Practices In Educational Settings Research Articles

What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion

ABSTRACT In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a qualitative study based on structured and semi-structured dialogue, written reflections and previously constructed research to inform a framework to support inclusivity more collectively. Results suggest that nurturing spaces, empathetic relationships, supportive networks and targeted teaching, all contribute to bona fide inclusion, especially if this responsibility is shared and cohesive. Data further revealed that inclusivity is a values-driven process which flourishes when all stakeholders subscribe to common values and tenets regarding socially just educational provision. The authors inculcate the village-mindset, a now popularly received notion, reinforcing the need for active and deliberate dialogue focusing on shared responsibilities and vision. In this paper, we intend to reiterate the need for educational systems which foster more collective, compassionate and nurturing inclusive practice in educational settings.

Empowering Educational Institutions: The Synergy of Green HR Practices and Employee Wisdom for Elevated Workplace Wellbeing

In today's global push towards sustainability, the dynamics between Green Human Resource Practices (GHRP), Employee Wisdom (EW), and Workplace Well-being (WWB) have garnered significant attention. This study was set against the backdrop of educational institutions in Punjab, Pakistan, with the intent to elucidate these interrelationships. Using a quantitative research approach, we gathered data from employees through comprehensive surveys and subsequently analyzed it using the PLS-SEMtechnique. The findings revealed a robust positive relationship between GHRP and WWB. Furthermore, EW emerged as a pivotal mediator, bridging the gap between GHRP and WWB. Notably, the combined impact of GHRP and EW on WWB was found to be more profound than when they were considered separately. These results underscore the imperative of integrating sustainable HR practices in educational settings and the value of cultivating employee wisdom. Beyond promoting eco-friendly initiatives, the researchemphasizes the resultant enhancement in the work environment and the overall well-being of staff members. This study augments the existing literature, offering a unique perspective on the intertwined roles of GHRP, EW, and WWB in the educational milieu of Punjab.

The Effects of Replacing Traditional Punishment with Mindfulness Practices in Schools

In an era where traditional punitive measures are increasingly critiqued for their efficacy and potential harm, this study delves into the effects of introducing mindfulness practices as disciplinary measures in secondary school settings. Situated in an urban school environment and spanning a six-month duration, the research employed a quasi-experimental design involving 40 students. Quantitative findings indicated a significant reduction in behavioral issues and an enhancement in psychological well-being among students subjected to mindfulness interventions. Qualitative insights, gathered from focus group discussions with educators and students, echoed these results, elucidating the transformative potential of mindfulness in fostering a positive learning environment. However, concerns were raised about the time and resources required for consistent mindfulness implementation. While the study offers promising insights, the results are bound by certain limitations, including a specific age and geographical focus. The findings underscore the potential of integrating mindfulness practices in educational settings, advocating for a balanced approach in school discipline that melds traditional and contemporary methods. Future research is recommended to explore the long-term implications across diverse demographics and settings.
 Keywords: Mindfulness Practices, Traditional Punitive Measures, Secondary School Discipline, Psychological Well-being, Behavioral Outcomes

“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants

This article presents a qualitative, empirical study of two educational programmes for immigrants that integrate language instruction and vocational training. In the context of migration, social inclusion is often conceptualised as access to social capital. Proficiency in the national language is considered key for employment and fast integration into working life has become a primary goal in Swedish migration policies. This article examines the two programmes from the perspective of inclusion into an (imagined) future professional community of practice (CoP), focusing specifically on the participants’ possibilities to invest in a professional linguistic repertoire. The article is dedicated to empirical analyses and positive factors, recognising the need for research. Data consists of interviews with students and teachers, observations, and video recordings of course activities. Organisational aspects of the courses, such as the teachers’ backgrounds and the courses’ proximity to future CoPs, as well as relational aspects of the learning environments, are considered essential for the participants’ inclusion in a future professional CoP. Analyses of the programmes’ content demonstrate that participants are assumed to lack context‐specific, vocational knowledge, including professionally related vocabulary. The article contributes to knowledge on how inclusion can be managed in practice in educational settings for adult immigrants and promotes an understanding of how vocationally adapted courses can assist immigrants in becoming members of a future professional CoP.

Analyzing Expressive Speech Acts in Comments on ‘Teacher Welfare Issues in the National Education System Bill’

This research aims to explain and describe expressive speech acts in the comment section of the Ministry of Education and Culture’s YouTube account “Peel Through the Issue of Teacher Welfare in the Sisdiknas Bill”. The comment section contained seventy examples of expressive speaking activities which analyzed using qualitative approach. Results indicate the presence of 70 instances of expressive speech acts within the comment column, categorized as follows: expressions of gratitude (36), apologies (1), praise (16), complaints (5), and expressions of happiness or pleasure (12). The present study provides significant contributions to the understanding of the many forms and functions of expressive speech acts in virtual communication environments. Through the exploration of the diverse range of expressive speech acts observed inside the comment part of this renowned YouTube account, this study enhances our comprehension of contemporary communication dynamics. Moreover, the conducted research not only paves the way for future inquiries but also holds significant practical consequences for instructional practices in educational settings. Promoting digital literacy and effective communication skills in kids requires an understanding of how people express themselves in digital spaces. Educators have the opportunity to integrate these research findings into their instructional programs and facilitate debates regarding internet communication etiquette, thereby cultivating a generation that is more equipped with knowledge and skills in the digital realm. In summary, this study provides light on the nuances of expressive speech acts in digital contexts and establishes the groundwork for future research in this dynamic field of communication.

Exploring Students’ Academic Emotions Through a Conservation Education Program

Research and practice in educational settings should consider exploring the rich diversity of emotions experienced by students outside classroom settings, including nature clubs, as a conservation education program. This study aimed to conduct an exploratory case study to explore students' academic emotions during conservation education programs. The case study was carried out for four weeks to determine what can be learned from a single case about the students’ emotional aspects of the conservation education program in the Nature Club. Data collection is conducted through observation, interview, and collection of documents at the end of every activity. The data consisted of field notes and videotapes from observation, interview transcripts, and student emotions diary (SED). The research participant was 21 elementary students aged 9 to 11 who joined the Nature Club conducted by the Little Fire Pace (LFP) Community as one of their conservation education programs. The result shows that conservation content which is also part of science, can be learned and stimulate the emergence of students' academic emotions, both positive and negative. The dominant emotion in nature club activities is the happy emotion, and the slightest emotion arising from this activity is disgust. Then the results of student interest in all activities were more remarkable than boredom. Finally, suggestions are made on implications for teacher or pre-service teacher education for conservation or science education.

Perception, attitude, and preference of trainees towards workplace-based assessment in dental education at a tertiary care institute in Multan, Pakistan.

Modern medical education has flourished with an emergent interest in a variety of assessment approaches that entails direct observation of performance and provision of feedback. Workplace-based assessment (WPBA) has been embraced into specialty training in the United Kingdom (UK) within National Health Service (NHS). In Pakistan, this educational framework is incorporated to gauge the clinical proficiency of trainees at the postgraduate and undergraduate levels. The present study was done to identify how WPBA is perceived by dental field postgraduate trainees in Pakistan. The study explored and ascertained trainees' perceptions, attitudes, and preferences considering their experiences with the systematic organization and execution of WPBA in dental educational settings. This cross-sectional study design involved the clinical trainees of various cadres in a tertiary care hospital in Multan. A structured and validated questionnaire previously used for another analysis was administered among 90 trainees at the institute. The results were analyzed and tabulated using SPSS-21. Influential statistics (Pearson's Chi-Square Test) was performed and the confidence interval was set at 95% (P≤0.05). The response rate was 88%. Opinions were more positive compared to the former surveys. The majority of the respondents (65.8%) have shown a positive attitude towards WPBA and preferred it to be a valuable assessment system as it fosters reflective practices in educational settings. In addition, it was shown that WPBA has the potential to improve clinical training (72.2%) and aid in the effective implementation of clinical practice (68.4%). As the system of digital education has been introduced ever since the pandemic, the highest percentage of participants (56%) preferred a combination of on-paper and online assessment systems. The study reported that WPBA proposes the opportunity to associate teaching, learning, and assessment. The faculty training program is a significant input to upholding the quality of WPBA. Empirical research on WPBA is essential to be carried out to overcome the inadequacies thus endorsing its application universally.

Future Agriculture Faculty Experiences Using Digital Assessment Tools in an Experimental Classroom

The capacity for effective utilization of technology is increasing in importance in the scholarship of teaching and learning practice in agricultural education. There is scarce literature exploring students’ perceptions of the use of digital assessment tools (DATs). This study aimed to explore the experiences and perceptions of graduate students enrolled in a teaching and learning course towards DATs while investigating how the experimental active learning space impacted the way participants experienced DATs. Participants were divided into two focus groups, which, due to the COVID-19 pandemic, were conducted via Zoom. The research used phenomenology as the qualitative approach to answer the research questions. Thematic Analysis was utilized as the method of data analysis. DATs were experienced by participants as new opportunities to enhance their assessment practice in educational settings. While recognizing the advantages of DATs, participants perceived new challenges in implementing them, particularly concerns over technology requirements. Participants reported a mixed educational experience in the new classroom. Whereas some participants felt the space was overwhelming and confusing, some students considered that the experimental classroom features made the space more collaborative. Finally, utilizing DATs in an experimental classroom was experienced as a new and enhanced way to adopt assessment tools.

Eğitimde Nöromitler

Despite a growing interest in the field of neuroeducation, it is widely accepted that attempts to establish interdisciplinary links between education and neuroscience can also lead to misunderstanding and miscommunication. Errors arising from misreading, misunderstanding or misquoting information about the brain and its functions are called neuromyths. Educational neuromyths, on the other hand, are defined as widely accepted erroneous beliefs that contribute to pseudo-scientific practices in educational settings, resulting from a misunderstanding of neuroscience. Neuromyths seen as a problem existing in educational environments for many reasons such as causing false truths in education and training, causing ineffective teaching, wasting important resources such as effort, time and money to be used for effective teaching practices, negatively affecting the reliability of the teaching profession and neuroscience research. For this reason, it is stated that neuromyths should be detected and eliminated. The purpose of this article is to give information about the causes of neuromyths, the importance of neuromyths in education, and how to eliminate neuromyths, by looking at neuromyths that cause problems in education from an educational point of view.

The Athena SWAN Process to Promote Gender Equity in Third-Level Education in Ireland

Introduction: Sexism and misogyny remains an ongoing threat to optimal health and medical services. An important factor in health and medical services is the education and training pipeline into these careers. A substantial body of literature demonstrates the impacts of sexism in third-level education and training institutions developing future health service staff. Athena SWAN accreditation is a benchmark designed to counter such institutional and individual sexist practices in education settings to foster equality. In recent years the Athena SWAN process has expanded to include professional and administrative staff, as well as academics. This process has also evolved to move beyond a narrow focus on gender, to also include other crucial issues such as race, sexuality and gender identity.
 Methods: This examination is based on the author’s role as a participant observer and critiques the Athena SWAN process in an Institute of Technology in Ireland.
 Results: This examination identifies a substantial number of deficits in the Athena SWAN process, as well as also identifying institutional resistance strategies to such gender equality work.
 Conclusion: The current Athena SWAN process in Ireland is critically flawed. Suggested strategies for those engaged in such work into the future are outlined.

Feedback practices in journal peer-review: a systematic literature review

Feedback provided by peer reviewers plays a pivotal role in any journal peer-review model. Peer-review feedback helps authors reconsider their manuscripts in a new light and improve their work before it is published. While there is a wealth of knowledge and empirical evidence focusing on effective feedback practices in educational settings, there is a dearth of research on journal peer-review feedback, especially in some academic disciplines including the social sciences and education. To better understand ‘good’ and ‘bad’ peer-review feedback practices across academic disciplines, we conducted a systematic literature review, informed by grounded theory, that aimed to identify the feedback features and factors that exert an impact on quality of peer-review feedback. Findings from 20 publications indicate a list of good and bad features of peer-review feedback pertaining to content, language, tone, structure and timeliness. We also identified a number of internal and external factors that influence how peer reviewers provide feedback such as academics’ expertise, language skills, motivation and seniority, as well as external influences such as anonymity in peer-review, and interactions between editors and peer reviewers. Implications for researching and practising peer-review are discussed.

Critical Issues and Trends in the Implementation of Evidence-Based Practices in Educational Settings for Students With Autism: A 20-Year Update—Introduction to the Special Series

Critical Issues and Trends in the Implementation of Evidence-Based Practices in Educational Settings for Students With Autism: A 20-Year Update—Introduction to the Special Series

Gender as performance, experience, identity and, variable: A systematic review of gender research in jazz and improvisation

There is growing interest in examining the gendered nature of music practices worldwide. Recent investigations of access to and equity in the music industry have included studies of gender discrimination in classical music, popular music, film music, and within the structure of colonization. This article contributes to this work by reporting the findings of a Systematic Literature Review (SLR) of research that addresses the gendered nature of jazz and improvised music practices in education settings, ensembles, and professional performance environments. Our purpose was to generate an understanding of the phenomenon of gendered jazz and improvised music practices through the following research questions: (1) what is the scope and focus of existing empirical research on gender in jazz and improvised music? (2) where has this research been undertaken, by whom, and to what purpose? (3) what methodological approaches have been employed? (4) how has gender been understood in this research? Findings indicate that research on gender in the jazz and improvisation sector is largely undertaken by women researchers working individually within the Euro-Anglosphere (US, UK, Australia). The majority of studies were undertaken in the qualitative paradigm with autoethnographies, case studies, ethnography, and narrative inquiry as the dominant research approaches. A small number of studies used quantitative or mixed methods with gender as the key variable. By contrast, qualitative studies focused on gendered accounts of working in the jazz and improvisation sector providing deeply personal narratives via artistic research, as illustrations of how larger institutional and societal factors shape the experiences of the individual. Given this personal focus, explicit referencing to theoretical frameworks was de-emphasized in the papers reviewed. Our discussion focuses on the individual and institutional factors that might account for these patterns of research and knowledge production as a way of framing past and present understandings of issues relating to gender in jazz and improvised music. We argue that small-scale qualitative research needs to be supported by larger-scale intersectional investigation into systemic or institutionalized phenomena that investigates how gender marginalization is enabled through these structures. Recommendations for further research, policy and practice are provided.

Assessment of adult learning outcomes from a school-based training on adverse childhood experiences science and trauma-informed care

BackgroundImplementing trauma-informed care (TIC) practices in educational settings requires preparing school staff to understand adverse childhood experiences (ACEs) and their impact to provide a restorative rather than a punitive response. ObjectivesTo assess learning outcomes of a TIC training delivered to kindergarten to 12-grade (K−12) staff. Participants and settingA TIC training informed by the Substance Abuse and Mental Health Service Administration (SAMHSA) Framework was delivered August to December 2017 to twenty-seven K-12 staff in Southeastern U.S. Majority were women (93 %) aged 25 to 58 years; 52 % were White and 48 % were Black/African American (48 %). MethodsCurricular content included an overview of ACEs; stress physiology; recognition of symptoms in self and others; strategies for response; and self-care. A post-training questionnaire with 11 learning statements was administered to assess participants' level of agreement with learning each concept using a 5-point Likert scale. Self-reflective narratives of challenging situations with students were also submitted and qualitatively analyzed for applications of TIC. ResultsBetween 62.9 % to 96 % of participants agreed/strongly agreed with learning new concepts related to ACEs and their symptoms. Qualitative data indicated that participants were able to recognize stress symptoms in students and in themselves and integrate strategies learned such as breathing and creating safe space to allow students to have voice and choice. ConclusionsTIC training curriculum that includes ACEs and toxic stress science is a critical component that promotes recognition of trauma symptoms in themselves and others. Self-reflective practice using narratives is an essential training tool for implementing TIC.

Acceptance and Use of Smartphones: AR-enhanced EFL Reading Practices

The increasing technological practices in educational settings have boosted up a wide variety of mobile tools use. One of the most recent tools is Augmented Reality (AR). As this newest technology whets many educators’ appetite in various fields, EFL learning has taken its place among the recent research related with AR enhanced practices. Although AR is a novel and promising tool for educational objectives, little is known about EFL learners' perceptions towards AR-enhanced reading practices and the effect of these practices on EFL learners’ smartphone acceptance levels in EFL learning. Herewith, the aim of this study is to investigate EFL learners’ perceptions regarding AR-enhanced reading practices and these practices' effect on EFL learners’ smartphone acceptance levels in EFL learning. A total of 32 second year vocational school students studying in the department of culinary at a state university participated in this study. This present study adopted a quasi-experimental mixed methods research design. The participants were introduced reading passages in the target language enhanced with AR technologies to increase the comprehension of these texts. Survey of Acceptance and Use of Smartphone Applications for English Language Learning was used to gather quantitative data and a semi-structured focus-group interview was conducted to understand their perceptions on using AR and acceptance of smartphones in EFL learning. The results of this study revealed that these EFL learners have positive attitudes towards using smartphones in their English reading practices and have moderate levels of smartphone acceptance in EFL learning. They found these practices motivating and helpful for understanding the reading passages. Taken together, this study will contribute to the EFL education and technology-enhanced language learning research field.

Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy

This study examines the process and outcome of a life design group intervention with grade 9 students. In a sample of 139 participants (91 girls and 48 boys), a quasi-experimental design was applied to analyse the intervention’s effectiveness at fostering vocational identity, career adaptability and career decision-making self-efficacy. Seventy and 69 participants were included in the experimental and control groups, respectively. Outcome measures were applied at the onset of the intervention, at the end of counselling and three months after the last session. A focus group involving 17 participants was conducted to determine participants’ perceptions of the intervention process and outcome. The findings support the empirical evidence on the effectiveness of life design group-based interventions to foster vocational identity, career adaptability and career decision-making self-efficacy. The focus group participants evaluated the intervention as useful by fostering reflexivity and a sense of direction. Overall, the findings suggest the relevance of life design practices in educational settings to foster reflexivity and, therefore, to facilitate students’ career construction. The research implications of the findings are also discussed.
 
 Keywords: Life design, vocational identity, career adaptability, reflexivity, adolescents

Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy

This study examines the process and outcome of a life design group intervention with grade 9 students. In a sample of 139 participants (91 girls and 48 boys), a quasi-experimental design was applied to analyse the intervention’s effectiveness at fostering vocational identity, career adaptability and career decision-making self-efficacy. Seventy and 69 participants were included in the experimental and control groups, respectively. Outcome measures were applied at the onset of the intervention, at the end of counselling and three months after the last session. A focus group involving 17 participants was conducted to determine participants’ perceptions of the intervention process and outcome. The findings support the empirical evidence on the effectiveness of life design group-based interventions to foster vocational identity, career adaptability and career decision-making self-efficacy. The focus group participants evaluated the intervention as useful by fostering reflexivity and a sense of direction. Overall, the findings suggest the relevance of life design practices in educational settings to foster reflexivity and, therefore, to facilitate students’ career construction. The research implications of the findings are also discussed.
 
 Keywords: Life design, vocational identity, career adaptability, reflexivity, adolescents

Smartness in engineering: Beliefs of undergraduate engineering students

AbstractBackgroundModern engineering culture is rooted in assumptions of intellectual superiority. Scholars have demonstrated that smartness functions as an oppressive cultural practice in educational settings. However, the shared ways in which undergraduate engineering students understand what it means to be smart remain largely implicit and unexamined.Purpose/HypothesisWe investigated the beliefs held by students about what it means to be smart and the role of smartness in their undergraduate education.Design/MethodWe conducted one‐on‐one, semi‐structured interviews with 20 students at a predominately White institution. Our team utilized open, descriptive coding to iteratively condense our data into categories, codes, and subcodes, followed by analysis to identify and characterize the participants' commonly held beliefs.ResultsStudents believed that being smart is working efficiently or maximizing outcomes while minimizing effort. Determining smartness as efficiency included social comparison and assumptions about effort, which introduced ambiguity into students' judgments of smartness. The resulting social hierarchy (relative positioning as smart) was commonly believed to enable or restrict access to necessary resources.ConclusionsStudents' belief that smartness is an individual capacity to work more efficiently than others obfuscates the reality of smartness as a cultural practice that is baked into our systems and perpetuates inequity. Without action to reveal and disrupt smartness as a structural and oppressive practice, the status quo of inequitable participation in engineering will persist.

Contemporary practice for supporting transgender and gender diverse students: A framework synthesis

AimThe dominance within educational settings of a traditional, binary model of gender is associated with negative outcomes for children and young people, particularly those who identify as transgender or gender diverse (TGD). The purpose of this study is to review contemporary practices in educational settings to support TGD students.MethodA systematic search of four databases retrieved 13 studies (across 16 papers), which were considered best evidence. A ‘best fit’ framework synthesis approach was adopted.FindingsAnalysis led to the development of a new conceptual framework outlining gender-inclusive educational practice across six strands: leadership, climate, curricular and extra-curricular inclusion, collaborative approach, professional development, and policy.LimitationsSome included studies were small-scale and grey literature was not included. This review is not representative of educational practice in non-English language countries.ConclusionsThe framework is recommended as a tool for school leaders to prompt reflection on current gender-inclusive practices and discussion around implementing holistic change. Educational psychologists are well-positioned to support schools with utilising the framework.

“Migrant Children Are Not the Problem. The Problem Is the Need to Make the Administration Happy.” The Perceptions of Professionals’ on Participation and Acculturation in Education Contexts

Children are individuals capable of expressing their wishes and needs, making decisions and taking action in order to influence their own living situation and contribute to social life. Furthermore, children’s participation is essential to their development, learning and well-being, and particularly crucial to the integration of migrant children. Accordingly, societal and scientific discourses emphasize the need for the participation of children, including as a substantial element of integration processes. However, research shows a tension between theoretical discussions and concepts, on the one hand, and practices in educational settings on the other. Educational contexts vary in their conceptualizations of children’s agency and participation, as well as the degree to which they provide opportunities for participation or rather set restrictions upon it. To illuminate this dependency on respective educational settings in more detail, data from the German sample of the first phase of the CHILD-UP research and innovation project were used to explore two research questions. First, potential differences in perceptions and understanding of children’s participation were investigated by surveying four groups of professionals, namely teachers, educators in early childhood care, after-school educators and social workers. Second, the analyses explored potential associations between intercultural aspects, integration and participation among the four groups of professionals. Overall, the results showed that children’s participation is emphasized and supported in each of the examined educational settings, but also reveals differences according to school. More specifically, schoolteachers were more reserved about participation than the other groups of professionals. Moreover, although all professionals emphasized migrant children’s integration, a stronger emphasis on assimilation was observed for teachers, which could be explained by structural and normative conditions in the educational setting of school. The results point to the need for a further examination of these differences by focusing on the interplay between the normative requirements, structural conditions, institutional tasks, as well as professional attitudes of different professions in education. Accordingly, relational approaches to the concept of children’s agency are applied to discuss whether and how relational conceptualizations of participation can overcome an essentialist perspective on children’s participation and may perhaps shed light on the interconnection between participation and integration according to the institutional character of different educational settings.