positively influence students’ self-reported study strategies, leading to the incorporation of these active learning techniques in their personal study time. Our first-year physiology course is a pre-requisite for both Kinesiology students and those in the Foods and Nutrition program. Approximately 420 students are enrolled and includes those in science and non-science majors. We have 12 tutorial sections of approximately 40 learners each and 21 weeks of tutorials over the academic year. These tutorials serve as active learning sessions that apply lecture content from the week earlier. Each week, we have designed activities such as concept mapping, case studies, card sorting, problem set worksheets, and Play-Doh modelling, to name a few. Students complete a learning attitude survey after each activity, where quantitative and qualitative data is collected, and two test-your-knowledge exit questions on the content covered by that activity. Students experience each activity in both semester 1 and semester 2, although for different course material. We will present examples of activities used during tutorials as well as preliminary data, which is currently being collected, on the learning attitudes submitted by our students for these activities. We anticipate that as deeper learning strategies are modelled in tutorials, students will be more likely to adapt these techniques as they study. We also anticipate that repeated exposure to the same learning activity in semester 2 will positively influence their attitude toward the usefulness of that tool. Physiology educators have embraced a shift away from didactic lectures to expand the use of problem-based learning in recent years. Our study contributes concrete examples that any educator could implement in their classroom and the associated learning attitudes regarding each activity from a diverse group of students taking their first physiology course. References cited: 1Cook, A. and Leckey, L. (1999) Do expectations meet reality? A survey of changes in first-year student opinion. Journal of Further and Higher Education. 23: 157-171. 2Kornell, K. and Bjork, RA. (2007) The promise and perils of self-regulated learning. Psychonomic Bulletin & Review. 14: 219-224. 3Hattie, J., Biggs, J., and Purdie, N. (1996) Effects of learning skills interventions on student learning, a meta-analysis. The Journal of Experimental Education. 66: 99-136. No support or funding. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.