Education and New Developments 2021最新文献

{"title":"FACULTY & STUDENT RETENTION: KEEPING OUR HBCU-UDC ALIVE DURING THE COVID-19 PANDEMIC","authors":"Arlene King-Berry, Carolene Eslyn Charles","doi":"10.36315/2021end119","DOIUrl":"https://doi.org/10.36315/2021end119","url":null,"abstract":"There is a national crisis around recruiting and retaining students from HBCUs. The Journal of Blacks in Higher Education surveyed 64 of 100 HBCUs and found that only five of the schools surveyed graduated more than 50 percent of their students. The statistics are startling because HBCUs, some of which date to Reconstruction in the South after the Civil War (widely accepted as the period from 1865 to 1877), ostensibly was designed to improve an underserved community. Despite the large number of freshmen admitted each year to Historically Black Colleges and Universities (HBCU), a low number graduate (Tinto, 1993). It is, therefore, imperative that HBCUs implement strategies most likely to increase retention and persistence rates. When it comes to taking a closer look at pedagogy and practice in teaching, the COVID-19 Pandemic has created innovative environments for faculty to assess the students. The new perspective has many faculties utilizing evidence-based practices regarding performance-based assessment and other innovative techniques to assess students learning. Online teaching & learning and online assessment are likely to occupy a higher percentage of the future curriculum, which can be seen as a positive development for online learning. A correlation assumed that university faculty satisfaction and fair promotion could have a positive effect on student retention and engagement with a comprehensive analysis of these studies. It is paramount to consider that not only was fundamental student engagement found of tremendous relevance, but the literature is evident that student engagement during the entire higher education experience also leads to higher student retention rates and increased institutional commitment (Burke, 2019). This paper defines retention and persistence at HBCUs and presents the results of a systematic literature review that (a) identifies the challenges that impact student retention and persistence at HBCUs during the COVID-19 Pandemic and (b) delineates research-based practices/strategies recommended to address the academic, socio-emotional, and financial and health/wellness challenges of students attending HBCUs.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127359639","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":"QUALITY CONTROL TOOLS IN THE ANALYSIS OF COVID-19 CAUSED PROBLEMS","authors":"N. Dominguez-Vergara, D. Dominguez-Perez","doi":"10.36315/2021end105","DOIUrl":"https://doi.org/10.36315/2021end105","url":null,"abstract":"Quality control tools are taught in engineering careers to analyze and try to solve problems in the production of goods and in the performance of service businesses. Those tools can be used to analyze and understand many problems. The coronavirus pandemic has caused many problems around the world, like many people infected in people’s agglomerations in public transportation, in celebrations like parties, in political rallies and in public markets because of the people not wearing masks. A Pareto diagram clearly shows the most dangerous comorbidities in case of covid-19 infection. A lot of doctors and nurses have been contagious around the world in many cases because of lack of protection materials for them, hopefully health and safety procedures (check lists) and Poka Yoke devices are being created and implemented to reduced contagion. In this paper we identified and analyzed some covid-19 caused problems using basic quality control tools and for some cases we proposed solutions to them. Examples of a Pareto Diagram in analyzing the death rate in age ranges is used to explain the decrement in deaths in the United States of America if certain age groups are first vaccinated, an Ishikawa Diagram is used to analyze the ineffective distant learning in Mexico, a Check List is elaborated to avoid contagion in shopping and a Dispersion Diagram is used to find a relation between the number of contagious and the number of deaths in many countries of the world. Some other tools are briefly explained and some problems which could be analyzed with those are identified. The examples could enhance the interest of the students in learning the usefulness of those tools in a variety of fields.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132414373","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":"INTEGRATION OF PEDAGOGY INTO TECHNOLOGY: A PRACTICAL PARADIGM","authors":"Z. Hosseini, J. Kinnunen","doi":"10.36315/2021end086","DOIUrl":"https://doi.org/10.36315/2021end086","url":null,"abstract":"Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had already acknowledged the necessity of using technology in education, the lack of facilities and knowledge of using technology in educational systems was reported in the beginning of the pandemic. The pandemic pushed educational systems to integrate technology into pedagogy by facilitating information transfer and communication. However, the challenge of enhancing the quality of information is still prevalent. This paper focuses on a bilateral necessity of integration of pedagogy and technology: while the potential of technology in educational systems is widely acknowledged, the practical usage of learning theories and pedagogical principles in designing digital services is far from a completed mission. Many user-experience (UX) studies determine technological, behavioral, social, and motivational factors to promote user-centric design to enhance the quality of content, while limited attention is given to pedagogical factors. We introduce integration of pedagogy into technology as a new paradigm in user-centric design, not only in the educational system but also in a general context. Mishra and Koehler (2006) introduced integration of technology into pedagogy (TP) through the Technological Pedagogical Content (TPACK) framework as required knowledge for teachers. This paper employs the TP concept in a broader context of Technological Pedagogical Content Design (TPCD), which utilizes the pedagogical element in the user-experience based practice to develop a user-centric design approach.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131075553","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":"KNOWING TO EMPOWER: STUDY OF THE DIFFICULTIES OF THE INFORMAL CAREGIVER","authors":"R. Martins, Francisco Almeida, S. Batista, Nélia Carvalho","doi":"10.36315/2021end123","DOIUrl":"https://doi.org/10.36315/2021end123","url":null,"abstract":"The Informal Caregiver (IC) faces multiple difficulties in caring for the dependent person. Thus, the purpose of this study is to identify the levels and dimensions of the difficulties experienced by ICs in caring for the dependent person. Methods: Observational, cross-sectional, and descriptive quantitative study, using a non-probability convenience sample composed of 119 ICs from the Central region Portugal. The measuring instrument used included a sociodemographic data form and an Informal Caregiver Difficulties Assessment Scale (EADCI). Results: Moderate difficulties were mostly observed, which were higher in the dimensions caring for myself and activities of daily living. On the other hand, health status/ risk prevention and community and social resources, were assessed in a more positive way. Conclusion: These results indicate that ICs have difficulties at various levels of caring for the dependent person, strengthening the need to implement new strategies capable of responding to these challenges.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115346254","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":"ONLINE SPEECH AND LANGUAGE THERAPY. FOCUS-GROUP BASED STUDY","authors":"C. Hațegan, D. Talaș, R. Trifu","doi":"10.36315/2021end088","DOIUrl":"https://doi.org/10.36315/2021end088","url":null,"abstract":"In March 2020, due to the pandemic situation from our country, the National lockdown was imposed for almost two months. Speech and language therapy field was very affected in this period of time and harsh decisions were to be taken. Children who strongly needed therapy were in the situation to either go on with the rehabilitation process in an online setting or to wait and postpone therapy sessions. The aim of this research is to present the situation in a SLT (speech and language therapy) private specialized center and to underline the advantages and the disadvantages of SLT online therapy after one year (from March 2020, till March 2021). In the beginning of March 2020, 37 children attended SLT sessions in this private center, 2 of them were recently assessed and they were supposed to begin therapy exactly on the first lockdown day. From all of them, 20 children (54 %) switch to online therapy sessions progressively. Starting with April 2020, after a three weeks break, 9 children diagnosed with mild to moderate speech and language disorders, switch from face to face to on-line. In May, 6 more children and in June another 5 children were brought back to therapy, even if we remained in an online setting. The other children, 17 (46%), either stopped all therapy sessions or began therapy in other centers that organized onsite therapeutic sessions after the lockdown period of time. At this present moment, in March 2021, at one year distance, the SLT center offers SLT services exclusively online, both assessment and therapy and the number of cases asking directly for online therapy is increasing daily (in March 2021, N=31). Results of this study, organized as focus-groups with 3 parents, 3 children and 3 therapists underlined that online SLT is very efficient as long as parents` involvement is high. The main advantages listed by all persons in the research, even by children are: easier to be more consistent; the attendance in the SLT sessions is definitely higher, parents can participate directly in these activities, resources are easily to be found. Among disadvantages, the fact that parents have to be very involved in this therapeutic process seems to be the most frequently listed. In discussions and conclusions of this study a profile of the online SLT users is about to be depicted, a profile related to the one found in specialized literature from the field.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"326 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120891954","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":"THEORY AND PRACTICE OF STORYTELLING WITH SCRATCHJR TO DEVELOP EARLY MATHS SKILLS","authors":"A. Serpe","doi":"10.36315/2021end112","DOIUrl":"https://doi.org/10.36315/2021end112","url":null,"abstract":"This paper seeks to contribute to the debate surrounding children and digital storytelling by focusing on its application in preschool to develop early maths skills. Starting from a literature review, the paper describes a brief relevant question of how storytelling and teaching programming can be mutually supporting and outlines the educational potential of this approach. At the crossroads between the examination of some pedagogical practices, the paper shows a modality of didactic work that is relevant and practicable for conducting digital storytelling activities in the preschool.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124785391","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 TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?","authors":"Lydia Mavuru, Oniccah Koketso Pila","doi":"10.36315/2021end023","DOIUrl":"https://doi.org/10.36315/2021end023","url":null,"abstract":"Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128292309","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":"EXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS","authors":"Yee Wan Kwan","doi":"10.36315/2021end097","DOIUrl":"https://doi.org/10.36315/2021end097","url":null,"abstract":"Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116730073","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":"IMPACT OF IDENTITY-ORIENTED LITERATURE EDUCATION ON ADOLESCENTS' INSIGHT INTO THE SELF AND THE OTHER","authors":"P. Grandits","doi":"10.36315/2021end055","DOIUrl":"https://doi.org/10.36315/2021end055","url":null,"abstract":"A mixed-methods quasi-experimental study evaluated the effects of a pedagogical intervention in literature education on Austrian upper secondary high school students’ insight into the self and the other. The intervention is based on the newly developed NDR-model, the letters in the abbreviation representing the basic practices of narration, dialogue and response underlying the model. Two cycles of NDR interventions on the identity issues of “happiness” and “relations” were implemented. An IPA study was conducted to explore how the implementation of the NDR-model of literature education affected participants’ learning outcomes (self-understanding and understanding of the other). Qualitative analysis of interview and artefact data suggested that NDR students experienced insight into the self and the other because they were stimulated to engage with literary texts in the context of their personal identities.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124176962","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":"SCHOOL LEADERSHIP AND TEACHERS’ IMPLEMENTATION OF CURRICULUM REFORM IN TAIWAN: MEDIATING EFFECT OF TEACHERS' ORIENTATION","authors":"C. Cheng, Meiling Chen","doi":"10.36315/2021end144","DOIUrl":"https://doi.org/10.36315/2021end144","url":null,"abstract":"In response to the global education development trend, Taiwan had officially launched the Competency-based Education Reform in 2019. Although school leadership has been linked to teachers' changes, the relationship's underlying mechanism remains unclear. Thus, we aimed to examine the mediating effect of teachers' orientation toward curriculum changes on the relationship between school leadership and teachers' implementation of reform. In October 2020, we conducted a questionnaire survey on teachers in 53 elementary and middle schools among six counties/cities in Taiwan. Among 506 valid responses, 345 teachers are women (68.2%) and 161 are men (31.8%). We adapted the Education Reform Scale developed by Ramberg in 2014. The dependent variable was “Teachers' Implementation of Curriculum Reform (3-item)”. The main predictors included “School Leadership (4-item)” and “Teachers' Orientation toward Changes (3-item)”. Each item was responded to on a 6-point scale from strongly disagree to strongly agree. We used SPSS PROCESS macro to conduct the mediation analysis. After controlling for teacher’s characteristics, the regression model showed that school leadership is positively associated with teachers' implementation of reform (β=0.450, p<0.001). After adding teachers' orientation in the model, the association of school leadership with teachers' implementation of reform attenuated but remained statistically significant (β=0.286, p<0.001). Teachers' orientation showed a significant indirect effect on the association between school leadership and teachers' implementation of reform (β=0.164; Bootstrap 95% CI=0.105 to 0.227). This study suggests that teachers' orientation toward curriculum changes partially mediates the relationship between school leadership and teachers’ implementation of the Competency-based Education reform.","PeriodicalId":135903,"journal":{"name":"Education and New Developments 2021","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129601138","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}