Educational Research for Policy and Practice最新文献_第3页

Contextualizing inclusion policy: views from Jordanian special education teachers 情境化的包容政策:来自约旦特殊教育教师的观点

IF 1.8

Educational Research for Policy and Practice Pub Date : 2023-05-26 DOI: 10.1007/s10671-023-09344-5

S. K. Benson

引用次数: 0

Learning in an era of uncertainty in Singapore: diversity, lifelong learning, inspiration and paradigm shift. 新加坡不确定时代的学习：多样性、终身学习、灵感和范式转变

IF 1.2

Educational Research for Policy and Practice Pub Date : 2023-05-22 DOI: 10.1007/s10671-023-09348-1

Pak Tee Ng

{"title":"Learning in an era of uncertainty in Singapore: diversity, lifelong learning, inspiration and paradigm shift.","authors":"Pak Tee Ng","doi":"10.1007/s10671-023-09348-1","DOIUrl":"10.1007/s10671-023-09348-1","url":null,"abstract":"This is an era of uncertainty, during which adaptability is a key capability to survival and future success. What has Singapore done to develop an education system that facilitates its young to learn in such an era? Firstly, Singapore enhances the adaptive capacity of its education system by increasing its diversity. In particular, it is developing more educational pathways, areas of learning and types of schools. Secondly, Singapore emphasizes lifelong learning. In particular, Singapore will be focusing on providing more learning opportunities for working adults and enhancing support for mid-career reskilling. In these educational changes, Singapore has been addressing both hardware (changing policies) and software (addressing culture), in order to develop an education system that can facilitate learners to learn in an era of uncertainty. What will help Singapore in further developing such a system? This paper suggests two software \"upgrades\", namely \"inspiration by design\" and \"readiness for paradigm shift\". Firstly, instead of a paradigm of competence, Singapore adopts a paradigm of inspiration. In this paradigm, the aim is for students to find their inspiration to learn, and such inspiration is provided through a systemic approach. This is \"inspiration by design\". Secondly, Singapore nurtures the spirit of readiness for paradigm shifts in education. An example of a paradigm shift is to be ready for the advent of artificial intelligence in education. Such readiness is about reflecting on fundamentals so that the use of artificial intelligence enhances the development of real human intelligence.","PeriodicalId":44841,"journal":{"name":"Educational Research for Policy and Practice","volume":"1 1","pages":"1-7"},"PeriodicalIF":1.2,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10201479/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41808696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What is the problem and how can we solve it? School authorities’ perceptions of the shortage of teachers in Sweden 问题是什么，我们如何解决它?学校当局对瑞典教师短缺的看法

IF 1.8

Educational Research for Policy and Practice Pub Date : 2023-05-20 DOI: 10.1007/s10671-023-09350-7

Lena Boström

引用次数: 0

Student access to technology at home and learning hours during COVID-19 in the U.S. 美国学生在COVID-19期间在家使用技术和学习时间

IF 1.8

Educational Research for Policy and Practice Pub Date : 2023-05-12 DOI: 10.1007/s10671-023-09342-7

Kolawole Ogundari

{"title":"Student access to technology at home and learning hours during COVID-19 in the U.S.","authors":"Kolawole Ogundari","doi":"10.1007/s10671-023-09342-7","DOIUrl":"10.1007/s10671-023-09342-7","url":null,"abstract":"Studies have shown that the digital divide affects students' educational achievement across racial and ethnic groups. In light of this, the study investigates the effect of technology access at home on student learning hours during the COVID-19 pandemic and across racial and ethnic groups in the U.S. The Household Pulse Surveys (HPS), conducted by the United States Census Bureau and administered from August 19, 2020, to March 29, 2021, were used for the analysis. We compute a composite index of technology access using the principal component analysis (PCA). And for the empirical model, the study employed a Tobit regression model. The result shows that the estimated index of technology access based on PCA for the whole sample is about 0.92, indicating a higher level of access. However, the breakdown by race/ethnicity shows an average of about 0.93, 0.89, 0.90, 0.94, and 0.89 for students representing White, Black, Hispanic, Asia, and other races, respectively. This means the intensity at which households in the sample have access to technology is higher among the Asian and White students, followed by Hispanic, Black, and other races in that order. The estimated effect of technology access on the student learning hours during COVID-19 based on the Tobit regression model shows about a 3.1 unit points increase over the whole sample. And further analysis reveals variation at which access to the technology impacts learning hours across race and ethnicity groups. For example, we find that access to technology significantly increased learning hours by about 3.5, 1.6, 2.2, and 3.4 unit points among White, Black, Hispanic, and Asian students, respectively. The observed differing effect of access to technology on learning hours further highlights the racial disparities in American society's digital divide, which reveal how access to technology disproportionately impacts student learning hours during the COVID-19 pandemic across race and ethnicity.","PeriodicalId":44841,"journal":{"name":"Educational Research for Policy and Practice","volume":"1 1","pages":"1-18"},"PeriodicalIF":1.8,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10176282/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44705556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction to: Preparing teachers for the changing future (2014–2018) 更正:让教师为不断变化的未来做好准备(2014-2018)

Educational Research for Policy and Practice Pub Date : 2023-05-10 DOI: 10.1007/s10671-023-09349-0

Woon Chia Liu

引用次数: 0

English teachers’ identity-agency and curriculum reform policies in the People’s Republic of China (PRC) 中华人民共和国英语教师身份代理与课程改革政策

IF 1.8

Educational Research for Policy and Practice Pub Date : 2023-05-09 DOI: 10.1007/s10671-023-09343-6

I. Liyanage, T. Walker

引用次数: 0

Teaching training among rural and urban in-service teachers in central China 中部地区城乡在职教师的教学培训

IF 1.8

Educational Research for Policy and Practice Pub Date : 2023-05-03 DOI: 10.1007/s10671-023-09347-2

Min Wang, S. Rozelle

引用次数: 0

The use of blended learning to promote learner-centered pedagogy in elementary math classrooms 运用混合式学习促进小学数学课堂以学习者为中心的教学法

IF 1.8

Educational Research for Policy and Practice Pub Date : 2023-04-30 DOI: 10.1007/s10671-023-09346-3

Siamack Zahedi, Camille L. Bryant, A. Iyer, Rhea Jaffer

引用次数: 0

Linking representations of equality in first-grade mathematics lessons in China 中国一年级数学课中平等的关联表征

Educational Research for Policy and Practice Pub Date : 2023-03-27 DOI: 10.1007/s10671-023-09334-7

Rui Meng, Amelia Yeo, Meixia Ding, Martha W. Alibali

引用次数: 0

Classroom assessment beliefs of teachers: scale validity and reliability study 教师课堂评价信念:量表效度与信度研究

IF 1.8

Educational Research for Policy and Practice Pub Date : 2023-03-24 DOI: 10.1007/s10671-023-09339-2

Cihad Şentürk, Gökhan Baş

引用次数: 1