Student Participation Research Articles

The need for health-promoting school attendance efforts in a Norwegian context

Abstract Issue/problem There has been an increase in mental health issues among young people in Norway in recent years, as in other European countries. This seems to result in more school anxiety and school absence across different school contexts. To meet this challenge, health promotion theory has been applied to develop practices facilitating mastering and empowerment in school. Description of the problem The objective of the project has been to develop health promoting principles and practices that support students to thrive and learn in school. Six primary schools, two lower secondary schools, one upper secondary school and five adult learning centres have participated in workshops and discussions for a period of a year. The questions that this project aims to answer are: 1) How can teachers facilitate health promotion in school? 2) How can health promoting practices support school attendance? Results The following principles for health promotion in schools were developed: 1) acknowledging by seeing the whole person, 2) trusting each individual, 3) respecting by creating tolerance for differences, 4) facilitating mastery and achievement, 5) facilitating participation by letting students develop ownership to solutions, 6) creating safety through clear and predictable frameworks, 7) facilitating motivation through engagement, 8) building relations by meeting students where they are, 9) promoting significant values. Lessons Based on the operationalisation of health promotion in this project, it is recommended that school employees promote and facilitate acknowledgement, trust, respect, mastery, participation, safety, motivation, relations, and values. The health promoting principles developed may easily be transferred to other educational contexts with similar challenges. Key messages • It is important to create an acknowledging and respectful learning environment to facilitate health promotion in schools. • To support school attendance, the environment needs to be supportive of student participation and empowerment.

A comparative study of how teachers communicate in deaf education classrooms.

This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.

Increasing teacher confidence in using universal design for learning to support students’ developmental skills through teacher education at tier 1

ABSTRACT Children’s participation and success within the school environment are dependent on developmental and school readiness skills that extend beyond academic skills, including motor, visual, visual motor integration, social, and self-regulation skills. Students enter kindergarten with a varying range of school readiness skills and developmental needs, while teachers may lack the time, support, or ability to address them. A pre-test/posttest design was used to deliver a Universal Design for Learning approach to teacher education on motor, visual, visual motor integration, social, and self-regulation skill development to 12 kindergarten and first-grade teachers using an occupational therapist-teacher collaborative teaching model. Additionally, this approach facilitated opportunities for teachers to integrate skill development within their classrooms. An author-generated survey was used to capture teachers’ self-reported confidence and knowledge of skill development. Comparing pre- and post-survey scores, using the Wilcoxon Rank Test, indicates that the method used in this study has a statistically significant effect in increasing teachers’ knowledge of developmental skills and confidence in providing classroom interventions to support student participation. These results support Universal Design for Learning’s effectiveness in supporting children’s developmental skills through occupational therapist-teacher education.

Evaluation of a Project to Develop Learning Management Competency Using Digital Technology Among Teachers in a Bangkok School in Order to Facilitate the Learning Loss Recovery of Basic Education Level Students: Applying Kirkpatrick’s Concepts and Model

The spread of the coronavirus (COVID-19) strongly affected educational management in Thailand. This gave rise to the problem of how to improve the quality of students of all ages through 100% online learning, be this in areas of knowledge, abilities, skills, and attitudes towards learning. Therefore, the Secretariat of the Education Council of Thailand studied the learning loss of basic education students during COVID-19 and recommended ways to solve the problem using the seven measures derived from the RECOVER Model. Based on this, the researchers devised a project and conducted it along with agency administrators and school administrators under Bangkok Metropolitan Administration, Bang Khen District. Their objective was to evaluate the development of learning management competency using digital technology among teachers in a Bangkok school in order to facilitate the learning loss recovery of basic education level students. The results revealed that participants responded strongly to the overall project process and activities (Mean = 4.71, S.D. = 0.57) with the level of knowledge developed from the relative gain score at a high level (GS = 72.12) and 75.00 percent had the ability to create educational Line stickers for sale in the Sticker Shop. In addition, participants’ behavior changed as a result of applying the knowledge, abilities, and skills acquired to teaching and learning in their own subjects. Consequently, the schools to which they are affiliated were able to facilitate the learning loss recovery of students extremely well through the combined participation of administrators, teachers, students, and parents.

Associations Between Nursing Students' Knowledge, Skills, and Attitudes and Participation in Experiential Learning on Care for People With Disabilities.

Experiential learning activities on care for people with disabilities (PWD) would help nursing students develop the knowledge, skills, and attitudes (KSAs) needed to provide quality care for PWD. The purpose of this study was to evaluate the perceived changes in nursing students' KSAs related to the care for PWD following participation in health assessment and prevention (HAP) experiential learning activities. This was a quasi-experimental, pre- and posttest educational intervention study. Nursing students (n=160) attended multiple experiential learning activities as a required part of their HAP coursework and completed a pre and posttest survey to assess changes in their KSAs. Participation in experiential learning activities on care for PWD was associated with significant increases in perceived knowledge, skills and positive attitudes toward PWD. Experiential learning activities aligned with core competencies for health care providers caring for PWDs have the potential to change nursing care and address health inequities for this population.

Upaya Meningkatkan Hasil Belajar Materi IPAS Bagian Mata Menggunakan Pembelajaran Koperatif Tipe (TGT) dengan Media Puzzle

This study aims to improve student learning outcomes in elementary schools through the application of the cooperative learning model Team Games Tournament (TGT) combined with puzzle media. TGT is a well-known learning strategy that encourages student participation by blending competition and collaboration, which has proven effective in various educational contexts. This classroom action research involved 30 fifth-grade students at SDN Ketabang 1, Surabaya. The research was conducted in two cycles, where TGT and puzzle media were used to teach science topics related to the human eye. Results showed a significant improvement in learning outcomes, with average student scores increasing from 55% in the pre-cycle to 85% by the end of the second cycle. Moreover, students’ engagement and social skills, such as teamwork and communication, were positively impacted. The study demonstrates that combining TGT with interactive media like puzzles not only enhances academic performance but also fosters a collaborative and engaging learning environment.

“You can't ignore us”: Multiliteracies and disruption in youth activism

AbstractThis article examines the activism of student protesters in a rural Rust Belt community's Black Lives Matter protest, challenging prevailing stereotypes about civic engagement, literacies, and youth involvement in rural settings. Utilizing critical ethnography and nexus analysis to examine disruptions of discourses in place and interview student participants about their activism, findings showcase how students strategically practiced multiliteracies to upturn power dynamics and assume leadership roles within a socio‐spatial landscape. Examining youth protest literacies can inform education partners of the ways students already engage in civic discourse and how understanding their co‐construction of space can inform practices across learning communities.

A systematic review of international students’ experiences transitioning from non-Anglophone high schools to universities in Anglophone settings

ABSTRACT This systematic review explores the extent and nature of research on the experiences of international students transitioning from non-anglophone high schools to universities in anglophone settings and then curates and synthesises the empirical evidence on their experiences. An extensive and systematic search of the literature revealed 1247 potentially eligible papers. After screening, eleven empirical studies were deemed suitable for data extraction for narrative synthesis focusing on students’ transitional experiences. The university destinations in the included studies were the USA (n = 8), Canada (n = 2) and a variety of English-speaking university destinations (n = 1). Seven of the included studies were cross-sectional, and four studies were longitudinal. Results showed that previous studies have explored students’ decision-making processes, university and international readiness, and language and identity development. Five studies suggested the need for longitudinal perspectives to better understand student participants’ transition. Four studies proposed to incorporate the perspectives and impact of relevant stakeholders in investigating students’ transitional experiences, including students’ families, teachers, peers, and university professors. This review calls for more targeted, rigorous, and longitudinal studies to better understand and enhance international students’ experiences studying abroad.

Analysis of English Teachers' Multimodal Discourse Construction and Students' Participation in the Digital Age

In the context of the digital age, this paper delves deeply into the construction of multimodal discourse by English teachers and its relationship with students' participation. Through sorting out relevant theories, conducting empirical research, and analyzing case studies, it reveals the importance of multimodal discourse construction in English teaching. The article uses methods such as questionnaires and classroom observations to collect data, analyzes the current situation of English teachers' multimodal discourse construction, including teachers' understanding of multimodal discourse construction, the utilization of multimodal teaching resources, and the methods of multimodal discourse construction. At the same time, it explores students' cognition and participation in English teachers' multimodal discourse construction, covering students' interest and attitude towards multimodal teaching, their participation in multimodal classrooms, and their evaluation of the effect of multimodal teaching. Moreover, it proposes corresponding improvement strategies to provide beneficial references for improving the quality of English teaching and students' participation.

Research on interdisciplinary project-based geography fieldwork in education for sustainable development

<p>The ability to solve real-world problems for a sustainable future has become a worldwide consensus, and interdisciplinary competencies and project-based learning (PBL) have become the focus of curriculum reform in China. This study investigates the effectiveness of interdisciplinary PBL fieldwork in geography education for sustainable development, focusing on the perceptions of students from a junior high school in Chongming, Shanghai, of the interdisciplinary effectiveness of PBL fieldwork. Over a one-month pilot program, the results suggest that the new fieldwork approach did not achieve the expected benefits. The significant gains of students can be grouped into four perspectives, namely, understanding of nature and classroom knowledge; problem-solving skills and environmental action; scientific spirit, environmental awareness, and interest in geography; and understanding of local needs and sustainable development issues, which increased their interest in learning. The students generally accepted the ability to collect information and data and the thinking ability of circular development. The influencing factors of activity effectiveness include the time and difficulty of the activity, cognitive and knowledge levels, learning habits of students, student participation, and teaching experience of teachers. The study offers valuable insights for improving fieldwork in other regions and for future research.<strong></strong></p>

Teamwork and Leadership Development in Physical Education

This paper explores the mechanisms of teamwork and leadership development in physical education with the aim of revealing their importance in individual growth and team success. Firstly, the paper defines the concepts of teamwork and leadership, emphasising their key role in modern society. Next, the paper analyses how physical education can effectively develop these competencies through practical activities and educational strategies. Specifically, teamwork is developed in physical activity through joint training, tactical co-ordination during matches and division of roles, while leadership is promoted through role-playing, challenging activities and feedback and reflection. In addition, the paper discusses the major challenges faced during implementation, including resource constraints, low student participation, inadequate teacher training and cultural differences, and proposes solutions accordingly. By optimising resource allocation, increasing student participation, enhancing teacher training and promoting cultural integration, physical education can more effectively promote teamwork and leadership development. The paper concludes by summarising the comprehensive value of physical education in fostering teamwork and leadership, and calls for sustained attention and solutions to implementation challenges.

In their narratives: academic socialization in the experience of sensory processing sensitivity among university students.

While much of the worldwide contemporary research on sensory processing sensitivity (SPS) and environmental sensitivity (ES) has relied on the participation of university students, there remains a significant gap in understanding the academic social experiences of those scoring high in SPS (i.e., highly sensitive individuals). To address this gap, this exploratory study aimed to investigate in detail students' academic socialization through their narratives. We conducted nine interviews with Italian university students who self-identified as highly sensitive. Through thematic reflexive analysis, we identified and analyzed 6 themes (with subthemes and versions of subthemes) concerning their self-definitions, their university experience (in classroom, before, during, and after exams), and socialization with peers and teachers. After 20 years of research on SPS, this study integrates the relevant literature into the field of social psychology and academic socialization, emphasizing the importance of understanding SPS within real-life educational contexts and considering highly sensitive students' perspectives on their resources and challenges in attending university. By contributing to the emerging qualitative literature on SPS and ES, this study provides practical implications for educators and policymakers seeking to foster inclusive learning environments for all students.

Evaluation of Pediatric Dentistry Postgraduate Education in Turkey by Specialty and PhD Students

Aim: Aim of our study is to evaluate pediatric dentistry education in Turkey by directing survey questions prepared considering the educational curriculum to specialization and doctoral students receiving education in different faculties. Material and Metod: Questions prepared in accordance with the core curriculum of pediatric dentistry education published in 2021 were sent to specialization and doctoral students studying at different universities in Turkey via Google Forms. A total of 100 surveys were collected and the responses were statistically analyzed. Result: Mostly "sufficient" responses were obtained to the questions related to the content of pediatric dentistry education. It was determined that the vast majority of the participants did not participate in scientific research. When asked about their proficiency in theoretical topics within the pediatric dentistry curriculum, they received the least responses for sedation in dental treatments, odontogenic infections and surgical treatment approaches, and minor orthodontic treatment applications, respectively. When asked about the clinical treatment practices they perform, they received the least responses for sedation in dental treatments, zirconium crown applications, and permanent tooth extractions, respectively. Conclusion: Overall, when the responses are evaluated, it can be concluded that the pediatric dentistry education process and content in Turkey are conducted in accordance with the curriculum, but it is necessary to encourage the participation of specialization and doctoral students in academic studies. The content of pediatric dentistry education and clinical practices in Turkey should be evaluated in detail with new studies, and efforts should be made to improve the pediatric dentistry education content focusing on areas perceived as lacking. Keyword: Survey, Pedodontics, Curriculum for Pedodontic Education.

Assessing the Relationship between College Student Leadership and Participation in Extra Curricular Sports Activities

This study explored the connection between participation in extracurricular sports activities and the development of leadership skills. By doing, it seeks to benefit students, educators, and the wider educational community by fostering personal growth, creating a positive environment and advancing knowledge in this field The results shows Extracurricular sports have a substantial impact on college students' academic and psychological development Individuals who participate in extracurricular sports activities are more likely to develop leadership skills. The frequency and duration of participation teamwork and collaboration in extracurricular sports have a significant impact on the development of quality leadership skills. Consistent involvement and active participation are key to developing leadership skills.

Predictive Modeling for Enhancing MOOC Completion Rates: A Case Study

In the realm of online asynchronous learning platforms, accurately tracking student performance to predictcourse completion times poses a significant challenge. Completion rates for MOOCs are typically low, with abias towards participants with higher education levels. Understanding factors such as student motivation,engagement, participation, and learning pathway design is crucial for improving student outcomes in onlinecourses. This research developed a predictive framework utilizing advanced deep learning techniques toaccurately forecast course completion times for participants enrolled in an introductory programming course("Python for Beginners" course on the Open Learning Platform of University of Moratuwa Sri Lanka). Byaccurately tracking student performance and leveraging a diverse dataset encompassing demographic andeducational variables, the research seeks to identify factors influencing course completion and predictindividual student outcomes. By utilising deep learning techniques, the prediction performance of the modelwill be improved, ultimately contributing to a more precise forecast of course completion times forparticipants. Evaluation of the model resulted in low Mean Absolute Error (MAE) of 0.0080 and low MeanSquared Error (MSE) of 0.0033 which promises the effectiveness of the developed method in accuratelypredicting course completion times for students. The findings of this study may help increase the successfulcompletion rate of such courses which are delivered in the online asynchronous mode. The study employedadvanced deep learning models optimized through Bayesian methods, highlighting the potential of thesetechniques to enhance MOOC completion rates by offering precise forecasts and actionable insights intostudent engagement. The comprehensive analysis revealed that variables such as 'Current_Lesson', 'SessionTime Category', and 'District_Score' significantly influence completion times. The robust methodologicalframework, including feature engineering, model training, and hyperparameter optimization, sets a precedentfor future research in the field. This research contributes to educational data mining and predictive analytics,offering a scalable approach to improving completion rates and educational outcomes across various onlinelearning platforms. Future research should explore incorporating real-time data and longitudinal studies toenhance model accuracy and generalizability. Additionally, addressing potential biases in the dataset, such asdemographic, prior knowledge, and resource access disparities, is essential to ensure the fair and equitableapplication of the model across diverse student populations. Expanding the research to include a wider rangeof courses and institutions will further validate the model's robustness and applicability in differenteducational contexts.

Sustainable development awareness and integration in higher education: a comparative analysis of universities in Central Asia, South Caucasus and the EU

Education for sustainable development in universities is shaping the agenda in this area, demanding continuous improvement in quality. There is a trend towards integrating sustainability issues and the implementation of sustainable development goals into higher education. Universities responsible for educating SD professionals must teach knowledge and develop skills in line with the SDGs. However, there is insufficient attention to this in educational programs; more often it is implemented through disparate initiatives. The article presents research conducted in universities in the countries of Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan), South Caucasus (Georgia, Armenia) and the European Union (Italy, Bulgaria, Poland). The awareness of students and teachers about the SDGs, the problems of implementing SD were assessed, and ways to solve these problems were analyzed. Countries were divided into clusters for comparative analysis. The results show that students generally have limited knowledge about the global sustainable development goals, while teachers have a higher level of awareness. The article examines the contribution of education to raising students' awareness in the countries studied and their attitudes towards integrating sustainability into the curriculum. The questionnaire showed that the educational intervention significantly influences students’ intention to engage in sustainability. Overall, students demonstrate positive attitudes towards incorporating sustainability issues into their education. The results of a study conducted in higher education institutions in Central Asia, South Caucasus and the European Union showed that students are generally unaware of the sustainable development goals, their information received through the Internet, media and university studies is insignificant, while teachers are better informed. Students and teachers expressed the greatest concern about environmental, social and economic problems. At the same time, students of engineering, technical and medical fields are more informed about the SDGs compared to pedagogical and socio-humanitarian fields. To increase awareness, universities are encouraged to integrate sustainability education into various disciplines, conduct seminars, round tables, promote student participation in projects and research, and promote international cooperation and knowledge sharing.

Assessment of the development of social skills among undergraduate medical students through participation in a socio-educational project during the coronavirus disease (COVID)-19 pandemic: a Brazilian pilot study

Coronavirus disease (COVID)-19 had an impact on medical graduation, causing weaknesses arising from social isolation and remote emergency teaching, with an emphasis on deficits in the development of non-technical skills (soft skills). In this context, the interaction between a group of medical students and adolescents who develop activities at the Center for Learning and Mobilization for Citizenship in Campinas/SP, Brazil, was evaluated about the development of soft skills during the COVID-19 pandemic. The observational study was carried out using an electronic questionnaire based on a Likert scale on the feelings of undergraduate medical students regarding participation in project activities in the context of the development of social skills. The study demonstrated an important positive impact of student participation in a socio-educational project for the development of soft skills, emphasizing the ability to deal with adverse situations, decision-making, and the ability to deal with the fear of not corresponding. However, the existence of limitations and difficulties in the development of non-technical skills by students was revealed, further reinforced by the challenges brought by the COVID-19 pandemic. In this aspect, the study demonstrated participation in a voluntary social project as an important strategy to improve the teaching of these skills.Graphical

Innovative Research on the Application of Flexible Learning in Classroom Teaching at Suan Sunandha Rajabhat University in Thailand

This article aims to introduce an innovative approach to classroom student participation and academic performance in a flexible learning environment at Suan Sunandha Rajabhat University in Thailand. To achieve this goal, a series of theories, concepts, and related research were reviewed and a comprehensive model of relevant factors was constructed. The research design adopted a mixed methods approach, utilizing quantitative research to test the relationships between variables in the model, followed by qualitative research to gain a deeper understanding of how these factors affect students’ grades. Combining the results of quantitative and qualitative research can provide guidance for improving the performance of Suan Sunandha Rajabhat University students in flexible learning systems in Thailand.

Implementasi Model Project Based Learning Menggunakan Mind Map terhadap Keterampilan 4C Geografi Siswa Kelas X Fase E SMAN 15 Padang

Geography, as a discipline that studies the interaction between humans and the environment, as well as physical phenomena on Earth, plays an important role in developing 4C skills (Communication, Collaboration, Critical Thinking, and Creativity). However, many students still face challenges in applying 4C skills in geography learning. These challenges include a lack of student participation, as seen from their minimal involvement in class discussions, which hinders the development of communication and collaboration skills. This issue is often caused by low self-confidence or insufficient understanding of the material. Additionally, students frequently struggle with critical thinking, particularly in identifying and analyzing complex geographical problems. The method used in this research is descriptive qualitative, with the subjects selected using purposive sampling, resulting in a sample of Class X Phase E 8. Data collection was carried out using assessment rubrics in terms of attitudes, knowledge, and skills to evaluate student activities in creating Mind Maps. The results of this study show that the assessment of Mind Mapping, using the Project-Based Learning model, yielded an overall average score of 81.72, categorized as good, and positively impacted the development of students' 4C skills. Students demonstrated creativity (C6) by creating Mind Maps, which reflect their ability to think critically and creatively, core aspects of Higher Order Thinking Skills (HOTs). Furthermore, they showed improved communication and collaboration abilities in learning, thus achieving the 4C skills.

Perceptions of Educators on Simultaneous Implementation of Education 5.0 and Modularisation in Higher Education Sector

The government of Zimbabwe initiated a radical higher education reform programme in 2019, culminating in the simultaneous implementation of Education 5.0 and modularization. This mixed methods study employed concurrent triangulation research design to examine the compatibility of these reforms at Chinhoyi University of Technology by surveying 32 educators from various schools. The majority of educators believed that modularization enabled students to focus on one module at a time, master the content, and utilize limited resources more effectively. Modularization also afforded educators more time for research and non-teaching activities, flexibility in teaching methods, and enhanced student-educator interaction. However, educators disagreed that modularization aligned with Education 5.0, citing concerns that it placed students in a continuous examination mode and failed to facilitate connections between module content to address societal challenges. The study concludes by recommending the realignment of teaching and learning timetables to facilitate content connections, free time for educators, and student participation in innovation and industrialization activities, thereby optimizing the simultaneous implementation of Education 5.0 and modularization.