There is a vast amount of data collected on e-learning platforms that can provide insight and guidance to both learners and educators. However, this data is rarely used for evaluation and understanding the learning process. Hence, to fill this gap in the literature this study explored the effect of online course design on students’ transfer and retention of knowledge through learning analytics. The aim was to reveal study behaviours of participants over a short time while exploring their academic performance. Using a mixed method approach, this research is conducted in two different countries in a limited time. The results showed that the more times students visited the learning module and the longer these visits, the higher the students’ transfer knowledge scores in this module. Most importantly, the only variable found to be a significant predictor of students’ transfer learning outcome was the number of sessions in the module website.
{"title":"Exploring the Effect of Online Course Design on Students’ Knowledge Transfer and Retention through Learning Analytics","authors":"Yasemin Gülbahar, M. Ibrahim, Rebecca Callaway","doi":"10.51383/jesma.2022.28","DOIUrl":"https://doi.org/10.51383/jesma.2022.28","url":null,"abstract":"There is a vast amount of data collected on e-learning platforms that can provide insight and guidance to both learners and educators. However, this data is rarely used for evaluation and understanding the learning process. Hence, to fill this gap in the literature this study explored the effect of online course design on students’ transfer and retention of knowledge through learning analytics. The aim was to reveal study behaviours of participants over a short time while exploring their academic performance. Using a mixed method approach, this research is conducted in two different countries in a limited time. The results showed that the more times students visited the learning module and the longer these visits, the higher the students’ transfer knowledge scores in this module. Most importantly, the only variable found to be a significant predictor of students’ transfer learning outcome was the number of sessions in the module website.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117018854","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}
Grounded in situated expectancy-value theory (SEVT), this study explored teacher beliefs about factors shaping task motivation among students with learning disabilities (LD). Analysis of individual interview and group discussions (using directed content and flexible coding approaches) indicated that middle school teachers saw the cultural milieu, beliefs of key socializers, student aptitudes characteristics, and prior experiences as influencing students with LDs’ expectancy of, and value for, success. Teachers believed that, over time, their students with LD had frequently found themselves in situations that promoted low expectancy and value for present-day academic success. These findings highlight the potential usefulness of SEVT as a tool for taking a longer-term view of reasons students with LD are (or are not) motivated to engage in academic tasks.
{"title":"Teacher Beliefs About Factors that Influence Motivation Among Adolescents with Learning Disabilities","authors":"Rebecca Louick","doi":"10.51383/jesma.2022.37","DOIUrl":"https://doi.org/10.51383/jesma.2022.37","url":null,"abstract":"Grounded in situated expectancy-value theory (SEVT), this study explored teacher beliefs about factors shaping task motivation among students with learning disabilities (LD). Analysis of individual interview and group discussions (using directed content and flexible coding approaches) indicated that middle school teachers saw the cultural milieu, beliefs of key socializers, student aptitudes characteristics, and prior experiences as influencing students with LDs’ expectancy of, and value for, success. Teachers believed that, over time, their students with LD had frequently found themselves in situations that promoted low expectancy and value for present-day academic success. These findings highlight the potential usefulness of SEVT as a tool for taking a longer-term view of reasons students with LD are (or are not) motivated to engage in academic tasks.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121397921","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}
Carla Sousa, J. Neves, Cátia Casimiro, Carlos Denner dos Santos, Patrícia Carmo, Joana Mendes, V. Bila
In general, deaf education is a relatively neglected field, which needs attention, if societies want to ensure that schools are inclusive spaces, where learning is accessible. The present paper supports the development of a game-based tangible resource for deaf preschoolers, through co-creation and participatory action research, operationalized by the inclusion of teachers and educators in the process. Two case studies were developed, one quantitative survey and five focus group co-creation sessions, involving Portuguese sign language teachers, special education teachers, and teachers with only hearing students. Twenty-four teachers and educators answered the online survey and 19 participated in the focus groups. The results obtained in this study reinforce the need for more pedagogical materials, accessible for deaf children and can support the discussion around co-creation, participation, and representation as potential strategies to ensure it. The broad discussions raised by teachers and educators about the specificities of the educational needs of deaf children, while reinforcing school as still a disabling environment, can also support this and future approaches around accessibility, through proactive and digital inclusion-driven frameworks.
{"title":"Exploring the Feasibility of Game-Based Tangible Resources in the Teaching of Deaf Preschoolers and their Hearing Peers","authors":"Carla Sousa, J. Neves, Cátia Casimiro, Carlos Denner dos Santos, Patrícia Carmo, Joana Mendes, V. Bila","doi":"10.51383/jesma.2022.34","DOIUrl":"https://doi.org/10.51383/jesma.2022.34","url":null,"abstract":"In general, deaf education is a relatively neglected field, which needs attention, if societies want to ensure that schools are inclusive spaces, where learning is accessible. The present paper supports the development of a game-based tangible resource for deaf preschoolers, through co-creation and participatory action research, operationalized by the inclusion of teachers and educators in the process. Two case studies were developed, one quantitative survey and five focus group co-creation sessions, involving Portuguese sign language teachers, special education teachers, and teachers with only hearing students. Twenty-four teachers and educators answered the online survey and 19 participated in the focus groups. The results obtained in this study reinforce the need for more pedagogical materials, accessible for deaf children and can support the discussion around co-creation, participation, and representation as potential strategies to ensure it. The broad discussions raised by teachers and educators about the specificities of the educational needs of deaf children, while reinforcing school as still a disabling environment, can also support this and future approaches around accessibility, through proactive and digital inclusion-driven frameworks.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126200760","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}
During the last three decades, the number of private schools in Turkey has increased sharply. Private schools have gained momentum, mainly from 2010, as the number of private schools has multiplied in all levels of education. and this in all levels of education, primary and secondary. This literature review aims to understand the main reasons for the development of private schools in Turkey over the last 20 years. Through the analysis of various scientific articles, several factors such as state policy, the incitement of international organizations, the increase of the middle class and change in the choice of parents, and the difficulty to provide quality public education have been identified as the cause of this phenomenon.
{"title":"The privatization of education in Turkey from the 2000s: between educational policies and strategies of local actors","authors":"E. Demirtas, Abdeljalil Akkari","doi":"10.51383/jesma.2022.13","DOIUrl":"https://doi.org/10.51383/jesma.2022.13","url":null,"abstract":"During the last three decades, the number of private schools in Turkey has increased sharply. Private schools have gained momentum, mainly from 2010, as the number of private schools has multiplied in all levels of education. and this in all levels of education, primary and secondary. This literature review aims to understand the main reasons for the development of private schools in Turkey over the last 20 years. Through the analysis of various scientific articles, several factors such as state policy, the incitement of international organizations, the increase of the middle class and change in the choice of parents, and the difficulty to provide quality public education have been identified as the cause of this phenomenon.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134032064","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}
Valid research is crucial for evaluating the effects of utilized practices, strategies, and interventions on learners with exceptionalities. In the United States, for the past several decades, considerable research and policies have focused on developing evidence-based practices (EBPs), evidence-informed programs, and other research-supported initiatives that intend to produce better outcomes for children with disabilities. However, past and current efforts to translate, transport, and close the research to practice gap have not successfully disseminated the growing list of evidence-based interventions, strategies, and programs routinely into practice. The gap between research and practice is particularly problematic in special education and early childhood special education (ECSE). Children and students with disabilities require highly effective instruction to reach their potential. This conceptual review paper provides an overview of EBPs in ECSE and elaborates on the research to practice gap and the related issues. The paper discusses the identification, implementation, and dissemination of EBPs that have been regarded as the challenges the field of ECSE faces in closing the research to practice gap. Finally, implications and recommendations for future research, practice, and policy are discussed.
{"title":"Evidence-Based, Empirically Supported, or Scientifically Unsupported? An Overview of the Research to Practice Gap in Early Childhood Special Education","authors":"Sara Movahedazarhouligh","doi":"10.51383/JESMA.2022.23","DOIUrl":"https://doi.org/10.51383/JESMA.2022.23","url":null,"abstract":"Valid research is crucial for evaluating the effects of utilized practices, strategies, and interventions on learners with exceptionalities. In the United States, for the past several decades, considerable research and policies have focused on developing evidence-based practices (EBPs), evidence-informed programs, and other research-supported initiatives that intend to produce better outcomes for children with disabilities. However, past and current efforts to translate, transport, and close the research to practice gap have not successfully disseminated the growing list of evidence-based interventions, strategies, and programs routinely into practice. The gap between research and practice is particularly problematic in special education and early childhood special education (ECSE). Children and students with disabilities require highly effective instruction to reach their potential. This conceptual review paper provides an overview of EBPs in ECSE and elaborates on the research to practice gap and the related issues. The paper discusses the identification, implementation, and dissemination of EBPs that have been regarded as the challenges the field of ECSE faces in closing the research to practice gap. Finally, implications and recommendations for future research, practice, and policy are discussed.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122038953","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}
David Santandreu Calonge, M. Connor, Patrik T. Hultberg, M. Shah, Pablo Medina Aguerrebere
The COVID-19 pandemic forced many higher education institutions to suddenly pause in-person teaching and learning in favor of Emergency Remote Teaching and Learning (ERTL). Strict social distancing measures required institutions to offer courses, programs, and services without any direct contact between students, faculty, and staff; higher education created a contactless teaching and learning environment. This exploratory study analyses various applications of ERTL through a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. The results from the review of the literature are presented through a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis for students, faculty, and the institutions.
{"title":"Contactless Higher Education: A SWOT Analysis of Emergency Remote Teaching and Learning during COVID-19","authors":"David Santandreu Calonge, M. Connor, Patrik T. Hultberg, M. Shah, Pablo Medina Aguerrebere","doi":"10.51383/JESMA.2022.22","DOIUrl":"https://doi.org/10.51383/JESMA.2022.22","url":null,"abstract":"The COVID-19 pandemic forced many higher education institutions to suddenly pause in-person teaching and learning in favor of Emergency Remote Teaching and Learning (ERTL). Strict social distancing measures required institutions to offer courses, programs, and services without any direct contact between students, faculty, and staff; higher education created a contactless teaching and learning environment. This exploratory study analyses various applications of ERTL through a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. The results from the review of the literature are presented through a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis for students, faculty, and the institutions.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114440930","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}
An ecological approach focuses on both population-level and individual-level determinants of health and interventions. It considers issues that are community-based and not just individually focused. It highlights people's interactions with their physical and sociocultural environments. This article discusses the purposes, shortcomings, and extensions of the ecological approach to public health to be more inclusive of interpersonal characteristics, education, and ultimately upstream solutions to correcting health inequities among disenfranchised communities. Briefs are discussed regarding the concepts of health psychology, victim blaming, geography, culture, and cooperate responsibility - and the impact of those concepts on the adoption and adherence of pro-active health campaigns.
{"title":"Concepts and Issues in Public Health Culture, Psychology, and the Ecological Approach","authors":"Colin G. Pennington","doi":"10.51383/jesma.2022.16","DOIUrl":"https://doi.org/10.51383/jesma.2022.16","url":null,"abstract":"An ecological approach focuses on both population-level and individual-level determinants of health and interventions. It considers issues that are community-based and not just individually focused. It highlights people's interactions with their physical and sociocultural environments. This article discusses the purposes, shortcomings, and extensions of the ecological approach to public health to be more inclusive of interpersonal characteristics, education, and ultimately upstream solutions to correcting health inequities among disenfranchised communities. Briefs are discussed regarding the concepts of health psychology, victim blaming, geography, culture, and cooperate responsibility - and the impact of those concepts on the adoption and adherence of pro-active health campaigns.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131077796","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}
Young people are inundated with all forms of media on a regular basis, including social media sites, television, music, movies, and literature. These forms of media often go unquestioned in the traditional classroom, as the United States does not value instruction in critical media literacy. This paper explicates the need for critical media literacy in the classroom through interviews with pre-teens and teenagers about their interactions with all forms of media, and questions how a university-school partnership might bring about change in the classroom.
{"title":"The Power and Possibilities for Young Viewers of Reality Television when Educators and Researchers Partner Together for Critical Media Literacy","authors":"Danielle Ligocki, Sylvia Sturgis","doi":"10.51383/jesma.2021.11","DOIUrl":"https://doi.org/10.51383/jesma.2021.11","url":null,"abstract":"Young people are inundated with all forms of media on a regular basis, including social media sites, television, music, movies, and literature. These forms of media often go unquestioned in the traditional classroom, as the United States does not value instruction in critical media literacy. This paper explicates the need for critical media literacy in the classroom through interviews with pre-teens and teenagers about their interactions with all forms of media, and questions how a university-school partnership might bring about change in the classroom.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133278594","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}
The purpose of this study was to explore how middle grades students percived their connectedness to nature. This study identified a middle grades population in Southern Appalachia and analyzed how the percieved nature and their role in it. The exploratory question that guided this study was, under what conditions can a talking circle model help illuminate how middle grade students perceive their connectedness to nature? The methodolgy used is a case study (Janesick, 2004; Rubin Rubin, 2005). The four competencies, as developed by the Center for Ecoliteracy (2009), are Head, Hand, Heart, and Spirit and were used in the organizatioin, coding, and analysis of the data. This study found that throughout the school year the students developed awareness of the role in the environement and what they can do to encourage sustainable practices.
本研究的目的是探讨初中生如何感知他们与自然的联系。本研究确定了阿巴拉契亚南部的一个中等年级人口，并分析了他们对自然的感知及其在其中的作用。指导本研究的探索性问题是，在什么条件下，谈话圈模型可以帮助阐明初中生如何感知他们与自然的联系?使用的方法是一个案例研究(Janesick, 2004;Rubin Rubin, 2005)。生态素养中心(Center for Ecoliteracy, 2009)开发的四种能力分别是“头脑”、“手”、“心”和“灵”，它们被用于数据的组织、编码和分析。这项研究发现，在整个学年中，学生们发展了对环境作用的认识，以及他们可以做些什么来鼓励可持续发展的做法。
{"title":"Middle Grade Students’ Perception of Their Connectedness to Nature: Application and Analysis of a Talking Circle Model","authors":"Gary Padgett, K. Bishop","doi":"10.51383/JESMA.2021.12","DOIUrl":"https://doi.org/10.51383/JESMA.2021.12","url":null,"abstract":"The purpose of this study was to explore how middle grades students percived their connectedness to nature. This study identified a middle grades population in Southern Appalachia and analyzed how the percieved nature and their role in it. The exploratory question that guided this study was, under what conditions can a talking circle model help illuminate how middle grade students perceive their connectedness to nature? The methodolgy used is a case study (Janesick, 2004; Rubin Rubin, 2005). The four competencies, as developed by the Center for Ecoliteracy (2009), are Head, Hand, Heart, and Spirit and were used in the organizatioin, coding, and analysis of the data. This study found that throughout the school year the students developed awareness of the role in the environement and what they can do to encourage sustainable practices.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123701411","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}
Although large-scale studies like PISA (OECD, 2019) and PIRLS (Hußmann et al., 2017) proved already in the beginning of the 2000s that students with a disadvantaged socio-economic background suffer from educational inequality in Germany, this situation has not changed significantly over the years: As it is evidenced by empirical educational research, those students still run a high risk to suffer from educational inequality compared to their fellow students without a disadvantaged socio-economic background (Pfeifer, 2017). But there is also a risk to experience educational inequality for students with immigrant/refugee background, as those two aspects are highly correlated, which is a challenge for schools in view of the refugees that came from 2015 on to Germany (Bogotch, Faubert, Pfeifer, Wieckert, Kervin, Pappas, 2020; Pfeifer, 2014).This contribution will provide a data-based insight into this development in Germany. Moreover, based on the example of the federal state of North Rhine-Westphalia an overview will be given of the structure of the German school system, which is characterized by external streaming. Finally, it will be discussed if the implementation of inclusive pedagogical approaches in schools can contribute to reduce educational inequality in German schools (Radhoff Wieckert, 2017; Wieckert, 2013) by summarizing findings of the review of research as well as findings from a qualitative study.
{"title":"Contemporary challenges in German schools – The potential of the implementation of inclusive pedagogical approaches","authors":"M. Pfeifer, Sarah Wieckert","doi":"10.51383/jesma.2021.20","DOIUrl":"https://doi.org/10.51383/jesma.2021.20","url":null,"abstract":"Although large-scale studies like PISA (OECD, 2019) and PIRLS (Hußmann et al., 2017) proved already in the beginning of the 2000s that students with a disadvantaged socio-economic background suffer from educational inequality in Germany, this situation has not changed significantly over the years: As it is evidenced by empirical educational research, those students still run a high risk to suffer from educational inequality compared to their fellow students without a disadvantaged socio-economic background (Pfeifer, 2017). But there is also a risk to experience educational inequality for students with immigrant/refugee background, as those two aspects are highly correlated, which is a challenge for schools in view of the refugees that came from 2015 on to Germany (Bogotch, Faubert, Pfeifer, Wieckert, Kervin, Pappas, 2020; Pfeifer, 2014).This contribution will provide a data-based insight into this development in Germany. Moreover, based on the example of the federal state of North Rhine-Westphalia an overview will be given of the structure of the German school system, which is characterized by external streaming. Finally, it will be discussed if the implementation of inclusive pedagogical approaches in schools can contribute to reduce educational inequality in German schools (Radhoff Wieckert, 2017; Wieckert, 2013) by summarizing findings of the review of research as well as findings from a qualitative study.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117159334","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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