Education and New Developments 2022 – Volume 2最新文献

{"title":"‘KIDS THESE DAYS!’ A META-ANALYSIS OF CHANGES OF ATTENTION PROBLEMS IN REPRESENTATIVE SAMPLES OF CHILDREN","authors":"B. Vekety, Alexander Logemann, John Protzko, Z. Takacs","doi":"10.36315/2022v2end054","DOIUrl":"https://doi.org/10.36315/2022v2end054","url":null,"abstract":"\"It is a common belief that the attention of new generations of children is in decline (Protzko & Schooler, 2019). However, such devastating claims about new generations are challenged when inspecting the evidence (Protzko, 2020). The current meta-analysis aimed to explore comprehensively whether attention problems have increased, decreased, or remained unchanged among children over the past decades. Findings allow us to determine whether there has been any problematic development of attention among children. Studies that used the Child Behavior Checklist (CBCL) with representative samples of 1.5-14 year-old children were systematically searched in multiple databases (i.e., Web of Science, Scopus, Google Scholar, PubMed). Informants varied between studies (i.e., teachers, self, parents), but parent-reported data was dominant. Preliminary results from the meta-regression analysis of raw scores from 22 studies showed no change in reported attention problems over the past decades (byear = -0.009, p = .72; 95%CI = -0.06 to 0.04. However, when mean age of children was analyzed in interaction with the year of data collection, we found that attention problems have increased with age over the past decades (byear× age = 0.007, p = .01; 95%CI = 0.002 to 0.011). When analyzing the percentage of maximum possible scores from the same 22 studies, there was an increase in reported attention problems over the past decades for all children (byear = 0.4493, p = .03; 95%CI = 0.03 to 0.87,), regardless of age (byear× age = -0.0022, p = .35; 95%CI = -0.07 to 0.02). These findings show that attention problems among children are increasing, and school-aged children might be especially at risk. A possible explanation of these results might be that children usually spend more time on screen from year to year (e.g., surfing on the internet, playing online games, using social media, media multitasking) which might have had a negative effect on their attention regulation skills in the last decades (Moisala et al., 2016; Rideout et al., 2010).\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"89 7 Pt 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128381053","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":"KNOWLEDGE NUGGETS INSTRUCTIONAL DESIGN V2.0 AND TESTING STRATEGY","authors":"Christian Ploder, Christoph Hazy, Laura Gamper, Lisa Ehrhardt","doi":"10.36315/2022v2end065","DOIUrl":"https://doi.org/10.36315/2022v2end065","url":null,"abstract":"\"Currently, the education sector is undergoing profound changes and, in parallel, making digital teaching formats essential. One of these upcoming formats is the so-called \"\"Knowledge Nugget\"\". Knowledge Nuggets are digital learning materials that are designed for self-directed learning. They are organized within small, defined topics and vary depending on their scopes and sizes. Differentiation goes along with the way learning material is prepared and conveyed but does not provide information about the amount of content or the shared knowledge's difficulty. Based on a paper at END2021, the next step sheds light on general design aspects to reduce the extrinsic cognitive load during learning. Hence, it is necessary to which kind of Knowledge Nuggets has been prepared and how the different nuggets are structured. How the information is prepared must be taken into account not to harm the students in their learning process. This paper aims to further develop the previous form of instructional design, adding general design factors and providing a well-planned testing strategy to verify the explained model.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122393789","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":"INTERDISCIPLINARY PERSPECTIVES ON AN INTEGRATED APPROACH TO EMBEDDING WELLBEING IN HIGHER EDUCATION","authors":"C. Duignan, D. Byrne, J. Surdey, D. McGrath","doi":"10.36315/2022v2end028","DOIUrl":"https://doi.org/10.36315/2022v2end028","url":null,"abstract":"\"Supporting student mental health and wellbeing continues to be a foremost concern in Higher Education (HE), as rates of students presenting with mental health conditions, distress and poor wellbeing increase and as demand for counselling and support services exceeds supply. The age range of students in third level education often coincides with the challenging transitional period of emerging adulthood, where instabilities are further compounded by academic, financial, and social pressures. As HE institutes are distinct settings where academic work, hobbies, social life, as well as health and other services are often integrated, HE presents a unique opportunity to address this wider societal concern through a systems-based lens. Despite calls for holistic, whole of institution approaches, a transformation of student wellbeing has yet to be realised. During a national initiative for valuing teaching and learning in HE in Ireland, the authors hosted an engaged online event to mobilise learning and action in the student wellbeing community. The event included case study presentations from existing examples of wellbeing in the curriculum, a panel discussion on the national landscape, and an open discussion on the future of wellbeing in HE. Attendees included academic faculty, HE management, researchers, staff from health and counselling services and health promotion, student representatives, careers and support services, and others. Data were collected via the recorded oral contributions, Zoom chat, and an anonymous survey. A deductive thematic analysis was completed with the guiding concept of an institution as a system that supports wellbeing. Findings proposed shared values as the compass for organisational culture, leaders and decision makers as key enablers of change, academic structures as both a vehicle to promote positive wellbeing and mitigate negative impacts, academic staff as the embodiment of the institution and its values, and the student voice as a guide for informed decision making. Recognising an institution as part of a wider system of HE which is influenced by political and economic climates, there is a requirement for HE to set out its stall with respect to its purpose and responsibility to wellbeing. This affirmation could enable a shared understanding of and commitment to wellbeing across the sector, through which collaborative and system-based efforts to support wellbeing can be actioned.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130709125","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":"CREPS AND THE STREBER-APP AN INTERACTIVE METHOD FOR COMPETENCE-ORIENTED ASSESSMENT AND ITS DIGITAL IMPLEMENTATION","authors":"Grischa Schmiedl, Birgit Schmiedl","doi":"10.36315/2022v2end026","DOIUrl":"https://doi.org/10.36315/2022v2end026","url":null,"abstract":"\"Competence orientation and individualization are paradigms that are becoming increasingly important in modern education. However, especially in courses with many participants the implementation of competence-oriented teaching and assessing quickly exceeds the limits of the lecturer’s time resources. Peer evaluation is generally suitable for giving students individual and comprehensive feedback, at least if the quality of the feedback is high enough. Unfortunately, sometimes it's hard to motivate students to give high-quality feedback. The CREPS (Create, Review, Enhance, Practice and Score) method was created by the authors in early 2020. It offers an organizational framework that can be used regardless of the size of the student group without significantly increasing the effort for the lecturers. The focus is placed on the skills of self-evaluation and peer assessment, which are both important for competence orientation. The basic idea includes an iterating process in which students generate and enhance test questions based on the given learning content that are assessed and evaluated by their colleagues for quality, correctness, and complexity level. In addition, the best questions are selected for further practicing. Students are rewarded with points for each step in this process; highly appreciated work (good questions and valued feedback) will result in higher scores. This method and the Streber-App, a mobile application supporting the method, were originally developed for a media technology related university course and since then have been used in six courses in 2020, 2021 and 2022. To evaluate the method CREPS and the supporting app as well as to find out the students' views on and experiences with both method and application, more than 500 students were invited to participate in a quantitative survey. This paper presents the method CREPS, its underlying didactic considerations, the implementation with the mobile app and the most interesting results from the survey. The participants reflected these concepts and their acceptance in the learning setting. The students’ feedback on the use of the method, the support by the lecturers and the concrete implementation using our app, allows us to draw conclusions about the functioning of the previous application and possible improvement for further use. The self-assessment of the students on their individual learning success gives an indication of the benefits of the method in the university environment.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133452493","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":"MANAGERS’ STRATEGIES FOR INCLUSIVE IMPLEMENTATION IN TECHNICAL VOCATIONAL AND TRAINING COLLEGES IN SOUTH AFRICA","authors":"Nosiphiwo Ethel Delubom, Newlin Marongwe","doi":"10.36315/2022v2end010","DOIUrl":"https://doi.org/10.36315/2022v2end010","url":null,"abstract":"\"Limited access to people with disabilities in institutions of higher learning is unfortunately a common trend in South Africa. The purpose of this paper was to explore strategies to implement in Technical Vocational Education and Training (TVET) colleges in order to promote inclusive education effectively; that is, to create smooth access for students with disabilities. Research that explored strategies regarding the implementation of inclusive education in TVET colleges had not been previously conducted in South Africa. Hence, this paper’s contribution focused on strategies for the implementation of inclusive education through the lens of students with disabilities. It also fits into the human pedagogy model that advocates accommodation of students as they are. This research was underpinned by a qualitative approach utilising the Interpretive Phenomenological Design. Data was gathered through document analysis and in-depth interviews involving twelve managers from four TVET Colleges in the Eastern Cape Province of South Africa. The findings indicated that although the managers understood the need for the implementation of inclusivity in colleges, very little was done to support students with disabilities. College management did not take ownership for driving, managing, and implementing their strategic plan. The findings also revealed the following: a lack of support structures, absence of the Disability Services Units, lack of partnerships with schools, no control over strategic planning, no evidence of policies on inclusion, lack of funds, and delays in providing services that support students with disabilities. It was recommended that managers implement strategies to create support structures, Disability Services Units, partnerships with similar schools, a strategic management plan, inclusion policies, and fundraising schemes to promote access to students with disabilities in colleges.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132913529","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":"A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES","authors":"Julia Chapple","doi":"10.36315/2022v2end074","DOIUrl":"https://doi.org/10.36315/2022v2end074","url":null,"abstract":"\"Although Japan has not traditionally been considered a multicultural nation or possesses anything resembling an open immigration policy, it is rapidly becoming more and more diverse. Events like modifications to the nation’s immigration regulations in April 2019 and the recent proposed scrapping of the 5-year term limits on accepted “temporary” foreign workers (Category 1 Specified Skilled Workers) have ostensibly led to a quiet opening to unskilled foreign workers for the first time in the nation’s modern history. While Japan’s hand may have been reluctantly forced by serious labour force shortages in many sectors of the economy, it is undoubtedly the beginning of the creation of an even more ‘multicultural Japan’; providing further impetus to the pressing challenge of creating a society where diverse peoples can live together in harmony. Yet, despite these changes and the obvious implications they have for the future, very little consideration has been given to allowing for - and accommodating - greater diversity into the nation’s schools. There is a great risk that without preparation now, the already emerging signs of distress in the education sector (language problems, truancy, drop-out rates, bullying, etc.) will only escalate. In other words, in order for Japan to prepare to accept even a modest increase in the number of newcomers, teachers and education officials need to undertake greater training to enable them to understand and assist in the successful integration of future migrant children. Based on interviews, literature and a review of the recent educational situation in the light of these changes, this paper aims to ascertain whether greater inclusivity training is required, and if so, what it should entail. To allow for greater support of non-Japanese students into Japan’s education system, it concludes with a tentative proposal for what future educational training courses should consider, how they could be incorporated into teacher training curricula and the overall potential benefits for society in general.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133864431","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":"UNDERSTANDING STUDENTS’ EXPERIENCES AFTER INCORPORATING INDIGENOUS PERSPECTIVES IN A POSTGRADUATE SCIENCE COMMUNICATION","authors":"Vanessa Crump, Yvonne C. Davila","doi":"10.36315/2022v2end005","DOIUrl":"https://doi.org/10.36315/2022v2end005","url":null,"abstract":"\"Many Australian universities have recently incorporated Indigenous graduate attributes into their programs, and the University of Technology Sydney (UTS) is no exception. This project aimed to investigate students’ perceptions and experiences of learning about Indigenous Knowledge systems and culture while developing science communication skills. Advanced Communication Skills in Science is a core subject in the Master of Science program at UTS. An existing assessment task, a three-minute thesis style oral presentation, was reworked to include the Indigenous Graduate Attribute (IGA) developed for the Faculty of Science. Students researched an aspect of Indigenous Science, an area of emerging interest for cultural and scientific understanding, and a mechanism for empowering Australia’s diverse first nations peoples. They then presented their key message in three minutes using a single PowerPoint slide. This task allowed students to demonstrate an awareness and appreciation of multiple ways of developing understandings of nature while enhancing their ability to understand the role of science communication in the modern world. Students were surveyed at the beginning and end of the semester to establish their Indigenous Science conceptions and reflect on their experiences. Students demonstrated an outstanding ability to integrate appropriate Aboriginal and Torres Strait Islander knowledges, experience, and analysis into a key message. Most students reported greater familiarity with concepts such as Indigenous Science and provided richer definitions of what this means. When asked if understanding Aboriginal and Torres Strait Islander knowledges and cultural practices might impact their practice as a scientist, many felt their perspective had changed and that reflecting on their cultural values and beliefs had improved their cultural capability. Most students responded that this subject challenged (at least to a degree) some firmly held assumptions, ideas, and beliefs.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133845868","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":"STUDENT-CENTERED PROJECTS: RURAL HIGH SCHOOL STUDENTS LEADING PROJECTS IN TECHNOLOGY, IDENTITY, AND SOCIAL JUSTICE","authors":"Sabrina De Los Santos Rodríguez, Anya Carbonell, Michael F. Cassidy, M. Ong","doi":"10.36315/2022v2end034","DOIUrl":"https://doi.org/10.36315/2022v2end034","url":null,"abstract":"\"CompuPower is a student-centered program integrating computer technology, identity exploration activities, and community outreach projects. The program was implemented in six rural high schools in Arizona, USA between 2019 and 2021. Students worked in groups in project-based learning environments to create technology-based products (for example, websites, social media campaigns, and public service announcement videos) and to explore their individual identities and skills as they set education and career goals. To understand the CompuPower program from the students’ perspective, our research team conducted a qualitative, retrospective interview study using photo elicitation (Harper, 2002). This paper reports on the experiences of 13 rural high school student participants from diverse backgrounds. It explores students’ CompuPower experiences, including the technical and non-technical skills they gained throughout the program as they worked on community outreach efforts.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134091464","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":"CONECTA: A VIRTUAL SHOWCASE FOR SOLVING PROBLEMS REQUIRING KNOWLEDGE AND TECHNOLOGY.","authors":"T. A. Baptista, Claudia Gonçalves Lima","doi":"10.36315/2022v2end043","DOIUrl":"https://doi.org/10.36315/2022v2end043","url":null,"abstract":"\"The project aims to contribute to the strengthening of university-society relations, agreeing that higher education is an important means of promoting citizenship, combating social inequality, increasing the competitive capacity of States, increasing local economies, either through the placement of skilled workforce on the market, or through a likely emergence of innovative markets and the generation of a range of sociocultural factors which are essential to promote life in society. The model of higher education, open and articulated with external actors, occupies a prominent place in many countries. The so-called “triple helix”: universities – governments – society, constitutes an undeniably successful model. This model has helped to leverage national economies, which simultaneously has generated virtuous processes of economic development and appreciation of higher education institutions in these countries. The necessary process to transform scientific creation and technological innovation into something able to improve the life quality of populations and cities requires countless interactions among the world of science and technology, governments and the market. In this context, scientific and technological activity is perceived as a complex process in which the strategic integration between actors in the three domains and the establishment of networks become the key elements. This is about understanding university governance from a more contemporary perspective, considering the present day complexity and the availability of existing technological tools, enabling the establishment of a dialogue and knowledge sharing in a plural and democratic way. In times of so many challenges, it is up to the university to exercise creativity and critical thinking to find sustainable and ethically valid paths that guarantee the consonance of the public university with the country’s development, reaffirming the institution's role in society, as its participation in confronting inequality and the different forms of discrimination based on gender, race, religion, as well as, and especially, THE ROLE OF THE UNIVERSITY AS A VECTOR OF ECONOMIC AND SOCIAL DEVELOPMENT, highlighting its potential for collaborating in the production of innovative solutions to overcome problems requiring technology and knowledge. It is understood that a connection between theory and practice and, even more, a connection between different areas of knowledge will lead to the interdisciplinary approach demanded by social issues, making CONECTA a showcase of easily accessible solutions and innovations. Thus, the project proposes the creation of an application which can 1) SHARE KNOWLEDGE: Produce a database composed of projects already carried out by the university, in a user-friendly language accessible to the non-academic public and focused on experiences, innovative methodologies and solutions; 2) IMPROVE AND EXPAND INTEGRATION UERJ – SOCIETY: Strengthen UERJ’s integration with society ","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115341115","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":"DATA-DRIVEN DIFFERENTIATION","authors":"Jussi Järvinen, Einari Kurvinen, E. Kaila","doi":"10.36315/2022v2end085","DOIUrl":"https://doi.org/10.36315/2022v2end085","url":null,"abstract":"\"The heterogeneous classrooms of today require teachers to differentiate effectively. Effective differentiation however is a very time-consuming process. Teachers are faced with the challenge of first identifying the students in need of differentiated content, be it in the form of more support and easier exercises for struggling students or more challenges for high-performing students. Once these needs are identified, the teacher still needs to come up with the differentiated material that best suits the needs of each student. The identifying of differentiation needs and the delivery of differentiated content should preferably happen as the need arises, not as a delayed reaction based on observations from an exam for example. This trifecta of identifying needs, providing suitable content, and doing it all at the right time is what makes differentiation so difficult. In this article, we present a study where a digital learning platform called Eduten was used to provide automated suggestions for differentiation to teachers. The participants (N=757) were divided into two groups based on whether the teacher followed the suggestions or not. According to results, the differentiated students increased their accuracy significantly, while in the other group the accuracy remained the same. The number of completed exercises also increased more in the differentiated group, suggesting a raise in motivation. Based on the results, automated suggestions for differentiation can be highly useful but only, if the teacher follows them.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115427010","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}