Pub Date : 2018-06-01DOI: 10.20533/IJTIE.2047.0533.2018.0146
E. Witkowska, B. Witkowski, L. Goczek
The aim of this paper is to investigate the relationship between education expenditures and psychosocial factors on school performance using dataset from Programme for International Student Assessment (PISA) 2015 tests. PISA is the most comprehensive and rigorous international programme assessing students' performance and collects data on the student, family and institutional factors. PISA tests are conducted every three years in all OECD countries, as well as dozens of partner countries, assessing the performance of 15-year-olds students. In our paper, the relationship between education expenditures, class size and students’ well-being and school stress level as well as gender gap are discussed. Effect sizes for students from selected participating country as well as for boys and girls separately, are estimated. Gender gaps for each domain are assessed and further discussed. Likewise, in earlier studies, gap differences were the most considerable in case of mathematics with boys scoring higher, slightly less in case of reading comprehension with girls scoring higher and the smallest in case of science. Similarity to previous findings. Class sizes prove to be the less significant factor explaining performance differences whereas extracurricular activities are significant but the size of the effect differs among countries.
{"title":"Education Expenditures, Psychosocial Factors and School Performance: Evidence form Evidence from 2015 Programme for International Student Assessment","authors":"E. Witkowska, B. Witkowski, L. Goczek","doi":"10.20533/IJTIE.2047.0533.2018.0146","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0146","url":null,"abstract":"The aim of this paper is to investigate the relationship between education expenditures and psychosocial factors on school performance using dataset from Programme for International Student Assessment (PISA) 2015 tests. PISA is the most comprehensive and rigorous international programme assessing students' performance and collects data on the student, family and institutional factors. PISA tests are conducted every three years in all OECD countries, as well as dozens of partner countries, assessing the performance of 15-year-olds students. In our paper, the relationship between education expenditures, class size and students’ well-being and school stress level as well as gender gap are discussed. Effect sizes for students from selected participating country as well as for boys and girls separately, are estimated. Gender gaps for each domain are assessed and further discussed. Likewise, in earlier studies, gap differences were the most considerable in case of mathematics with boys scoring higher, slightly less in case of reading comprehension with girls scoring higher and the smallest in case of science. Similarity to previous findings. Class sizes prove to be the less significant factor explaining performance differences whereas extracurricular activities are significant but the size of the effect differs among countries.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128815442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/IJTIE.2047.0533.2018.0149
M. Meriläinen, M. Piispanen
The changing society sets teacher training, its learning environments and teacher’s challenges, which require transforming the operational cultures and broadening the ways, that learning environments are seen and understood. Change in the operational culture requires, above all, the teachers to function and network in new ways to achieve a new kind of understanding and internalization of learning environments and pedagogy. Pedagogical development is primarily important as the concepts of learning, essential information, education and world are rapidly changing. Study modules that are based on new kinds of pedagogical models increase the accessibility of university studies and give individuals better possibilities for lifelong learning. Class teachers’ adult education is developing learning environments with emphasis on elearning. Adult students’ life situations pose challenges to full-time attendance, and this has been seen as a possibility to develop class teacher educators’ pedagogical abilities in planning, developing, and using transformational e-learning methods and new pedagogical models. The 25 years of class teachers’ adult education has been based on the students’ physical attendance. Now, taking into consideration the students’ needs and hopes, we are developing ‘distance attendance’ alternatives for physical attendance. In this article we describe a blended learning study module that was carried out in class teachers’ adult education. It offered the students versatile, unique, individual and communal possibilities to fully study in authentic contextual environments, exploiting virtual tools. The goal of the planning of this module was to create a learning environment that would give a student an optimal learning experience (Creative Work Flows for Learning) in versatile, authentic, e-learning environments. In the study, the ubiquitous learning model was tried out in a 6 credits’ study module for class teachers’ adult education that was based on the principles of transformational pedagogy (OED). The module was carried out in flexible and versatile learning environments based on transformational pedagogy, where knowledge also included command of the 21st century teaching skills 21. [27] The theoretical framework of the study module followed the model of contextualpedagogical model [22]. The study module, that was based on a strong pedagogical ground, offered the students a possibility to not only choose a suitable time for studying, but also to acquire transversal competences which are linked to transformational pedagogy, as a part of an authentic learning experience.
{"title":"Ubiquitous Learning in Appropriate Learning Environments","authors":"M. Meriläinen, M. Piispanen","doi":"10.20533/IJTIE.2047.0533.2018.0149","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0149","url":null,"abstract":"The changing society sets teacher training, its learning environments and teacher’s challenges, which require transforming the operational cultures and broadening the ways, that learning environments are seen and understood. Change in the operational culture requires, above all, the teachers to function and network in new ways to achieve a new kind of understanding and internalization of learning environments and pedagogy. Pedagogical development is primarily important as the concepts of learning, essential information, education and world are rapidly changing. Study modules that are based on new kinds of pedagogical models increase the accessibility of university studies and give individuals better possibilities for lifelong learning. Class teachers’ adult education is developing learning environments with emphasis on elearning. Adult students’ life situations pose challenges to full-time attendance, and this has been seen as a possibility to develop class teacher educators’ pedagogical abilities in planning, developing, and using transformational e-learning methods and new pedagogical models. The 25 years of class teachers’ adult education has been based on the students’ physical attendance. Now, taking into consideration the students’ needs and hopes, we are developing ‘distance attendance’ alternatives for physical attendance. In this article we describe a blended learning study module that was carried out in class teachers’ adult education. It offered the students versatile, unique, individual and communal possibilities to fully study in authentic contextual environments, exploiting virtual tools. The goal of the planning of this module was to create a learning environment that would give a student an optimal learning experience (Creative Work Flows for Learning) in versatile, authentic, e-learning environments. In the study, the ubiquitous learning model was tried out in a 6 credits’ study module for class teachers’ adult education that was based on the principles of transformational pedagogy (OED). The module was carried out in flexible and versatile learning environments based on transformational pedagogy, where knowledge also included command of the 21st century teaching skills 21. [27] The theoretical framework of the study module followed the model of contextualpedagogical model [22]. The study module, that was based on a strong pedagogical ground, offered the students a possibility to not only choose a suitable time for studying, but also to acquire transversal competences which are linked to transformational pedagogy, as a part of an authentic learning experience.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115860609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/IJTIE.2047.0533.2018.0145
Rebecca A. Godwin, T. Hann, Karin Sandmel
This paper presents and utilizes a method to explore and describe a school using the voices of those within it. Six case studies of students with special needs attending a special education day school in the United States provide data for the analysis. Qualitative coding of student-cited elements of the school allows for categorization of the elements by degree of collective awareness by students. The analysis reveals the elements at the forefront of student focus, ranging from academic content structure to cultural and environmental contexts of the school. These elements are presented as a holistic conceptualization of the school experience, drawing attention to voices and perspectives that are often overlooked when describing schools through quantitative external accountability measures. Implications for educational research, accountability systems, and school improvement efforts are discussed.
{"title":"Examining School Elements through Collective Awareness: A Case Study of Six Students at a Special Education Day School","authors":"Rebecca A. Godwin, T. Hann, Karin Sandmel","doi":"10.20533/IJTIE.2047.0533.2018.0145","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0145","url":null,"abstract":"This paper presents and utilizes a method to explore and describe a school using the voices of those within it. Six case studies of students with special needs attending a special education day school in the United States provide data for the analysis. Qualitative coding of student-cited elements of the school allows for categorization of the elements by degree of collective awareness by students. The analysis reveals the elements at the forefront of student focus, ranging from academic content structure to cultural and environmental contexts of the school. These elements are presented as a holistic conceptualization of the school experience, drawing attention to voices and perspectives that are often overlooked when describing schools through quantitative external accountability measures. Implications for educational research, accountability systems, and school improvement efforts are discussed.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121607648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/ijtie.2047.0533.2018.0147
E. Stockwell
The aim of this study was to investigate whether WebQuest activities could help students to understand various cultural contexts, with the goal of eventually improving their intercultural competence. The current study took place in in a private university in Japan, and utilized in-class WebQuest activities to promote students’ participation in group and class discussions for critical reflection and self-assessment. Regarding education for intercultural competence, it focused on improving students’ critical reflections and ability to self-assess their cultural standpoints through group and class discussion based on the WebQuest activities. The study used quantitative data collection methods along with analyses of students’ reflections in their written and oral performances. The quantitative data were collected through preand post-surveys and an adapted version of the GENE (Generalized Ethnocentrism) scale questionnaires and the Intercultural Communication Competence scale questionnaires. This study demonstrated that the WebQuest tasks and the discussions helped to deepen knowledge of cultural-general and cultural-specific concepts. In addition, through group and class discussion, students helped each other not only to understand the content of the course but also to practice empathy in special situations in other cultures as explaining and sharing their understanding.
{"title":"Revisiting WebQuests to Develop Intercultural Communication Competence","authors":"E. Stockwell","doi":"10.20533/ijtie.2047.0533.2018.0147","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2018.0147","url":null,"abstract":"The aim of this study was to investigate whether WebQuest activities could help students to understand various cultural contexts, with the goal of eventually improving their intercultural competence. The current study took place in in a private university in Japan, and utilized in-class WebQuest activities to promote students’ participation in group and class discussions for critical reflection and self-assessment. Regarding education for intercultural competence, it focused on improving students’ critical reflections and ability to self-assess their cultural standpoints through group and class discussion based on the WebQuest activities. The study used quantitative data collection methods along with analyses of students’ reflections in their written and oral performances. The quantitative data were collected through preand post-surveys and an adapted version of the GENE (Generalized Ethnocentrism) scale questionnaires and the Intercultural Communication Competence scale questionnaires. This study demonstrated that the WebQuest tasks and the discussions helped to deepen knowledge of cultural-general and cultural-specific concepts. In addition, through group and class discussion, students helped each other not only to understand the content of the course but also to practice empathy in special situations in other cultures as explaining and sharing their understanding.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130115223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/ijtie.2047.0533.2018.0148
D. Foley
In the US, most students with disabilities are fully included; that is, 80% or more of their education takes place in general education classrooms. Middle and secondary teachers generally feel unprepared to teach students with disabilities and other learning vulnerabilities, especially as they are just entering the field. Changes in curriculum, instructional methods and field-based practical experiences in a training program in a state with high rates of student with special needs, and other learning differences and vulnerabilities are described. Results of the culminating assignment, Differentiated Lessons incorporating Universal Design for Learning principles and evidence-based strategies suggest that expectations for student learner outcomes were met; however, there is room for improvement. Crosscurriculum exemplars are provided. Next steps including planned adjustments to narrow the teacher preparation versus reality gap are discussed.
{"title":"Improving Middle and Secondary Teacher Preparation for Inclusion: First Lessons Planned, Lessons Learned","authors":"D. Foley","doi":"10.20533/ijtie.2047.0533.2018.0148","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2018.0148","url":null,"abstract":"In the US, most students with disabilities are fully included; that is, 80% or more of their education takes place in general education classrooms. Middle and secondary teachers generally feel unprepared to teach students with disabilities and other learning vulnerabilities, especially as they are just entering the field. Changes in curriculum, instructional methods and field-based practical experiences in a training program in a state with high rates of student with special needs, and other learning differences and vulnerabilities are described. Results of the culminating assignment, Differentiated Lessons incorporating Universal Design for Learning principles and evidence-based strategies suggest that expectations for student learner outcomes were met; however, there is room for improvement. Crosscurriculum exemplars are provided. Next steps including planned adjustments to narrow the teacher preparation versus reality gap are discussed.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131624320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/IJTIE.2047.0533.2018.0144
M. Gaspar, T. Ventura
The action-research project [1] that supports the present paper intended to verify if creativity in Fine Arts contributes to scholar inclusion of students with autism spectrum disorders (ASD). The inductive process was based on semi-structured interviews to teachers involved in the educational process of the pupil and to parents, and also on direct participant observation of the action, as privileged means of investigation. The results obtained showed that the use of strategies of the scope of the Visual Arts, the creative / proactive attitude and the partnership between all the teachers, contributed to the development of communication / expression of the pupil, promoting mutual assistance, and increasing his socialization and inclusion. Thus stresses the great importance of sharing of information, experiences and strategies among all those involved in the teaching-learning process of these pupils.
{"title":"Inclusion of Pupils with Autism Spectrum Disorder: Art Education Strategies and Peer Collaboration - A Case Study in Lisbon, Portugal","authors":"M. Gaspar, T. Ventura","doi":"10.20533/IJTIE.2047.0533.2018.0144","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0144","url":null,"abstract":"The action-research project [1] that supports the present paper intended to verify if creativity in Fine Arts contributes to scholar inclusion of students with autism spectrum disorders (ASD). The inductive process was based on semi-structured interviews to teachers involved in the educational process of the pupil and to parents, and also on direct participant observation of the action, as privileged means of investigation. The results obtained showed that the use of strategies of the scope of the Visual Arts, the creative / proactive attitude and the partnership between all the teachers, contributed to the development of communication / expression of the pupil, promoting mutual assistance, and increasing his socialization and inclusion. Thus stresses the great importance of sharing of information, experiences and strategies among all those involved in the teaching-learning process of these pupils.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117090417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/ijtie.2047.0533.2018.0153
K. Cramer, C. Ross, Lisa Plant, Rebecca Pschibul
A key roadblock in students’ success in higher education involves a lack of preparedness. That is, students may be ill-equipped for demands inherent in the pursuit of an academic degree (such as managing one’s time, taking class notes, and preparing for examinations). To address these missing resources, educators have turned to offering students learning modules as face-to-face or online educational supplements. Two studies were conducted to investigate both the usefulness and effectiveness of learning modules for students in an introductory psychology course. Specifically, we compared students’ midterm and examination scores by those who received two modular skill sets (both examination-taking strategies and time management) before or after the course midterm. Students’ relative levels of each of perceived motivation, interest, and effectiveness of the modules were measured at the conclusion of the course. Results showed a significant association between module receipt and improved performance on the midterm and final examination, regardless of when the modules were presented (that is, either before or after the midterm). Additionally, students who completed the modules indicated that they enjoyed them, scoring significantly higher on their final examination. Based on these results, we encourage instructors and educational developers to design and offer learning modules to students (in first-year courses in particular) to enhance student success across their college or university experience.
{"title":"Efficacy of Learning Modules to Enhance Study Skills","authors":"K. Cramer, C. Ross, Lisa Plant, Rebecca Pschibul","doi":"10.20533/ijtie.2047.0533.2018.0153","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2018.0153","url":null,"abstract":"A key roadblock in students’ success in higher education involves a lack of preparedness. That is, students may be ill-equipped for demands inherent in the pursuit of an academic degree (such as managing one’s time, taking class notes, and preparing for examinations). To address these missing resources, educators have turned to offering students learning modules as face-to-face or online educational supplements. Two studies were conducted to investigate both the usefulness and effectiveness of learning modules for students in an introductory psychology course. Specifically, we compared students’ midterm and examination scores by those who received two modular skill sets (both examination-taking strategies and time management) before or after the course midterm. Students’ relative levels of each of perceived motivation, interest, and effectiveness of the modules were measured at the conclusion of the course. Results showed a significant association between module receipt and improved performance on the midterm and final examination, regardless of when the modules were presented (that is, either before or after the midterm). Additionally, students who completed the modules indicated that they enjoyed them, scoring significantly higher on their final examination. Based on these results, we encourage instructors and educational developers to design and offer learning modules to students (in first-year courses in particular) to enhance student success across their college or university experience.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126478417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20533/ijtie.2047.0533.2023.0223
{"title":"Student Virtual Social Practices between China and Nepal","authors":"","doi":"10.20533/ijtie.2047.0533.2023.0223","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2023.0223","url":null,"abstract":"","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117102053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20533/ijtie.2047.0533.2023.0220
James A. Curiel, Ariana Curiel
{"title":"Comparing Black Business Owners in 1896 Philadelphia to Black Business Owners in 2022 Hampton Roads","authors":"James A. Curiel, Ariana Curiel","doi":"10.20533/ijtie.2047.0533.2023.0220","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2023.0220","url":null,"abstract":"","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126709694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20533/ijtie.2047.0533.2023.0222
Lusa Lo
{"title":"Think Outside the Box: Engaging and Empowering Immigrant Families of Students with Disabilities","authors":"Lusa Lo","doi":"10.20533/ijtie.2047.0533.2023.0222","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2023.0222","url":null,"abstract":"","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133252377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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