School-based Courses Research Articles

Research on the Effectiveness of Vocational Education in Special Education School

The importance of vocational education curriculum setting in special education schools cannot be ignored. On the basis of following the teaching purpose, schools need to plan school-based courses conducive to the lifelong development of students according to their own development needs. The curriculum arrangement should take students as the main body, pay attention to their long-term development needs, and provide students with more opportunities for active participation and hands-on practice, so as to cultivate their social practical skills and good habits. The overall teaching arrangement should reflect a scientific, reasonable, holistic, and practical teaching structure. In view of this, this article will analyze the effectiveness of vocational education in special education schools and put forward some strategies for reference.

Study on After-school Services in Primary Schools in the Context of "Double Reduction"

With the introduction of the "Double Reduction" policy by the Chinese Government and the State Council, after-school services have emerged and become more popular. Parents' basic working hours conflict with their children's after-school hours, making it impossible for them to pick up their children on time. In addition, due to the generally low literacy level of parents, there is a lack of professional leadership in their children's education and growth, and it is even more difficult to tutor their children's studies. In view of this, the author conducted an innovative research on after-school service and actively explored the practical measures of primary school after-school service in the mobile Internet environment. Investigated the current situation of after-school services in primary schools, analysed the prospects of implementing after-school services through the mobile Internet environment, explored measures such as carrying out thematic mini-lectures, developing special school-based courses, classifying and pushing fables and celebrity stories, developing mini-games and designing comprehensive mini-practices, etc., and pushed the implementation through the mobile Internet, which received good results and effectively made up for the shortcomings of parents' only needs and traditional after-school services.

A model study of teaching method reform of computer laboratory course integrating internet of things technology.

The Internet of Things (IoT) is gradually changing the way teaching and learning take place in on-campus programs. In particular, face capture services improve student concentration to create an efficient classroom atmosphere by using face recognition algorithms that support end devices. However, reducing response latency and executing face analysis services effectively in real-time is still challenging. For this reason, this paper proposed a pedagogical model of face recognition for IoT devices based on edge computing (TFREC). Specifically, this research first proposed an IoT service-based face capture algorithm to optimize the accuracy of face recognition. In addition, the service deployment method based on edge computing is proposed in this paper to obtain the best deployment strategy and reduce the latency of the algorithm. Finally, the comparative experimental results demonstrate that TFREC has 98.3% accuracy in face recognition and 72 milliseconds in terms of service response time. This research is significant for advancing the optimization of teaching methods in school-based courses, meanwhile, providing beneficial insights for the application of face recognition and edge computing in the field of education.

Investigation into the Promotion and Instruction of Chinese Traditional Music in Liaocheng Peiwen School of Peking University

This research investigates the promotion and instruction of Chinese Traditional music in Liaocheng Peiwen School of Peking University. The first author, an alum with a decade of pedagogical experience, examined the challenges faced by private schools in providing tailored regulatory frameworks for Chinese Traditional music education. We share practical experience, drawing on the successful establishment of the school-based course "Chinese Folk Music and Geography." As the course is offered each year during the geography exam for students in their second year of junior high school, singing folk songs while learning geography enables students to explore China's beautiful landscapes while broadening their horizons. Students can understand the connection between folk music and geography, assisting their preparation for the exam.

Six-week grit training course reduces school bullying: A quasi-experimental study

ObjectiveTo investigate the effectiveness of intervention programs in reducing school bullying, a 6-week series of grit training courses was designed and developed.MethodsUsing a quasi-experimental design, 163 middle school students were selected as the experimental group and 201 middle school students as the control group to test the implementation effect of the grit training course.ResultsThe intervention program significantly reduced the traditional bullying behavior of the bullies and the traditional victimization of victims.ConclusionThe 6-week grit course has produced positive results in reducing school bullying. In the future, school-based courses with the theme of grit can be designed to achieve the purpose of preventing school bullying by improving the positive qualities of individuals.

Application of Sustainable Education Innovation in the Integrated Teaching of Theory and Practice Adopted in the Auto Chassis Course

With the swift advancement of the auto repair industry, the demand for relevant talents and professionals in auto repair is thereby increasing steadily. Meanwhile, due to higher and higher expectations and requirements from contemporary society towards these professionals, it is a must to continuously reform the course teaching mode adopted for the auto repair specialists in the secondary vocational schools to adapt to the market needs ultimately. The study’s primary aim was to investigate the application of sustainable education innovation in the integrated teaching of theory and practice adopted in the auto chassis course. Some research tools such as fuzzy Delphi method, fuzzy failure mode and effect analysis (FFMEA), and theory of inventive problem‐solving (TRIZ) have been employed during the research process. After surveying and collecting the security incidents, which occurred in the integrated teaching of theory and practice adopted in the automobile chassis course, the presented reality that teachers were reluctant to accept the integrated teaching of theory and practice, and the deficiencies sensed in the school‐enterprise engagement; the researcher firstly obtained the risk priority number (RPN) of each deficiency above via fuzzy failure mode and effect analysis (FFMEA) and accordingly expounded how TRIZ was applied under this circumstance. Furthermore, the conflicts among the enterprise, school, teachers, and students were explored in sequence utilizing technical contradiction solutions. Henceforth, three strategies were generated and proposed aimed at enhancing the integrated course teaching of theory and practice for the automobile chassis major: (1) hardware construction, involving the construction of not only the teaching workplace and teaching equipment but also teaching faculty training; (2) resource construction, along with the construction of school‐based courses; and (3) improvement of classroom teaching. At the last stage, the three advancement strategies' validity was verified based on the implementation of a six‐month remedial period.

Development on the Learning Module of School-Based Supervision Course for Master Degree Students, Majoring Educational Administration in Thailand

This paper described the development process and evaluations of a learning module, School-based Supervision of Students (ED8013307), of master's degree students in Educational Administration during the academic year 2019 at Northeastern University, Khon Kaen, Thailand. The results of the learning module found the efficiency of the learning module was higher than the specified criterion of 80/80, both in the action process (84.76) and in the efficiency of knowledge (82.16). The developed module had its quality, propriety, congruence, feasibility and utility at the highest level. The effectiveness index in students’ learning management was 0.7578 indicated the increasing knowledge of the students at 75.78% as their learning achievement-test was significantly higher than the pre-test at 0.05. Beside these, there were no significant differences between pre-test and post-test learning achievement after 2 weeks indicating that they have had their learning retention. The students expressed overall satisfaction with the learning module at the highest level.

Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan

The purpose of this study is to understand the central phenomenon of teacher professionalism, identify the perceptions of teacher professionalism and what factors contribute to or inhibit teacher professionalism. The main research question of this study is how do Nazarbayev Intellectual Schools teachers perceive teacher professionalism in the school? Subsidiary research questions were addressed in order to reach the purpose of the study: what are the teachers’ perceptions of the factors that contribute to teacher professionalism at school?and what are their perceptions of the factors that inhibit teacher professionalism? Semi-structured interviews were conducted with ten participants and analyzed with the help of thematic coding and interpretation. The researcher used purposeful sampling. The study is significant because it voices teachers’ perceptions of how teacher professionalism is defined in the educational system of independent Kazakhstan as well as in the Central Asia region. The research findings revealed that teacher professionalism in Kazakhstan is a complex notion that comprises various aspects of teaching and learning including commitment to the profession, school-based courses, professional learning communities, and supportive work environment. There are also certain factors that inhibit professionalism including lack of time-management skills, lack of motivation, burnout and paperwork. The study has limitations as only ten participants shared their perspectives on teacher professionalism. Future studies could extend the research by conducting a similar study in other Kazakhstani school contexts, or other schools in Central Asia, to explore other teachers’ perceptions regarding professionalism involving teachers of different subjects teaching in rural and urban areas.

Four different assessment practices: how university teachers handle the field of tension between professional responsibility and professional accountability

Various efforts have been made in higher education in Sweden to meet the demand for more transparent governance and increased efficiency and quality. The purpose of this article is to investigate how university teachers handle standardized models for assessment and examination and orientate in this field of tension between professional responsibility and professional accountability. This study examines school-based courses in teacher education programs at a university and is based on observations from 20 seminars, 10 interviews with university teachers, and 11 focus group interviews with 55 students. The results show that university teachers interpret governing documents in different ways leading to a lack of equivalence. Within one course, four assessment practices are identified: governance as confirmation, governance with need for reinforcement, governance as distrust, and governance as others’ responsibility. This study reveals the variation in university teachers’ professional assessment practices that challenge and interplay with the context of a curriculum in different ways. Aspects of the university teachers’ professional obligation are under tension in the context of a more pronounced accountability. University teachers’ professional assessment practices emerges as fragmented in terms of what professional responsibility includes and what professional discretion involves.

Development and Practice on School-Based Chemistry Course of Chaoshan Gongfu Tea

Development and Practice on School-Based Chemistry Course of Chaoshan Gongfu Tea

Detecting the effect of student engagement in an SVVR school-based course on higher level competence development in elementary schools by SEM

ABSTRACT This research aims to explore the latent effect of elementary student engagement in a Spherical Video-based Virtual Reality (SVVR) environment for a school-based course on higher level competence development. Student engagement and higher level competence development were investigated using a valid sample of 324 students from five elementary schools in China. Factor analysis and Structural Equation Modeling (SEM) were used to analyze the data. The fitness of the items for each scale of the student engagement survey and higher level competence development survey indicated a sufficient fit and also confirmed the questionnaire’s structure. The relevant factors of student engagement promote their higher level competence development in the model. The SEM analysis shows that student engagement has a significant positive impact on higher level competence development. The findings could be a good reference for those who intend to develop a specific topic of school-based courses on technology for fostering students’ higher level competence development.

Investigation and Analysis of Establishing School-based Courses in Middle Schools in Suburbs of Qingdao

Investigation and Analysis of Establishing School-based Courses in Middle Schools in Suburbs of Qingdao

Design and Implementation of Characteristic School-based Courses Based on Modern Curriculum Theory

The development of school-based courses has gradually become regional and characteristic under the impact of foreign advanced educational concept in combination with the new round of course reform. It is required to design and implement special supplementary courses based on “student-centered course theory”, interest expansion courses based on “disciplinary structure course theory” and series of study tour courses based on “social reform course theory" according to modern course theory so as to form characteristic school-based courses, guide practice with theory and develop theory with practice through standardized implementation management so as to promote sustainable development of characteristic course.

Retrieving the forgotten influence of Herbart on subject English

Purpose The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course. Design/methodology/approach Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course. Findings The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course. Research limitations/implications This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum. Practical implications The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas. Social implications Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum. Originality/value This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.

Developing a university contribution to teacher education: creating an analytical space for learning narratives

What might a distinct university contribution to teacher education look like? This paper tracks a group of prospective teachers making the transition from undergraduate to teacher on a one-year school-based postgraduate course. The study employs a practitioner research methodological framework where teacher learning is understood as a process of developing and evaluating self-representations. Students persistently revised a story of ‘Who I am becoming’, referenced to evolving notions of pedagogic subject knowledge. University sessions provided a platform for students to share and discuss their experiences in schools and reflect upon the research process as it occurred. Our findings suggest this approach enables student teachers to account for their learning in more nuanced and sophisticated ways where time for university-based reflection is restricted. The theoretical perspective draws on the psychoanalytic theory of Jacques Lacan. Subjectivity is conceptualized not as fixed but persistently re-produced in an increasingly analytical developmental perspective. Data comprise reflective and analytical material produced by students at successive stages of the course, where this material provides temporal reference points for them in tracking and asserting their own development. The paper provides a methodological framework for teacher education informed by critically reflective constructions of the process through which individuals become teachers.

Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, “Mechanisms of Human Disease.” Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master’s: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises.

Scoping Review of Research on the Effectiveness of Food-Safety Education Interventions Directed at Consumers.

Improper food handling by consumers at home is a major cause of foodborne illness. Therefore, effective education strategies are essential to change consumers' food safety attitudes and behaviors. The purpose of this scoping review was to identify and characterize primary literature examining the effectiveness of consumer food-safety education interventions. Ten bibliographic databases were searched using a comprehensive search strategy. Citations were identified; two reviewers screened them for relevance and characterized relevant articles. To ensure results would be applicable to end users, stakeholders were engaged to provide input on the review scope, methods, and results. We identified 246 relevant articles, of which 150 were quantitative, 66 qualitative, and 30 mixed-method research studies. Most studies (64.2%) were published in the United States, using an uncontrolled before-and-after study design (31.3%), and investigated the effectiveness of community-based training sessions and workshops (52.0%). Research gaps were found in the number of randomized controlled studies conducted, academic- and school-based courses and curricula investigated, and interventions targeting high-risk populations (e.g., pregnant women, those who are immunocompromised) and using new media channels (e.g., social media). Key opportunities to enhance the utility of future primary research investigating consumer food-safety interventions include the following: using studies based on behavior-change theories and formative research; engaging the target population in the research; using validated instruments to measures outcomes; and reporting intervention characteristics and outcomes completely. Results of this review can be used to prioritize future primary research and decision-making in this area.

MOOC integration into secondary school courses

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students.

Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling

In the framework of teacher’s approaches to teaching, this study investigates the relationship between student-related variables (i.e., study time, class absence, domain knowledge, and homework completion), students’ approaches to learning, and teachers’ approaches to teaching using structural equation modeling (SEM) with two independent data samples. The participants were 61 biology teachers and their corresponding 1,518 high school students (12th grade). The first sample was used to fit the model, and the second sample was used to analyze the consistency of the data derived from the first sample. Using a two-level SEM analysis, we established whether the effects found at the individual level varied significantly at class level. The students’ approaches to learning were related to the teachers’ approaches to teaching as a function of the hypotheses established in the model, although the effect size was smaller than expected. However, approximately 48 % of the variance of the surface approach and 46 % of the deep approach sat at class level. At the individual level, the results of this study suggest that students’ approaches to learning significantly explain their teachers’ approaches to teaching and, thus, constitute important contextual variables. At the class level, the way students learn appears to be closely associated with class-related variables. Our data stresses the importance of promoting educational opportunities (e.g., school-based courses) for teachers to reflect upon the teaching methodologies used in class.

An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used these tools to adapt course components to students' expressed cross-cultural needs. Highlighted themes from the data included the importance of continual cross-cultural competency development in school psychology training programs. Other questions raised from the case study included how to extend a practitioner's cross-cultural development beyond formal training.