The paper focusses on a collaboration between academia and industry. As an introduction, we present typical behavior of university researchers, who often define the area of application without consulting it with industrial partners, and we propose different approach which led to the definition of the scope of the WrightBroS project. The project, entitled “Collaborative Factory of the Flight Simulators Branch of RISE” is financed by the European Union in the frame of Horizon 2020 MSCA Research and Innovation Staff Exchange (RISE) programme. The international Consortium composed of Higher education (Silesian University of Technology from Poland) and industrial (LG Nexera from Austria and Virtual Reality Media from Slovakia) sectors, has designed a project as a collaborative platform whose know-how results from knowledge sharing among partners. Then, from the experience gained in the implementation of the WrightBroS and other similar projects, by using case-study methodology we demonstrate how representatives of education and industry in the new joint environment supplement each other in common research efforts. We also present methods for knowledge sharing, in particular achieved by intersectoral staff exchanging. Then we present the results achieved by collaboration of Higher Education with Industry in the WrightBroS project. Finally, the discussion in the context of tackling broader challenges of intersectoral collaboration leads to the conclusions that this kind of environment is very efficient way to overcome typical difficulties in academia and industry dialog, which is so common in the global world. Keywords: academia and industry collaboration, Horizon 2020 MSCA, research and innovation staff exchange, Horizon Europe MSCA, Augmented Reality (AR), flight simulators
{"title":"Research and Innovation Staff Exchange as a Frame for Collaboration of Higher Education with Industry: Lessons Learned from WrightBroS Horizon 2020 EU Project","authors":"Krzysztof A. Cyran","doi":"10.30958/aje.10-4-6","DOIUrl":"https://doi.org/10.30958/aje.10-4-6","url":null,"abstract":"The paper focusses on a collaboration between academia and industry. As an introduction, we present typical behavior of university researchers, who often define the area of application without consulting it with industrial partners, and we propose different approach which led to the definition of the scope of the WrightBroS project. The project, entitled “Collaborative Factory of the Flight Simulators Branch of RISE” is financed by the European Union in the frame of Horizon 2020 MSCA Research and Innovation Staff Exchange (RISE) programme. The international Consortium composed of Higher education (Silesian University of Technology from Poland) and industrial (LG Nexera from Austria and Virtual Reality Media from Slovakia) sectors, has designed a project as a collaborative platform whose know-how results from knowledge sharing among partners. Then, from the experience gained in the implementation of the WrightBroS and other similar projects, by using case-study methodology we demonstrate how representatives of education and industry in the new joint environment supplement each other in common research efforts. We also present methods for knowledge sharing, in particular achieved by intersectoral staff exchanging. Then we present the results achieved by collaboration of Higher Education with Industry in the WrightBroS project. Finally, the discussion in the context of tackling broader challenges of intersectoral collaboration leads to the conclusions that this kind of environment is very efficient way to overcome typical difficulties in academia and industry dialog, which is so common in the global world. Keywords: academia and industry collaboration, Horizon 2020 MSCA, research and innovation staff exchange, Horizon Europe MSCA, Augmented Reality (AR), flight simulators","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112316","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 Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students’ attitudes to this phenomenon with the purpose of acquiring relevant information “firsthand”. The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents’ answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students’ perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05. Keywords: Bologna, present state of affairs, perspectives, perceptions, students
{"title":"The Bologna in the Field of Social Sciences and Humanities: A Precondition for Successful University Education","authors":"Jelena Osmanović Zajić, Jelena Maksimović","doi":"10.30958/aje.10-4-8","DOIUrl":"https://doi.org/10.30958/aje.10-4-8","url":null,"abstract":"The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students’ attitudes to this phenomenon with the purpose of acquiring relevant information “firsthand”. The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents’ answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students’ perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05. Keywords: Bologna, present state of affairs, perspectives, perceptions, students","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"227 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113554","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}
Eva Klemenčič, Mateja Ploj Virtič, Janja Majer Kovačič
One of the aims of education is to produce wise and responsible citizens who are aware of their impact on the environment and can address and solve daily life problems. From this point of view, science education leading to science literacy is helpful for all students, regardless of their future careers. In this paper, we first review the definitions of science literacy in the literature and present the strategies for its development. In Slovenia, we refer to the ongoing national project NA-MA POTI. Most of the strategies studied focus on primary and secondary schools. However, for the development of science literacy in primary and secondary education, teachers themselves must achieve a sufficient level of science literacy. The research was conducted with a small group of prospective teachers, focusing on three components of science literacy: asking research questions, making hypotheses, and designing an experiment. In addition, we analysed the curricula of the science didactics courses in the teacher education program. The findings show a great need for a systematic change in the curricula. Finally, proposals and ideas for improving the curricula for the didactics of science and the syllabus of the Subject teacher study program are presented. Keywords: science literacy, teacher education, didactics of science, didactics of technics & technology, curricula
{"title":"The Role of Teacher Education in the Science Literacy Development","authors":"Eva Klemenčič, Mateja Ploj Virtič, Janja Majer Kovačič","doi":"10.30958/aje.10-4-5","DOIUrl":"https://doi.org/10.30958/aje.10-4-5","url":null,"abstract":"One of the aims of education is to produce wise and responsible citizens who are aware of their impact on the environment and can address and solve daily life problems. From this point of view, science education leading to science literacy is helpful for all students, regardless of their future careers. In this paper, we first review the definitions of science literacy in the literature and present the strategies for its development. In Slovenia, we refer to the ongoing national project NA-MA POTI. Most of the strategies studied focus on primary and secondary schools. However, for the development of science literacy in primary and secondary education, teachers themselves must achieve a sufficient level of science literacy. The research was conducted with a small group of prospective teachers, focusing on three components of science literacy: asking research questions, making hypotheses, and designing an experiment. In addition, we analysed the curricula of the science didactics courses in the teacher education program. The findings show a great need for a systematic change in the curricula. Finally, proposals and ideas for improving the curricula for the didactics of science and the syllabus of the Subject teacher study program are presented. Keywords: science literacy, teacher education, didactics of science, didactics of technics & technology, curricula","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113724","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}
Both the United States and the United Nations have identified, examined, and put out a call to action to address the educational inequities that have disproportionately and negatively affected racially minoritized students, as well as those from a lower socioeconomic background, and poorer countries. Data from the Nations Report Card and the Global Monitoring Report provide evidence of disparities in academic performance and access to equitable educational resources. The outcome of these inequities impacts countries throughout the world, as their residents will not possess the skills and knowledge to thrive in a rapidly evolving global society, nor possess the critical thinking and analytical skills to solve the problems of the world. Considering there is a national and global equity focus, the Illinois Mathematics and Science Academy engaged in a process of participatory action research to institutionalize and operationalize equity and excellence, ultimately addressing educational inequities. This resulted in the development of the E2: Equity and Excellence Framework, inclusive of the following equity pathway steps: Educational Equity Impact Case, Equity and Excellence Policy, Equity-mindedness Capacity Building, Equity-mindedness Data Collection, Equity-mindedness Meaning-Making, Equity and Excellence Plan, and Equity Scorecard. This framework is a comprehensive, research-informed, equity-minded, inclusive pathway towards advancing educational equity that centers the voices of those with the most risk of experiencing inequities. Educational institutions that want to confront, diminish, and potentially eliminate educational inequities can apply this scalable and adaptable framework. Keywords: equity, educational equity, educational inequity, inclusive education, excellence
{"title":"E2: Equity and Excellence Framework","authors":"Adrienne Coleman, Traci Ellis","doi":"10.30958/aje.10-4-4","DOIUrl":"https://doi.org/10.30958/aje.10-4-4","url":null,"abstract":"Both the United States and the United Nations have identified, examined, and put out a call to action to address the educational inequities that have disproportionately and negatively affected racially minoritized students, as well as those from a lower socioeconomic background, and poorer countries. Data from the Nations Report Card and the Global Monitoring Report provide evidence of disparities in academic performance and access to equitable educational resources. The outcome of these inequities impacts countries throughout the world, as their residents will not possess the skills and knowledge to thrive in a rapidly evolving global society, nor possess the critical thinking and analytical skills to solve the problems of the world. Considering there is a national and global equity focus, the Illinois Mathematics and Science Academy engaged in a process of participatory action research to institutionalize and operationalize equity and excellence, ultimately addressing educational inequities. This resulted in the development of the E2: Equity and Excellence Framework, inclusive of the following equity pathway steps: Educational Equity Impact Case, Equity and Excellence Policy, Equity-mindedness Capacity Building, Equity-mindedness Data Collection, Equity-mindedness Meaning-Making, Equity and Excellence Plan, and Equity Scorecard. This framework is a comprehensive, research-informed, equity-minded, inclusive pathway towards advancing educational equity that centers the voices of those with the most risk of experiencing inequities. Educational institutions that want to confront, diminish, and potentially eliminate educational inequities can apply this scalable and adaptable framework. Keywords: equity, educational equity, educational inequity, inclusive education, excellence","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112758","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 civil rights have been a major part of United States history, it is often taught within a limited scope in elementary classrooms. As preservice elementary teachers have the potential to build the foundation of youth’s participatory citizenship, this study aimed to investigate elementary preservice teachers’ perceptions, attitudes, experiences, and background knowledge about civil rights in order to gain insight as to how they understand the content and teaching of civil rights. The findings indicate that while preservice teachers primarily and appropriately viewed civil rights as a matter of equality for all citizens, a majority of participants were unable to recognize significant figures other than those that textbooks commonly mention as contributing to the advocacy of civil rights. Moreover, the data suggested that the topic of civil rights should mainly be taught during middle school – or even later during college. As the study revealed that elementary preservice teachers entering their education program methods courses have contradicting ideas about learning and teaching the topic of civil rights, suggested activities and strategies are offered for preservice teachers to better understand civil rights and create lessons that reflect the diversity in their classroom. Keywords: elementary preservice teachers, civil rights, United States history, social studies, perceptions
{"title":"Preservice Elementary Teachers’ Perceptions of the Learning and Teaching of Civil Rights","authors":"Susanne I. Lapp, Rina Bousalis","doi":"10.30958/aje.10-4-3","DOIUrl":"https://doi.org/10.30958/aje.10-4-3","url":null,"abstract":"Although civil rights have been a major part of United States history, it is often taught within a limited scope in elementary classrooms. As preservice elementary teachers have the potential to build the foundation of youth’s participatory citizenship, this study aimed to investigate elementary preservice teachers’ perceptions, attitudes, experiences, and background knowledge about civil rights in order to gain insight as to how they understand the content and teaching of civil rights. The findings indicate that while preservice teachers primarily and appropriately viewed civil rights as a matter of equality for all citizens, a majority of participants were unable to recognize significant figures other than those that textbooks commonly mention as contributing to the advocacy of civil rights. Moreover, the data suggested that the topic of civil rights should mainly be taught during middle school – or even later during college. As the study revealed that elementary preservice teachers entering their education program methods courses have contradicting ideas about learning and teaching the topic of civil rights, suggested activities and strategies are offered for preservice teachers to better understand civil rights and create lessons that reflect the diversity in their classroom. Keywords: elementary preservice teachers, civil rights, United States history, social studies, perceptions","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113727","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 aim of this study was to identify process-related indicators for grading group essays. The research participants were students registered in a teacher-training course using an instructional design with face-to-face and digital blended learning. The course required the students in small collaborative groups to design, implement, and evaluate a teaching program using creative pedagogical designs, which were documented using group essays. Four indicators relating to group essays along the course process were collected: (A) group essay grades assessed by different agents, (B) students’ other course grades or behaviours (i.e., multiple assessments) as well as (C) comment behaviours and (D) version history behaviours through an online co-editing system (i.e., Google Docs). Statistical analysis results indicated that the instructor’s group essay grades were related to the group essay grades assessed by out-group peers (i.e. peers from other groups), online group comment frequencies, and online group comment interaction density. Keywords: assessment methods and tools, collaborative learning, essay grading, learning analytics, higher education
{"title":"Process Indicators for Grading Group Essays: Learning Analytics of Assessment Data and Online Behaviour","authors":"Mei-Shiu Chiu, Ya Ping (Amy) Hsiao","doi":"10.30958/aje.10-4-2","DOIUrl":"https://doi.org/10.30958/aje.10-4-2","url":null,"abstract":"The aim of this study was to identify process-related indicators for grading group essays. The research participants were students registered in a teacher-training course using an instructional design with face-to-face and digital blended learning. The course required the students in small collaborative groups to design, implement, and evaluate a teaching program using creative pedagogical designs, which were documented using group essays. Four indicators relating to group essays along the course process were collected: (A) group essay grades assessed by different agents, (B) students’ other course grades or behaviours (i.e., multiple assessments) as well as (C) comment behaviours and (D) version history behaviours through an online co-editing system (i.e., Google Docs). Statistical analysis results indicated that the instructor’s group essay grades were related to the group essay grades assessed by out-group peers (i.e. peers from other groups), online group comment frequencies, and online group comment interaction density. Keywords: assessment methods and tools, collaborative learning, essay grading, learning analytics, higher education","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113556","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 history of American Indian education has been one of colonialism and cultural erasure. From the first missionary educators who first came to the Indigenous nations of the Americas well into the twentieth century, Native children have been subjected to physical, mental and emotional abuse. This paper examines one program’s efforts at reclaiming the educational process for American Indian children and youth through an immersive, culturally relevant and reflective pedagogy. The Gadugi Partnership is a dual enrollment collaboration between Appalachian State University and Cherokee High School that endeavors to use traditional Cherokee values and practices within the classroom to promote Cherokee culture, history, and language. With particular focus on the ancient Cherokee ideal of gadugi—service—I argue that this model of education holds promise for making formal education responsive to the needs of Cherokee youth, as well as allowing them the chance to practice and promote this ideal within their community. The Cherokee people have always valued education; it is time education value the Cherokee people. I will argue that the methods and approach of the Gadugi Partnership is a step in that important direction. Keywords: indigenous education, history, culturally responsive pedagogy, Cherokee education, Gadugi, Native Americans
{"title":"Gadugi: Reclaiming Native American Education through a Culturally Reflective Pedagogy","authors":"James A. Bryant, Jr.","doi":"10.30958/aje.10-4-7","DOIUrl":"https://doi.org/10.30958/aje.10-4-7","url":null,"abstract":"The history of American Indian education has been one of colonialism and cultural erasure. From the first missionary educators who first came to the Indigenous nations of the Americas well into the twentieth century, Native children have been subjected to physical, mental and emotional abuse. This paper examines one program’s efforts at reclaiming the educational process for American Indian children and youth through an immersive, culturally relevant and reflective pedagogy. The Gadugi Partnership is a dual enrollment collaboration between Appalachian State University and Cherokee High School that endeavors to use traditional Cherokee values and practices within the classroom to promote Cherokee culture, history, and language. With particular focus on the ancient Cherokee ideal of gadugi—service—I argue that this model of education holds promise for making formal education responsive to the needs of Cherokee youth, as well as allowing them the chance to practice and promote this ideal within their community. The Cherokee people have always valued education; it is time education value the Cherokee people. I will argue that the methods and approach of the Gadugi Partnership is a step in that important direction. Keywords: indigenous education, history, culturally responsive pedagogy, Cherokee education, Gadugi, Native Americans","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"53 89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112593","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}
This article discusses findings and implications from a research study using content analysis to investigate one question: How is bullying portrayed in selected picture books? The question is important because bullying has been, and continues to be, a pervasive problem in and out of school. This research study is needed because it investigates portrayals of the bully, bullied, and bystanders, unlike previous research that focused only on the bully. This article provides a review of research on bullying, highlighting international and national research that used content analysis to analyze picture books on bullying. It discusses content analysis as the research methodology, and describes data sources, data categories, data collection methods, and data analysis procedures. It ends by identifying major findings, discussing implications of findings, and describing limitations of the study. Keywords: bullying, portrayal, picture books, content analysis
{"title":"Portrayal of Bullying in Selected Picture Books: A Content Analysis","authors":"William Bintz","doi":"10.30958/aje.10-4-10","DOIUrl":"https://doi.org/10.30958/aje.10-4-10","url":null,"abstract":"This article discusses findings and implications from a research study using content analysis to investigate one question: How is bullying portrayed in selected picture books? The question is important because bullying has been, and continues to be, a pervasive problem in and out of school. This research study is needed because it investigates portrayals of the bully, bullied, and bystanders, unlike previous research that focused only on the bully. This article provides a review of research on bullying, highlighting international and national research that used content analysis to analyze picture books on bullying. It discusses content analysis as the research methodology, and describes data sources, data categories, data collection methods, and data analysis procedures. It ends by identifying major findings, discussing implications of findings, and describing limitations of the study. Keywords: bullying, portrayal, picture books, content analysis","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112313","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}
Kieron Sheehy, Jonathan Rix, Felicity Fletcher-Campbell, Martin Crisp, Amanda Harper
This paper examines the use of vignettes as a research method in a comparative exploration of the provision for children with special educational needs across eleven countries. The investigation selected in-country researchers, who responded to questions with respect to children described in 14 vignettes. The questions related to school placement options; assessment processes; support arrangements; service provision; curriculum responses and those involved in placement decisions. The vignette findings were able to highlight differences in placement decisions between the countries; the general lack of pupil voice in decision making and the ubiquitous influence of medical categories within educational settings. The utility of using vignettes in this type of research is discussed in relation to reflecting the complex reality of educational practice in different countries. Keywords: vignette study, special educational needs, international comparisons school placement, pupil voice
{"title":"Using Vignettes as a Research Method to Investigate Placement and Provision for Children with Special Educational Needs in Different Countries","authors":"Kieron Sheehy, Jonathan Rix, Felicity Fletcher-Campbell, Martin Crisp, Amanda Harper","doi":"10.30958/aje.10-4-1","DOIUrl":"https://doi.org/10.30958/aje.10-4-1","url":null,"abstract":"This paper examines the use of vignettes as a research method in a comparative exploration of the provision for children with special educational needs across eleven countries. The investigation selected in-country researchers, who responded to questions with respect to children described in 14 vignettes. The questions related to school placement options; assessment processes; support arrangements; service provision; curriculum responses and those involved in placement decisions. The vignette findings were able to highlight differences in placement decisions between the countries; the general lack of pupil voice in decision making and the ubiquitous influence of medical categories within educational settings. The utility of using vignettes in this type of research is discussed in relation to reflecting the complex reality of educational practice in different countries. Keywords: vignette study, special educational needs, international comparisons school placement, pupil voice","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"2677 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113728","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}
John Victor Rautenbach, Ntobeko Shozi, Angelo Nicolaides
Students based in higher education institutions in rural settings are faced with various challenges. This literature study offers insights into the implication of ‘rurality’ in terms of Higher Education in a rural context, considering student well-being and social work training challenges. It stresses that the University of Zululand has put in place a number of initiatives to support teaching and learning considering the above. The authors present the defining characteristics of rurality and higher education, make a historical rural-urban comparison, and discuss social work fieldwork training challenges and wellbeing. Recognizing the challenges posed, some solutions are posited to mitigate them. The article also stresses the need to be cognisant of the fact that there is not only a problem of marginalization and privilege in rural settings, but also in urban settings where in less affluent areas, the facilities are inferior and numerous other disadvantages manifest. Thus, any desired upward mobility for students from impoverished areas is challenging to say the least. The work is not based on any intellectual framework or theoretical stance but is placed in the socio-economic structure of our South African society and what ‘rurality’ implies. Keywords: rurality, higher education, South Africa, social work, disability
{"title":"The Implication of ‘Rurality’ in Terms of Higher Education in a Rural South African Context","authors":"John Victor Rautenbach, Ntobeko Shozi, Angelo Nicolaides","doi":"10.30958/aje.10-4-9","DOIUrl":"https://doi.org/10.30958/aje.10-4-9","url":null,"abstract":"Students based in higher education institutions in rural settings are faced with various challenges. This literature study offers insights into the implication of ‘rurality’ in terms of Higher Education in a rural context, considering student well-being and social work training challenges. It stresses that the University of Zululand has put in place a number of initiatives to support teaching and learning considering the above. The authors present the defining characteristics of rurality and higher education, make a historical rural-urban comparison, and discuss social work fieldwork training challenges and wellbeing. Recognizing the challenges posed, some solutions are posited to mitigate them. The article also stresses the need to be cognisant of the fact that there is not only a problem of marginalization and privilege in rural settings, but also in urban settings where in less affluent areas, the facilities are inferior and numerous other disadvantages manifest. Thus, any desired upward mobility for students from impoverished areas is challenging to say the least. The work is not based on any intellectual framework or theoretical stance but is placed in the socio-economic structure of our South African society and what ‘rurality’ implies. Keywords: rurality, higher education, South Africa, social work, disability","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112320","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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