Contribution To Education Research Articles

Developing Indigenous Cultural Safety in Law: Clinical Legal Education as a Method for Getting it Done

The imperative of law schools to embed Indigenous cultural safety in legal education is well established. This paper argues that clinical legal education can make an important pedagogical contribution to the development of Indigenous cultural safety within the study of law. Drawing on a case study of a legal clinic in Logan, Queensland, this paper details clinic teaching and learning activities, and highlights the role of yarning as a process for engaging cultural humility and understanding. A review of pedagogical theories is provided to demonstrate that multiple theoretical approaches support the clinical method as an effective vehicle for delivering transformative learning on issues such as institutional racial bias within law, the legal profession, and broader society. Clinic evaluation reveals strong cultural safety learning outcomes. This paper concludes with some observations about the clinic’s strengths and limitations, including the benefits of devolving autonomy for clinic design to Indigenous clinical supervisors, issues of scalability and funding for community stakeholders.

Higher Education's Contribution to the Growth of Social Entrepreneurship

Higher Education's Contribution to the Growth of Social Entrepreneurship

How Social Work Education Fosters Professional Resilience: Student and Newly Qualified Practitioner Perspectives

ABSTRACT Navigating complex and evolving practice environments requires resilient social workers. However, education's contribution to professional resilience development is underinvestigated. As part of a longitudinal, qualitative study, this article reports the findings on how social workers as students and then newly qualified practitioners perceived how their education fostered professional resilience. In stage one, interviews were conducted with 23 social work students from eight Australian universities in the final 12 months of their Master of Social Work (Qualifying) degree. In stage two, the sample was reduced to 19, with interviews occurring after approximately six months of practice. Framed by critical theory and social constructionism, narrative inquiry guided the analysis of participants’ perceptions. The results revealed professional resilience is relational and developed through curricula and pedagogy facilitating connection, building knowledge through critical reflection, and preparing students for the realities and complexities of practice. The study extends evidence that transitioning from student to practitioner is a crucial time in social workers’ careers. The findings identify that professional resilience can be fostered by responsive external resources and evidence-based programs offered by universities, practice organisations, and professional bodies. IMPLICATIONS Social workers' resilience relies upon education fostering connection between students, academics, and qualified social workers, incorporating critical reflection and developing knowledge and skills in navigating practice contexts. Field education is integral to this process. Social workers in Australia could benefit from a nationwide program creating a consistent and evidence-informed approach to support newly qualified social workers as they transition into the workforce.

ANALYSIS OF THE ROLE OF EDUCATION IN DRIVING TECHNOLOGICAL INNOVATION IN THE BUSINESS WORLD

Education plays a crucial role in shaping individuals' ability to innovate. A robust and relevant education system will produce human resources capable of adopting, developing, and implementing new technologies. However, it is important to understand the extent to which education influences technological innovation in the business world. This research aims to delve deeper into the role of education in driving innovation and to identify effective strategies to enhance education's contribution in addressing challenges and leveraging opportunities in the era of technological innovation. This research method will adopt a qualitative literature review approach focusing on the analysis and synthesis of relevant literature from the period of 1999-2023. The study results indicate that the role of education in driving technological innovation in the business world is highly significant. Education not only shapes individuals with the knowledge and skills needed to develop new technologies but also cultivates an innovative mindset and a collaborative culture essential in the innovation process. Educational institutions also serve as a platform for the exchange of ideas and knowledge among various stakeholders, as well as facilitators in expanding access to resources and opportunities for individuals from diverse backgrounds.

Assessment of Pedagogical Contributions toward Enhancing Physical Activity within the Secondary School Physical Education Curricula in Southwestern China

Students enrolled in secondary schools often fail to engage in moderate to vigorous levels of physical activity (MVLPA) due to inadequacies in their physical education programs. Physical education teachers (PETs) foster student involvement in MVLPA. Consequently, it becomes imperative to identify and scrutinize factors pertaining to PETs that could influence students’ MVLPA within secondary school settings, an area that has been relatively overlooked in China. To address this gap, the present study delved into MVLPA among secondary school students in southwest China with the following objectives: (i) to assess students’ MVLPA alongside PET characteristics and teaching behaviors during physical education classes; (ii) to explore discrepancies in PET behaviors and characteristics; and (iii) to establish connections between students’ MVLPA and PET behaviors and characteristics during physical education sessions. A questionnaire survey was administered to 54 full-time PETs across nine secondary schools in Chengdu, China, aimed at gathering data on their personal and professional attributes. Additionally, a system for observing fitness instruction time was employed to document PET instructional traits, while accelerometers were utilized to track students’ MVLPA. The study objectives were investigated using multiple statistical analyses. The findings indicate that PETs do not meet the recommended 50% MVLPA time allocation during physical education sessions. Noteworthy patterns emerged, revealing that PETs with 1–5 years of teaching experience allocated less time to student observation and more time to classroom management compared to their counterparts with 6–10 years and over 10 years of teaching experience. Moreover, MVLPA time invested in lessons led by male PETs (B = −3.221) was significantly higher than time spent in lessons led by female PETs, which was attributed to PET gender. Furthermore, students under the tutelage of PETs with 6–10 years of teaching experience (B = 3.101) and those with over 10 years of experience (B = 2.989) exhibited significantly higher MVLPAs than under those with 1–5 years of teaching experience. Additionally, PET attitudes such as observation (B = 1.621) and promoting (B = 1.317) behaviors during physical education sessions were positively correlated with students’ MVLPA. A regression analysis revealed that PET characteristics and behaviors explained 21.3% of students’ MVLPA variance. This study offers insights into PETs’ pivotal role in promoting physical activity. It underscores the ramifications for students’ MVLPA in the Chinese educational context.

University Research Management: Trends in International Studies

This study seeks to reveal trends in higher education research management as a response to the importance of higher education's contribution to bringing novelty to science through solid research management. The research method of systematic literature review through the PRISMA guideline approach was carried out to see the trends of various studies related to higher education research management. The results of the study show that the trend of higher education research management has begun to move from institutional grant management to project-based research management and expertise. The research data base system has entered the realm of substance that can be widely accessed as a form of contribution to science as well as efforts to downstream research results. Gender-sensitive research management is also a trend found in this study.

La Pedagogia di Aldo Braibanti nei prolegomeni acratici

The article aims to analyse the pedagogical contribution of Impresa dei prolegomeni acratici written by Aldo Braibanti. Against the power’ policies of his time, Braibanti emphasise the necessity of a “decentralisation” by forms of social and cultural influence. In this regard, the braibantian instance moves towards a “pedagogical revolution”, substantiated by an education to acracy and supported by an authentic ideal of freedom.

Cooperation Between Colleges and Companies: Vocational Education, Skill Mismatches and China's Turnover Problem

Abstract The Chinese government promotes cooperation between colleges and companies in vocational education to improve the supply of skilled workers and increase labour productivity. This study employs the concept of positive coordination – negotiations concurrently addressing productive and distributive questions – to analyse the advantages and limitations of voluntary cooperation embedded in networks. In terms of production, many projects focus on updating, narrowing and deepening curricula to lower the costs of initial training borne by companies and the risk of labour turnover. In terms of distribution, however, the deep and narrow curricula are at odds with students’ preference for general and transferable skills; and the mutual commitments of both companies and students are uncertain. The solutions provided by cooperation are partial and unstable. Overall, they reduce skill mismatches but cannot control turnover or overcome market failure, which undermines tertiary vocational education's contribution to labour productivity.

The Implementation of Automated Speech Recognition (ASR) in ELT Classroom: A Systematic Literature Review from 2012-2023

Automated Speech Recognition (ASR) turns speech audio streams into text. The use of computer-based voice recognition is beneficial for teaching pronunciation. It may also be used to evaluate a learner's speech in a broader context and set up the potential for creating aural interactions between the learner and the computer. The study is aimed to investigate the use of ASR in speaking assessment using a systematic literature review. Automated scores should be considered based on their validity and any potential issues or mistakes with employing technology (ASR) to evaluate speaking. Although some research has been carried out on the use of technology in speaking assessment, there have been few empirical studies using systematic literature reviews to explore more about ASR in education. Therefore, this study is aimed to provide an updated and comprehensive review of the implementation of Automated Speech Recognition (ASR) in education. Ten studies from journals cited in the Taylor Francis, Wiley, and Springer databases were selected. The results show the benefits of ASR in education including students' progress, interaction, and pedagogical contributions. Pedagogical contributions provide collaboration between the human and automated scores. Teachers can use this study to improve speaking assessments using ASR in the classroom.

EALP textbooks and the challenges of legal English education

Over the last thirty years English for Academic Purposes (EAP) has expanded, cutting across the domains of specialised discourse, and has shifted its focus to meet the needs of large numbers of non-native speaking students at the university level. In this regard, English for Academic Legal Purposes (EALP) can be defined as the teaching and learning of legal English as an ESP subject that includes the academic dimensions of EAP. This paper investigates how EALP textbooks has responded to the challenges of law school education. Reflecting on the pedagogic contributions of Carrick and Dunn (1985), Candlin, Bhatia, and Jensen (2002), and Prinsloo (2015), this paper begins diachronically with a sample of EALP-type textbooks from the point where Prinsloo completed his analysis. Drawing on these reviews, this paper attempts to provide some insights into the development of EALP-type textbooks and their response to the challenges of legal English education.

An intuitive construction of modular flow

The theory of modular flow has proved extremely useful for applying thermodynamic reasoning to out-of-equilibrium states in quantum field theory. However, the standard proofs of the fundamental theorems of modular flow use machinery from Fourier analysis on Banach spaces, and as such are not especially transparent to an audience of physicists. In this article, I present a construction of modular flow that differs from existing treatments. The main pedagogical contribution is that I start with thermal physics via the KMS condition, and derive the modular operator as the only operator that could generate a thermal time-evolution map, rather than starting with the modular operator as the fundamental object of the theory. The main technical contribution is a new proof of the fundamental theorem stating that modular flow is a symmetry. The new proof circumvents the delicate issues of Fourier analysis that appear in previous treatments, but is still mathematically rigorous.

Textbook Evaluation: A Framework for Evaluating the English Subject in Kurikulum Merdeka for the Tenth Grade

This research is aimed at finding out the significance or not the significance of English textbooks under Kurikulum Merdeka be implemented at schools. It is widely accepted that a textbook is an essential component of the English as a Foreign Language classroom. Evaluation of a textbook, therefore, is of utmost importance so that its pedagogical contribution to the teaching and learning process can be assured. In the context of Kurikulum Merdeka in Indonesia, textbook evaluation is an even more important issue given the recent implementation of Senior High School students. Can the newly written curriculum textbook help teachers deliver the new curriculum objectives?. There is a lack of empirical studies showing how curriculum fitness can be evaluated. In addition, despite the repeated emphasis on the benefits of a post-use textbook evaluation by a number of researchers, relevant empirical studies, however, seem to lack much of the available literature is biased towards pre-use evaluation. By conducting this research, the researcher hopes the results can reveal the actual situation of English textbooks at Senior High Schools and whether or not, the textbook is implemented totally as it is or should be added or lessened of some materials in the textbook.

From Galilean relativity to special relativity: the pedagogical contribution of the space-proper time diagrams

After detailing the characteristics of space-proper time diagrams for Galilean relativity and special relativity, we show how they can be used to better visualize the progression of ideas about the absolute or relative nature of space and time, from Galilean relativity to special relativity. We conclude that space-proper time diagrams could be an interesting new tool for introducing special relativity.

Multimodality in language education: implications of a multimodal affective perspective in foreign language teaching.

Foreign language learners often encounter various emotional challenges within academic environments, which can hinder their progress in developing literacy skills. Effective language instruction should encompass teaching approaches that acknowledge the emotional requirements of students. To address this need, we propose a multimodal affective methodology designed to evaluate emotions in foreign language education scenarios. This methodology also holds the potential to elucidate the pedagogic contributions of various emotional variables to academic outcomes. Our study focuses on German as a foreign language (GFL) learning and utilizes it as an example to investigate ways to improve writing proficiency. The study explores the effects of integrating multimodal corrective feedback (MCF) into academic writing exercises. We delve into suitable modalities for analyzing emotions in academic writing practices. Furthermore, we investigate how the choice of corrective feedback mode intricately influences the nature of feedback itself and subsequently influences students' emotional responses. Through a comprehensive exploration of the interplay between distinct modes of delivering feedback and their impacts on learners' engagement, this investigation strives to decode the intricate dynamics of emotions that underlie language acquisition. With these insights, the study discusses how teachers can enhance their teaching strategies by combining changes in learners' emotional states and providing emotional support.

Enabling dialogic, democratic research: using a community of philosophical enquiry as a qualitative research method

Philosophy for Children is a pedagogical approach practised worldwide. Although well known for its contribution to democratic teaching and learning its contribution to critical research is relatively unknown. In this paper we present the use of a Community of Enquiry (CoE), as conceptualised in Philosophy for Children, as a qualitative research method that foregrounds participant voice. Framed through Freirean critical pedagogy and social transformation, we present research undertaken with primary pre-service teachers in England, exploring their emerging teacher identity, and detail the method of how a CoE was enabled. We conclude and advocate that a CoE aligns with a research axiology concomitant with ethical critical practices and argue for an environment that enables the researcher, and participants, to generate data collaboratively and collectively through democratic dialogue. Finally, our findings show that a CoE can have much to offer qualitative critical scholars beyond its originally intended pedagogical contribution.

Methodological guide for the creation of educational materials based on patterns of needs and design

Teachers face different roles according to the educational needs a student population may require. One of these roles has to do with the teachers´ relationship with the design of educational materials. This paper aims to provide an introductory methodological guide for the creation of educational materials, based on specific patterns of needs and design. It is expected that teachers can also perceive their teaching role as an effective teacher-designer considering four components: needs analysis (NA), instructional design (ID), universal design for learning (UDL), and graphic design (GD). NA is fundamental in the process of creating educational materials to developing actions such as needs inquiry and analysis, allowing the teacher-designer to reflect on the educational material. The use of an ID model provides strong support in the construction of educational materials and allows teacher-designers to generate coherent products that meet the real needs of the student population. The principles of UDL help to make the design of educational resources accessible to the target population. GD goes from being an aesthetic component to making pedagogical contributions, by enhancing the final quality of the material in terms of imagery, color palette, and selected typography. Lastly, educational materials should not lose their main purpose. In this sense, a teacher-designer has to follow patterns of needs and design that can address how particular individuals learn and what they specifically require so a material becomes a functional and successful contribution for the learning process.

A Scoping Review on the Impact of Educational Technology in Agricultural Education

As the global demand for agricultural systems increases, agricultural education programs are implementing educational technologies to train industry professionals to meet 21st-century agricultural demands. No reviews have focused exclusively on the use of educational technologies in agricultural education. This scoping review presents a summary of 83 journal articles and conference papers published between 2000 and 2022 aimed at examining the impact of the use of educational technologies in agricultural education programs. Our results indicate: (1) most studies on this topic have been conducted in the United States in the context of agricultural sciences; (2) most of the studies implemented quantitative designs using researcher-designed instruments; (3) online/distance education technologies were the most widely used; and (4) there was a statistically significant increase in the use of simulation/digital games between 2000 and 2010 and 2011 and 2022. Based on our analysis, we discuss the methodological and reporting limitations that should be considered in future research, the pedagogical contributions of educational technologies in agricultural education, and the current and future research trends, highlighting gaps in the literature.

Miejsce Janusza Korczaka w polskiej pedagogice akademickiej

Janusz Korczak did not have any formal pedagogical education. He learned pedagogy on his own by studying the works of Western and Polish scholars. Almost 40 years of pedagogical practice – his working with children accompanied by his rich literature publishing and journalistic activity, made him a researcher-educator, expert and the advocate of children’s issues and rights. Polish pedagogy, however, was not open to Korczak’s innovative pedagogical ideas. University circles disregarded his achievements for a long time and his pedagogical contribution was scientifically and ideologically discredited. For conservatives it was too radical whilst for those close to the left it was not revolutionary enough. Slowly and with great reluctance, Korczak became regarded as one of the important Polish teachers. First, he was recognised as the creator of the original educational system and a leading representative of care pedagogy. Then, the anti-positivist turn and the change of paradigms in educational sciences allowed Korczak to become one of the most outstanding representatives of modern pedagogy. Today he is regarded as an educational reformer, creator of research on childhood, and a pedagogical and academic authority.

Konstantin Dmitrievich Glinka (23.06.1867 – 02.11.1927) – the first academician-soil scientist, organizer and first Director of V.V. Dokuchaev Soil Science Institute and the first Rector of Voronezh Agricultural Institute named after Emperor Peter I, Professor, full member of the USSR Academy of Sciences

Konstantin Dmitrievich Glinka made a major contribution to the development of such areas of soil science as genesis, geography, cartography and mineralogy of soils. He made the first world soil maps (1908, 1915, 1927), the first soil map of the Asian part of Russia (1927, jointly with L.I. Prasolov), classic studies of weathering processes and transformation of primary minerals into secondary, first studies of buried and relic soils, which laid the foundation for paleosoil science. Fundamental, encyclopedic textbook, written by K.D. Glinka “Soil science” went through six editions (1908–1936) and became a basic guide for many generations of soil scientists. The ideas of K.D. Glinka in the genesis of different types of soils, including gray forest soils, podzols, red earths, burozems (brown soils) have not lost their scientific value until the present day. His outstanding scientific, organizational and pedagogical contribution to the development of genetic soil science has earned K.D. Glinka a well-deserved fame as a scientist of world class.

Ethics & exclusions: Reflections on the passing of Stephen Castles

Ethics & exclusions: Reflections on the passing of Stephen Castles