Journal of Educational Studies and Multidisciplinary Approaches最新文献

Exploring the Effect of Online Course Design on Students’ Knowledge Transfer and Retention through Learning Analytics 通过学习分析探讨网络课程设计对学生知识转移和保留的影响

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2022-02-13 DOI: 10.51383/jesma.2022.28

Yasemin Gülbahar, M. Ibrahim, Rebecca Callaway

引用次数: 0

Teacher Beliefs About Factors that Influence Motivation Among Adolescents with Learning Disabilities 教师对影响学习障碍青少年动机因素的看法

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2022-01-28 DOI: 10.51383/jesma.2022.37

Rebecca Louick

引用次数: 0

Exploring the Feasibility of Game-Based Tangible Resources in the Teaching of Deaf Preschoolers and their Hearing Peers 以游戏为基础的有形资源在聋儿学龄前儿童及其健全同龄人教学中的可行性探讨

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2022-01-06 DOI: 10.51383/jesma.2022.34

Carla Sousa, J. Neves, Cátia Casimiro, Carlos Denner dos Santos, Patrícia Carmo, Joana Mendes, V. Bila

{"title":"Exploring the Feasibility of Game-Based Tangible Resources in the Teaching of Deaf Preschoolers and their Hearing Peers","authors":"Carla Sousa, J. Neves, Cátia Casimiro, Carlos Denner dos Santos, Patrícia Carmo, Joana Mendes, V. Bila","doi":"10.51383/jesma.2022.34","DOIUrl":"https://doi.org/10.51383/jesma.2022.34","url":null,"abstract":"In general, deaf education is a relatively neglected field, which needs attention, if societies want to ensure that schools are inclusive spaces, where learning is accessible. The present paper supports the development of a game-based tangible resource for deaf preschoolers, through co-creation and participatory action research, operationalized by the inclusion of teachers and educators in the process. Two case studies were developed, one quantitative survey and five focus group co-creation sessions, involving Portuguese sign language teachers, special education teachers, and teachers with only hearing students. Twenty-four teachers and educators answered the online survey and 19 participated in the focus groups. The results obtained in this study reinforce the need for more pedagogical materials, accessible for deaf children and can support the discussion around co-creation, participation, and representation as potential strategies to ensure it. The broad discussions raised by teachers and educators about the specificities of the educational needs of deaf children, while reinforcing school as still a disabling environment, can also support this and future approaches around accessibility, through proactive and digital inclusion-driven frameworks.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126200760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The privatization of education in Turkey from the 2000s: between educational policies and strategies of local actors 2000年代以来土耳其的教育私有化:教育政策与地方行动者战略之间的关系

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2021-10-04 DOI: 10.51383/jesma.2022.13

E. Demirtas, Abdeljalil Akkari

引用次数: 0

Evidence-Based, Empirically Supported, or Scientifically Unsupported? An Overview of the Research to Practice Gap in Early Childhood Special Education 基于证据，经验支持，还是科学不支持?幼儿特殊教育实践缺口研究综述

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2021-09-09 DOI: 10.51383/JESMA.2022.23

Sara Movahedazarhouligh

{"title":"Evidence-Based, Empirically Supported, or Scientifically Unsupported? An Overview of the Research to Practice Gap in Early Childhood Special Education","authors":"Sara Movahedazarhouligh","doi":"10.51383/JESMA.2022.23","DOIUrl":"https://doi.org/10.51383/JESMA.2022.23","url":null,"abstract":"Valid research is crucial for evaluating the effects of utilized practices, strategies, and interventions on learners with exceptionalities. In the United States, for the past several decades, considerable research and policies have focused on developing evidence-based practices (EBPs), evidence-informed programs, and other research-supported initiatives that intend to produce better outcomes for children with disabilities. However, past and current efforts to translate, transport, and close the research to practice gap have not successfully disseminated the growing list of evidence-based interventions, strategies, and programs routinely into practice. The gap between research and practice is particularly problematic in special education and early childhood special education (ECSE). Children and students with disabilities require highly effective instruction to reach their potential. This conceptual review paper provides an overview of EBPs in ECSE and elaborates on the research to practice gap and the related issues. The paper discusses the identification, implementation, and dissemination of EBPs that have been regarded as the challenges the field of ECSE faces in closing the research to practice gap. Finally, implications and recommendations for future research, practice, and policy are discussed.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122038953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Contactless Higher Education: A SWOT Analysis of Emergency Remote Teaching and Learning during COVID-19 非接触式高等教育:新冠疫情期间应急远程教学的SWOT分析

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2021-06-03 DOI: 10.51383/JESMA.2022.22

David Santandreu Calonge, M. Connor, Patrik T. Hultberg, M. Shah, Pablo Medina Aguerrebere

引用次数: 11

Concepts and Issues in Public Health Culture, Psychology, and the Ecological Approach 公共卫生文化、心理学和生态方法中的概念和问题

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2021-05-17 DOI: 10.51383/jesma.2022.16

Colin G. Pennington

引用次数: 1

The Power and Possibilities for Young Viewers of Reality Television when Educators and Researchers Partner Together for Critical Media Literacy 当教育工作者和研究人员合作培养批判性媒体素养时，电视真人秀的年轻观众的力量和可能性

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2021-04-28 DOI: 10.51383/jesma.2021.11

Danielle Ligocki, Sylvia Sturgis

引用次数: 2

Middle Grade Students’ Perception of Their Connectedness to Nature: Application and Analysis of a Talking Circle Model 初中生对自然联系的感知:谈话圈模型的应用与分析

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2021-04-28 DOI: 10.51383/JESMA.2021.12

Gary Padgett, K. Bishop

引用次数: 0

Contemporary challenges in German schools – The potential of the implementation of inclusive pedagogical approaches 当代德国学校面临的挑战——实施包容性教学方法的潜力

Journal of Educational Studies and Multidisciplinary Approaches Pub Date : 2021-04-28 DOI: 10.51383/jesma.2021.20

M. Pfeifer, Sarah Wieckert

{"title":"Contemporary challenges in German schools – The potential of the implementation of inclusive pedagogical approaches","authors":"M. Pfeifer, Sarah Wieckert","doi":"10.51383/jesma.2021.20","DOIUrl":"https://doi.org/10.51383/jesma.2021.20","url":null,"abstract":"Although large-scale studies like PISA (OECD, 2019) and PIRLS (Hußmann et al., 2017) proved already in the beginning of the 2000s that students with a disadvantaged socio-economic background suffer from educational inequality in Germany, this situation has not changed significantly over the years: As it is evidenced by empirical educational research, those students still run a high risk to suffer from educational inequality compared to their fellow students without a disadvantaged socio-economic background (Pfeifer, 2017). But there is also a risk to experience educational inequality for students with immigrant/refugee background, as those two aspects are highly correlated, which is a challenge for schools in view of the refugees that came from 2015 on to Germany (Bogotch, Faubert, Pfeifer, Wieckert, Kervin, Pappas, 2020; Pfeifer, 2014).This contribution will provide a data-based insight into this development in Germany. Moreover, based on the example of the federal state of North Rhine-Westphalia an overview will be given of the structure of the German school system, which is characterized by external streaming. Finally, it will be discussed if the implementation of inclusive pedagogical approaches in schools can contribute to reduce educational inequality in German schools (Radhoff Wieckert, 2017; Wieckert, 2013) by summarizing findings of the review of research as well as findings from a qualitative study.","PeriodicalId":313571,"journal":{"name":"Journal of Educational Studies and Multidisciplinary Approaches","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117159334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0