Educational Theory Research Articles

Effect Program Educational Based on According to Raigloth Expansion Theory in Teaching Post-Modern Arts for Students of the Institute of Fine Arts

General Background: The evolving landscape of postmodern art necessitates innovative educational approaches to equip students with the skills and knowledge required to navigate this complex field. Specific Background: This research investigates the impact of an educational program grounded in Reigeluth's expansive theory on the teaching of postmodern art at the Institute of Fine Arts in Baghdad. Prior studies have highlighted the need for effective instructional designs that engage students and enhance their cognitive achievements. Knowledge Gap: Despite the proliferation of educational theories, there remains limited empirical evidence on the effectiveness of expansive instructional design in the context of postmodern arts education. Aims: This study aims to assess the effectiveness of an expansive educational program on students' cognitive achievement in postmodern art compared to traditional teaching methods. Results: Utilizing an experimental design with two equivalent groups, the findings reveal statistically significant differences (p < 0.05) in post-test scores favoring the experimental group that engaged with the educational program based on Reigeluth's theory. Novelty: This research contributes to the literature by demonstrating that an expansive instructional approach can significantly enhance students' understanding and appreciation of postmodern art. Implications: The results underscore the necessity for art education curricula to incorporate innovative instructional designs that foster deeper cognitive engagement and mastery of complex artistic concepts. By bridging the gap between theory and practice, this study offers valuable insights for educators seeking to improve instructional effectiveness in the rapidly evolving domain of postmodern art. Highlights: Impact of expansive design on cognitive achievement in postmodern art. Controlled study shows significant differences in student performance outcomes. Innovative teaching methods enhance student engagement and understanding. Keywords: postmodern art, educational program, Reigeluth's theory, cognitive achievement, instructional design

Deschooling society and open learning: gaining insights from Ivan Illich’s work

ABSTRACT Ivan Illich’s Deschooling Society presented a radical critique of formal educational structures, emphasising their potential detriment to the fundamental ‘right to learn’, and the theory of Deschooling Society turned out to be his profound introduction to world academia. This paper examined the applicability of Illich’s educational ideas to Open and Distance Learning. A critical examination assessed the feasibility of Illich’s proposed alternatives, particularly learning webs, aimed at enhancing educational openness and flexibility. Without disregarding the pervasive dominant educational system, the paper asserts the enduring significance of Illich’s educational theory, affirming its relevance in the context of Open and Distance Learning. It advocates for the continued integration of his ideas into contemporary educational discourse.

Democratic education as a matter of civility: retrieving Arendt’s institutionalism via Balibar

ABSTRACT In this paper, my aim is to reintroduce and reclaim the concept of civility for the ongoing debates on democratic education within the Arendt-inspired philosophy of education. I juxtapose a prominent interpretation related to theories of radical democracy and radical democratic education, referring to Gert Biesta’s work, which amends Arendt’s ideas with insights from Jacques Rancière. Conversely, I explore an alternative construction of what can be considered ‘an Arendtian perspective on democratic education’ coming from another French philosopher, Étienne Balibar. Within this perspective the role of institutions is redeemed, and the primary concern shifts from the political agency of individuals to the conditions that allow the space of politics to be constituted and preserved. The discussion includes an analysis of Marius von Mayenburg’s play ‘Martyr’ to illustrate importance of thinking about education, especially democratic education, as a matter of civility.

Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools

Purpose The purpose of this qualitative study is to explore barriers to cultural and linguistic diversity teaching in mainstream secondary schools in South Africa. Design/methodology/approach The study was underpinned by the culturally responsive pedagogy theory as a framework. Face-to-face interviews were conducted to explore the barriers to teaching in culturally and linguistically diverse (CLD) classrooms. Findings The authors found that teachers experience a plethora of challenges in teaching CLD learners. The findings show that culturally responsive practices, collaboration with relevant stakeholders and seeking professional development opportunities may advance the productive engagement of CLD learners in secondary schools. Practical implications Pre-service and in-service teachers should be conscientious about CLD teaching and learning through professional development. Teachers should be trained and retrained to accommodate CLD learners. Originality/value This study highlights significant aspects that hinder the inclusion of CLD learners and encourages the Department of Higher Education (tertiary institutions) and the Department of Basic Education Curriculum Developers to reconsider aspects of CLD in curriculum planning.

TRISDEŠIMTOJI NACIONALINĖ MOKSLINĖ-PRAKTINĖ KONFERENCIJA „GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024“: KONFERENCIJOS APŽVALGA

2024 is a truly special year. This is the year of the Jubilee Scientific and Practical Conference "Natural Science Education in a Comprehensive School - 2024". And this was the thirtieth conference. Throughout this time, science, engineering and technology have developed at a significant and rapid pace. The theory and practice of science education has undoubtedly evolved, including the strategies and practices of science education. The importance of science and technology education is unquestioned, but its orientation towards competences, with an emphasis on learning through science and the linking/integration of science with other subjects, remains. The 30th Conference continued an already established practice. The conference took place over two days. The two-day conference focused on science and technology education, which has recently become a priority in society and is likely to remain so in the future. The 30th Conference started on 25 April. On the eve of the Conference, an informal round table discussion on "Education issues" was organised. The importance of the cultural programme should also be mentioned. On the first day, at the end of the conference, participants had the opportunity to get to know Plunge better. The most important places of the city were visited. The staff of the Plunge Tourism Information Centre organised a sightseeing tour of Plunge. The city centre, the central square and the church were visited. Participants had a unique opportunity to walk around the Plunge Smart Park and to visit the Plunge Manor House, or Mykolas Oginskis Palace, one of the most beautiful monuments of 19th-century Lithuanian architecture. The plenary session of the conference provided a retrospective of all the conferences. Thirty years of really great organisational, managerial, publishing and other work. A total of 30 conference proceedings were published. It is estimated that a total of 677 papers were published, with a total page count of 4787. If all the pages were put together, it would be a single publication 281 mm thick. This is a really big work, a really good repository of scientific and didactic-methodological research and work. The work of this 30th conference has been recorded and is freely available on our YouTube channel (https://www.youtube.com/playlist?list=PLoZNO1c3zi72-RxbETp4AmMQ8Lz2C-QPC). Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2023&issue=20002 Keywords: national conference, practical work, science education, science teachers, science pedagogy

Research Hotspots and Development Trends of Theme Activities in Kindergartens since 21st Century—Based On Visual Co-word Analysis

In order to accurately and objectively understand the composition and development trend of research hotspots on kindergarten theme activities in the past decade, China National Knowledge Infrastructure (CNKI) was used as the literature search source. The Co-word analysis software Bicomb2.0 and data statistical software SPSS27.0 were used to conduct time-series, research strength, high-frequency key, cluster analysis, and multidimensional scale analysis on 1674 literature on kindergarten theme activities from 2005 to 2023, and to draw knowledge graphs at different time periods. Research has found that the study of kindergarten theme activities generally revolves around five major areas: research on the selection of theme activity content, research on the connotation and characteristics of theme activities, research on the design of theme activities, research on the implementation and value of theme activities, and research on the theory and reform of theme activities. Strengthening the construction of theme activities in kindergartens is an effective breakthrough for achieving high-quality preschool education curriculum. Therefore, future research should focus on the combination of educational theory workers and educational practice workers to form a research community; Exploring diverse perspectives, deep learning and STEAM courses will become new academic growth points for themed activities; Innovative research paradigm, emphasizing the combination of theoretical research and empirical research.

Decision Support System for Extracurricular Determination to Increase Student Involvement in Activities Outside the Classroom Using the AHP Method

SMK Dharma Pancasila Medan is a private school located at Jl. Dr. T. Mansyur No.71 C Medan, Kel. PB Selayang. Currently, the selection of extracurricular activities at the school relies on a conventional manual system, lacking a formal system to identify the best extracurricular activities among the available options. This study aims to develop a Decision Support System (DSS) using the Analytical Hierarchy Process (AHP) method to evaluate and prioritize extracurricular activities based on four main criteria: achievement, short-distance running, height, and discipline. The system is designed to provide objective and measurable recommendations, facilitating students in choosing the most suitable extracurricular activities to enhance their success in out-of-class activities. The research findings demonstrate that the DSS developed with the AHP method is effective in providing accurate recommendations and increasing student engagement in extracurricular activities. The analysis and assessment process using AHP results in more targeted decisions aligned with the goal of enhancing student involvement. Overall, the system not only aids students in optimal extracurricular selection but also contributes to the development of better extracurricular activity strategies at SMK Dharma Pancasila Medan. This research enriches educational theory and practice by offering practical solutions to the challenges in extracurricular selection and enhances the overall educational experience for students.

Early Childhood Education: Listening to A Child’s Voices Through A/R/Tographic Journey

This inquiry explores the impact of child-led perspectives in art education, using the methodologies of a/r/tography and autoethnography to explore the intersection of artistic practice, personal reflection, and educational theory. The research was inspired by a transformative experience with a 7-year-old child at a spring camp, whose imaginative storytelling of a “tire kingdom”, where car tires live secret lives, reversed traditional adult-child dynamics. The child’s insights redefined my roles as an artist-researcher-teacher/learner, placing him in the role of teacher and myself as the learner. This reversal opened up new pathways for reflection and creativity, as his imaginative exploration became a catalyst for my own artistic practice. I created a series of illustrations based on our stories, which evolved into a picture book that amplifies children’s voices, illustrating the importance of recognizing children’s contributions to educational discourse. Through a/r/tography, which integrates art-making, research, and teaching, alongside autoethnography’s focus on personal and cultural reflection, this inquiry underscores the value of interdisciplinary approaches in understanding the fluid relationships between adult and child, teacher and student. It also highlights the importance of listening to and incorporating children’s imaginative inquiries as a means of enriching educational and artistic practices. By engaging in this child’s world, I not only deepened my own creative and educational practice but also discovered the potential of child-led inquiry to reverse-shape adult learning, fostering reciprocal, inter-generational dialogue and new forms of creative collaboration.

Demystifying Higher Education: An Analysis of Competing Perspectives in Institutional Theory

Abstract This paper scrutinises and interprets the competing perspectives arising from institutional analysis in higher education studies. Contradictory views in this field include the perception of converging trends versus escalating diversification, and the view of universities as entities resisting change contrasted with those characterised by continual evolution or innovation. These different viewpoints are methodically examined, informed by a wide range of literature on institutional theory and institutional analysis in higher education. In endeavouring to reconcile these divergent perspectives, this paper illuminates the intricacies of institutional behaviour in higher education. The theoretical discussions also pave the way for developing a holistic approach to institutional analysis in the field of higher education research.

The Inspiration of German Civic Education to China’s Ideological and Political Education Work

German civic education has undergone a complex development process and has a long history. Through the analysis and study of the basic profile of German civic education, it is clear that the characteristics of German civic education: focusing on the democratic nature of education, focusing on the practical experience of the citizens, emphasizing the citizens’ sense of rights and responsibilities and strengthening the influence of religious education, has a multifaceted significance for promoting the further development of the theory and practice of ideological and political education in China.

Understanding mindset theory in surgical education

Understanding mindset theory in surgical education

Research on the "Dual System" Talent Cultivation Model of School-Enterprise Cooperation

Taking the packaging planning and design major as the research object, this paper focuses on the application of the "dual system" talent cultivation model of school-enterprise cooperation. By deeply analyzing relevant educational theories and extensively collecting and studying practical cases at home and abroad, the purpose is to comprehensively and deeply reveal the significant advantages of this cultivation model in improving the practical ability of packaging major students and enhancing their adaptability to the rapidly changing market demands. On this basis, this research further discusses the challenges and problems faced by this model in the implementation process from multiple dimensions, such as the depth and breadth of school-enterprise cooperation, the rationality of curriculum setting, and the effectiveness of practical teaching. At the same time, combined with the actual situation and development trends, a series of practical optimization strategies and constructive suggestions are put forward in a targeted manner to promote the more perfect and efficient operation of the "dual system" talent cultivation model in the packaging major and provide strong support and guarantee for cultivating high-quality packaging planning and design talents.

Implementation of Technologocal Pedagogical Content Knowledge (TPACK) in the Malaysian-Indonesian National School

This research is to improve learning outcomes, teacher and student competence. To find out the effects of the TPACK (Technological, Pedagogic, Content Knowledge) strategy, a workshop will be held for teachers and students in schools. This research is intended to help teachers to improve their teaching competence using technology and also help decision makers to see the benefits of training using modern technology-based learning strategies which provide a solution that can be implemented in the PBM process. Apart from that, the application of TPACK is also given to students directly to get and experience the use of technology in all lines of learning up to the evaluation system. Community service was carried out on 23 - 25 July 2023 at the Johor Bahru Indonesian School, Malaysia. This service involved 27 teachers including the school principal and 122 junior high school students. In this activity, the priority is to improve teacher competency and student learning outcomes after implementing TPACK. Starting with pedagogical theory material, continued with the practice of using several learning media including QR codes as a platform for creating barcodes for teachers, Mentimeter and Padlet and continued with conducting evaluations using Kahoot media. All of these media have been given training and practice to teachers and have been given directly to students. The results of the analysis of the implementation of community service have reached a satisfaction rate of 100% with the very satisfied category.

Changing the conversation: impact of guidelines designed to optimize interprofessional facilitation of simulation-based team training

BackgroundInterprofessional simulation-based team training (ISBTT) is commonly used to optimize interprofessional teamwork in healthcare. The literature documents the benefits of ISBTT, yet effective interprofessional collaboration continues to be challenged by complex hierarchies and power dynamics. Explicitly addressing these issues during ISBTT may help participants acquire skills to navigate such challenges, but guidelines on how to do this are limited.MethodsWe applied an educational design research approach to develop and pilot structured facilitator guidelines that explicitly address power and hierarchy with interprofessional teams. We conducted this work in a previously established ISBTT program at our institution, between September 2020 and December 2021. We first reviewed the literature to identify relevant educational theories and developed design principles. We subsequently designed, revised, and tested guidelines. We used qualitative thematic and content analysis of facilitator interviews and video-recording of IBSTT sessions to evaluate the effects of the guidelines on the pre- and debriefs.ResultsQualitative content analysis showed that structured guidelines shifted debriefing participation and content. Debriefings changed from physician-led discussions with a strong focus on medical content to conversations with more equal participation by nurses and physicians and more emphasis on teamwork and communication. The thematic analysis further showed how the conversation during debriefing changed and how interprofessional learning improved after the implementation of the guidelines. While power and hierarchy were more frequently discussed, for many facilitators these topics remained challenging to address.ConclusionWe successfully created and implemented guidelines for ISBTT facilitators to explicitly address hierarchy and power. Future work will explore how this approach to ISBTT impacts interprofessional collaboration in clinical practice.

Revisiting education for co-operatives: Exploring the value of signature pedagogies

Educational practices have always played an important role in developing approaches that reflect the plurality of forms of co-operative organisations. Arguably, education is fundamental to the endurance of the co-operative movement. While these practices are intended to reproduce the unique knowledge and social structures that inform co-operatives, they may not always reflect the intrinsic and distinctive values of the co-operative principles. In fact, inappropriate educational practices have had the effect of weakening the co-operative movement by perpetuating a mindset that fosters social and economic inequities. I explore key constructs from education theory and their relevance to pedagogical practices that are intended to support education for co-operatives. In this paper, I argue that education for co-operatives could benefit greatly from identifying and developing signature pedagogies.

Is there a place for ‘place’ in an educational theory of Bildung?

Is there a place for ‘place’ in an educational theory of <i>Bildung</i>?

Evaluation Proposal for School Teaching and Learning

Objective: This work aims to present a proposal for an evaluation method, entitled: Cycle of Autonomous Learning Evaluation (Caaa). Theoretical Framework: The use of assessment instruments in schools as a genuine assessment and the low level of student learning in Brazil exposes the emerging need to rethink the assessment practices that are carried out, since in order to raise their learning to a higher and better quality, it is essential to qualify the means that give access to it. Method: In order to construct this study, we immersed ourselves in educational theory relating to learning assessment in the school context and active teaching practices, as well as in the documents that underpin Brazilian education and what they guide in terms of learning assessment. Results and Discussion: The studies carried out resulted in the development of the assessment method: Cycle of Autonomous Assessment of Learning (Caaa). Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the Cycle of Autonomous Assessment for Learning (Caaa) can be applied or influence practices in the field of education. Originality/Value: This work contributes to the development of the praxis of school learning assessment in Brazil.

Teachers as silencers: a Q methodology study into teachers’ characteristics contributing to unwillingness to communicate among foreign language learners

ABSTRACT Purpose This Q methodology study explored foreign language learners’ divergent viewpoints on teachers’ characteristics that contribute to unwillingness to communicate (unWTC). Design/methodology/approach Q sorting was administered in-person with 40 Chinese undergraduate students enrolled in several Thai as a Foreign Language courses at a university in Thailand. The students sorted 30 statements, each reflecting distinct teacher characteristics that potentially silence them in the classroom, onto a forced-distribution grid. All Q sorts were analyzed using inverted factor analysis, followed by semi-structured interviews with six of the participants. Findings The findings revealed three profiles of characteristics that contribute to L2 unWTC, namely, the impatient teacher, the uninspiring teacher, and the intimidating teacher. These profiles were found to hinder different groups from engaging in L2 communication. The findings are discussed in relation to relevant educational theories, and implications are presented. Originality/value This study highlights the importance of understanding and addressing specific teacher behaviors that influence learners’ L2 WTC. By identifying and mitigating these behaviors, educational institutions can create more supportive and encouraging learning environments that promote greater engagement and success in language learning.

Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity

In this qualitative multi-case study, we illustrate how three pre-service teachers from varying programs and social positions framed discussions in world history classrooms, and we discuss the broader narratives about the world their discussions communicated. Using critical theories of global citizenship education (GCE) and the Dynamic Systems Model of Role Identity (DSMRI), three primary data sources inform our analysis: observations of participants’ discussions, decision memos written while reflecting on their discussion facilitation, and semi-structured interviews. The three participants prioritized making discussion content relevant to their students. However, their facilitation practice ultimately contradicted such aims by favoring dominant and distancing global narratives, though this tendency went unacknowledged in interviews and while writing reflective memos. Our DSMRI cross-case analysis reveals how candidates’ role identities manifested in classroom discourse, with ontological and epistemological beliefs reliant on dominant global narratives. Despite varied personal experiences offering potential strengths for critical GCE teaching, participants’ self-perceived limited world history content knowledge appeared to condition their distanced and power-neutral facilitation approaches. By unconsciously relying on dominant narratives, teachers’ discussion facilitation positioned global issues firmly in the past and distant from students’ lived experiences and agency.

Teaching literacy to adult migrants in Norway. An interview study exploring teachers' reflections on professional practices

Through an interview study, this article explores teachers’ reflections on professional practices when teaching Norwegian and literacy to adult migrants with little or no previous formal education. Data were collected from ten experienced teachers at three learning centers. The interviews were individual, based on a semi-structured interview guide and conducted on Zoom during the Covid-19 pandemic 2021–2022. The study builds on sociological and pedagogical theories of professional practices in which teaching is seen as a profession between macro and micro challenges. The curriculum for teaching Norwegian to adults is a regulation to the Integration Act, which requires teachers to contribute to an “early integration” and “a lasting connection to working life” in addition to transforming the subject content into forms that works for their group of students. Specific language requirements (CEFR B2 level) to obtain Norwegian citizenship add pressure to the teaching situation. The interview study made it possible to explore professional practices as described by the teachers themselves, from within the profession. The analysis uses Biesta’s (2015) three purposes of education as a lens: qualification, socialization and subjectification. All teachers describe their practices as a matter of balancing between choosing and transforming content and caring for their students. They also act as bridge-builders between the adult migrants in their situation as newcomers and their situation as future citizens of Norway, thus reflecting a strong dedication to their students’ lives as adults in Norway and combining all three of Biesta’s purposes of education in their professional practices.