National Education Research Articles

“Authoritative Evidence” or Personal Ideology? Rev. Professor Timothy Corcoran and the Primary School Curriculum in Ireland in the 1920s

ABSTRACT By the time political independence was achieved in the 1920s in Ireland, its national education system over the previous century had been underpinned by imperial ideology and values. In the early 1920s, curriculum planning was influenced by the post-revolutionary and post-war context and, unsurprisingly, placed an emphasis on building nationhood and a distinct Irish identity for the Irish Free State. Central to this curriculum planning was Rev. Professor Timothy Corcoran who acted as an external advisor to the 1922 and 1926 conferences that developed primary curriculum policy. This article explores and assesses the influence, impact and legacy of Corcoran through an analysis of his prolific writings as they related to the primary school curriculum. The analysis reveals that Corcoran’s thinking, more than that of any other stakeholder in the era, was uniquely influential in determining the philosophy, content and pedagogies prevalent in primary schools in Ireland until the 1970s.

The relevance of studyng the history of Ukraine in institutions of higher education in today's conditions

The purpose of the study is to substantiate the need for a thorough study of the discipline “History of Ukraine” in Ukrainian universities as a guarantee of strengthening the sense of national dignity and national identity of the Ukrainian people in the conditions of the Ukrainian-Russian war among student youth. The methodological basis of the research is the principle of historicism and scientific objectivism. During the research, universal methods of scientific knowledge (analysis, synthesis, inductive, deductive), as well as special methods of historical research (retrospective, chronological, historical-comparative) were used. Scientific novely. An analysis of the policy of the Ministry of Education and Science of Ukraine aimed at introducing European norms and standards into the national educational sphere was carried out. It is noted that the way to optimize educational programs by reducing the study of socio-humanitarian disciplines does not take into account the national specificity of Ukraine and does not correspond to the current stage of the existence of Ukrainian statehood. It is proved that the study of national history in institutions of higher education should be carried out at a deep theoretical level against the background of the pan-European historical process and be provided with appropriate educational and methodological literature. Conclusions. It is emphasized that in the conditions of a full-scale war unleashed by Russia against Ukraine, deep knowledge of the historical path of our people, the origins of its identity is the basis for the education of patriotism, the formation of a sense of national dignity. The chronological principle of history teaching, characteristic of the school course, does not give an opportunity to see the historical path of our people in perspective, against the background of pan-European processes, to understand the naturalness and inevitability of Ukraine’s European choice. At the current stage of our country’s existence, the return of the discipline “History of Ukraine” to the system of higher education as a mandatory component of educational programs of all specialties is an important task. The teaching of national history in institutions of higher education should be carried out in the context of the pan-European historical process, which requires providing an updated course with appropriate educational and methodological literature.

Adolescent Social Anxiety, School Satisfaction, Family Emotional Support, and School Absenteeism: Findings from Young-HUNT3 and Norwegian National Education Data.

Background: Adolescents grappling with social anxiety may experience poor school satisfaction, resorting to school-related avoidance behaviors, exemplified by absenteeism, as a coping mechanism. Understanding the role of family support in alleviating the adverse effects of social anxiety on school satisfaction is imperative for fostering supportive educational settings. Although there is literature regarding how school satisfaction promotes positive adolescent outcomes, empirical knowledge on the interrelation between social anxiety, school satisfaction, and family emotional support is limited. This study investigates the association between social anxiety, family emotional support, school satisfaction, and school absenteeism within the theoretical framework of the stage-environment fit theory to offer insight into how family emotional support can moderate the influence of social anxiety on school-related outcomes. Methods: Utilizing a population-based sample of 1861 upper secondary school pupils from the Trøndelag Young Health study "Young-HUNT3 study", we employed an index of moderated mediation to examine the role of family emotional support in moderating the association between social anxiety and school-related avoidance behavior related to school satisfaction. Results: Family emotional support had moderated mediation association for school absenteeism (β = 0.128, 95% CI 0.019, 0.278) and extracurricular activity (β = -0.003, 95% CI -0.008, -0.000). Conclusions: This urges further investigation into the specific mechanisms and individual differences influencing these relationships, aiming to deepen our understanding of adolescents' experiences and inform comprehensive strategies for promoting their well-being within school communities.

THE ROLE OF NARRATIVE COMPETENCE IN THE DEVELOPMENT OF LEADERSHIP QUALITIES

The article is devoted to a theoretical review of the relationship between narrative competence and leadership qualities. In the context of improving national education, the problem of professional training of competent, competitive specialists remains particularly significant. The analysis of scientific research has made it possible to identify the key elements of the narrative competence of a future leader. The content of the features of narrative competence in the process of training future leaders of various specialties in the context of educational transformations is revealed. The narrative practices that can be used to improve the quality of leadership are presented. Recommendations for improving the level of narrative competence for prospective leaders are highlighted and the reasons why it is necessary to continue research in certain areas of narrative and leadership are substantiated.

Threshold Effect of Financial Inclusion on Poverty Reduction in Africa: Does institutional quality play a role?

ABSTRACT In Africa, poverty levels are still very high, especially with the advent of the COVID-19 pandemic, despite efforts by governments and development partners to address it. Financial inclusion has been identified as an important concept in fighting poverty due to its ability to increase the income level of households. This study sought to estimate the threshold level at which financial inclusion, aided by strong institutions, will lead to poverty reduction in Africa, using Hansen’s threshold estimation method, covering a period of 2004–2020. The Hansen threshold estimation method uses an endogenous approach to identify threshold values, which eliminates deterministic process by using a systematic approach, as compared to the linear methods of sample-splitting of threshold-level specifications by other methods. This therefore makes the Hansen threshold estimation method robust in threshold estimations compared to other methods. The study found double threshold values of 0.0534 and 0.341, indicating that a financial inclusion value below 0.0534 would increase household consumption expenditure, leading to poverty reduction. However, a threshold value between 0.0534 and 0.3141 has a negative impact on poverty reduction. Furthermore, beyond a threshold value of 0.3141, financial inclusion will improve household consumption and as such reduce poverty in Africa. The study also established a threshold value of institutional quality index of −1.6325, indicating that below that institutional quality index, financial inclusion will have a negative impact on household consumption as well as poverty reduction in Africa. The results further indicated that dependency ratio, gross national income, interest rate, inflation, education, and government expenditure contribute significantly to poverty reduction in Africa. It is recommended that development partners, central banks and governments in the region should consciously develop and implement financial literacy policies, with the collaboration of all financial institutions that are aimed at promoting financial inclusion due to its ability to end poverty.

NURTURING CREATIVITY IN NON-ART-SPECIALISED PROSPECTIVE TEACHERS: A CASE STUDY

Theoretically, art has been given a place in the school curriculum, but it is considered a fringe subject. This was also observed in prospective teachers with specialisations other than art, and likewise, they were reluctant to draw or paint. There is a need to understand the underlying issues and fill the gaps. This will help in prospective teachers’ personality development. In addition, they will help promote art in their schools, which they will join after finishing teacher training, which can pave the way for art-integrated teaching envisioned in National Education Policy 2020. This study aims to examine prospective teachers’ understanding of art and attitudes towards art as a subject, as well as the experiences that shaped them. It also attempts to organise an art workshop to see if it can help bridge the gap in the prospective teachers' understanding of art. For the study, 300 prospective teachers with specialisations other than art were taken as participants. Questionnaire was followed by a painting activity. Qualitative analysis highlighted the issues and gaps. It reflected participants' misconceptions of art, fears, and disinterest in art, as well as a discouraging school and home environment. It also reflected the issues in the teaching and learning process: a lack of trained art teachers and art being in the curriculum just in theory. The analysis was followed by organising the art workshop, focusing on bridging the gaps. Participants created artwork, and its qualitative analysis expressed values, showed growth in their understanding of art, and reflected participants' joy in its creation, aligning with art education's aim as mentioned in the National Curriculum Framework for School Education 2023.It is concluded that there are issues and challenges, and art workshops can bridge the gap in prospective teachers’ understanding of art. Consequently, art is essential to "teacher education" and can facilitate art-integrated learning, as outlined in the NCFSE 2023.

Использование базовых положений школы обучения Ч. Линдблома в интересах развития системы образования с учетом вызовов ХХI века

The relevance of the presented research lies in the fact that, on the one hand, modern scientific and technological trends and geopolitical and economic conditions of development differ significantly from previous stages of development. On the other hand, given that economic development is carried out in a spiral, it is of interest to consider the experience of using management tools used in the previous round of technological development in the crisis phase of the 1970s, similar to the current crisis phase of socio-economic development of the 2020s. The purpose of the presented research is to consider the possibilities of using the provisions of the C. Lindblom school of education in the interests of the modern development of the education system, taking into account the challenges of the 21st century. The main result of the research is the formulation, based on the provisions of Ch. Linblom’s school of education, of proposals for the development of the national education system taking into account the challenges of the 21st century. The practical significance of the results obtained lies in the possibility of their use in training personnel, including managers and specialists in the system of additional professional education.

СОВРЕМЕННЫЕ АСПЕКТЫ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ СТУДЕНТОВ ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЙ

The article considers the concept of patriotic education, the main normative-legal documents regulat-ing this process in the Russian Federation, as well as its importance in the formation of personality of students of higher educational institutions. The list of activities that allow to realize a comprehensive approach to patriotic education of students of higher education institutions is presented

СЛАГАЕМЫЕ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ ЛИДЕРСТВА

The article has considered the main characteristics of patriotic education of leadership in the context of pedagogical science. The connection between leadership and patriotism is determined, characteris-tic steps in patriotic education of leadership are described

ПАТРИОТИЧЕСКОЕ ВОСПИТАНИЕ В ШКОЛЕ

Respect for your country, its national traditions, history and rich culture is the basis of any education. Patriotic education of schoolchildren should become the unifying force that can raise a generation of true patriots who love their Motherland

The Analysis Of Bela H. Banathy’s Model And Its Relevance To Islamic Education Learning In Schools

Learning Islamic religious education is an essential part of achieving national education goals. Meanwhile, choosing a learning model is important in achieving success in Islamic Religious Education. This research aims to reveal how applying the Bela H. Banathy learning model in Islamic religious education can improve the quality of learning. This qualitative research uses a literature study approach. The data analysis method uses descriptive analysis methods to reveal the application of the learning model developed in 1968 by Bela H. Banathy in learning Islamic religious education in schools. The research results show that the Bela H. Banathy learning system is relevant to learning Islamic religious education. This model uses an approach oriented towards student learning outcomes by developing the concept of a spiral or learning cycle. Implementation of this model is carried out through six stages, namely: (1) formulating goals, (2) developing tests, (3) analyzing learning activities, (4) designing a teaching system, (5) carrying out test development activities, (6) and making improvements based on Banathy's evaluation results. The Banathy model has advantages in formulating goals according to student abilities and a structured and measurable learning system. This model can provide meaningful learning experiences, improve critical thinking skills and creativity, and use a holistic learning approach. On the other hand, weaknesses include the need for more steps in designing learning and the tendency to ignore previously learned knowledge. Keywords: Learning Model, Bela H. Banathy, Islamic Religious Education

The Association Between Adolescents’ Perceived Negative Treatment by Teachers and Peers on School Victimization

Drawing data from the National Education Longitudinal Study, we examine whether adolescents’ perceived teacher and peer negative treatment (being put down by teachers in the classroom and being perceived as a troublemaker by peers) increase the risk of school-based crime (property and personal victimization). We also investigate whether negative teacher and peer treatment conditions the effects of race (African American) and ethnicity (Latino) on property and personal victimization. We found teacher negative treatment was significantly related to property and personal victimization even after controlling for other relevant factors. Moreover, teacher negative treatment affected property victimization among African American students while peer negative treatment had an impact on personal victimization among White students. The implications of our findings are discussed.

PENGEMBANGAN MEDIA INTERAKTIF SIPEDA SISTEM PEREDARAN DARAH MANUSIA UNTUK MENINGKATKAN BERPIKIR KRITIS

Student interest in learning science needs to be increased by facilitating students in the learning process so that learning is interesting and learning goals are achieved according to national education goals, one of which is increasing the ability to think critically. There is still a low level of critical thinking and media that supports improving students’ critical abilities. So, media is needed that can provide a breakthrough for these problems. The purpose of this study is to develop media in the form of an android application called SIPEDA by referring to indicators of critical thinking skills for grade V elementary schools. Media development with the Lee and Owens (2004) model. The research subjects consisted of material and media experts, class V teachers, and 22 students for field trials. Quantitative and qualitative data analysis techniques with interview, observation, questionnaire and test methods. The results of the material expert questionnaire got a percentage of 87% with very decent category, media experts got 82.7% of very decent category, the questionnaire for grade V teachers got 85.9% of the very decent category. Field trials with a gain score of 0.59 which means that the media affects critical thinking skills. So, it is concluded that SIPEDA media is feasible and valid to be used in the science learning process of human circulatory system material to improve critical thinking.

Teachers’ Attitudes Toward the Use of a Minority Language as the Language of Instruction in Primary Schools in India

This study evaluates the attitudes of primary school teachers in Rabhalanguage- majority areas of Assam, a state in India about the use of Rabha as a language of instruction in the light of the new National Education Policy 2020. Fifty one school teachers were surveyed and 15 teachers were interviewed using the triangulation method. This article makes a case for advocacy and mobilization of the community for successful implementation of educational policies. Even well-intended policies might not achieve success if the target community is not convinced of the positive outcomes of the policy recommendations. The findings of the study reveal that though the teachers were overtly supportive of the use of Rabha in the classroom, they displayed subtle resistance toward its use due to the widespread misconception that if education is not imparted in more mainstream languages, students will lose important educational and employment opportunities. The authors make recommendations for carrying out proper advocacy and mobilization drives in order to create awareness about the advantages of mother tongue-based multilingual education.

Plagiarism of Scientific Works Viewed from the Perspective of Criminal Law in Indonesia

The rise in acts of plagiarism of scientific work occurs due to a lack of awareness and understanding of students and academics about the ethics of scientific writing and the consequences of these actions. This research aims to describe the criteria for acts of plagiarism, legal sanctions for acts of plagiarism, efforts to resolve disputes over violations of acts of plagiarism, and strategies for preventing plagiarism in higher education. Type of normative juridical research with a statutory approach. Primary data sources include statutory regulations such as Regulation of the Minister of National Education of the Republic of Indonesia Number 17 of 2010 concerning Prevention and Management of Plagiarism in Higher Education, and Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System. Secondary data consists of research journals concerned with the legal issue of plagiarism. The research results show that the act of taking or using someone else's creative work without stating the source appropriately and adequately is considered plagiarism. Acts of plagiarism can be subject to administrative sanctions or criminal sanctions. Administrative sanctions include warnings, written warnings, and cancellation of diplomas, while criminal sanctions include imprisonment for a certain period of time and a fine. If an act of plagiarism has occurred, an attempt can be made to resolve it through mediation, but if it cannot be resolved through mediation, then criminal action can be taken. Efforts to prevent plagiarism of scientific works in higher education are carried out through plagiarism-free statements, open access publication of scientific works, and administrative sanctions.

National Education Policy 2020: A Transformative Shift in Education to Foster Critical Thinking among Students

National Education Policy 2020 recognizes the pivotal role of critical thinking in preparing students for the demands of the 21st century and aims to embed it across all aspects of the education system to foster a culture of inquiry, analysis, and innovation. It focuses on the development of the “creative potential” of each student. According to Ken Robinson, “Creativity, now, is as important in education as literacy, and we should treat it with the same status.” Developing critical thinking skills takes practice and often involves activities like analyzing texts, engaging in debates, solving problems, and evaluating evidence. It's a skill that is relevant in many aspects of life, from academics and professional settings to everyday decision-making. The policy advocates that the principle aim of education should not only be to develop cognitive skills — both “higher-order cognitive capabilities,” such as critical thinking and problem-solving and “foundational capacities” of numeracy and literacy — but should also be to develop emotional, social, and ethical capacities and dispositions. It encourages creativity, innovation, and out-of-the-box thinking at all levels of education with the support of good governance, autonomy, and empowerment. The present paper is an attempt to explore and understand how National Education Policy 2020 can be a transformative act in Education to foster critical thinking among students.

An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge

The ubiquity of formal education in modern nations is often accompanied by an assumption that students’ motivation for learning is innate and self-sustaining. The latter is true for most children in domains (e.g., language) that are universal and have a deep evolutionary history, but this does not extend to learning in evolutionarily novel domains (e.g., mathematics). Learning in evolutionarily novel domains requires more cognitive effort and thus is less motivating. The current study tested the associated hypothesis that learning will feel easier and more motivating for evolutionarily relevant (e.g., “mother,” “food”) than evolutionarily novel (e.g., “computer,” “gravity”) word pairs and that a growth mindset emphasizing the importance of effort in learning might moderate this effect. Specifically, 144 adults were presented with 32 word pairs (half evolutionarily relevant and half evolutionarily novel) and were randomly assigned to a growth mindset or a control condition. Evolutionarily relevant words were better remembered than evolutionarily novel words (d = 0.65), and the learning was reported as more enjoyable (d = 0.49), more interesting (d = 0.38), as well as less difficult (d = − 0.96) and effortful (d = − 0.78). Although the growth mindset intervention fostered a mindset belief, compared to the control condition, it did not lead to improved recall performance or changes in motivational beliefs. These results are consistent with the prediction of higher motivation and better learning of evolutionarily relevant words and concepts than for evolutionarily novel words and concepts. Implications for future research and educational practice are discussed.

A Critical Analysis of India's National Education Policy 2020 and its Alignment with the UN SDGs

A Critical Analysis of India's National Education Policy 2020 and its Alignment with the UN SDGs

The effect of background Turkish music on developing and supporting intrinsic motivation in preschool period

AbstractThis study aimed to examine the effect of Turkish Music, which is played in the background in preschool education environments, on the intrinsic motivation levels of children in the preschool period. The study used a “quasi-experimental pretest-posttest control group design with retention test”, one of the quantitative research models. The study group of the study consists of 21 children aged 48–72 months, who were selected by purposive sampling method, attending the kindergartens of primary schools affiliated to the Ministry of National Education in the city center of Tokat, Türkiye. The “Motivation Scale for Preschool Children (DMQ18)” was employed as a data collection tool to measure the motivation levels of children. In the study, while routine training activities were applied in the experimental group, Turkish Music pieces selected in accordance with each activity were played in the background. In the experimental group, background Turkish Music was played five days a week for four weeks. In the control group, the teacher practiced only daily activities. The study found a significant difference between the control and experimental group post-tests in favor of the experimental group. The study contributed to the literature as the first study to reveal that Turkish Music, which is played in the background during activities in preschool educational environments, makes a significant contribution to the intrinsic motivation levels of children.

Organizational work and adoption of standards of the All-Russian Sports Society “Ready for Labor and Defense” (GTO) in an educational organization

Relevance. Currently, the competence of health-saving behavior is indicated in all areas of educational activity. It correlates with the upbringing of the younger generation of a health culture, which means not only health literacy, but also the practical embodiment of the need to lead a healthy lifestyle, take responsibility for yourself and take care of your own health. Methods and organization of research are the essence of aspects of health-saving pedagogy, according to which the consistent formation of a healthy environment at school, college, and institute involves the use and possession by teachers of technologies that do not harm health. The results of the study. For the first time, such a large-scale event was held, where teachers of the Yekaterinburg Institute of Physical Culture, together with the judging panel of the Kalininets Sports and Recreation Complex, conducted a Sports quest, and participants in the quest to fulfill the standards of the TRP were both students of the college and the Institute of Physical Culture, as well as physical education teachers of schools in Yekaterinburg. Conclusions: The focus of attention when introducing the WFSK TRP into the education system should be not only the actual preparation for the implementation of standards, but also the formation of a physical culture of the individual, which is advisable to carry out through spiritual and moral, patriotic education and tourism and local history activities as an element of spiritual, moral and patriotic education.