Responsibility For Education Research Articles

Teacher's Views of Art Education in Primary Schools in Scotland

AbstractThe majority of art education research in the United Kingdom originates from England; however, the devolved nations each have responsibility for education resulting in four different curricula working concurrently across Great Britain. It can be argued that in comparison to England, art and design education research in Scotland is an under‐researched area though one that is increasingly garnering interest. This paper contributes to the field by presenting and discussing some of the findings from a survey of teachers focused on art and design education in Scottish primary schools in 2022. A total of 110 teachers participated and the survey examined the value of the subject, the current delivery in schools, the future of the subject and support for teachers. A wealth of data were gathered so this paper focuses particularly on the value of the subject among staff, confidence levels regarding delivery and the role of training and professional learning. The paper concludes that while the value of the subject among staff is strong, confidence levels with regard to teaching the subject are not. Staff felt that training had left them unprepared to teach the subject, and there was limited awareness of professional learning opportunities in their geographical area.

Confronting Propaganda

Education is facing a critical threat as those in positions of authority utilize propaganda to advance and promote an exclusionary worldview that serves their own interests. This essay focuses on one such misinformation campaign, which seeks to limit the rights of transgender individuals, including their very existence—a cause championed by right-wing politicians. The paper investigates how the American educational system fuels discrimination towards marginalized bodies, particularly transgender people, and suggests performative pedagogy as a strategy to counteract this oppression.
 The essay begins by examining how the concept of performative pedagogy is used in contemporary drag shows and how deeply ingrained the idea of white supremacy is in transgender oppression. Through case studies, the paper shows how performative pedagogy serves as a powerful counter to the fundamental ideology of hatred. It explains how, through performative pedagogy, marginalized voices can be strengthened and serve as an effective communication tool for influencing society’s future by expressing what cannot be spoken through actions. This study argues that equipping today’s children with performative pedagogy enables them to withstand the challenges that they may face and helps them become more resilient in the face of difficulties. It draws attention to the fundamental responsibility of educators to teach for the benefit of society and to provide students with the skills necessary to face and overcome the challenges that will be used against them. Through the embracement of performative pedagogy, contemporary society can raise and foster a generation that actively opposes the oppressive forces that are reinforced and perpetuated by those in power.

TEACHERS AS FACILITATORS

This study examines the essential role of educators as facilitators of personalized learning environments in moroccan schools. As education systems around the world increasingly recognize the importance of personalized learning to meet the various needs of students, understanding the specific role of teachers is becoming paramount. This research examines the practices, challenges and potential opportunities faced by educators in implementing personalized learning approaches in moroccan classrooms. The study uses a mixed-method approach, combining qualitative and quantitative data collection methods. Qualitative data is obtained through in-depth interviews with teachers exploring their views on personalized learning and the associated roles and responsibilities of educators. In addition, a survey questionnaire is distributed to teachers to collect quantitative data, which allows a broader understanding of the prevalence and effectiveness of personalized learning practices in different school contexts. The data collected will be analyzed using thematic analysis and statistical techniques to identify emerging themes, models and correlations. The results of this study will contribute to all existing knowledge on personalized learning and highlight the specific challenges and opportunities faced by educators in moroccan schools. By exploring the role of teachers as facilitators in personalized learning environments, this research will inform education decision-makers, administrators and teachers themselves on effective strategies to promote personalized learning approaches in moroccan classrooms. The expected implications of this research include the identification of best practices and strategies to integrate personalized learning into the moroccan education system. The results of the study could lead to the development of teacher training programs, professional development initiatives and policy recommendations that meet the needs of educators and students in personalized learning environments. Finally, this research aims to support the improvement of educational practices in moroccan schools, by promoting a student-centered approach that promotes personalized learning experiences.

Schooling-at-Home and Extra Child-Caring Responsibilities were Associated with Parental Mental Health, Psychosocial Well-Being, and Loneliness

Schooling-at-home and educating children at home have received increased attention since the COVID-19 pandemic which resulted in abrupt social changes, including stay-at-home protocols and school closures to prevent the spread of infection during the period. We examined the mental health, psychosocial well-being, and loneliness of parents according to whether they had been taking on extra schooling-at-home and child-care responsibilities. We conducted a multi-country cross-sectional online survey nine months into the COVID-19 pandemic in Norway, the UK, the USA, and Australia with a sample size of 1,722. Outcome measures included the General Health Questionnaire 12 (GHQ-12) mental health scale, the Psychosocial well-being (PSW) scale, and the De Jong Gierveld Loneliness Scale (LS). The key explanatory factor was parental and child-care status, which categorised participants based on how many extra child-care or schooling-at-home responsibilities were taken up. Moderator variables included working-from-home status, living arrangements, and demographic covariates. Our sample had 20.0% of parents who reported taking on some or half of the extra child-care responsibilities, and 11.7% reported that they were taking on most of the extra child-care responsibilities. Parents who were taking on most of the extra child-care or schooling-at-home responsibilities had poorer mental health (M = 17.34, SE = 0.40 vs M = 15.47, SE = 0.37, p = 0.002), psychosocial well-being (M = 2.92, SE = 0.05 vs M = 2.72, SE = 0.05, p = 0.011), and loneliness (M = 11.29, SE = 0.31 vs M = 10.33, SE = 0.28, p = 0.019), compared to parents who did not have extra responsibilities. Younger parents and those not living with a spouse reported poorer outcomes. Parents who reported that they were taking on most of the child-caring responsibilities reported the poorest mental health, psychosocial well-being, and highest levels of loneliness. Psychosocial and community support for parents who take on schooling-at-home and education responsibilities is important for the well-being of the parents as well as for their children.

Educating ideal neoliberal citizens: discourses of agency and responsibility in comprehensive sexuality education

Educating ideal neoliberal citizens: discourses of agency and responsibility in comprehensive sexuality education

Facilitators and barriers of appropriate and timely initiation of intravenous fluids in patients with sepsis in emergency departments: a consensus development Delphi study

BackgroundSepsis is a life-threatening medical emergency in which appropriate and timely administration of intravenous fluids to patients with features of hypotension is critical to prevent multi-organ failure and subsequent death. However, compliance with recommended fluid administration is reported to be poor. There is a lack of consensus among emergency clinicians on some of the determinant factors influencing fluid administration in sepsis. Thus, the aim of this study was to identify the level of consensus among key stakeholders in emergency departments regarding the facilitators, barriers, and strategies to improve fluid administration.MethodsThe modified Delphi questionnaire with 23 statements exploring barriers, facilitators, and strategies to improve fluid administration was developed from the integration of findings from previous phases of the study involving emergency department clinicians. A two-round modified Delphi survey was conducted among key stakeholders with managerial, educational, supervision and leadership responsibilities using a “Reactive Delphi technique” from March 2023 to June 2023. The statements were rated for importance on a 9-point Likert scale. The RAND/UCLA Appropriateness Method (RAM) was used to identify the level of consensus (agreement/disagreement).ResultsOf the 21 panellists who completed Round 1 survey, 18 (86%) also completed Round 2. The panellists rated 9 out of 10 (90%) barriers, 3 out of 4 (75%) facilitators and all 9 (100%) improvement strategies as important. Out of the total 23 statements, 18 (78%) had agreement among the panellists. Incomplete vital signs at triage (Median = 9, IQR 7.25 to 9.00) as a barrier, awareness of importance of fluid administration in sepsis (Median = 9, IQR 8.00 to 9.00) as facilitator and provision of nurse-initiated intravenous fluids (Median = 9, IQR 8.00 to 9.00) as an improvement strategy were the highest rated statements.ConclusionThis is the first Delphi study identifying consensus on facilitators, barriers, and strategies to specifically improve intravenous fluid administration in sepsis in Australia. We identified 18 consensus-based factors associated with appropriate and timely administration of intravenous fluids in sepsis. This study offers empirical evidence to support the implementation of the identified strategies to improve patient outcomes.

ASSESSMENT OF TIME MANAGEMENT SKILLS AMONG NURSES WORKING IN THE EMERGENCY DEPARTMENT

Nursing is a noble profession; time management is paramount to ensure the best patient care, effective management, quality education, and personal responsibilities. This study aimed to assess the time management skills of nurses working in the emergency department. A quantitative cross-sectional descriptive study design was used to assess the time management skills of nurses in the emergency department. The study was conducted at Lahore General Hospital (LGH) and Sir Ganga Ram Hospital Lahore, using purposive sampling techniques. Nurses aged over 25, working in emergency departments, having clinical experience of 3-5 years, and being registered by the Pakistan Nursing Council were included. Non-cooperative nurses and those working in departments other than emergencies were excluded. Data was collected through questionnaires that had two parts. Part I included biographic data, and Part II comprised 15 questions about time management skills. The results showed that over 50% of the nurses working in the emergency department, considered a hectic hospital unit, possessed time management skills. These skills included confidence, competence, prioritizing tasks, command and control, planning tasks or daily activities, learning from mistakes, feeling confident and competent, and writing appointments, following schedules, and rewarding themselves for their good job. The study concluded that most nurses working in the emergency department possess time management skills necessary for effective patient care. It is recommended that hospitals should provide training and resources to enhance these skills and that further research should be conducted to explore other factors that may affect time management in this setting. Overall, improving time management skills can lead to better patient outcomes, increased job satisfaction, and reduced stress for nursing staff.

Breaking Down Barriers to Detection and Care in Early-Age-Onset Colorectal Cancer in Canada.

The second Early-Age-Onset Colorectal Cancer Symposium, convened in October 2022, sought solutions to the barriers to early detection and care for colorectal cancer in Canada. This meeting built on a previous symposium, held in 2021 and reported in this journal. Early-age-onset colorectal cancer (EAOCRC) affects increasing numbers of people under the age of 50 in Canada and throughout the developed world. Two main themes emerged from the meeting: the importance of timely detection, and the need for a tailored approach to the care of EAOCRC. Early detection is crucial, especially in light of the later stage at diagnosis and unique tumour characteristics. Symposium participants were strongly in favour of reducing the age of eligibility for screening from 50 to 45, and promoting the development of non-invasive screening techniques such as testing for circulating tumour DNA and biomarkers. Leading approaches to care were described and discussed, which meet the unique treatment needs of younger CRC patients. Multidisciplinary practices within and outside Canada address such factors as fertility, family roles, education, careers and financial responsibilities. These models can be applied in treatment centres across the country.

Research on the integration path and expected effect of university civic education and music teaching based on information fusion technology

Abstract In order to better promote the work of civic education, all other courses share the responsibility of civic education. Using information fusion technology to integrate cloud classrooms and rain classrooms, we construct a strategy to realize the fusion path of civic education and music teaching based on the catechism. The K-modes algorithm is improved based on the basic idea of k-means, and the expected effect of the fusion path is evaluated using the algorithm and the learning evaluation model based on the hierarchical analysis method. The results showed that the integration path resulted in more than 70% of teachers’ evaluations being qualified, students’ evaluation scores in music increasing from no more than 70 to more than 85, and the average rating of overall quality increasing from 66.98 to 77.45. It can be seen that the proposed pathway organically integrates aesthetic and moral education, which enables students to improve their artistic and moral qualities and achieve all-around development in the process of music teaching.

STRATEGI PUBLIC SPEAKING MENJADI KOMUNIKATOR HANDAL PADA PENGELOLA TPQ BAITURRAHMAH

Communication is a process that is able to explain who the actors are, what the message is, what channels are used and to whom the message is delivered. Then one type of communication we know is public communication, one example of public communication or also often called public speaking. In the discipline of communication, public speaking is one of the studies. Why do you need to study and know public speaking? Because public speaking is the art of speaking. This Community Service activity was carried out at TPQ Baiturrahmah. As for the content of this Community Service seminar, the theme is Public Speaking Strategy to become a reliable communicator for the management of TPQ Baiturrahmah. This theme was taken to see that public abilities and skills are still not possessed by ordinary people who do not have the opportunity to study formally in an educational environment. The results of holding the Community Service seminar are a form of activity for lecturers carrying out one of the academic responsibilities of higher education to the management of TPQ Baiturrahmah. It is hoped that they will be able to contribute regarding their skills in carrying out public communication. The service method consists of various kinds of preparation before activities, implementation of activities to evaluation activities. The results obtained from this activity provide participant and partner satisfaction where not only knowledge but also public speaking skills are gained.

STRATEGIC EVALUATION OF SOME EU PROJECTS PREPARED BY THE MINISTRY OF NATIONAL EDUCATION IN THE CONTEXT OF THE VISION OF VOCATIONAL EDUCATION

The aim of this study is to evaluate the impact of the change in the vision of vocational education within the scope of the "Modernization of Vocational and Technical Education Project" (MTEM) and "Strengthening the Vocational Education and Training System" (MEGEP) financed by the EU, which was concluded by the Ministry of National Education. Vocational education is a type of education that increases the employability of students by providing vocational skills and is very important in the economic development of countries. Vocational education has gained even more importance in recent years due to the increasing need for human resources. This increasing importance obliges us to take some decisions about education locally and to transfer some responsibilities to local administrations as a means of development and development. In addition to this, it is necessary to set standards for each occupational group for an advanced vocational education and for citizens to take responsibility for a qualified vocational education. This study evaluates the studies on the development and standardization of the vocational education system through the projects made on this subject and sheds light on the development of the last twenty years.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0012/a.php" alt="Hit counter" /></p>

AI amplifies the tough question: What is higher education really for?

ABSTRACT The dominant response within higher education to the emergence of free online text- and graphic-generating software has been a concern with identifying AI usage in students’ work. We argue that this is both a waste of time and neglects our educational responsibilities. A police-catch-punish approach to AI, as with the use of this process in relation to plagiarism, ignores the broader purposes of higher education. If higher education is understood as being a space for nurturing transformative relationships with knowledge, AI can be harnessed to enhance learning experiences. Such an approach would also enable a critical understanding of the limitations and ethical deliberations around AI usage. Those critical academics who emphasise transformative learning over surveillance-driven approaches are likely to foster more meaningful higher education experiences.

University students' digital spaces in online learning communities: Implications for understanding, protecting and maintaining privacy

AbstractIn addition to learning effectively and effectively in online learning communities (OLCs), students must be in a secure environment and privacy must be respected. The study aimed to identify privacy violations that university students encounter in OLCs, and identify recommendations and some strategies to implement to ensure privacy at the OLC. A qualitative research method was applied in the study. First, focus group interviews were conducted with a total of 108 students who participated actively in the OLC. After analysing the interview data, a privacy violations report (RPV‐OLC) was prepared at the OLC. According to the RPV‐OLC, a problem description for the Delphi technique was designed and 17 experts were identified for the interview. Delphi panels with experts were completed in 5 months. The content analysis process was used for the data obtained. Students said they encountered information sharing and access, access to information, system/course settings, resistance to negotiations, communication problems and lack of knowledge. On the other hand, experts suggest that different suggestions and strategies could be implemented to ensure privacy in the OLC, such as partial privacy, mutual trust, contextual privacy agreements, role‐based or anonymous identity use, and privacy education. The study focused on defining the concept of privacy and student privacy violations in online learning environments and providing solutions for educators, students and system administrators. Practitioner notesWhat is already known about this topic Digital learning environments pose a threat to the privacy of students. The fact that privacy violations in the OLC can trigger concerns among students has a negative impact on learning processes. There is high interest at the moment in how to plan the most effective teaching in online learning environments—but privacy is being neglected. What this paper adds This article explains the privacy violations university students encounter at the OLC. This document contains guidelines on how to mitigate and prevent privacy violations in OLC. The results of the study also provide suggestions for privacy protection at the OLC. Implications for practice and/or policy It is important that the instructors who participate in the OLC are informed about the necessary measures, rules, principles, activities and follow‐up measures to protect their personal privacy. If we can overcome students' concerns about privacy violations at the OLC, we can create more comfortable learning spaces. The aim of learning should not only be to peak performance; the most important responsibility of educators or system administrators is to preserve each student's private space, while at the same time achieving the best performance.

Development and validation of a new self-assessment tool to measure professionalism among medical students.

Professionalism is a key quality that medical students should possess, but it is difficult to define and assess. Current assess-ment tools have room for improvement. This study aimed to design and validate a self-assessment tool to assess professionalism among medical students. A questionnaire was created based on 10 tenets of professionalism from the Charter on Medical Professionalism jointly published by the American Board of Internal Medicine Foundation, American College of Physicians Foundation and European Federation of Internal Medicine, along with input from Singapore guides. The self-administered questionnaire was administered to Year 2 to 5 students from Yong Loo Lin School of Medicine, National University of Singapore in a voluntary, anonymised manner in the academic year of 2019/2020. Construct validity and internal reliability were evaluated using Principal Component Analysis (PCA) and Cronbach's alpha, respectively. There was a total of 541 respondents. After removing incomplete responses, 504 responses were included. Following PCA, a 17-item questionnaire titled "Medical Professionalism: A Self-assessment Tool" (MPAST) with a 5-component solution was obtained. The 5 components were commit-ment to: (1) patient's best interest, (2) honesty and integrity, (3) professional competency, (4) patient safety and care, and (5) educational responsibilities. Their Cronbach's alpha value ranged from 0.540 to 0.714, with an overall Cronbach's alpha value of 0.777. MPAST is valid, reliable, practical, and is the first validated self-assessment tool to assess professional attributes and behaviours among medical students, to our knowledge.

Curriculum renewal towards critically conscious graduates: Implications for faculty development.

Globally, faculty development initiatives in support of health professions (HP) educators continue to extend their remit. This work becomes more critical as HP curriculum renewal activities are influenced by needing to move beyond a biomedical focus attending to issues such as social accountability, social justice and health equity. This raises questions about how best to support our HP educators who may need to change their teaching practice as they embrace these more complex, social constructs. The research question for this qualitative study was: What implications are there for faculty development that can support HP educators as they are expected to incorporate the principles of critical consciousness and social accountability into their teaching as part of a curriculum renewal process? Data from 11 focus group discussions and 11 subsequent individual interviews with HP educators from two undergraduate programmes were thematically analysed after which further analysis focussed on the implications of these findings for faculty development. Transformative learning theory and models about change provided a sensitising framework. Our findings pointed to an expanded role for HP educators and consequently also for those responsible for faculty development. Three main ideas were highlighted: Curriculum renewal catalyses a renewed need for faculty development, the nature of faculty development that can enable change and new foci for faculty development. Faculty development can make a significant contribution to enabling change, including in the context of curriculum renewal that often extends the roles and responsibilities of HP educators. When renewal seeks to shift fundamental curriculum principles, providing support to embrace this expanded remit results in an equally expanded remit for faculty developers-one that calls for initiatives that enable critical, dialogic encounters that might foster critical consciousness, leading to change in HP education. This challenges us, as faculty developers, to turn the mirror on ourselves to consider the nature of such expanded support.

Higher education and social responsibility: a proposal for internationalization of university—community engagements; perspectives from Uganda

One of the traditional missions for universities was community service which was updated to entail community engagement. Community engagement is a component of the internationalization of higher education which aspires to improve service delivery within society. Though universities in Uganda have always engaged with communities, they have always done so disregarding the international dimension of higher education. Simultaneously, contemporary approaches to internationalization are primarily concerned with scholarly debate and discussion of societal challenges. However, merging internationalization with community engagement would better serve local and global communities. This is now more relevant considering global challenges such as COVID-19, terrorism, and climate change. Universities should now work more closely with communities to enrich scholarship, contribute to public good aims, and address the current critical social issues. Therefore, university–community engagement should go beyond institutional and disciplinary boundaries that restrict possibilities for fruitful engagement with local and global communities in today’s rapidly changing world. This paper explores the international dimension of community engagement in Uganda’s universities. Using a narrative literature review, the paper highlights how to merge internationalization with community engagement without reproducing inequalities but emphasizing fairness and social justice. The paper holds that community engagement should be integrated into the broader internationalization agenda of universities for better service delivery.

On Intercultural Communication in Chinese International Education in the New Era

Cross-cultural communication is the necessity of the development of Chinese international education, the necessity of the development of language teaching theory, and the necessity of the social development for talent demand. The main goal of international Chinese education in the new era is to cultivate the intercultural communicative competence of Chinese learners. International Chinese teachers play an important role in Chinese teaching. In cross-cultural communication, it is the responsibility of Chinese language international education to make both parties behave appropriately, reduce misunderstandings, avoid conflicts, and achieve communication goals smoothly so as to better enhance international understanding. With China's rising international influence, as well as the Chinese international promotion opportunities and challenges, so it is urgent to promote Chinese international education teachers' cross-cultural communication ability, this article through the analysis of the current international situation and challenges, and presents the new characteristics of cross-cultural communication, to discuss how to better develop in the new period of cross-cultural communicative competence.

Cultural meaning of education and parents' involvement in education: Perspectives of immigrant Latinos

AbstractObjectiveThis qualitative research describes how low‐education, largely undocumented immigrant Latino parents understand and engage in their children's education in the United States.BackgroundEducation has a dual meaning in Latin America, emphasizing children's moral and academic development. It is unclear if this cultural model shapes how immigrant parents navigate the U.S. educational system with their children.MethodIn‐depth interviews were completed with low‐education, largely undocumented immigrant Latino parents (N = 16). The narrative data were analyzed using a consensual method.Findings.Analyses resulted in a conceptual model with three primary themes: Latino parents' bidimensional definition of education (i.e., moral and book smarts), unfamiliarity with education (i.e., the lack of educational experience and desire for generational improvement with education), and educational responsibilities (i.e., a division of labor between parents and teachers).ConclusionsThe developed model suggests that low‐education immigrant Latino parents are involved in children's education in various ways related to their cultural capital, personal experience, and view of school as a “general black box.”Implications.Eliminating the education gap among Latino youth whose parents are undocumented or have limited educational attainment requires acknowledging that “parental involvement” has diverse cultural meanings. Outreach programs based on the proposed model may create more productive partnerships between parents and schools.

PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KARAKTER DISIPLIN DAN TANGGUNG JAWAB SISWA DI MI MISBAHUTTHOLIBIN LECES KABUPATEN PROBOLINGGO

Discipline is a character that must be instilled in students from an early age, with thisdiscipline, students are always able to live independently when they have graduated orfinished studying. Discipline must also be emphasized at all levels of education inIndonesia.In addition to discipline, educational institutions must also emphasize an attitude of responsibility towards their students/students, because these two attitudes will later be interconnected with one another and cannot be separated. If someone does not have discipline and responsibility then he will be a loser.If these two characters are no longer emphasized in the world of education, then education in these institutions is considered to be experiencing a moral decline and students no longer have a sense of responsibility and a sense of self-discipline, so students start to be naughty, skip classes, and be lazy in teaching and learning activities. and less obedient to the orders of teachers and parents. From the problems above, the role of Islamic religious education teachers at MI Misbahuttholibin Kec.Leces, Probolinggo Regency can later form the character of discipline and responsibility for their students and can always know the inhibiting factors as well as the supporting factors in the formation of these two characters.The research we present is field research with aqualitative approach and data collection is carried out by observation and interviews as well as documentation which is one of the data collection techniques. In choosing data analysis the authors use data reduction and drawing conclusions.Keywords:Islamic Religious Education Teachers, Discipline Character and Responsibility.

Life Education: Reshaping Education for the Sake of Life

Life is the starting point as well as the primary aim of all educative activities. The essence of education is to create conditions to support the development of individual life, as Montessori (2004) famously said that the purpose of education is to foster the healthy development of force of life in children, and that education is everything that has the potential to boost their vitality. Successful education allows students to grow in an autonomy-supportive environment and learn to appreciate, respect, and treasure life while acquiring academic knowledge. This is the fundamental responsibility of education (Lansdown, 2005). Pointless are the seemingly great accomplishments of the individual who has no idea of meaning in life; likewise, any education that fails to assure the healthy development of individual life is ineffective, no matter how advanced it appears.