Educational Priorities Research Articles

Perceptions of ZEP Teachers towards Parental Involvement of Culturally and Linguistically Diverse Families: Promoting School–Family Cooperation

Parental involvement of super-diverse families in the educational process is an integral part of the integration of emergent bilingual students, which, however, entails obstacles to its implementation in Greek schools and worldwide. Τhe present study investigates, through a qualitative case study, the perceptions of eight primary school teachers who had worked in zones of educational priority (ZEPs) in Greek public education, which are also called reception classes, towards the involvement of immigrant and refugee parents in the educational process as well as the barriers that influence it. The methodological tool of semi-structured interviews was used, while the sample was selected with both the convenience and snowball sampling techniques. Some important results reveal the usefulness of parental involvement for all involved persons in the school–family partnership as well as the multiple obstacles to its implementation. The main difficulties encountered by the participants were the parents’ lack of competence in Greek or in an intermediate language as well as their unfamiliarity with a culturally different education system. In response to this reality, the establishment of translation services at school with language and cultural interpreters that could bridge theses distances while recognizing families’ differences as an asset rather as an obstacle emerges as a necessity.

Adult didactics – component of andragogy: peculiarities and basic categories

At the stage of rapid development of science and market of educational services for adults, a relatively new direction in education was formed - andragogy (pedagogy of adults).In the present time, andragogy occupies a place in the structure of education sciences as an independent category, possessing at the same time its own scientific apparatus, research methods, scientific approaches and principles. In this article, an attempt was made to substantiate the definition of basic concepts and categories of adult teaching: subject, tasks, functions. Special attention is paid to the principles of adult learning: priority of independent education, reliance on personal experience, individualization of learning, contextuality of learning, reliance on individual needs, considering them as motives and sources of designing the outcomes of education. At the same time, adult learning is considered within the framework of the following characteristics: andragogic self-reflexivity, decentralization of andragogic approach, deconstruction/reconstruction of andragogic theory, contextualization of adult learning and education.

Scientific Traditions and Current Trends of Linguistic Research at the Department of English Phonetics and Lexicology Named After Vladimir D. Arakin (To the 75th Anniversary of the Institute of Foreign Languages of Moscow Pedagogical State University)

The paper presents the analysis of the topics of dissertations carried out at the department of English phonetics and lexis named after V.D. Arakin over the last decade. Special focus is given to the development of the scientific schools’ traditions with regard to the current priorities in linguistics and pedagogical education. The authors give an overview of the fundamental principles and approaches which form the basis of linguistic research conducted at the department, analyse the peculiarities of forming scientific paradigms within one department. Special attention is paid to the continuity of the researches of the English Phonetics and Lexicology Department. On the basis of the study the authors outline relevant research areas within the framework of the scientific specialty 5.9.6. Languages of foreign countries (Germanic languages) (philology).

직업계고 교사의 행복지표에 대한 교육요구도 및 우선순위 분석

직업계고 교사의 행복지표에 대한 교육요구도 및 우선순위 분석

UNDERSTANDING UPCYCLING AND CIRCULAR ECONOMY AND THEIR INTERRELATIONSHIPS THROUGH LITERATURE REVIEW FOR DESIGN EDUCATION

AbstractDesign and engineering are fundamental activities in shaping the world we live in. Educating new generations in design and engineering, therefore, is crucial to build a better and more sustainable world. The changes in education for the transition from a linear economy to a circular economy, in particular, has become a priority for many educators. Aligned with the circular economy, a promising umbrella concept and practice called 'upcycling' is emerging. The concepts and practices in the circular economy and upcycling overlap depending on the definitions of the terms in various disciplines and sectors in different parts of the world. This has caused some confusion and misunderstanding. For educators aiming to teach students about sustainable design, production and consumption, it is beneficial to distinguish between these two concepts. Understanding the relationships (or interrelationships) between them in theory and practice is important for the educators to offer clear guidance and recommendations to future designers and engineers. This paper provides literature review on upcycling and circular economy, compares these two concepts, and visualises their interrelationship as draft teaching materials for design education.

Features of motivation of university cadets with specific learning conditions for physical education

The article analyzes the motivational priorities for physical education classes of cadets studying at the Dnipropetrovsk State University of Internal Affairs in the specialty "Law" in order to determine ways to improve their psychophysical preparation for future professional activity. As a result of the study, low motivation and involvement of cadets in physical education was established; The external and internal factors influencing the formation of motivation of applicants to engage in physical culture are determined.
 The authors propose an experimental scheme for improving the physical training of higher education students with specific learning conditions, compiled on the basis of taking into account their motivational priorities for physical education, external and internal factors that affect these priorities, features of their psychophysical state. Conducting any form of training will be more effective if the activities of cadets are motivated. In order to build an effective system for improving the physical training of university applicants for their future profession, the authors propose to take into account the dynamics of changes in the motives of applicants throughout the entire period of study at the university. The authors note that when planning and conducting practical classes, scientific and pedagogical staff should take into account the influence of the psychophysiological state of cadets on internal needs for incentives. The most optimal way to influence the motivation of university applicants to engage in physical culture and sports should be applied after studying the situational factors and personal characteristics of cadets. Significant levers of influence on the motivational priorities of applicants for physical culture and sports should be the practical experience of scientific and pedagogical workers, an emphasis on preparing for future professional activities, creating appropriate conditions for classes, forming a positive attitude and enjoying applicants from the classes held.

Identifying and validating the educational needs to develop a Celiac Self-Care System

BackgroundCeliac disease is a major public health problem in many countries, including Iran. Considering the disease’s exponential spread throughout the world and its risk factors, identifying the educational priorities and minimum data required to control and treat the disease is of great significance.MethodsThe present study was conducted in two phases in 2022. In the first phase, a questionnaire was developed based on the information obtained from a review of the literature. Later, the questionnaire was administered to 12 pundits in the fields of nutrition (n = 5), internal medicine (n = 4), and gastroenterology (n = 3). As a result, the necessary and important educational content was determined for developing the Celiac Self-Care System.ResultsAccording to the experts’ viewpoints, the educational needs of patients were classified into nine categories of demographic information, clinical information, long-term complications, comorbidity, tests, medications, dietary recommendations, general recommendations, technical capabilities as well as 105 subcategories.ConclusionsDue to the increased prevalence of Celiac disease and the lack of an established minimum set of data, determining the required educational information is of great importance at the national level. Such information could be useful in implementing educational health programs to raise the public level of awareness. In the field of education, such contents can be employed in planning new technology based on mobile phones (mobile health), preparing registries, and producing widely used content.

Quality Improvement Capacity in a Department of Family Medicine: A Mixed-Methods Study.

Quality improvement capacity is defined as ongoing commitment to sustained quality improvement (QI) and requires knowledge of QI methods and commitment to QI activities from practice leadership and staff. The aim of this project was to identify the major facilitators and barriers to developing quality improvement capacity in a teaching practice of a department of family medicine. We conducted an exploratory, sequential, mixed-methods study, inviting key informants to participate in qualitative interviews and then conducting a survey of faculty, resident physicians, and staff at a community residency teaching practice affiliated with an academic medical center in the Midwest United States. Among 12 qualitative key informant interviewees, facilitators of QI capacity included a strong motivation to provide high-quality care and a desire to leverage team-based care in QI interventions. Barriers included competing clinical and educational priorities, lack of faculty expertise in quality and scholarship, and lack of infrastructure to turn QI into scholarship. The survey response rate was 75% (48 of 64 total team members). The most common motivation for participation in QI work was "making a difference" (41, 85%), while the biggest barriers were prioritization of patient care (25, 53%), and teaching (19, 40%). This mixed-methods study identified key barriers and facilitators to QI capacity, of which addressing competing priorities, improving QI training, and creating infrastructure for scholarship may improve QI capacity.

Regional Favouritism, Elections, and Legacies of Inequality: The Dynamics of Education Redistribution in Post-War Burundi

ABSTRACT Addressing education inequalities is important for institution building post-war. Yet, tensions exist in education development between persistent institutional legacies of inequality and changing ethnoregional power after violence. I analyse the distribution of national exam participation in post-war Burundi to explore this tension. I find that while marginalized groups have gained access to political power, inequalities in access to education have increased over time. I argue that redistributive education priorities are not directly able to overcome legacies of institutional inequality in the short- and long-term without policies that look holistically and beyond education access in resource poor-countries such as Burundi.

Demonstrating Clinician Educator Value.

Clinician educators (CEs) can feel pressured by multiple institutional forces: compliance with frequently changing Accreditation Council for Graduate Medical Education (ACGME) requirements; the dynamic operational and fiscal strains of sponsoring institutions (SIs); and personal pressures for career advancement, in both academic and community settings. The value of demonstrating contributions as a CE for academic promotion via an annotated curriculum vitae and/or portfolio is well documented.1,2 However, CEs must also find ways to continuously demonstrate value to program, clinical, and organizational leadership, regardless of the type of SI.CEs should strive to align their educational priorities with the SI's clinical priorities. Two examples of aligned CE-SI goals are achieving a reputation for being a high reliability organization and providing value-based care.3 High reliability organizations strive to provide care with zero harm, and value-based systems provide high-quality patient care focused on improved outcomes, positive patient experiences, and lower use of resources.4To accomplish these goals, most SIs develop quality improvement (QI) and patient safety (PS) programs that often operate independently from the sponsored educational programs.5 The ACGME's Common Program Requirements mandate trainee skill development to provide reliable, safe, and high-quality care. At the same time, trainee involvement in QI and PS programs often goes underrecognized by SI leadership, despite program directors reporting that resident participation in QI led to institutional-level changes.5How can CEs make their SI's and program's leadership aware of their contributions to aligned priorities? Using a framework such as mattering can help. Mattering is a psychological construct which recognizes that we all want to be valued and to add value. When someone matters, they are more engaged, are less stressed and depressed, and feel like they belong. There are 4 accepted components for CEs to incorporate when creating an environment of mattering: awareness, importance, reliance, and ego extension.6 As a CE, demonstrating how your clinical and educational work adds value to the shared goals of high reliability and value-based patient care is vital.By using the 4-part mattering framework, you can enhance how you and your program matter to your SI and program leadership. When you matter to others, they recognize your value as well as the value of your programs and activities in achieving shared goals.

What Matters Most? How to Find Joy at Work in Post-Acute and Long-Term Care

What Matters Most? How to Find Joy at Work in Post-Acute and Long-Term Care

Examining the Preferences and Priorities of Dance Educators for Dance Science Information: A Pilot Study

Introduction: The growing field of dance medicine and science provides dance educators the opportunity to incorporate evidence-based approaches into teaching practices. Incorporating knowledge produced by dance science research into evidence-based practice can improve learning and health outcomes for dance students. Guided by the Knowledge to Action (KTA) Framework, the purpose of this study was to examine the preferences and research priorities of dance educators for receiving, accessing, and implementing dance science knowledge. Methods: Ninety-seven dance educators representing a range of styles, experience, and educational settings completed an online survey. Dance educators responded to questions about the dance science topics they felt were important to their teaching practices, their preferences for receiving dance science information, and areas of dance science that need more research. Results: Responses indicated that dance science was important to participants’ teaching practices although there was variability in which dance science topics were seen as “Absolutely Essential.” Participants reported a preference for receiving dance science information through in-person methods and observations. Variability was also shown in participant responses to statements about the accessibility, format, and applicability of dance science information to teaching practices. Dance educators indicated that the easiest dance science topics to find information about were anatomy, flexibility, biomechanics, and injury prevention; dance educators also identified that more research was needed in mental health and psychology. Conclusion: The findings of this survey provide key considerations for factors such as accessibility, specificity, and resources that are user-friendly to inform future knowledge translation efforts tailored to dance educators.

FORMATION OF SPATIAL IMAGINATION IN THE FUTURE MECHANICAL DESIGNERS

The events of the last year have even more clearly highlighted the problems and priorities in higher education, where during the last few decades the number of students who wanted to study in engineering specialties has decreased, and the attractiveness of engineering education in general has decreased. Modern industrial enterprises, Ukrainian agricultural engineering, medical equipment, modern Ukrainian army urgently require a significant number of engineering specialists, in particular, mechanics who could create, improve and repair modern, as a rule, rather complex equipment. Among the basic knowledge of future mechanical bachelors it is necessary to single out the presence of spatial imagination and spatial thinking, which allow creating new mechanical systems by producing new technical documentation in the form of assembly and working drawings. In the process of creating new objects, the designer solves two main tasks: the first is the formation of an imaginary spatial object based on flat drawings, the second is the production of flat drawings based on an imaginary three-dimensional object. This work is devoted to the consideration and analysis of the process of formation of spatial imagination and spatial thinking in the process of obtaining an engineering education by a student at the university. In particular, the disciplines provided by the curriculum, which help to develop spatial imagination and spatial thinking, are highlighted, and relevant tasks in the process of their complication are considered. It is proposed to stage the process of forming spatial imagination among students, in particular, it is necessary to determine the levels of mastery of spatial imagination and spatial thinking, which, together with the assessment of knowledge, skills and abilities from other general engineering and special subjects, will help form an opinion about the suitability of the future bachelor of mechanics to the creative profession of creating new technical systems.

Daily Dose of Development: Feasibility of an App-Based Curriculum of Normal Child Development for Pediatric Residents

Pediatric resident education in child development has historically not been taught in a formal manner despite it being identified as a priority for residency education.1 A significant proportion of children with developmental delays are not identified until they enter school, representing a lost opportunity for early intervention and underscoring the importance of targeted resident education in child development.The advent and acceleration of technology enhanced learning (TEL) led to the development of innovative educational curricula flexibly accessed by a learner. Prior TEL endeavors teaching child development relied on strategies employing passive review of videos or online material. Spaced education is a framework centered on presentation of concepts delivered longitudinally and repeated at varied intervals, improving retention of knowledge. Prior studies demonstrate improved knowledge recall, with few that examined impact on clinical care or optimal integration into clinical rotations.2Daily Dose of Development (3D) is a web or mobile application with a comprehensive database of clinical vignettes mapped to updated developmental milestones. Vignettes are presented through cycles of multimedia questions, allowing spaced interactive application of knowledge in realistic scenarios. Curriculum development was informed by 2 feasibility studies assessing different delivery mechanisms, a targeted needs assessment of resident learners, and qualitative interviews with child developmental experts.A randomized control study was performed to evaluate the feasibility, acceptability, and preliminary effectiveness of the 3D app. All pediatric residents (n=90) at a single training institution were invited to participate in the study, 30 of whom were randomized to either the app or control group. Baseline demographic data were collected prior to launch of the app curriculum, which cycled over 3 months. Control group residents participated in existing curricular opportunities in child development without access to the app until study conclusion. Feasibility was assessed using surveys at the beginning, midpoint, and end of the study period, examining comfort level in child development, app usability and impact on clinical care, and open-ended questions. App usage data from Google Analytics were also collected.Out of 30 residents, 17 were randomized to the app and 13 to the control group. Fifty-seven percent (17 of 30) of residents completed all surveys: 8 (47%) in the app and 9 (53%) in the control group. Baseline demographics were comparable between groups.All 17 residents accessed the app during the study period. Of those responding to all surveys, 63% (5 of 8) accessed daily. The mean number of responses per quiz was 8.9 (ranging from 2-16 responses). Identified features to enhance the app included ability to download content, zoom in on multimedia, reference article links, customize push notifications, and stack missed questions.At study conclusion, 100% of the app arm endorsed 3D as effective for learning child development. Statistically significant improvement in comfort with milestone recall (P=.007), development evaluation methods (P=.001), and identification of developmental delay (P=.046) were noted between groups. Fifty percent (4 of 8) of the app group reported improvement in patient developmental assessments, compared to 33% (3 of 9) in controls (P=.49). Feedback demonstrated desire for ongoing education in child development, enthusiasm, and desire for incorporation of the app into existing traditional curricula. Loss to follow-up and small sample size limited analysis.This study demonstrated feasibility, acceptability, and preliminary effectiveness of app-based spaced curriculum as an adjunct to clinical rotations. Self-reported behavior change in clinical care as a result of participation in the app curriculum is a novel area of impact for this type of curriculum and requires further study. Future iterations focused on optimal implementation strategies are needed to develop best practices of integrating TEL curricula with traditional clinical teaching.

성인문해교육 관계자의 교육요구 분석

Objectives The purpose of this study is to analyze the educational needs of J-do adult literacy education officials according to the size of the region so that adult literacy education policies and continuous and effective projects can be established according to the characteristics of the region. Methods This study analyzed the survey contents of 150 officials in charge of literacy education at J-do Adult Literature Education Institute. Education needs were measured on a Likert 5-point scale for 16 variables using the survey tool for adult literacy education support policies developed by Heo Jun, Lee Ji-hye, and Gil Hye-ji (2020). Data processing used the SPSS 26.0 statistical package to derive the priority of adult literacy education needs by regional size through the corresponding sample t-test, Borich demand, and The Locus for Focus model analysis. Results First, in regions with a population of 100,000 or more, Borich's demand priority analysis and The Locus for Focus Model analysis revealed the actualization of instructor fees, budget for literacy education institutions, learner support (education costs, counseling, etc.), expansion of literacy education facilities, and short-range learning opportunities. Second, in areas with a population of more than 50,000 and less than 100,000, variables were derived to secure facilities dedicated to literacy education and to provide learning opportunities for short-range literacy education. Third, in areas with a population of less than 50,000, the budget for operating literacy education institutions, expanding literacy education contents, supporting learners (education expenses, counseling, etc.), promoting literacy education, and event variables were derived. Conclusions As a result of analyzing the needs of adult literacy education by regional size, J-do found that none of the 16 variables appeared in common. The highest priority was “realization of instructor fees” in areas with a population of 100,000 or more, “secure facilities dedicated to literacy education” in areas with a population of 50,000 or more, and “budget for operating literacy education institutions” in areas with a population of less than 50,000. If the results of educational demand analysis vary depending on the size of the region, the policy promotion must also vary by region, so it is necessary to analyze educational needs according to regional characteristics to promote adult literacy education policies suitable for regional characteristics.

Nigerian University Education and the Global Questions: Implications for Sustainable Development

Efforts have gone into the attainment of sustainable development goals globally. In spite of this, only a handful of results have been realised and the sustainable development goals now seem more out of reach than ever. Thus, global questions have arisen as to what effect university education contributes on the attainment of sustainable development goals. On this premise, this paper delves into the implications of sustainable development caused by the lack of intervention in the educational sector specifically in Nigeria. Education for sustainable development pertains to how sustainable development can be included in school curriculums to develop students’ mindset towards the attainment of sustainable development goals and thus the development of their immediate environment. The aim of this paper is to provide answers to the global questions on how to achieve sustainable development, particularly in the university educational system. A suitable literature review detailing the opinions of various authors on the topic will be made to analyse the varying situations this paper’s topic faces worldwide. The issues outlined in this work will be provided to shed light on the limitations to sustainable development, starting from the education sector. These include poverty, corruption in school administration, low priority for education and much more. This paper will be concluded using the key points from the body of work to throw more light on the takeaways a reader should keep in memory and practical use. The suggestions will be a response to the issues discussed and how best to tackle them realistically.

Cosmopolitanism and Decolonization: Contradictory Perspectives on School Reform to Advance Reconciliation with Indigenous Peoples

Canadian school jurisdictions have taken steps to accommodate objectives to advance cosmopolitan education reflecting principles such as global citizenship, compassion, tolerance, responsibility, and respect within school curricula and educational practice. At the same time, a parallel set of reconciliation-related educational reforms, aligned with the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report, have also gained urgency. Elements of reconciliation processes complement visions of cosmopolitanism, including objectives to foster dialogue and understanding between groups and advancements towards more holistic orientations to pedagogy and knowledge. However, conceptually and in practice, several tensions emerge, especially in a context in which educational priorities are contested. In this paper, we explore these connections and tensions with reference to findings from our research examining public perspectives on educational reforms to support reconciliation.

Indigenous languages & education: Do we have the right agenda?

The language and cultural priorities in Australian Indigenous education have been priority areas since the inaugural national Indigenous education policy was launched in 1989. For over thirty years, these priorities have sat awkwardly in the largely non-Indigenous teaching profession and classroom teachers continue to struggle with how to embed these priorities into the education process, despite the efforts of Australian Curriculum, Assessment and Reporting Authority and their elaborations for application at curriculum and practice levels. In this article, I suggest that these language and cultural priorities are at cross-purposes with education priorities, and neither have helped to curb the demise of our Indigenous languages nor improved Indigenous students’ educational outcomes.

Influence Of Crisis States In Ukraine On The Motivation Priorities Of Students For Physical Education

The article is devoted to the analysis of changes in students' motivational priorities for physical education under the influence of crisis situations in Ukraine. The number of hours devoted to the discipline "Physical education" has been decreasing in recent years, which may have a negative impact on the health of students. However, even with the available small number of practical classes, it is necessary that students attend them systematically, supplementing these classes with independent training in their free time from studying. A conscious and voluntary increase in the level of one's own motivation for regular physical activity contributes to the systematic use of physical culture and sports in a person's everyday life and, as a result, has a positive effect on his health. The authors proposed a questionnaire, which included four blocks of motives, namely: health motives, educational and communicative motives, psychologically meaningful and aesthetic motives. The initial survey was conducted in 2013, and repeated during the 2020 and 2022 academic years during crisis situations. Global digitization, restrictions on quarantine due to Covid-19 and the introduction of martial law in Ukraine have brought significant changes to the universal life of young people and their physical activity, in particular.
 A study of changes in motivational priorities affecting students' attendance at physical education classes in recent years was conducted. The impact of quarantine restrictions due to Covid-19, as well as the introduced martial law in the country, on the physical activity of students was analyzed. The dynamics of changes in motivational priorities that affect students' interest in attending classes in the discipline "Physical Education" are determined.

‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

AbstractThe mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive and engage with the concept of wellbeing. By asking teachers to reflect on their practice, we can draw out their relational experience and knowledge about wellbeing in the classroom. Twenty teachers were interviewed about their practice in the context of the Covid‐19 pandemic and during the academic year 2020–21. Reflexive thematic analysis reveals the challenges experienced by teachers. Specifically, we find a perceived role conflict for teachers between giving care and purveying knowledge. We draw on recent policy research and the work of Nel Noddings to account for this conflict in terms of conceptualisations of teaching practice and purpose. We illustrate how an emphasis within schools on ‘doing well’ academically undermines and marginalises a more holistic sense of ‘being well’, which contributes to a set of strains on teachers personally, professionally and relationally in terms of their interactions with students and colleagues. We propose that ‘doing well’ arises out of ‘being well’, rather than the converse, and should hence be an educational policy priority. Finally, we offer implications for how wellbeing may be woven into school culture.