Quality Of Educational Experience Research Articles

Who benefits and when? Understanding differential treatment effects of an online professional development program

The quality of educational experiences has a direct impact on children’s development and overall wellbeing. To ensure that children receive high-quality education experiences it is important that educators are trained in current best practices and feel efficacious in the implementation of these practices. Professional development (PD) has shown to be an effective mechanism for addressing educator knowledge and promoting feelings of self-efficacy. However, multiple barriers exist to delivering in-person PD (e.g., time and resource constraints). Online PD represents an attractive alternative for many educators, but the research on the effectiveness of online PD is mixed. The current study evaluates the effectiveness of a series of PD courses designed to promote positive youth development and identifies subgroups of educators who benefitted from the courses more than others. Results indicated improvement in feelings of self-efficacy around the implementation of practices to promote positive youth development, but new teachers in afterschool programs benefitted more than other educators.

Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice

All children deserve quality early care and education (ECE) experiences that value them and lay a foundation for positive life trajectories. Unfortunately, many minoritized children in ECE experience inequities including a greater likelihood of exclusion and far fewer opportunities to see their identities affirmed or centered. These early experiences impact children's development, and the dispositions, knowledge, and skills (DKSs) of ECE teachers are key drivers of these experiences. Accordingly, our study sought to understand ECE teachers’ current DKSs related to diversity, inclusion, equity, and justice (DIEJ) through a critical culturally relevant pedagogy framework. To do so, we analyzed data from four focus groups with 15 center-based infant, toddler, and preschool teachers using Reflexive Thematic Analysis (Braun & Clarke, 2022). Key DKSs, including teachers’ attitudes about children and teaching, their perspectives about DIEJ, and their understanding of positionality and context as well as their perception of DIEJ as an age-appropriate topic, occurred across groups. Minoritized teachers and teachers working with diverse groups of children tended to demonstrate a deeper and more critical engagement with DIEJ than White teachers working primarily with White children. Furthermore, we also found evidence that this engagement may be influenced by teachers’ DKSs. Policy and practice implications are discussed with respect to ensuring that all children have the experiences they deserve to thrive.

LEADERSHIP PRACTICES OF SUBJECT GROUP HEADS (SGH) AS PERCEIVED BY SENIOR HIGH SCHOOL (SHS) TEACHERS: A QUANTITATIVE ACTION RESEARCH APPROACH

Enhancing the leadership of subject group heads lies in the recognition of the crucial role that effective leadership helps improve and promote positive outcomes for both teachers and students. This research was conducted to identify leadership practices of Subject Group Heads (SGH) along communication skills, decision-making abilities, support for professional development, and their overall effectiveness in managing the subject groups and evaluate how these insights can be used to provide recommendations for enhancing their leadership effectiveness towards the improvement of the Senior High School Programs in Gallanosa National High School (GNHS). This study used a quantitative action research approach, to promote collaboration between researchers and practitioners and ensure informative and actionable findings. A survey with a 5-point Likert scale questionnaire was done. Its reliability was confirmed with an excellent internal consistency of 0.90 using Cronbachs Alpha. The results demonstrated that the effectiveness of communication in schools facilitates effective leadership and promotes a positive learning environment.Also, decision-making skills are crucial in enhancing student achievement and addressing challenges. Supporting the professional development of Teachers fosters a culture of continuous learning and collaboration. However, it is notable that some areas of concern focus on conflict and challenge management, giving timely and constructive feedback, and fostering unity and collaboration. As a result, it is recommended to improve leadership practices by fostering effective communication, decision-making skills, supporting teacher professional growth, and managing subject groups effectively with unity and collaboration provide quality educational experience for students, teachers, and the community.

Features of Combining Traditional and Modern Pedagogical Technologies at a University

Modern and traditional pedagogical technologies are various methods and tools used in education for the learning and development of students. They can be combined effectively to provide a comprehensive and quality educational experience. Modern educational technologies are often aimed at increasing interactivity, accessibility, and individualization of learning. They can effectively complement traditional methods, enriching the educational experience of students. It is important to select and adapt those technologies that best suit specific learning goals and needs. Pedagogical technologies are of great relevance in education, as they contribute to the development of students’ competencies and prepare them for the modern world and the future labor market.

21st Century Accreditation

The ALA Standards for Accreditation of Master’s Programs in Library and Information Studies has undergone a significant proposed revision to foreground: program learning outcomes; place more emphasis on equity, diversity, and inclusion; eliminate redundancy; and reflect the current institutional context of LIS education and/or the needs of the profession.
 
 The revision maintains focus on: systematic planning; program level learning outcomes and curriculum; faculty; students; and infrastructure, through the maturing lens and experiences of 21st century students, educators, employers, and schools.
 
 The revised Standards are designed to be flexible enough to support a range of program modalities (primarily in-person, hybrid, primarily online), pedagogies, concentrations, and sizes, while maintaining a professional standard and expectation of program learning outcomes relevant to an evolving and expanding range of career options and opportunities.
 
 Whether library and information studies programs exist as faculties, schools, or departments, the Standards were revised to be expansive enough to support the development, implementation, and growth of robust teaching, learning, and research environments tailored to institutional strategic directions and local realities but focused on producing quality education experiences for students through common accreditation expectations. This panel brings together program and Committee on Accreditation representatives to review the aims of the revision, the process and results of the revision consultation process focused mainly within the United States, Canada, and the UK where ALA-accreditation is recognized by the Council on Higher Education Accreditation as the accreditor for the field of library and information studies, the experiences and expectations of external review panels during site visits, and the accreditation experiences of two representative schools.
 
 The panel will further explore the implementation of the revised standards, Committee on Accreditation expectations, supports available to programs from the Office of Accreditation, and initial and developing experiences in applying the revised standards. The panel will also invite comments, questions, and observations from attendees.

21st Century Accreditation

The ALA Standards for Accreditation of Master’s Programs in Library and Information Studies has undergone a significant proposed revision to foreground: program learning outcomes; place more emphasis on equity, diversity, and inclusion; eliminate redundancy; and reflect the current institutional context of LIS education and/or the needs of the profession.
 
 The revision maintains focus on: systematic planning; program level learning outcomes and curriculum; faculty; students; and infrastructure, through the maturing lens and experiences of 21st century students, educators, employers, and schools.
 
 The revised Standards are designed to be flexible enough to support a range of program modalities (primarily in-person, hybrid, primarily online), pedagogies, concentrations, and sizes, while maintaining a professional standard and expectation of program learning outcomes relevant to an evolving and expanding range of career options and opportunities.
 
 Whether library and information studies programs exist as faculties, schools, or departments, the Standards were revised to be expansive enough to support the development, implementation, and growth of robust teaching, learning, and research environments tailored to institutional strategic directions and local realities but focused on producing quality education experiences for students through common accreditation expectations. This panel brings together program and Committee on Accreditation representatives to review the aims of the revision, the process and results of the revision consultation process focused mainly within the United States, Canada, and the UK where ALA-accreditation is recognized by the Council on Higher Education Accreditation as the accreditor for the field of library and information studies, the experiences and expectations of external review panels during site visits, and the accreditation experiences of two representative schools.
 
 The panel will further explore the implementation of the revised standards, Committee on Accreditation expectations, supports available to programs from the Office of Accreditation, and initial and developing experiences in applying the revised standards. The panel will also invite comments, questions, and observations from attendees.

Resilient Pedagogy: Experiences of Kinesiology Faculty during COVID-19.

The COVID-19 pandemic required a rapid shift to emergency remote teaching. Despite the limited previous experience of kinesiology faculty with online or hybrid teaching, our sample (N = 112) had high confidence in their ability to deliver quality educational experiences for their students during the pandemic. Confidence was not linked to having taught online previously or years teaching in higher education. With support from their institutions, technology departments, and teaching and learning centers, faculty developed new skills and organizational strategies. To achieve this, 81% of faculty reported needing extra course preparation time to deliver high-quality remote teaching, with only 19% reporting no extra time and 51% needing up to 5 extra hours per week per course. About one-third of faculty are excited about the prospect of teaching online in the future. These newfound online teaching skills can be leveraged to modernize course offerings in kinesiology departments, supporting student recruitment, retention, and success.

Can mixed reality technologies teach surgical skills better than traditional methods? A prospective randomised feasibility study

BackgroundBasic surgical skills teaching is often delivered with didactic audio-visual content, and new digital technologies may allow more engaging and effective ways of teaching to be developed. The Microsoft HoloLens 2 (HL2) is a multi-functional mixed reality headset. This prospective feasibility study sought to assess the device as a tool for enhancing technical surgical skills training.MethodsA prospective randomised feasibility study was conducted. 36 novice medical students were trained to perform a basic arteriotomy and closure using a synthetic model. Participants were randomised to receive a structured surgical skills tutorial via a bespoke mixed reality HL2 tutorial (n = 18), or via a standard video-based tutorial (n = 18). Proficiency scores were assessed by blinded examiners using a validated objective scoring system and participant feedback collected.ResultsThe HL2 group showed significantly greater improvement in overall technical proficiency compared to the video group (10.1 vs. 6.89, p = 0.0076), and a greater consistency in skill progression with a significantly narrower range of scores (SD 2.48 vs. 4.03, p = 0.026). Participant feedback showed the HL2 technology to be more interactive and engaging with minimal device related problems experienced.ConclusionsThis study has demonstrated that mixed reality technology may provide a higher quality educational experience, improved skill progression and greater consistency in learning when compared to traditional teaching methodologies for basic surgical skills. Further work is required to refine, translate, and evaluate the scalability and applicability of the technology across a broad range of skills-based disciplines.

Impact of Australian general practice alcohol and other drugs education: a qualitative evaluation.

Many GPs are challenged to deliver safe and effective care for patients who use alcohol and other drugs (AOD). The Royal Australian College of General Practitioners (RACGP) developed the AOD GP Education Programme to support Australian GPs and optimise AOD care in the community. How the programme impacted GP participants is not yet fully understood. To explore the views and experiences of GP participants who completed the AOD GP Education Programme, and AOD experts who were involved in the programme as a presenter or mentor. Situated in the constructivist paradigm, this qualitive descriptive study engaged GPs across Australia. This study employed semi-structured, online, focus groups interviews. Data were analysed thematically. Five focus groups were held with a total of 35 GP participants. Five themes developed, which illustrated that the study participants viewed the programme design as comprehensive and flexible. It has also been shown that participants' individual learning needs were addressed. Impacts of the programme on clinical practice included the following: confidence to care for patients who use AOD; confidence to collaborate with colleagues in delivery of AOD care; confidence to develop AOD professional networks in their community setting; and confidence to manage complex AOD presentations. Participants described the AOD programme as a high quality and positive educational experience. The prioritisation of core treatment skills (whole-person care and structured approaches to behavioural change) was a feature of the professional development programme. The AOD programme design is a practical model to implement for future AOD GP education and continuing professional development.

Unexpected Transitions: From Lifeboats to Online Learning

At the height of the pandemic, schools across the country shut down, shifting classrooms to a remote learning modality. While the use of emergency remote teaching (ERT) provided an alternative for schools, it was a difficult transition. Online learning is often compared with ERT, although the two are different. Where ERT is a quick and temporary resolution, online learning is a long-term investment developed to provide a quality educational experience for students. Both are necessary lifelines to learning, but online education is vital in multiple ways. Rather than a substitute, it is a core fixture on the higher ed landscape, with more and more students, faculty, and administrators recognizing online education's benefits. This essay explores remote and online learning as lifelines in different contexts. It reflects on the impact of online learning from three views: a personal account, growing demands for contingent faculty, and the diverse needs of non-traditional students.

MANAJEMEN MUTU PENDIDIKAN ISLAM

<p>The purpose of this writing is to find out the quality management of Islamic education, because management is a process that must be carried out to achieve certain goals that require planning, thought, regulation and direction so that it can run well and requires the combination of all existing potentials effectively and efficiently. Quality is a high standard and cannot be surpassed. Usually referred to by the terms good, superior, beautiful, good, expensive, luxurious and so on. If related to the educational context, the concept of educational quality is elite, because only a few institutions can provide high quality educational experience to students. Therefore Islamic Education Quality Management is one way to improve quality that relies on the educational institution/school itself, applies a set of methods, based on the availability of quantitative and qualitative data, and empowers all members.</p><p><strong>Keywords</strong>: Islamic Education Quality Management</p>

Secondary school categorization in Ghana: Silent plights of students and implications for equitable learning

ABSTRACT Undergirded by the social identity theory and system justification theory, this study explored the impact of secondary school categorization on students schooling experiences. We employed transcendental phenomenological qualitative approach to understand students’ experiences in different categories. We interviewed (n = 20) students from three different school categories (A, B and C). This study provides an initial understanding into students lived experiences and subtle negative consequences of secondary school categorization and its adverse effect on students’ academic self-esteem and equitable learning. The results showed that students’ experiences differ significantly based on the Category of school they are enrolled. This study accentuates the need for policymakers to reexamine and restructure secondary school categorization to ensure quality and equitable schooling and educational experiences for all students. Implications for policy and practice are discussed.

Education as a calling and way of life: Interview with Doctor Pádraig Hogan. October 19 – December 17, 2021

This paper presents an interview with Pádraig Hogan – a prominent Irish educator and researcher in the field of pedagogy, well-known in the European Union and beyond it. This interview is an echo of discussions at an International Conference – The 9th Congress of the Philosophy of Education Society of Poland “Education and the State” on September 24-26 2001 in Krakow, organized by the Institute of Pedagogy at the Jagiellonian University, the B. F. Trentowsky Society of Philosophical Pedagogy, the Polish Philosophical Society and other authorities. Pádraig Hogan opened this Congress with a report “Uncovering Education as a Practice in its Own Right”. Pádraig Hogan is a Professor-Emeritus of the National University of Ireland Maynooth. He has a keen research interest in the quality of educational experience and in what makes learning environments conducive to fruitful learning. Now he is an active participant in several international scientific-educational researches. For a long period (from 2003) he was leader of the research and development programme ‘Teaching and Learning for the 21st Century’ (TL21), a schools-university initiative. His books include The Custody and Courtship of Experience: Western Education in Philosophical Perspective (1995); The New Significance of Learning: Imagination’s Heartwork (2010); Towards a better Future: A Review of the Irish School System (co-authored with J. Coolahan, S. Drudy, Á. Hyland and S. McGuinness, 2017). To date he has published over 130 research items, including books, journal articles, book chapters and commissioned pieces. This interview give answers on the questions about topicality of personal education, issues of educational experience, cognitive and emotional aspects of the communication of teacher and students, perspectives and limits of educational hermeneutics and the best maintenance of educational traditions.

Route options in inclusive museums: Case studies from Central Europe

Abstract Museums are complex architectural works with many distinctive elements. One of the most significant museum features are routes or paths on which visitors circulate museums and perceive exhibitions. Children and people with special needs often have specific demands on physical accessibility of the surrounding environment, chronological arrangement of spaces and amount of information presented at a time. The arrangement of functional units in museum layouts affects wayfinding in space, understanding of the exhibition, as well as visitor guidance. The order in which people visit particular segments in a museum can also be described as one of the most important architectural and operational characteristics of this type of cultural buildings and areas. The article examines ways of arranging spaces in a museum building and the suitability of their application. These forms are evaluated based on various aspects; some of the created effects are studied, e.g. creation of a desired atmosphere. Existing concepts are compared and supplemented with other theoretical knowledge. The article aims to present variant suitable ways of composing routes that would meet the needs of different people, and bring them a quality leisure and educational experience from a museum tour. Various types of museum layout organisation and arrangement of exhibition spaces are illustrated with abstract schemes, as well as with specific case studies of five selected museums. The selection consists of architecturally exceptional and high-quality museums in Central Europe, which are able to attract a whole range of various groups of people including a younger audience. They are examples of both modern museums in this area and route planning options. The case studies highlight interesting local ideas, space concepts, routing methods, and also solutions for increasing inclusion of all visitors and children in particular.

A Double-Flipped Virtual Classroom Format for Medical Students Learning Ophthalmology: An Approach to Clinical Rotations in the Context of COVID-19.

Purpose The aim of this study was to assess efficacy of a virtual, double-flipped clinical rotation in ophthalmology for medical students during the coronavirus disease 2019 (COVID-19) pandemic. Methods We instituted a virtual, reverse-classroom clinical elective for eight medical students interested in ophthalmology as a career. The course included required prework, interactive case-based discussions, and follow-up quizzes (first flip) entirely prepared and delivered by the students as teachers (second flip). After completion of the course, we surveyed students on five domains: (1) Autonomy and Leadership, (2) Self-Efficacy, (3) Impact on Career Selection, (4) Quality of Educational Experience, and (5) Clear Goals and Feedback using a Likert scale of 1-5 (5 being the most positive). We also asked open-ended questions regarding the overall experience, that is, strengths, weaknesses, and future recommendations for the course. Due to the small N and exploratory nature of the study, no formal statistical inference was performed. Results Seven students responded to the survey. Aggregated mean survey scores for each domain are represented in parentheses. Responses were very positive in regard to "Autonomy and Leadership" (4.5), "Impact on Career Selection" (4.1), "Quality of Educational Experience" (5.0), and "Clear Goals and Feedback" (4.4). "Self-Efficacy," which had an emphasis on ability to perform an eye exam and basic knowledge of ophthalmology, had a lower mean (3.4). The subjective responses were also very positive, but similarly alluded to the limitation of learning examination skills virtually. Conclusions A medical school clinical elective can be successfully executed in a virtual format with an emphasis on student-directed learning. The novel "double-flipped" approach was highly rated by our small sample size. However, there remained a glaring limitation in the ability to transfer clinical skills in the virtual format. In the context of limited in-person contact due to the COVID-19 pandemic, we believe that the double-flipped, virtual format was a viable replacement for a traditional clinical rotation.

Effect of Social Support on Self-Esteem of Children from Low-Income Families : Focusing on Local Children's Centers in Incheon

Background: Due to COVID-19, children from low-income families are relatively difficult to receive social support compared to children from general families, resulting in a decline in self-esteem. Purpose: To find out the current situation of children from low-income families in Korea, and to determine what social support affects children's self-esteem in the COVID-19 situation. Methodology/Approach: In order to find out the self-esteem of Incheon children, content analysis was conducted using a random sampling method of children from 20 local children's centers in Incheon. The total number of questionnaires collected by direct collection and mail with the cooperation of each institution is 242. Of these, 240 copies were analyzed and used, excluding two unfaithful copies. Findings/Conclusion: It was found that children were less supported by teachers as COVID-19 prevented them from attending school normally. This inevitably affects the self-esteem of children who do not receive positive support from family support. This will also be another task that our society should pay attention to and solve together for children from low-income families who are unable to maintain their right to learn through private institutes or tutoring and are likely to be isolated and neglected at home. Facilities close to children, such as local children's centers and youth facilities for low-income families, should be made safer, more comfortable, and more accessible. It is necessary to provide a more positive environment for children from low-income families and create a variety of adults and peer groups to create positive social support so that they can eliminate delinquency or negative emotions caused by deficiency can be eliminated. In addition, we do not know when and how our society will encounter another negative environment such as COVID-19, and children from low-income families will grow into adults with psychosocial problems (depression, suicide, interpersonal difficulties, antisocial tendencies), so we need to develop various programs, quality education, and various experiences. Implications: Children are most affected by family support, and teacher support, which does not have significant results, is a special situation indicated by COVID-19, suggesting that children from low-income families have no choice but to rely on family support.

Faculty perceptions of preparation for teaching pre-licensure simulation: A qualitative descriptive study

Faculty training in simulation teaching strategies is key when delivering quality educational experiences to prelicensure nursing students. The purpose of this study was to explore faculty perspectives of nursing student preparation for simulation. The study utilized a qualitative descriptive design to collect data from nursing faculty (N = 8) teaching simulation from eight schools, both baccalaureate and associate degree in three Western states. A qualitative descriptive study using interviews and classic content analysis to analyze the data was conducted. Four themes emerged: (1) Spectrum of preparation, (2) Learning along the way, (3) Faculty insights, and (4) What's in a name? Faculty perceptions of the preparation phase in prelicensure nursing stimulation indicated a lack of training for simulation faculty and demonstrate the need for change to ensure high-quality simulations are being delivered to students. Faculty training and use of a standardized implementation guide is recommended.

The Role of Family, Race, and Community as Sources of Motivation for Black Students in STEM

AbstractMany studies indicate the important role of faculty and peers in Black students’ motivation to succeed. However, increasingly we are beginning to understand the role of other key factors. In this current study, we examine the role of family, race and community in shaping the motivation and success of Black students. This work reveals that parents and extended community help students stay focused and are important in helping students weather the challenges that arise academically as well as socially on the way to completing their degree. Students also are motivated by the financial sacrifices that their parents make to ensure that they have access to high quality educational experiences. Finally, participants expressed the importance of race and ethnicity as sources of motivation to defy the academic stereotypes about Blacks failing in STEM fields. While this research demonstrates how family, community and race are important sources of motivation, it does not minimize the need for students to have access to supportive advisors, faculty mentors and others in their academic departments who can serve as sources of motivation.

Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education.

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

Effect of Saudi nurses’ perceived work-life quality on work engagement and organizational commitment

The nurse faculty at the University of Ha’il in Saudi Arabia is responsible for academic and in-service education for nursing discipline and for staff and organizational research. They are considered critical players in assuring quality educational experiences that prepare the nursing workforce for a diverse, ever-changing health care environment. Nowadays, Ha’il University is seeking accreditation, which includes evidence that the working environment is appropriate for both students and the teaching staff. Also, managements in public higher education institutions recently have utilized quality of work-life as a tool for attracting and retaining talented academic staff. Because with having quality of work-life commitment and loyalty of the employees created to its potential. Thus the aim of this study is to test the mediating effect of quality of work-life on the relationship between work engagement and organizational commitment among academic nursing staff at Ha’il University. Measures were the quality of the work-life scale, the short form of the Utrecht work engagement scale, and an organizational commitment questionnaire. The results indicated that the academic nursing staff had satisfactory levels of work-life quality (3.56±0.62) and high work engagement (4.76±1.12) and a positive organizational commitment result (3.09±0.22). A correlation was found between quality of work-life and organizational commitment. However, there was neither a significant relationship between quality of work-life and work engagement nor was there between work engagement and organizational commitment. The conclusion was therefore that quality of work-life does not mediate the work engagement and organizational commitment relationship.