Research and Advances in Education最新文献

Knowledge, Attitudes and Perception of Tutors Towards Inter-Professional Education: A Case Study at Uganda Institute of Allied Health and Management Sciences 导师对跨专业教育的认识、态度和看法：乌干达联合健康与管理科学学院案例研究

Research and Advances in Education Pub Date : 2024-03-01 DOI: 10.56397/rae.2024.03.01

Nakayiza Joanittah, Isabirye Christopher, Muweesi Charles, Drateru Keren Carol, Mirembe Rose Namaganda, Nabateregga Judith, Sserwadda Lawrence

{"title":"Knowledge, Attitudes and Perception of Tutors Towards Inter-Professional Education: A Case Study at Uganda Institute of Allied Health and Management Sciences","authors":"Nakayiza Joanittah, Isabirye Christopher, Muweesi Charles, Drateru Keren Carol, Mirembe Rose Namaganda, Nabateregga Judith, Sserwadda Lawrence","doi":"10.56397/rae.2024.03.01","DOIUrl":"https://doi.org/10.56397/rae.2024.03.01","url":null,"abstract":"With the increasing acknowledgment of the benefits of interprofessional education in the training of the health workforce, the awareness and attitudes of tutors towards this emerging concept are paramount for effectiveness in bringing out the intended outcomes. This study assessed the knowledge, attitudes and perceptions of tutors towards interprofessional education at the Uganda Institute of Allied Health and Management Sciences. A cross-sectional descriptive mixed study design was adopted and questionnaires were administered to health tutors of the different programs at the Uganda Institute of Allied Health and Management Sciences. Findings revealed that the majority (77.8%), of the tutors lacked knowledge of the concept 63% demonstrated positive attitudes and perceptions towards IPE. It was concluded that despite the tutors’ paucity of knowledge of IPE, their attitudes and perceptions are positive, implying that if they got adequate training and facilitation upon IPE and its practices, they would gain awareness and better their confidence in facilitating and supervising training and managing conflicts that would arise during implementation of IPE. It was recommended that the National Council of Higher Education (NCHE) with support from the Ministry of Education and Sports interest themselves in this innovation and offer training to the tutors as IPE is considered in the pipeline for a better healthcare workforce production, capacitation and strengthening.","PeriodicalId":512147,"journal":{"name":"Research and Advances in Education","volume":"367 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140281075","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

Research on the Design of Adaptive Testing Based on Multiple Intelligences Theory and Its Impact on Student Learning Outcomes 基于多元智能理论的自适应测试设计及其对学生学习成果的影响研究

Research and Advances in Education Pub Date : 2024-03-01 DOI: 10.56397/rae.2024.03.04

Zhihe Liu, Wenwen Jiang

{"title":"Research on the Design of Adaptive Testing Based on Multiple Intelligences Theory and Its Impact on Student Learning Outcomes","authors":"Zhihe Liu, Wenwen Jiang","doi":"10.56397/rae.2024.03.04","DOIUrl":"https://doi.org/10.56397/rae.2024.03.04","url":null,"abstract":"This paper examines the transformative potential of incorporating Howard Gardner’s Multiple Intelligences Theory (MIT) into adaptive testing frameworks within the United Kingdom’s educational settings. By moving beyond traditional, one-dimensional assessments that prioritize linguistic and logical-mathematical intelligences, MIT-based adaptive testing aims to offer a more personalized and inclusive approach to evaluating student capabilities. Through a comprehensive review of recent research, this study explores the theoretical underpinnings of MIT, the design and implementation of adaptive testing models that accommodate a broader spectrum of intelligences, and the empirical impacts of such assessments on student engagement, motivation, and academic achievement. The findings highlight the benefits of adaptive testing for fostering a more equitable educational environment, while also addressing the challenges and considerations for successful implementation. The discussion underscores the need for ongoing research, professional development for educators, and the development of reliable and valid assessment tools. Ultimately, this paper contributes to the dialogue on enhancing educational practices to better meet the diverse needs of learners, advocating for assessment models that recognize and value the wide array of human intelligences.","PeriodicalId":512147,"journal":{"name":"Research and Advances in Education","volume":"362 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140283393","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

The Impact of Gender Stereotypes on the Participation of Women in STEM Fields in Iran 性别陈规定型观念对伊朗妇女参与 STEM 领域的影响

Research and Advances in Education Pub Date : 2024-03-01 DOI: 10.56397/rae.2024.03.03

Soraya Mehranpour, Farzaneh Hosseini, Leila Firoozabadi

{"title":"The Impact of Gender Stereotypes on the Participation of Women in STEM Fields in Iran","authors":"Soraya Mehranpour, Farzaneh Hosseini, Leila Firoozabadi","doi":"10.56397/rae.2024.03.03","DOIUrl":"https://doi.org/10.56397/rae.2024.03.03","url":null,"abstract":"This paper delves into the critical examination of how gender stereotypes impede the participation of women in the STEM (Science, Technology, Engineering, and Mathematics) fields within the socio-cultural context of Iran. Despite significant strides toward achieving gender equality, the remnants of traditional societal and cultural expectations persistently influence the educational pursuits and career choices of Iranian women, particularly in fields traditionally dominated by men. This study seeks to uncover the depth and breadth of gender stereotypes’ impact on women’s engagement with STEM disciplines, a crucial step toward formulating strategies for a more inclusive and equitable STEM environment. The research specifically aims to quantify the prevalence of gender stereotypes and to explore their multifaceted effects on women’s decisions to pursue careers in STEM fields. It further investigates how these stereotypes influence women’s perseverance and success within these disciplines once they have chosen to embark on a STEM career path. By mapping the landscape of gender stereotypes and their tangible impacts on women’s participation in STEM in Iran, this study contributes valuable insights into the barriers women face and proposes targeted interventions to dismantle these obstacles. The findings of this research hold significant implications for policymakers, educators, and STEM industry leaders in Iran and potentially in other similar contexts. By addressing the specific challenges related to gender stereotypes in STEM, this paper paves the way for the development of more supportive educational policies, curricula, and workplace cultures that encourage and sustain women’s participation and advancement in STEM fields.","PeriodicalId":512147,"journal":{"name":"Research and Advances in Education","volume":"2 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140270370","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

The Significance of Disseminating Sexual Education Among Adolescents in China 在中国青少年中普及性教育的意义

Research and Advances in Education Pub Date : 2024-03-01 DOI: 10.56397/rae.2024.03.05

Wenshu Zhou

{"title":"The Significance of Disseminating Sexual Education Among Adolescents in China","authors":"Wenshu Zhou","doi":"10.56397/rae.2024.03.05","DOIUrl":"https://doi.org/10.56397/rae.2024.03.05","url":null,"abstract":"In China, most adolescents do not have access to formal sexual and reproductive health education and services. This essay delves into the critical role of sexual education in enhancing the well-being of Chinese adolescents. The exploration begins by addressing the evolving cultural concepts surrounding sexuality in China, challenging traditional norms influenced by Confucianism. Subsequently, it underscores the significance of sexual education in mitigating health risks, offering insights into successful international programs as potential models. The discussion extends to the pivotal role of comprehensive sex education in promoting gender equality, combating discrimination against sexual and gender minorities, and addressing issues of consent. Despite the recognized importance of sexual education, challenges persist in its implementation, primarily due to resistance and personal biases from educators and policymakers. The essay concludes by proposing effective strategies to overcome these challenges, emphasizing the role of higher education, gender science, and decolonizing education in shaping a more inclusive and informed approach to sexual health among Chinese adolescents.","PeriodicalId":512147,"journal":{"name":"Research and Advances in Education","volume":"152 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140276335","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

Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students 探索翻转课堂模式中教师角色转变对大学生批判性思维能力的影响

Research and Advances in Education Pub Date : 2024-03-01 DOI: 10.56397/rae.2024.03.06

Ning Pan

{"title":"Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students","authors":"Ning Pan","doi":"10.56397/rae.2024.03.06","DOIUrl":"https://doi.org/10.56397/rae.2024.03.06","url":null,"abstract":"This study investigates the impact of teacher role changes within the flipped classroom model on the critical thinking abilities of Canadian university students. Employing a mixed-methods research design, the study combines quantitative data from pre- and post-tests using the California Critical Thinking Skills Test (CCTST) with qualitative insights from student and teacher interviews. The quantitative analysis revealed statistically significant improvements in students’ critical thinking abilities in flipped classroom settings, particularly in analysis, inference, and evaluation skills, indicating a medium to large effect size (η² = 0.111). Qualitative findings underscore the importance of increased student engagement, enhanced learning environments, the value of collaborative learning, and the pivotal role of teacher support and feedback in facilitating critical thinking development. Integrating these findings, the study offers a multifaceted view of how strategic pedagogical shifts—specifically, adopting more facilitative and supportive roles by teachers—can significantly enhance critical thinking in higher education. This research contributes to the literature on educational strategies, advocating for the broader adoption of flipped classroom models as a means to foster active, student-centered learning and critical thinking skills.","PeriodicalId":512147,"journal":{"name":"Research and Advances in Education","volume":"47 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140279886","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

Analysis of the Impact of Personalized Learning Paths in Mobile Learning Platforms on the Development of Self-Directed Learning Strategies Among Brazilian College Students 移动学习平台中的个性化学习路径对巴西大学生自主学习策略发展的影响分析

Research and Advances in Education Pub Date : 2024-03-01 DOI: 10.56397/rae.2024.03.02

Raman Ankit Hurst

{"title":"Analysis of the Impact of Personalized Learning Paths in Mobile Learning Platforms on the Development of Self-Directed Learning Strategies Among Brazilian College Students","authors":"Raman Ankit Hurst","doi":"10.56397/rae.2024.03.02","DOIUrl":"https://doi.org/10.56397/rae.2024.03.02","url":null,"abstract":"This paper investigates the impact of personalized mobile learning (m-learning) platforms on the development of self-directed learning (SDL) strategies among Brazilian college students. Employing a mixed-methods research design, the study combines quantitative surveys with qualitative interviews to explore how personalized learning paths influence SDL skills such as goal-setting, time management, and reflective practice. The quantitative analysis reveals a significant positive correlation between the degree of personalization in m-learning experiences and enhancements in SDL competencies. Qualitative insights further elucidate students’ perceptions of personalized m-learning, highlighting increased motivation, engagement, and a sense of ownership over their learning processes. The research also delves into the challenges and opportunities presented by the Brazilian educational context, including infrastructural limitations and the digital divide. The findings underscore the potential of personalized m-learning platforms to foster learner autonomy and suggest implications for educators, policymakers, and educational technology developers. The study calls for further research on the longitudinal effects of personalized learning and the socio-economic factors affecting m-learning adoption and effectiveness.","PeriodicalId":512147,"journal":{"name":"Research and Advances in Education","volume":"28 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140276718","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

The Impact of Collaborative Learning on Teacher Professional Development and Individual Growth Within Team Collaboration 团队协作学习对教师专业发展和个人成长的影响

Research and Advances in Education Pub Date : 2024-02-01 DOI: 10.56397/rae.2024.02.03

Xinyan Zhao

{"title":"The Impact of Collaborative Learning on Teacher Professional Development and Individual Growth Within Team Collaboration","authors":"Xinyan Zhao","doi":"10.56397/rae.2024.02.03","DOIUrl":"https://doi.org/10.56397/rae.2024.02.03","url":null,"abstract":"This paper explores the impact of collaborative learning on individual growth within teacher teams in Australian primary and secondary schools from 2013 to 2020. Grounded in a comprehensive analysis of professional development, teamwork dynamics, and pedagogical skill enhancement, the study unveils key findings derived from surveys, interviews, and observations. Results indicate a significant positive correlation between participation in collaborative learning initiatives and heightened professional satisfaction, confidence in innovative teaching methods, and a deeper understanding of diverse learning needs among educators. The unexpected yet crucial discovery of a positive correlation between collaborative learning and teacher retention adds a unique dimension to the study. Practical implications for teacher professional development, teaching practices, and student outcomes are discussed, along with broader implications for educational policies and practices in Australia. The study advocates for the integration of collaborative learning as a cornerstone of future teacher development initiatives, fostering a dynamic and supportive professional culture.","PeriodicalId":512147,"journal":{"name":"Research and Advances in Education","volume":"581 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140468382","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

Historical Perspectives on Education Reform in Argentina: Lessons from the 20th Century 阿根廷教育改革的历史视角：20 世纪的经验教训

Research and Advances in Education Pub Date : 2024-02-01 DOI: 10.56397/rae.2024.02.01

Santiago Rodríguez López

引用次数: 0

Enhancing Environmental Awareness Through Integrated Curriculum in China 中国通过综合课程提高环境意识

Research and Advances in Education Pub Date : 2024-02-01 DOI: 10.56397/rae.2024.02.04

Fan Chen, Siyu Xiang, Min Fan

引用次数: 0

A Study Applying Rogers’ Innovation Diffusion Theory on the Adoption Process of New Teaching Methods in Secondary Education 罗杰斯创新扩散理论在中学教育采用新教学法过程中的应用研究

Research and Advances in Education Pub Date : 2024-02-01 DOI: 10.56397/rae.2024.02.02

Ruihong Chen

引用次数: 0