Attention To Education Research Articles

THE DEVELOPMENT OF CLARINET EDUCATION IN CHINA AND THE PROSPECTS FOR ITS RESEARCH AT THE LEVEL OF CHILDREN’S MUSIC SCHOOLS

Currently, in the system of additional children’s music education, the Chinese national clarinet school has a truly leading position in terms of having an effective methodological teaching system. This is dictated by the fact that throughout the 20th century there was a regular development of virtually all didactic aspects of teaching this wind instrument. By the beginning of the 21st century, the clarinet school in China had become a pedagogical evolutionary phenomenon, breaking out into the status of an authoritative direction in the system of additional education. Despite this, there are a number of aspects that need additional pedagogical attention from researchers involved in the development of wind musical instrument teaching. The article examines the uniqueness of the historical development of clarinet education in China and the importance of reviewing modern pedagogical conditions for the implementation of clarinet programmes in children’s music schools.

Beware and Swear: English-as-a-Foreign-Language Learners’ Perceptions and Experiences Regarding Swearing in English

The perceptions, use and understanding of swearing in a second language is an area of linguistics that is comparatively under-researched and rarely taught in the classroom. However, this issue has become increasingly important with the ever-bourgeoning use of online spaces that expose English-as-a-Foreign-Language (EFL) students to swearing in English. As a result, language learners are often left to their own devices in trying to understand if and when they can use swear words in English language that they encounter online. This study investigates how a group of students from a Confucian cultural background learn to swear in English. The results indicate that for EFL students, there is a significant level of uncertainty concerning what is appropriate in terms of when and where they can swear. This investigation contributes to filling the research gap in understanding the dynamics of swearing in English and emphasises the need for pedagogical attention to this evolving aspect of EFL education.

A Study on the Factors Influencing the Formation of Representational Marginal People in University Classrooms

Representational marginal people are a unique group among the marginal people in the classroom. They show characteristics that are completely different from most students in the classroom. Although they hardly participate in classroom activities, do not actively interact with classmates, and fail to get the attention of teachers, these students often have very strong autonomous learning ability. This study focuses on this special group. Based on the grounded theory method and through in-depth analysis of the data, the study found that the formation of representational marginal people is affected by multiple factors. These factors include the course teaching methods in the classroom, students' learning attitudes and methods, individual emotions and personal values, and social interactions with classmates. These factors interact with each other and jointly shape the unique learning experience of representational marginal people and their marginalized status in the classroom.

Demystifying the Power of Generative Artificial Intelligence Tools in Higher Education

Artificial intelligence represents an emerging frontier for higher education institutions, potentially personalising learning, automating tasks, and supporting student outcomes. This study examines international students’ perceptions of the recent proliferation of generative artificial intelligence tools in the context of academic learning and assessment. The study involved N = 223 students from three different higher education institutions located in Australia, Germany and Italy. The focus was on the student’s competence in artificial intelligence and their perception of six different generative artificial intelligence tools concerning learning and assessment. The findings suggest that the dimensions of competence in artificial intelligence vary considerably and that students from different countries have a comparable level of competence in artificial intelligence. Further findings indicate that the expected support of generative artificial intelligence tools for learning and assessment is perceived differently. This study highlights the need for increased pedagogical attention to artificial intelligence, bridging the gap between students' enthusiasm and technical knowledge. It suggests that effective integration of generative artificial intelligence tools should also prioritise the development of critical thinking and comprehension skills over content generation.

Does Your Sales Curriculum Need a Refresh? Insights on How to Align Sales Curriculum With the Modern Sales Environment

Sales education has experienced significant growth recently, both in the number of schools offering sales programs and in the amount of pedagogical attention dedicated to advancing the field. However, one area that has not been given adequate attention is the sales curriculum. To date, few scholarly articles have examined sales curricula from a broad perspective. More concerningly, the field of sales has changed significantly due to recent technological, generational, and pandemic-related shifts in the market. Accordingly, in the present article, we examine the current state of sales curricula by reviewing the existing curricula of the 70 member schools of the University Sales Center Alliance (USCA) in the United States. Furthermore, we conduct focus groups with former sales students now working in sales, as well as hiring personnel affiliated with USCA schools, to address how sales curricula should be evolved to reflect the modern sales role. In addition, we triangulate and validate these insights with data gathered from sales academics. Our findings suggest sales educators should rethink the composition of the standard sales curriculum.

EATSA-GNN: Edge-Aware and Two-Stage attention for enhancing graph neural networks based on teacher–student mechanisms for graph node classification

Graph Neural Networks (GNNs) have fundamentally transformed the way in which we handle and examine data originating from non-Euclidean domains. Traditional approaches to imbalanced node classification problems, such as resampling, are ineffective because they do not take into account the underlying network structure of the edges. The limited methods available to capture the intricate connections encoded in the edges of a graph pose a significant challenge for GNNs in accurately classifying nodes. We propose EATSA-GNN model to enhance GNN node classification using Edge-Aware and Two-Stage Attention Mechanisms (EATSA-GNN). EATSA-GNN focuses its initial attention on edge traits, enabling the model to differentiate the variable significance of different connections between nodes, referred to as Teacher-Attention (TA). In the second step, attention is directed towards the nodes, incorporating the knowledge obtained from the edge-level analysis referred to as Student-Attention (SA). Employing this dual strategy ensures a more sophisticated comprehension of the graph’s framework, resulting in improved classification precision. The EATSA-GNN model’s contribution to the field of GNNs lies in its ability to utilise both node and edge information in a cohesive manner, resulting in more accurate node classifications. This highlights the essence of the model and its potential. Comparing the EATSA-GNN model to state-of-the-arts methods with two different variants shows how strong it is and how well it can handle complex problems for node classification. This solidifies its position as one of leading solution in the field of GNN architectures and their use in complex networked systems. The exceptional performance of EATSA-GNN not only showcases its effectiveness but also underscores its potential to greatly influence the future advancement of the GNN framework. Implementation of the proposed EATSA-GNN can be accessed here https://github.com/afofanah/EATSA-GNN.

Media Literacy in Times of Crisis

The contemporary younger generation is facing a multitude of changes and adversities stemming from prevalent political, military, and pandemic crises that have garnered substantial attention in the media. In light of these circumstances, Media Literacy and critical thinking are paramount in navigating the influx of information and discerning veracity from misinformation. The rationale behind selecting this demographic as the focal point lies in the discernible trend wherein young individuals often peruse news content on their mobile devices with minimal contemplation, relying exclusively on social media platforms devoid of journalistic filtration. As delineated by various investigations, this juncture in their lives is pivotal to cultivating critical thinking skills. Such skills empower the youth to engage in autonomous thought processes, make informed decisions, and assess the repercussions of their actions. The contribution presents the outcomes of the interviews conducted in Italy, Spain, and Portugal within the project YO-MEDIA on Media Literacy in times of crisis, addressing the attention of educators, teachers, stakeholders, and journalists.

The Specific Application of Poetry and Prose in Primary School Chinese Language Teaching

In primary school Chinese language teaching, ancient poetry accounts for a large proportion and is a key focus of Chinese language teaching. However, for elementary school students whose understanding ability is not yet fully mature, the implicit emotions and obscure content in ancient poetry are often difficult to understand, so teaching ancient poetry is also a difficult point in Chinese language teaching. The teaching of ancient poetry bears the responsibility of inheriting and promoting China s excellent traditional culture to a certain extent, so the teaching of ancient poetry should attract the attention and importance of teachers. Based on this, this study discusses the application value of poetry in primary school Chinese language teaching, analyzes the current problems in teaching, and proposes specific methods such as creating scenarios and enriching related activities, in order to provide reference and assistance for the application of poetry in primary school Chinese language teaching.

Factors Affecting the Fairness of China s Tutoring After the Implantation of Double Reduction Policy

Chinese government introduced the double reduction policy, advocating the elimination of exams and written assignments for the first and second graders of primary school and closing down numerous extracurricular tutoring institutions to reduce the burden of students in primary school and middle school. The double reduction policy has reduced students homework time and regulated the chaotic proliferation of inadequately qualified tutoring institutions in the market. However, the double reduction has not narrowed the disparities caused by extracurricular tutoring. This paper demonstrates how family background and teacher attention influence the distribution of educational opportunities. This paper suggests that society can enhance education equity by respecting children s desire for free development, enabling teachers to provide personalized instruction to meet student needs.

The "Kumon method" as a means of mastering the initial subject knowledge in children

Introduction. The problem of activating educational activities has always been in the center of attention of teachers, however, the changes taking place at the present time have given it special relevance. New socio-economic conditions dictate the need to study new forms and methods of education aimed at intensifying the process of acquiring knowledge. The purpose of this study is to study the effectiveness of the Kumon method in relation to the development of initial subject concepts by children of preschool and primary school age from the point of view of the theory of meaningful learning. Materials and methods. The article provides an analysis of the content of the key provisions of the Kumon method based on methods of systematization and classification, as well as general scientific methods of analysis, generalization and synthesis. The support of the idea of L. S. Vygotsky's "zone of proximal development" makes it possible to use rich theoretical material on self-learning as a child's ability to identify and search for information, distinguish and assign it, taking into account the relationship with previously acquired information. Results. The purpose of the study was to study the key characteristics of the organization of training in the Kumon system. The principles, neuropsychological foundations of the method under consideration, and the possibilities of this technology from the perspective of the multidimensionaldevelopment of a child's personality are analyzed. The authors concluded that in modern pedagogical practice, the use of the Kumon method can be effective for children who need to master the procedural aspects of mathematics and reading. Discussion and conclusions. As a research perspective, the authors see the study of the possibilities of the Kumon method as an individual method.

Effectiveness and Sustainable Applications of Educational Technology

Over the past few decades, the development and application of educational technology has drawn the attention of governments, academic organizations, educators, teachers, and parents around the world [...]

Research on Curriculum Ideology and Politics Awareness and Practice of Young Professional Teachers Based on ARCS Model

Promoting curriculum ideology and politics construction of young professional teachers is an inevitable requirement for comprehensively deepening curriculum reform. It is also a major measure to implement fundamental task of cultivating morality and talent. Starting from clarifying the value implications, this article deeply analyzes young professional teachers’ practical difficulties of curriculum ideology and politics, and uses the “Attention-Relevance-Confidence-Satisfaction” (ARCS) model as research framework to propose four improvement paths: enhancing attention of young professional teachers to curriculum ideology and politics, strengthening correlation between young professional teachers and curriculum ideology and politics, enhancing confidence of young professional teachers in carrying out curriculum ideology and politics, and improving satisfaction of young professional teachers in practicing curriculum ideology and politics.

The Harp and the Eagle: teaching Irish Poetry in Mexico

Ireland and Mexico share a long tradition of intercultural relationships. The Latin American nation has received significant influence from the mind-frames and oeuvre of Irish or Irish-descended thinkers, and authors. In the field of literature, the presence of Irish writers in Mexico has been equally relevant. A number of them are constantly referenced in middle- to higher-education institutions as paradigmatic examples of the Anglophone belles lettres. Nevertheless, and with the possible exception of Yeats, limited academic and pedagogic attention has been paid to Irish poetry, almost exclusively in English, until comparatively recent times. As of the mid-2000s, the School of Philosophy and Literature (FFyL) of the National Autonomous University of Mexico (UNAM) has witnessed a surge in academic efforts to promote the verse production of Anglo-Irish poets in the country. With the publication in 2003 of the anthology Una lengua injertada [A Grafted Tongue] and, more recently, with the establishment of the Contemporary Anglo-Irish Literature Research Project, FFyL-UNAM have inaugurated a new era for the study of (Anglo-) Irish verse in Mexico and Spanish-speaking America. This article will explore the critical and pedagogical approaches with which FFyL-UNAM have tackled the teaching of (Anglo) Irish poetry over at least one decade.

Supporting Successful Multicultural Societies Education is Key to National Progress

Successful societies depend on everyone signing up to core values and actions. In multicultural settings the acceptance of differences in the way people operate has led to rules flouted, bringing chaos and conflict. Core to successful relationships are narrative language abilities, which enable creative as well as critical thinking to broaden and improve information processing and production. Critical, linear thinking analyses a situation, based on facts and data, whilst the creative, lateral approach develops new ideas and solutions. A study shows how language and thinking competencies have declined to hinder interactions between people - vital for new interdisciplinary job-roles now that technology is taking over routines. Focus on developing direct talk, to assist effective collaboration and learning is advocated. Training is required to appreciate language dual function to develop effectively, but also stratify people to potentially add to inequality if not aware. Most learning problems, at all student levels, are rooted in low levels of language, thinking and communication, which receive limited attention in teaching and training. The article looks at the background to thinking and expression and considers a route to more successful multicultural societies.

Using artificial intelligence teaching assistants to guide students in solar energy engineering design

Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19 and beyond. We present Aladdin, a web-based computer-aided design (CAD) platform for engineering design with a built-in artificial intelligence teaching assistant (AITA). We also present two curriculum units (Solar Energy Science and Solar Farm Design), where students explore the Sun-Earth relationship and optimize the energy output and yearly profit of a solar farm with the help of the AITA. We tested the software and curriculum units with over 100 students in two Midwestern high schools. Pre- and post-survey data showed improvements in understanding of science concepts and self-efficacy in engineering design. Pre-post analysis of design performance gains reveals that AI helped lower achievers more than higher achievers. Interviews revealed students’ values and preferences when receiving feedback. Our findings suggest that AITAs may be helpful as an additional feedback mechanism for geoscience and engineering education. Future efforts should focus on improving the usability of the software and providing multiple types of feedback to promote inclusive and equitable use of AI in education.

Misconoscenze di fisica nella scuola del primo ciclo: un questionario didattico

PHYSICS MISCONCEPTIONS IN FIRST CYCLE SCHOOL: AN EDUCATION QUESTIONNAIRE Abstract The achievement of an adequate level of scientific knowledge is unanimously recognized as an important milestone, not only for training future scientists but above all to enable the new generations to possess important skills for responsible and critically informed citizenship. Regarding Italy, international comparisons highlight the accentuation of specific critical issues in this area. Concerning the search for teaching actions aimed at improving the understanding of physical phenomena, it remains fundamental to understand the preconceptions from which students start and the cognitive obstacles that these entail. We have prepared and validated a questionnaire with the aim of highlighting the most common critical elements in the explanation of physical phenomena by students aged 11-14. The collected data confirm the presence of widespread misconceptions already reported in the literature, which it is appropriate to bring to the attention of teachers. The questionnaire is complemented by formative feedback intended to provide initial indications for their revision.

Visulgraph to Support the Teaching and Learning of Line Graph Description

Visual learning has received significant research attention in teaching and learning. However, there has been a lack of research conducted to explore its use in the teaching of graphs and charts. In fact, limited innovative tools have been designed for the specific purposes of teaching graphs and charts. Hence, this paper attempts to address this gap by exploring the use of Visulgraph to scaffold ESL learners in this context. Visulgraph was developed to assist students in describing the trends, movements and distribution patterns in a line graph, with a particular focus on preparing them using appropriate vocabulary in their spoken presentation. This study employed a one group pre-test and post-test experimental design and serves as a pilot study for the said innovation. Participants were forty-two (42) ESL learners from one of the polytechnics in Malaysia who attended a communicative English course. Data were collected via pre-and post-tests to measure vocabulary knowledge, a survey form and focus group interviews. The findings revealed that the majority of the participants (83.3%) have improved their vocabulary for graph description with the use of Visulgraph. The thematic analysis discovered five themes, namely, facilitating explanation of trends in graphs, facilitating reading and understanding of trends in graphs, enriching vocabulary for graph description, facilitating sentence construction and enhancing lesson clarity/ student learning. The findings offer insights into how students can be scaffolded in the teaching and learning of graphs and charts with visual support.

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

Climate change education in U.S. middle schools: changes over five pivotal years.

Climate change education is both important and challenging. Prior research suggests that many secondary school science teachers in the United States were conveying "mixed messages" to students that legitimized scientifically unwarranted explanations of recent global warming. In this paper, we focus on US climate education at the middle school level and assess whether teacher attention to recent global warming, and whether the messages conveyed to students, changed between 2014 and 2019. Pooling data from two nationally representative probability surveys of middle school science teachers, we show significant advances on several key criteria, but the prevalence of mixed messages remained high. Exploratory analysis suggests that improvements were spurred partly by the adoption of the Next Generation Science Standards by many states and by partly by shifts in the personal views of science educators.

Konsepsi Quantum Learning; Suatu Analisis Learning Styles

Improving the quality of learning is something that must be done well in school education, students who have diverse learning styles must be the main factor of teacher attention in order to be able to give meaning to learning well. To improve learning outcomes, one of them is through the application of the quantum learning model in the teaching and learning process. This research aims to find answers to the question of the effectiveness of using quantum learning in schools. Penalitian conducted by reviewing a variety of relevant literature both from journals and direct findings in the field. The results of the study found that the implementation of quantum learning can improve the quality of learning and maximum student understanding, given the different learning styles of students can be facilitated through the implementation of quantum learning models, so that learning styles are very supportive of quantum learning models and get perfect learning outcomes than conventional learning models.