This paper seeks to examine models of cognition and of learning and its possible alignment with formative assessment. This, using feedback as an entry point to have access to teachers’ actions and interpretations in the intertwining that takes place between teaching, learning, and assessment. Data is informed by doctoral research conducted in three primary schools in England. The empirical work was undertaken by classroom observation and teachers’ follow up interviews. The main findings foregrounded different participants’ views. For some teachers the strategies used to provide feedback such as modelling skewed towards instruction, which resonates with the idea of making judgments about what is missing within tasks, with the teacher exerting the prime role within interaction by taking responsibility for the pupils’ misunderstandings. Another relevant notion was assessment as learning (Torrance, 2007), which consisted of feedback actions focused on specifying what were the necessary features to be completed to meet the objective which resembled a hierarchical sense of how these elements or criteria should be taught and learnt (James, 2006; Marshall & Drummond, 2006). Results also depicted teachers’ assumptions regarded to talk and shared learning, which trace some similarities with cognitive and constructivist perspectives of learning. The corresponding actions were enacted by encouraging their pupils to use conceptual and strategic resources in collaboration when discussing on their writing tasks. These practices also involved pupils’ suggestions on the criteria already proposed by the teacher. Finally, the study also revealed a teacher’s perspective portrayed as Questioning means learning, which reflected how teacher provided their students with evaluative experience when the task was ongoing. In this view, a link could be made with a sociocultural approach as students took ownership of both, the learning and the assessment process.
{"title":"ASSUMPTIONS ABOUT LEARNING THAT UNDERPIN TEACHERS’ FEEDBACK PRACTICES","authors":"Verónica Yáñez-Monje","doi":"10.36315/2023v1end114","DOIUrl":"https://doi.org/10.36315/2023v1end114","url":null,"abstract":"This paper seeks to examine models of cognition and of learning and its possible alignment with formative assessment. This, using feedback as an entry point to have access to teachers’ actions and interpretations in the intertwining that takes place between teaching, learning, and assessment. Data is informed by doctoral research conducted in three primary schools in England. The empirical work was undertaken by classroom observation and teachers’ follow up interviews. The main findings foregrounded different participants’ views. For some teachers the strategies used to provide feedback such as modelling skewed towards instruction, which resonates with the idea of making judgments about what is missing within tasks, with the teacher exerting the prime role within interaction by taking responsibility for the pupils’ misunderstandings. Another relevant notion was assessment as learning (Torrance, 2007), which consisted of feedback actions focused on specifying what were the necessary features to be completed to meet the objective which resembled a hierarchical sense of how these elements or criteria should be taught and learnt (James, 2006; Marshall & Drummond, 2006). Results also depicted teachers’ assumptions regarded to talk and shared learning, which trace some similarities with cognitive and constructivist perspectives of learning. The corresponding actions were enacted by encouraging their pupils to use conceptual and strategic resources in collaboration when discussing on their writing tasks. These practices also involved pupils’ suggestions on the criteria already proposed by the teacher. Finally, the study also revealed a teacher’s perspective portrayed as Questioning means learning, which reflected how teacher provided their students with evaluative experience when the task was ongoing. In this view, a link could be made with a sociocultural approach as students took ownership of both, the learning and the assessment process.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73170161","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}
Employment has been identified as a critical need for individuals with disabilities (IWDs), given that it is an essential component of quality of adult life (Rogan, Grossi, & Gajewski, 2002). Nevertheless, despite the extensive support by federal legislation, public policy, federal initiatives and programs, the employment outcomes for IWDs are still disappointing and they continue to encounter employment problems such as lower employment rates and lower annual earnings. For example, people with disabilities have experienced significantly lower employment rates than those without a disability. According to findings from the NLTS2 (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Wei, 2011), the approximate rate of employment, at the time of the study, for individuals with disabilities ages 18-24 was 63% and was impacted heavily by the identified disability label and level of training/education. The Bureau of Labor Statistics (2022) reports 19.1% of people with disabilities were employed compared to 63.7% of their peers without a disability. Research has shown that long-term career outcomes for individuals with disabilities can drop to a rate as long as 17.2% (Baker, Lowrey, & Wennerlind, 2018). Research on evidence-based practices indicated that early employment experiences, supported internships, and collaboration are effective in preparing and supporting IWDs for their transition to employment (Bellman, Burgstahler, & Ladner, 2014; Lee & Carter, 2012). Longitudinal data demonstrates that schools can improve employment outcomes for youth with disabilities through job readiness instruction (Park, Bouck, & Duenas, 2020).
{"title":"INNOVATIVE WORK-BASED LEARNING AND EMPLOYABILITY SKILLS TRAINING FOR LEARNERS WITH SPECIAL NEEDS","authors":"Dalun Zhang","doi":"10.36315/2023v1end038","DOIUrl":"https://doi.org/10.36315/2023v1end038","url":null,"abstract":"Employment has been identified as a critical need for individuals with disabilities (IWDs), given that it is an essential component of quality of adult life (Rogan, Grossi, & Gajewski, 2002). Nevertheless, despite the extensive support by federal legislation, public policy, federal initiatives and programs, the employment outcomes for IWDs are still disappointing and they continue to encounter employment problems such as lower employment rates and lower annual earnings. For example, people with disabilities have experienced significantly lower employment rates than those without a disability. According to findings from the NLTS2 (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Wei, 2011), the approximate rate of employment, at the time of the study, for individuals with disabilities ages 18-24 was 63% and was impacted heavily by the identified disability label and level of training/education. The Bureau of Labor Statistics (2022) reports 19.1% of people with disabilities were employed compared to 63.7% of their peers without a disability. Research has shown that long-term career outcomes for individuals with disabilities can drop to a rate as long as 17.2% (Baker, Lowrey, & Wennerlind, 2018). Research on evidence-based practices indicated that early employment experiences, supported internships, and collaboration are effective in preparing and supporting IWDs for their transition to employment (Bellman, Burgstahler, & Ladner, 2014; Lee & Carter, 2012). Longitudinal data demonstrates that schools can improve employment outcomes for youth with disabilities through job readiness instruction (Park, Bouck, & Duenas, 2020).","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86659216","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}
In this paper, based on the competence onion model theory, we conducted an integrated study of empirical data in the middle layer of the competence model of Chinese university teachers by means of meta-analysis. A total of 30 previous studies were included, resulting in a total sample size of 16,632 individuals. The result showed that the overall performance of male teachers was better than that of female teachers in the middle layer of the Chinese university teacher competence model, and the average effect size was significant. Furthermore, research showed that among the four dimensions of attitude, values, self-concept, and social role in the middle layer, only the dimension of social role had a significant effect size and indicated that the overall performance of male teachers in this dimension was better than that of female teachers, and the level of superiority was low. The results indicated that there were clear differences in the overall performance of male and female teachers in different regions. The overall performance of the female teachers in North China was significantly better than that of the male teachers, with lower and weaker levels of excellence, while the overall performance of the male teachers in South China was better than that of the female teachers, with lower levels of excellence. The findings provide future researcher with references on the university faculty competency model.
{"title":"THE EFFECTS OF THE MIDDLE LAYER ON CHINESE COLLEGE TEACHERS’ COMPETENCE MODEL: A META-ANALYSIS","authors":"Lei You, Pei-Hua Tsai, Lung-Hsing Kuo","doi":"10.36315/2023v1end032","DOIUrl":"https://doi.org/10.36315/2023v1end032","url":null,"abstract":"In this paper, based on the competence onion model theory, we conducted an integrated study of empirical data in the middle layer of the competence model of Chinese university teachers by means of meta-analysis. A total of 30 previous studies were included, resulting in a total sample size of 16,632 individuals. The result showed that the overall performance of male teachers was better than that of female teachers in the middle layer of the Chinese university teacher competence model, and the average effect size was significant. Furthermore, research showed that among the four dimensions of attitude, values, self-concept, and social role in the middle layer, only the dimension of social role had a significant effect size and indicated that the overall performance of male teachers in this dimension was better than that of female teachers, and the level of superiority was low. The results indicated that there were clear differences in the overall performance of male and female teachers in different regions. The overall performance of the female teachers in North China was significantly better than that of the male teachers, with lower and weaker levels of excellence, while the overall performance of the male teachers in South China was better than that of the female teachers, with lower levels of excellence. The findings provide future researcher with references on the university faculty competency model.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89310278","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}
{"title":"BRIDGING THE GAP: FROM CLASSROOM TO CLINIC","authors":"","doi":"10.36315/2023v1end014","DOIUrl":"https://doi.org/10.36315/2023v1end014","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084981","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 term Industry 4.0 represents the radical transformation that has resulted from the integration of emerging technologies and the industry. The proximity of the Fourth Industrial Revolution is observable and brings challenges arising from the ongoing automation and digitization. All companies, willing to remain competitive on the market need to go through this transformation overcoming such barriers, as the lack of qualified, skilled and talented employees to develop and manage various high-tech systems. This deficiency means that Industry 4.0 demands a change in the labour market, explicitly requiring trained professionals who have the needed competencies and skills. In this new environment, driven by new technologies and innovations the cooperation between academia and business is a prerequisite to sustainable economic growth, readiness for employment and preparedness for satisfying the new demands of the industries. The authors are university teachers, working in Mechanical engineering department and Design department. The purpose of the presented paper is to observe the competencies and skills of mechanical engineers demanded by Industry 4.0 and to systemize the links between the industry in the region and the University aiming developing the needed competencies. Example with a project “Smart Industries”, running at the Mechanical Engineering department and Department for Computer sciences, focuses on development of expert competence within research and education areas related to the digitalization of the industry will be presented.
{"title":"INDUSTRY – UNIVERSITY COOPERATION – A PREREQUISITE FOR DEVELOPING COMPETENCIES 4.0","authors":"V. Haralanova, Göran Fafner, S. Khoshaba","doi":"10.36315/2023v1end082","DOIUrl":"https://doi.org/10.36315/2023v1end082","url":null,"abstract":"The term Industry 4.0 represents the radical transformation that has resulted from the integration of emerging technologies and the industry. The proximity of the Fourth Industrial Revolution is observable and brings challenges arising from the ongoing automation and digitization. All companies, willing to remain competitive on the market need to go through this transformation overcoming such barriers, as the lack of qualified, skilled and talented employees to develop and manage various high-tech systems. This deficiency means that Industry 4.0 demands a change in the labour market, explicitly requiring trained professionals who have the needed competencies and skills. In this new environment, driven by new technologies and innovations the cooperation between academia and business is a prerequisite to sustainable economic growth, readiness for employment and preparedness for satisfying the new demands of the industries. The authors are university teachers, working in Mechanical engineering department and Design department. The purpose of the presented paper is to observe the competencies and skills of mechanical engineers demanded by Industry 4.0 and to systemize the links between the industry in the region and the University aiming developing the needed competencies. Example with a project “Smart Industries”, running at the Mechanical Engineering department and Department for Computer sciences, focuses on development of expert competence within research and education areas related to the digitalization of the industry will be presented.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74801864","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}
Virtual reality (VR) is seen as a tool that can enrich and advance education but there are still pedagogical and practical challenges to overcome. In this article, we present some findings on the VR usage in teacher education and student teachers’ experiences and perceptions of employing VR especially in music education. We apply a categorization by Bower et al. (2020) to our analysis in order to structure student teachers’ reflections. It appears that the VR applications for music are yet rather limited, their quality varies, and their pedagogical applicability seems to be poor. We argue that it is necessary to develop and design VR technology for educational purposes in collaboration with different stakeholders including teachers, and thus, address the current technical and pedagogical challenges.
{"title":"VIRTUAL REALITY IN PRE-SERVICE TEACHER EDUCATION: CHALLENGES OF REALIZATION IN MUSIC EDUCATION","authors":"Ari Poutiainen, Heidi Krzywacki","doi":"10.36315/2023v1end070","DOIUrl":"https://doi.org/10.36315/2023v1end070","url":null,"abstract":"Virtual reality (VR) is seen as a tool that can enrich and advance education but there are still pedagogical and practical challenges to overcome. In this article, we present some findings on the VR usage in teacher education and student teachers’ experiences and perceptions of employing VR especially in music education. We apply a categorization by Bower et al. (2020) to our analysis in order to structure student teachers’ reflections. It appears that the VR applications for music are yet rather limited, their quality varies, and their pedagogical applicability seems to be poor. We argue that it is necessary to develop and design VR technology for educational purposes in collaboration with different stakeholders including teachers, and thus, address the current technical and pedagogical challenges.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80677151","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}
{"title":"PRE-SERVICE SCIENCE TEACHERS’ EMOTIONAL PROFILE DESIGNING IBSE ACTIVITIES: THE GENDER PERSPECTIVE","authors":"","doi":"10.36315/2023v1end105","DOIUrl":"https://doi.org/10.36315/2023v1end105","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90961154","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}
Writing motivation decreases in elementary school. This is an issue of major importance considering how it relates to writing skills which are necessary for education as a whole. Teachers must introduce students to the pleasure of learning, and working collaboratively is proposed as one way to sustain students’ interest in writing. However, very little is known about the contribution of collaborative writing to writing motivation. This is because few studies have opted for recognized motivation indicators or a control design that would reveal the added value of a collaborative approach at different times in elementary school. The aim of this study is to compare the writing motivation of second-and sixth-grade students depending on whether they write individually or in dyads (repeated measures). After each writing session (individually and in dyads), the students answered a likert-scale questionnaire to assess their motivation on four indicators: self-competence, self-efficacy, interest and value. Preliminary results (t-tests) showed that second-graders are equally motivated to write in both contexts but that boys’ motivation reached girls’ only in the dyad context. Results for six-graders are expected. They will be presented and discussed to highlight the contribution of collaborative writing to writing motivation, which may vary depending on students’ sex and grade level.
{"title":"MOTIVATION OF SECOND- AND SIXTH-GRADE STUDENTS REGARDING INDIVIDUAL AND COLLABORATIVE WRITING","authors":"Joane Deneault, Jéssica Marín, Natalie Lavoie","doi":"10.36315/2023v1end097","DOIUrl":"https://doi.org/10.36315/2023v1end097","url":null,"abstract":"Writing motivation decreases in elementary school. This is an issue of major importance considering how it relates to writing skills which are necessary for education as a whole. Teachers must introduce students to the pleasure of learning, and working collaboratively is proposed as one way to sustain students’ interest in writing. However, very little is known about the contribution of collaborative writing to writing motivation. This is because few studies have opted for recognized motivation indicators or a control design that would reveal the added value of a collaborative approach at different times in elementary school. The aim of this study is to compare the writing motivation of second-and sixth-grade students depending on whether they write individually or in dyads (repeated measures). After each writing session (individually and in dyads), the students answered a likert-scale questionnaire to assess their motivation on four indicators: self-competence, self-efficacy, interest and value. Preliminary results (t-tests) showed that second-graders are equally motivated to write in both contexts but that boys’ motivation reached girls’ only in the dyad context. Results for six-graders are expected. They will be presented and discussed to highlight the contribution of collaborative writing to writing motivation, which may vary depending on students’ sex and grade level.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87197630","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}
{"title":"MIXED REALITY IN SECONDARY EDUCATION","authors":"","doi":"10.36315/2023v1end111","DOIUrl":"https://doi.org/10.36315/2023v1end111","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86685574","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}
Text comprehension is the key to successful participation in society, and it should be mastered at a sufficient level by the end of basic school. Various strategies should be used to support students’ vocabulary and text comprehension at different cognitive levels. The teacher’s role is crucial in this process. In order to identify how teachers’ strategies affected students’ vocabulary and text comprehension at different levels, basic school students were pre-and post-tested, and their language teachers were questioned. In the strategic intervention, the effects of six comprehension strategies were examined. Students’ better comprehension was influenced by teaching them to form and answer questions. Comprehension was positively affected by the monitoring strategy. In contrast, the use of summarising the text and improving vocabulary negatively affected students’ inferential comprehension. Teacher’s proper usage of strategies is essential for promoting students’ comprehension skills.
{"title":"THE EFFECT OF TEACHER’S IMPLEMENTED STRATEGIES ON STUDENTS’ TEXT COMPREHENSION","authors":"Krista Uibu, Triinu Kärbla","doi":"10.36315/2023v1end004","DOIUrl":"https://doi.org/10.36315/2023v1end004","url":null,"abstract":"Text comprehension is the key to successful participation in society, and it should be mastered at a sufficient level by the end of basic school. Various strategies should be used to support students’ vocabulary and text comprehension at different cognitive levels. The teacher’s role is crucial in this process. In order to identify how teachers’ strategies affected students’ vocabulary and text comprehension at different levels, basic school students were pre-and post-tested, and their language teachers were questioned. In the strategic intervention, the effects of six comprehension strategies were examined. Students’ better comprehension was influenced by teaching them to form and answer questions. Comprehension was positively affected by the monitoring strategy. In contrast, the use of summarising the text and improving vocabulary negatively affected students’ inferential comprehension. Teacher’s proper usage of strategies is essential for promoting students’ comprehension skills.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77755256","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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