Learning Program Research Articles

Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a Statewide Expansion

Abstract The rising demand for dual-language immersion (DLI) programs, which offer core instruction in two languages from early grades onward, has raised questions about program design and access. We leverage the rapid expansion of DLI schools across the U.S. state of Utah to estimate effects of DLI program availability on the academic achievement of primary English speakers and English learners (ELs) in programs that serve mainly the former (one-way) or at least a third of the latter (two-way). Using within-school variation in first graders’ access to DLI programs, we find no overall effects on English, math, or science scores from grades 3 to 6. However, ELs whose primary languages match the schools’ partner languages in two-way schools show notable outperformance in math and higher English-language proficiency at grade 5. Benefits of DLI access are driven by schools with a larger share of primary speakers of the partner language.

NATIONAL EDUCATION POLICY 2020: PRACTICAL IMPEDIMENTS AND CHALLENGES

Quality education has been crucial and in demand in a rapidly changing global scenario. With the advent of new theories like constructivism in education, the academicians and the theorists believe that learners develop their understanding through experience rather than by stimulus and response which were the core concepts in the traditional behaviorist theories. National Education Policy 2020 (NEP 2020) is a document that seeks to make education equitable, inclusive and sustainable. The Policy advocates flexibility for the learners, to opt for the learning trajectories and programs, no hard separation between different domains of studies and multidisciplinary education. The policy has proposed to bring structural changes to the education system. The present paper is an attempt to foreground the challenges and hindrances to implementing and practicing a few of the structural changes and aspects. NEP 2020 states that the students will be able to choose many of the subjects and the level in which they take the Board examination- Medium level and Advanced level. The student will select different subjects for study in class 9th. This may invite more challenges relating to infrastructure, conducting examinations, recruiting teachers, etc. Emphasis on the mother tongue as a medium of instruction may be a problem for the children of people in transferable jobs, this means the private English Medium Schools will keep on flourishing. As per the guidelines the Foreign Colleges will be permitted to open campuses in India, however, there is less possibility to get admission in these colleges for the students whose medium of instruction will be regional language. This may again lead to widening the rift between the economically poor and the rich and may invite unequal learning patterns.

Development of a framework for community health workers to contribute to interprofessional learning teams

Background. Community health workers’ knowledge, skills and training seem to affect their contribution to 4th-year health sciences student teams who are following an interprofessional learning programme aimed at improving two South African rural communities’ health outcomes related to diabetes. Objective. To develop a framework for community health workers to contribute to interprofessional learning teams. Methods. The framework development forms part of previous phases of a multi-method study. The theory of change logic model guided the development of the draft framework, informed by data from two ecogram sessions, five nominal group technique discussions and a scoping review. The final framework was validated by experts during a workshop using forward and backward mapping. Results. The framework addresses the need for community health workers to gain knowledge, skills and training related to diabetes to effectively contribute to interprofessional learning teams. The theory of change process identified community needs and assets, desired results, influential factors, evidence-based strategies and assumptions required to address the problem. Conclusion. The framework focuses on a problem within specific interprofessional learning teams. Collaboration with stakeholders contributed to a rigorous research process, and the validation, refinement and future implementation of the framework. The framework eventually led to the development of an evidence-based training programme comprising knowledge, skills and training strategies related to diabetes. It is predicted that once community health workers have completed this training programme, they will be able to contribute effectively to the interprofessional learning teams.

Development and Validity of Arabic Muamalat Module (M~BAM) for Islamic Finance Higher Education Learning Program

The objective of this paper is to develop an Arabic Muamalat Module (M~BAM) and evaluate its effectiveness in improving mastery of Arabic related to muamalat. This module is constructed using the ADDIE model, which consists of five development phases. The study design is descriptive, employing a quantitative approach. The instrument used for the study is the module content-validation assessment form. The module underwent validation by six experts in validity assessment, comprising lecturers from both public and private universities as well as Institute of Teacher Education (IPG) lecturers. All possess expertise in module development, Arabic content, and pedagogy. The results of the experts' validity assessment indicate that the module is relevant and usable, with a mean score of 4.29. It can be concluded that a meticulous approach to developing the M~BAM module is required for Islamic finance students, aligning with educational standards, and employing diverse teaching methods. With a focus on authentic dialogue and comprehensive exercises, the module promises effective Arabic language acquisition and enhanced understanding of muamalat concepts. The M~BAM module exhibits strong alignment with course objectives, facilitating effective learning in muamalat and Islamic finance. Technical validity assessments emphasize the significance of visual elements for engagement and comprehension, recommending enhancements accordingly. It is recommended that improvements for module usage, such as conducting pre- and post-tests is required.

PENGGUNAAN MEDIA SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMA

Mathematical representation ability is an important ability in understanding mathematical concepts as an effort to obtain clarity of meaning and understanding in solving problems. Technology-based learning media can simplify the learning process thereby helping students in representing mathematical problems. This research aims to determine the increase in students' mathematical representation abilities using Geogebra software. This research is quantitative research with a quasi-experimental type. The population is students of class XI MIPA at SMA Negeri 1 Lhoong Aceh Besar for the 2023/2024 academic year consisting of 2 classes totaling 60 people. There are 30 people in Class XI MIPA 1 as an experimental class with the Geogebra software learning media, and 30 people in XI MIPA 2 as a control class without the Geogebra program learning media. The data collection technique in this research is using Pretest and Posttest. Meanwhile, the data analysis techniques used in this research are descriptive statistical analysis and inferential statistical analysis. The results of the research showed that there was an increase in students' mathematical representation abilities who were taught using Geogebra software media in class XI MIPA students at SMA Negeri 1 Lhoong. Most students answered the questions according to indicators of mathematical representation ability in the form of visual, symbolic and verbal representations.

A national education program for rapid genomics in pediatric acute care: Building workforce confidence, competence, and capability

PurposeTo develop and evaluate a scalable national program to build confidence, competence and capability in the use of rapid genomic testing (rGT) in the acute pediatric setting. MethodsWe used theory-informed approaches to design a modular, adaptive program of blended learning aimed at diverse professional groups involved in acute pediatric care. The program comprised 4 online learning modules and an online workshop and was centered on case-based learning. We evaluated the program using the Kirkpatrick 4-level model of training evaluation and report our findings using the Reporting Item Standards for Education and its Evaluation (RISE2) guidelines for genomics education and evaluation. ResultsTwo hundred and two participants engaged with at least 1 component of the program. Participants self-reported increased confidence in using rGT, (P < .001), and quiz responses objectively demonstrated increased competence (eg, correct responses to a question on pretest counseling increased from 30% to 64%; P < .001). Additionally, their capability in applying genomic principles to simulated clinical cases increased (P < .001), as did their desire to take on more responsibility for performing rGT. The clinical interpretation of more complex test results (such as negative results or variants of uncertain significance) appeared to be more challenging, indicating a need for targeted education in this area. ConclusionThe program format was effective in delivering multidisciplinary and wide-scale genomics education in the acute care context. The modular approach we have developed now lends itself to application in other medical specialties or areas of health care.

Enhancing service delivery via Work-Integrated Learning (WIL) at uMzimkhulu Local Municipality, South Africa

Municipalities in South Africa face numerous challenges that hinder efficient service delivery. One of these challenges is the lack of implementation of required services, leading to citizen dissatisfaction and protest actions. This study aims to investigate methods for improving service delivery in public institutions in South Africa through the implementation of work-integrated learning (WIL) programmes. Data for this study was collected from the uMzimkhulu local municipality in KwaZulu-Natal, specifically from the Harry Gwala District. A total of 56 participants took part in the study, including 28 WIL students and 28 mentors. This ensured representation from all departments within the municipality. Two separate sets of questionnaires were used to collect data from these two groups. Data analysis was performed using the Statistics Packaging for Social Sciences (SPSS) version 27. The study identified several challenges that currently hinder the effective implementation of WIL programmes within the municipality. As a result, it is recommended that the municipality provide training for WIL students and establish efficient monitoring and evaluation processes for the WIL programmes. Additionally, the municipality should involve students in WIL programmes in matters related to progressive initiatives and provide further support to enhance their ability to handle client services. It is also advised that the municipality prioritise the development of facilities and resources for WIL students to fully engage them in their work.

The SSIS SEL Brief Scales – Student Form: Examining the Structural Validity of a Portuguese Version

Abstract Background Despite the increased use of social and emotional learning (SEL) programs, empirical research is hindered by lengthy assessment options, difficult to fit into educational contexts. To cover these needs, the Social Skills Improvement System SEL Brief Scales – Student Form (SSIS SELb-S) was developed. Although it has been translated into several languages, a Portuguese version with sound psychometric properties is still missing. Objective This study aimed to develop the Portuguese version (SSIS SELb-Spt) and to examine its psychometric properties. METHODS: After translating the original SSIS SELb-S to Portuguese, the instrument was administered to 200 5th graders, along with self- and hetero-report measures of school well-being and involvement, peer acceptance, and academic achievement. We examined the SSIS SELb-Spt factorial validity and reliability, tested its correlations with external correlates, and examined the instruments’ predictive validity. Results Results supported a three-factor structure of the scale, which included the dimensions of intrapersonal and interpersonal skills, and responsible decision-making. Correlations with external correlates were in the expected direction. Moreover, the scale predicted school involvement and later academic achievement. Conclusion This study seems to corroborate and extend previous knowledge about the validity of SSIS SELb-S, offering validity and reliability evidence on the scale’s three-factor structure.

Medical Students' Efforts to Address COVID-19 Vaccine Hesitancy Through Motivational Interviewing.

Background The coronavirus disease 2019 (COVID-19) pandemic reaffirmed health disparities in the United States (US) and highlighted the need for public health strategies to combat vaccine hesitancy, especially amongst vulnerable populations. The Green Family Foundation Neighborhood Health Education Learning Program (NeighborhoodHELP) at Florida International University (FIU) serves a predominantly uninsured population, making it a critical area of opportunity for addressing vaccine hesitancy. Motivational interviewing (MI), a technique that supports individuals in making autonomous health decisions, has shown promise in encouraging vaccine acceptance.Medical students at FIU's Herbert Wertheim College of Medicine (HWCOM) are involved in the longitudinal care of the individuals in NeighborhoodHELP and receive training in MI within their clinical skills curriculum, making them optimally positioned to conduct outreach to encourage COVID-19 vaccination. Project goals There were two primary goals of this project: first, to systematically track and improve COVID-19 vaccination rates among individuals in NeighborhoodHELP, andsecond, to equip future physicians with hands-on experience in MI. Methods The COVID-19 Vaccination Promotion Initiative recruited medical students previously trained in MI to conduct outreach to unvaccinated individuals within NeighborhoodHELP. Students engaged in discussions about the COVID-19 vaccine with NeighborhoodHELP members, assisted in scheduling vaccination appointments, and updated medical records. The student team regularly met with faculty advisors to discuss changes in vaccine and public health data and to discuss challenges and successes with outreach efforts. To incentivize participation and enhance vaccine uptake, $25 gift cards were offered to individuals who agreed to receive the vaccine following the outreach conversations. Results From June 2021 to January 2023, the team made an estimated 720-1516 phone calls to NeighborhoodHELP individuals. The team encountered a challenge of low answering rates, with 35% of individuals being unreachable despite multiple attempts. Among those reached, 20% expressed no interest in receiving the vaccine, while 50% were interested in receiving the vaccine or had already been vaccinated. Vaccination rates among NeighborhoodHELP adults rose from 15.2% to 44.3% during this time. Student experiences with MI were generally positive, with many noting success in engaging hesitant individuals. However, the team also encountered challenges, such as growing vaccine apathy within the community and difficulties in reaching patients via cold calls, which limited the overall impact of their outreach efforts. Conclusions By using MI techniques,medical students engaged with community members in meaningful conversations about the importance and safety of COVID-19 vaccination.However,the initiative fell short of the 50% vaccination target, facing challenges such asreliance on unsolicited phone calls and the complexities of incentivizing vaccinations through this outreach method. Future initiatives could benefit from exploring alternative outreach methods, such as in-person engagement at community events or through partnerships with local organizations, to overcome the limitations of phone-based outreach. Additionally, investigating the relative efficacy of in-person versus telephone-based communication in promoting vaccination could provide valuable insights.

Transforming healthcare: A pilot study to improve primary healthcare professionals’ self-management support behaviour through blended learning

BackgroundSelf-management of a chronic condition is a complex but increasingly important issue. However, a supportive attitude and behaviour among healthcare professionals is hampered by a lack of awareness, knowledge and motivation. In addition, the role of professionals in supporting self-management seems unclear.MethodsA blended learning program for primary healthcare professionals was developed to strengthen self-management support in primary care. The program was piloted in community health centres and multidisciplinary medical practices in Flanders. Using the Kirkpatrick model, the impact on healthcare professionals’ reaction, learning and behaviour regarding self-management support was evaluated.ResultsA total of 60 healthcare professionals registered for the educational program. Post-learning questionnaires and verbal feedback showed a positive response, with professionals highly appreciating the innovative blended learning approach. In terms of learning, participants showed a good understanding of self-management support, although nuances were observed in the application of acquired knowledge to practice scenarios. Finally, preliminary insights into behavioural change were explored, revealing a positive impact of the intervention on participants’ supportive self-management behaviours in healthcare practice.ConclusionsOur study provides preliminary insights into the outcomes of a blended learning program designed to increase awareness and knowledge of self-management support among professionals. The program needs to be refined for general implementation in primary care.

Influence of Entrepreneurship Learning and Double Track Programs Increasing Interest in Entrepreneurship

Influence of Entrepreneurship Learning and Double Track Programs Increasing Interest in Entrepreneurship

Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in the context of a collaborative professional development activity, which took place in a bilingual secondary school in Madrid (Spain). Content and language teachers in pairs designed content and language integrated instructional sequences, implemented them, and assessed the students’ output. Four sessions in which teachers reflected on the activity, in collaboration with researchers, were audio recorded, transcribed, and analyzed. The data were analyzed using a social realist framework for investigating knowledge-building practices, Legitimation Code Theory (LCT). The analysis showed how content and language teachers refer to three types of knowledge (content, language, and language and content integration) in terms of ‘what’ is known (conceptual frameworks) and ‘how’ it is approached (following specific methods). The results confirm the importance of developing CLIL teachers’ language awareness through on-site collaboration which is closely linked to their normal teaching activities.

Exploring Digital Learning Opportunities and Challenges in Higher Education Institutes: Stakeholder Analysis on the Use of Social Media for Effective Sustainability of Learning–Teaching–Assessment in a University Setting in Qatar

The use of social media (SM) platforms in higher education has seen significant growth since the global pandemic disrupted traditional learning methods and forced stakeholders to explore alternatives. This trend is expected to continue with the rise of newer digital learning platforms, tools, programs and pedagogies, particularly within the context of the Fourth Industrial Revolution and the evolution towards Education 4.0 and Education 5.0. Despite a significant level of research into SM’s role in informal learning, there has been limited exploration of its integration into pedagogical practices, particularly regarding assessment challenges and innovations in university settings. Additionally, there is scarce research on mobile applications in academics, hindering the effective integration of SM platforms into curricula. This study addresses these gaps by examining stakeholder perceptions of using SM for educational purposes in a university setting in Qatar. Following a comprehensive and comparative literature review and analysis, a thematic analysis of interviews with 20 stakeholders revealed that SM platforms go beyond communication, serving as tools to enhance professional identity, reputation, research profiles, knowledge dissemination, and social practices, but they lack methodologies to integrate effective learning, either independently or in formal learning/teaching/assessment settings. This study proposes a framework to optimize the use of SM platforms, with a particular focus on sustainability, for lifelong learning and knowledge-based societies leading to more sustainable and prosperous economies. The findings encourage the reconsideration of digital assessment and the expansion pedagogical practices in alignment with modern social learning through an expansive array of SM tools and platforms.

Integration of Computational Thinking in Learning Computer Programming with Gamification Elements to Foster Student Programming Skill and Student Performance

Integration of Computational Thinking in Learning Computer Programming with Gamification Elements to Foster Student Programming Skill and Student Performance

Cultural adaptations to social-emotional learning programs: A systematic review.

Social-emotional learning (SEL) programs offer critical opportunities to promote the development of students' social and emotional competence and well-being. Yet, the landscape of how adaptations are being made to effectively serve all students is unknown. This systematic review examined cultural adaptations to SEL programs and the extent to which they were associated with positive outcomes. Included studies were (a) peer-reviewed empirical studies or dissertations; (b) conducted in PreKindergarten through 12th grade school settings in the United States; (c) available in English; and (d) included a cultural adaptation to an SEL program. Five electronic databases were searched in January 2023. Included articles were coded to extract information regarding the types, purposes, and associations with student outcomes and cultural adaptations to SEL programs have. A total of 11 studies (eight published studies and three dissertations), including 5,173 students, met the inclusion criteria. Results demonstrated most studies used surface- and deep-level adaptations for adapting SEL programs to a specific racial/ethnic group and/or a geographical region. In general, there were mixed results in terms of effectiveness when examining effect sizes and other statistical analyses of the adaptations on student outcomes. However, most studies found high acceptability and/or feasibility in relation to the adaptations. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk.

Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students' competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social-emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers' recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Advising Leaders’ Perceptions of Advisor Workplace Learning

This study explores the perceptions of academic advising leaders regarding workplace learning for primary-role academic advisors in the United States. This research highlights the importance of self-directed learning, scholarly engagement, and graduate programs in the professional development of academic advisors. Through semi-structured interviews with 17 leaders of NACADA: The Global Community for Academic Advising, two themes emerged: self-directed learning and engagement, and scholarly engagement and understanding the field. The findings reveal that academic advisors, as proactive learners, continuously enhance their competencies through formal and informal learning activities, actively engaging with academic literature and professional networks. The study underscores the significance of preparing advisors to contribute meaningfully to their profession. By addressing the challenges and opportunities in workplace learning, this research contributes to the evolution and professionalization of academic advising, aligning with principles of Human Resource Development (HRD). The insights gained inform the design of effective professional development programs that enhance advisor skills and knowledge, ultimately leading to improved student outcomes and the advancement of the advising profession. This study bridges a critical gap in understanding the role of workplace learning in the continuous professional growth of academic advisors.

Artificial intelligence-assisted grading for tear trough deformity

BackgroundVarious classification systems for tear trough deformity (TTD) have been published, but their complexity can pose challenges in clinical use, especially for less experienced surgeons. It is believed that artificial intelligence (AI) technology can address some of these challenges by reducing inadvertent errors and improving the accuracy of medical practice. In this study, we aimed to establish a reliable and precise digital image grading model for TTD using smartphone-based photography, enhanced by AI deep learning technology. This model is designed to aid and guide surgeons, particularly those who are less experienced or from younger generations, during clinical examinations and in making decisions about further surgical interventions. Materials and MethodsA total of 504 patients and 983 photos were included in the study. We adopted the Barton’s grading system for TTD. All photos were taken with the same smartphone and processed and analyzed using the medical AI assistant (MAIATM) software. The photos were then randomly divided into two groups to establish training and testing models. ResultsThe confusion matrix for the training model demonstrated a sensitivity of 56%, specificity of 87.3%, an F1 score of 0.57, and an area under the curve (AUROC) of 0.85. For the testing group, the sensitivity was 49.3%, specificity was 85%, with an F1 score of 0.49, and an AUROC of 0.83. Representative heatmaps were also generated. ConclusionOur study is the first to demonstrate that tear trough deformities can be easily categorized using a built-in smartphone camera in conjunction with an AI deep learning program. This approach can reduce errors during clinical patient evaluations, particularly for less experienced practitioners.

Using an Online Collaborative Learning Program Based on the ‎Cognitive Apprenticeship Model for Developing Student Teachers’ EFL Argumentative Writing and Critical Thinking Skills

Using an Online Collaborative Learning Program Based on the ‎Cognitive Apprenticeship Model for Developing Student Teachers’ EFL Argumentative Writing and Critical Thinking Skills

AI-driven English Language Learning Program and Academic Writing Integrity in the Era of Intelligent Interface

AI-driven English Language Learning Program and Academic Writing Integrity in the Era of Intelligent Interface