General Education Students Research Articles

The competence orientation of the natural science school education content as condition of all-round development of a personality

The article addresses an issue of structuring the natural science school education content and substantiates the trends of its modernization under orientation at the all-round development of a personality. The features of implementation of the crosscutting lines into the content of the basic courses reflecting socially and personally important ideas and relating the relevant key competencies are determined. The necessity of strengthening the competence orientation of the natural science component of the content of basic secondary education is substantiated. In particular, it is stressed the topicality of orientation towards a system of values and competencies that determine the ability to successfully operate in practical educational and life situations, to be responsible for his/her actions in nature and society. It is proved that updating of content is a condition for successful deployment of crosscutting content lines. Their mastery by students involves the use of methods and forms of instruction that maximize the activity, competence and personally oriented approaches aimed at solving practical learning and life situations, stimulate formative learning. The authors underlined that the increase of attention to the effective component of the content of education, strengthening its role in the formation of subject and key competences, specifying the state requirements to the training level of general education students in the educational field Natural Sciences are the main directions of modernization of school natural science education content.

Inclusion in the Greek Secondary School: Students’ Attitudes Concerning Their Peers With Special Educational Needs in the General Education.

Inclusion in the Greek Secondary School: Students’ Attitudes Concerning Their Peers With Special Educational Needs in the General Education. Tsakiridou, Helen; Polyzopoulou, Konstantia Abstract The present research is aimed to assess secondary general education students‟ attitudes concerning the inclusion of their peers with special educational needs and to reveal the determinants that are associated to their attitudes. The survey involved 1348 secondary students, who attend the Greek general school and completed the Chedoke - McMaster Attitudes Toward Children with Handicaps Scale, (CATCH), (Rosenbaum, et al., 1986). The results showed that students adopt generally neutral attitudes concerning their classmates with a special need. A complex of variables, like gender, school grade, year of birth, age, place of residence, contact with a friend with special needs, disability type, disability grade and having a member with disability in the family or in the extended family environmenthave a differentiating effect on students‟ attitudes on their peers with disability. The research underlined the importance of reinforcing children‟ s attitudes concerning their special needs peers, in order for the policy of inclusive education to be implemented successfully. Full Text: PDF DOI: 10.15640/jpbs.v7n1a10

ACOMPAÑAMIENTO PEDAGÓGICO PARA MEJORAR EL RENDIMIENTO ESCOLAR EN NIÑOS DE COMUNIDADES RURALES

The article presents a brief descriptive analysis of the pedagogical accompaniment and its incidence in the school performance of children in rural communities of several provinces of Ecuador.The objective of this study is to assess how the pedagogical accompaniment carried out to seventh grade students of Basic General Education in the subjects of Language and Literature and Mathematics, have allowed to improve the academic performance through an extracurricular process of feedback and academic support. To this end, surveys were applied to parents and documentary analysis of the pedagogical intervention reports executed; the results provide evidence of positive and statistically significant impacts. Academic support and the role of parents are key factors in the comprehensive education of children.

مستوى إسهام مديري مدارس التعليم العام في اكتشاف ورعاية الطلبة الموهوبين بأمانة العاصمة صنعاء

هدف البحث إلى التعرف على مستوى إسهام مديري مدارس التعليم العام في اكتشاف ورعاية الطلبة الموهوبين بأمانة العاصمة صنعاء، ولتحقيق أهداف البحث تم اعتماد المنهج الوصفي (التحليلي)، وتكون مجتمع البحث من جميع مديري ومديرات مدارس التعليم العام (الأساسية – الثانوية) الحكومية بأمانة العاصمة صنعاء والبالغ عددهم (597) مديرا ومديرة، وتم اختيار عينة بالطريقة العشوائية البسيطة من مختلف مديريات أمانة العاصمة صنعاء، حيث بلغ حجم عينة البحث (172) مديرا ومديرة، وتوصل البحث إلى النتائج التالية: حصلت المحاور ككل على متوسط حسابي (2.99)، وانحراف معياري (0.79)، وكان مستوى إسهام مديري مدارس التعليم العام بأمانة العاصمة صنعاء في اكتشاف ورعاية الموهوبين (متوسطة). لا توجد فروق دالة إحصائيا بين استجابات أفراد عينة البحث لمستوى إسهام مديري مدارس التعليم العام في اكتشاف ورعاية الموهوبين بأمانة العاصمة صنعاء تعزى لمتغيرات البحث المتعلقة بـ(نوع المدرسة – المرحلة التعليمية – سنوات الخبرة في العمل الإداري). الكلمات المفتاحية: مستوى إسهام، الإدارة المدرسية، اكتشاف ورعاية الموهوبين.

Level of School Managers’ Contribution to Discovering and Supporting Gifted Students in General Education in Sana’a

This research study aimed to identify the level of contribution of general education schools managers in discovering and supporting gifted students in Sana'a city. To achieve the objectives of the research, the descriptive analytical approach was adopted. The research population was (597) principals covering all principals of general education schools (basic and secondary) in Sana’a city. (172) male and female principals were randomly selected. The study revealed that all the areas of the questionnaire had a mean of (2.99) and a standard deviation of (0.79). The level of principals’ contribution to discovering and supporting gifted students was medium. There were no statistically significant differences between respondents’ answers regarding the level of principals’ contribution to the discovery and support of gifted students in Sana’a city, attributed to the variables of type of school, education stage and years of experience in school management.
 Keywords: Level of contribution, The school management, Discovering and supporting gifted students.

Развитие исследовательских умений задачами реальной математики в элективном курсе предпрофильной подготовки учащихся

The program of the elective course “Development of research skills in real mathematics” is recommended for the pre-profi le training of the 9th grade students in basic general education. The course does much to promote the formation of mathematical literacy, the development of intellectual skills and mentality qualities typical for mathematical activity and necessary for a person to live in modern society and solve practical problems. The leading type of educational activity of schoolchildren is the project and research activities to solve problems of applied orientation. The article presents the curriculum of the course, its content, types of lessons and forms of control. The forms of training in the organization of research activities of students are defi ned. The project method is recommended as the main learning method.

Concurrent direct assessment of foundation skills for general education

PurposeThere is considerable agreement around the foundation skills required by employers that will enable graduates to integrate and devise promising solutions for the challenges faced by knowledge and globalized societies. These are life skills (communication skills, teamwork and leadership skills, language skills in reading and writing and information literacy), transferable skills (such as problem-solving, including critical thinking, creativity and quantitative reasoning) and technology skills (search for knowledge and build upon it). Foundation skills, however, are recognized to be difficult both to teach and assess. This paper aims to describe a performance assessment method to assess and measure these skills in a uniquely concurrent way – the General Education Foundation Skills Assessment (GEFSA).Design/methodology/approachThe GEFSA framework comprises a scenario/case describing an unresolved contemporary issue, which engages student groups in online discussions, and a task-specific analytic rubric to concurrently assess the extent to which students have attained the targeted foundation skills. The method was applied in three semesters – during 2016 and 2017. These students were non-native English speaking students in a General Education program at a university in the UAE.FindingsResults obtained from the rubric for each foundation skill were analyzed and interpreted to ensure robustness of method and tool usability and reliability, provide insight into, and commentary on, the respective skill attainment levels and assist in establishing realistic target ranges for General Education student skill attainment. The results showed that the method is valid and provides valuable data for curriculum development.Originality/valueThis is the first method in published literature that directly assesses the foundation skills for General Education students simultaneously, thus providing educators with valuable data on the skill level of the students. Additionally, repeated use of the method is a valuable way of teaching skills.

Placement of former english language learners in middle schools: general education or dual language?

ABSTRACT Historically, many educators have attempted to help English Language Learners (ELLs) develop sufficient English skills to be reclassified so that they can be placed in general-education classrooms. At present, educators increasingly favor a policy of placing former ELLs in dual-language settings. But it remains unclear whether former ELLs in middle schools perform better academically in general-education (GE) or dual-language (DL) classrooms. Research was conducted to compare former ELLs placed in GE settings and those who remained in DL classrooms on state tests in English Language Arts (ELA) and math (n = 99) at the middle-school level. In both subjects, DL students outperformed GE students on two of four yearly test administrations following reclassification, and for ELA averaged across the four, with single-test effects stronger in math than ELA. GE students did not outperform DL students on any of eight tests. Calling into question policies favoring placement of former ELLs in GE classes, the results underscore the efficacy of continuing to use students’ home language in instruction following reclassification.

Case Studies in Critical Reflection Praxis in University Studies: The Stance and Dance

Abstract This article articulates the experience of three professors from different disciplines, teaching at three levels of University Studies, Portland State University's general education program, for whom the toggling between personal/professional critical practices and use of reflective practices in the classroom has led to transformative learning experiences for them and their students. It describes the specific reflective tools and methods they used for teaching and professional development, and considers the challenges to sustaining critical reflection and how those challenges might be addressed. The authors argue that critical reflection (CR) is an important practice for teachers and students of general education. In particular, CR engages the habits of mind and capacities, such as critical thinking, central to the goals of general education, as well as engaging the practical skills needed to procure jobs and succeed as professionals. As a professional practice for teachers, it contributes to improved and purposeful teaching methods and rationales, and can build rapport, trust, and credibility with students. Because CR takes time and practice, it is important for students to be exposed to many different methods and have opportunities to practice CR methods from a variety of disciplines/backgrounds throughout their general education.

Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

General Education Learning Outcomes and Demographic Correlates in University Students in Hong Kong

Although there are studies showing that higher education would benefit university students, empirical research that comprehensively assesses student general education learning outcomes and related demographic correlates based on longitudinal data is minimal, especially in the Chinese context. To address the research gaps, the present study was conducted to investigate learning outcomes amongst university students in one university in Hong Kong based on a four-year longitudinal design (N = 460). Four dimensions of student general education learning outcomes were measured, including effective reasoning and problem solving, leadership, moral character, and integration of learning. Results suggested a U-shaped pattern of student learning outcomes for most dimensions, with no improvement or even a decrement in the second year and a steady growth thereafter. While family background did not affect student development, gender showed a significant moderating effect on students’ development in two dimensions (i.e., effective reasoning and problem solving, and integration of learning). These findings suggest that students benefit from general education-embedded university study in multiple dimensions, especially after the first year of transition period. Practical implications of the findings and future research directions were also discussed.

The Impact of Career and Technical Education on Students With Disabilities

Evidence suggests that participating in career and technical education (CTE) in high school, on average, positively affects general education students when transitioning from education to the workforce. Yet, almost no large-scale causal research has explored whether academic benefits also accrue to students with disabilities in CTE. This omission is glaring given that students with disabilities participate in high school CTE programs at high rates. We use multiple years of administrative data from Massachusetts to estimate the effect of participating in CTE on the academic outcomes of students with disabilities. Compared with peers with similar disabilities who do not participate in CTE, students with disabilities in CTE programs perform comparably on standardized measures of student achievement but have higher probabilities of graduating from high school on time or earning industry-recognized certificates. Implications for policy and practice, particularly with regard to scaling access to similar programs, are discussed.

Inclusion of All Students in General Education? International Appeal for A More Temperate Approach to Inclusion

AbstractIncluding students with disabilities in general education when appropriate is an important goal of special education. However, inclusion is not as important as effective instruction, which must be the first concern of education, general or special. Full inclusion, the claim that all students with disabilities are best placed in general education with needed supports, is a world-wide issue. Full inclusion does not serve the best interests of all students with disabilities. Including all students in the common enterprise of learning is more important than where students are taught.

Incorporating Digital Technology in the General Education Classroom

The implementation of technology-based pedagogic practices is becoming increasingly significant in higher education as the admission of digital natives increase. This generation of students, so defined as digital natives because they grew up using computers, tablets, smart phones and other digital technology, show a high level of technological competence, but exhibit deficiencies in competencies related to digital academic tools.
 A group of activities which supports learning, and facilitates student academic success, were compiled in a 28-item challenge for beginning General Education students, as a part of a Life and Study Skills course. Each challenge invited students to access some aspect of digital technology which has the potential to increase their academic competence. The main aim of the exercise was to increase students’ digital academic literacy, exposing them to applications and ICT skills which would increase their efficiency, self-efficacy and accuracy in executing academic tasks. The technology tools used were aimed at accomplishing tasks such as group formation and communication, notetaking, information capture, summarization, synchronous and asynchronous collaboration on tasks, referencing, formatting, grammar check, plagiarism and assessment.
 Students were challenged to complete particular tasks using specific applications. A screenshot of each completed activity was submitted as evidence of task completion. Students were given 28 days to complete the tasks, after which they were required to do two quizzes, using learning platforms they were exposed to in the challenge, demonstrating their new found proficiencies.

المسئولیة الاجتماعیة وعلاقتها التنبؤیة بأزمة الهویة لدى طلبة التعلیم الثانوی العام والفنی Social Responsibility and its Predictive Relationship to the Identity Crisis in General and Technical Secondary Education Students

المستخلص: هدفت الدراسة الحالية إلى التعرف على إمکانية التنبؤ بأزمة الهوية من خلال المسئولية الاجتماعية لدى طلبة التعليم الثانوي العام والفني، وتکونت عينة الدراسة من 211 طالب وطالبة بالصف الأول الثانوي العام، وعدد 248 طالب وطالبة بالصف الأول الثانوي الفني (صناعي وزراعي وتجاري) الذين تراوحت أعمارهم بين 14 – 16 سنة، لديهم أزمة في الهوية وتمثلت أدوات الدراسة في مقياس أزمة الهوية (إعداد الباحثة)، ومقياس المسئولية الاجتماعية (إعداد الباحثة)، وتوصلت نتائج الدراسة إلى أنه: يمکن التنبؤ بأزمة الهوية لدى طلبة التعليم الثانوي العام والفني من خلال درجاتهم الکلية على المسئولية الاجتماعية، ويمکن التنبؤ بأزمة الهوية لدى طلبة التعليم الثانوي العام والفني من خلال درجاتهم على الأبعاد الفرعية للمسئولية الاجتماعية. Abstract: The present study aims to identify the predictability of the identity crisis through social responsibility in general and technical secondary education students. The study sample consisted of 211 students in the first grade of the general secondary and 248 students in the first grade of the technical secondary (industrial, agricultural and commercial) ranging in age from 14 to 16 years, have an identity crisis, The study used the following tools: The measure of identity crisis (prepared by the researcher), the social responsibility scale (prepared by the researcher), The results of the study showed that: the identity crisis in general and technical secondary education students can be predicted through their overall scores on social responsibility. The identity crisis in general and technical secondary education students can be predicted through their scores on the sub-dimensions of social responsibility.

Application of the theory of constructivism in designing lessons history for grades 4 and 5

Nowadays, like other students in general education, elementary students are not interested in history. The reason for this is not the fact that primary students do not love history, but because primary teachers are probably lacking in teaching methods and ways to help students love history. Applying the theory of constructivism in the design of history will help solve two fundamental problems of teaching history: Learners do not want to learn (due to boring, teaching methods are not attractive); The instructor has a new tool, a new approach to teaching history, and enhances student activeness.

Peers with special educational needs and students’ absences

In the United States, the federal Individuals with Disabilities Education Act (IDEA) specifies that students with disabilities should be educated in the “least restrictive environment,” yet little is known about how successfully schools have been able to apply appropriate supports, practices and resources so that all students benefit from inclusion. Using a quasi-experimental method and a longitudinal data-set provided by the Florida Department of Education that spans an eight-year panel from 2001 through 2009, this paper analyses the relationship between the density and diversity of peers with special educational needs and general education students’ absence rates in grades three through eight. Results show that a one standard deviation increase in the measure of special education peers is associated with an increase in general education students’ absences of .03 to .43 more days per year, depending on the empirical specification chosen. This represents as much as a five percent increase in the average student’s annual absences. Implications are discussed.

Progress Monitoring in Reading: Comparison of Weekly, Bimonthly, and Monthly Assessments for Students at Risk for Reading Difficulties in Grades 2–4

The present study examined the utility of two progress monitoring assessment schedules (bimonthly and monthly) as alternatives to monitoring once weekly with curriculum-based measurement in reading (CBM-R). General education students (N = 93) in Grades 2–4 who were at risk for reading difficulties but not yet receiving special education services had their progress monitored via three assessment schedules across 1 academic year. Four mixed-factorial analyses of variance tested the effect of progress monitoring schedule (weekly, bimonthly, monthly), grade (2, 3, and 4), and the interaction effect between schedule and grade on four progress monitoring outcomes: intercept, slope, standard error of the estimate, and standard error of the slope. Results indicated that (a) progress monitoring schedule significantly predicted each outcome, (b) grade predicted each progress monitoring outcome except the standard error of the slope, and (c) the effect of schedule on each outcome did not depend on students' grade levels. Overall, findings from this study reveal that collecting CBM-R data less frequently than weekly may be a viable option for educators monitoring the progress of students in Grades 2–4 who are at risk for reading difficulties.

Leadership for Equity and Inclusivity in Schools: The Cultural Work of Inclusive Schools

AbstractA set of schools located across the United States partnered with a federally funded inclusive schools systems approach to improving outcomes for all students—both general and special education students, including students with extensive support needs stemming from intellectual and developmental disabilities. Two years of data from the schools provided evidence of changes in specific school leadership practices. Schools that received targeted, feature-specific technical assistance in the Administrative Leadership domain improved their administrative leadership performance as measured by the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT). Improvements were noted in the two major aspects of leadership measurement: Strong and Engaged Site Leadership and Strong Educator Support System features. Improvements corresponded with higher achievement scores on English Language Arts and Math as measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. These results show promise for continued focus on improving school administrator leadership in order to install more inclusive systems of support for learning that are associated with higher levels of student achievement.

The effect of the Baybee model on reading comprehension among middle school students in the subject of reading

Despite the importance of reading, its decisive influence on the lives of individuals and groups, and the interest of the official authorities in teaching it, and developing tendencies towards it, the reality indicates a great weakness in acquiring its skills, whether performance or mental, and this reality indicates the low levels of general education students in reading comprehension in its patterns and levels. and that this weakness becomes more evident and widespread in patterns and higher levels of understanding (Moses, 2001, 80). The clear and distinct phenomenon is the presence of a weakness among students in understanding what they read, and the implications of this on their understanding of the contents of the prescribed study subjects, as well as what they read of texts and topics in books and scientific and literary magazines, and the impact of this on the formation of their knowledge experiences and their benefit from what they read.