MIER-Journal of Educational Studies Trends and Practices最新文献

The Role of Assistive Technologies in Enhancing Inclusive Science Education for Students with Visual Impairment: A Systematic Literature Review 辅助技术在促进视障学生全纳科学教育中的作用：系统文献综述

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2025-11-01 DOI: 10.52634/mier/2025/v15/i2/2838

Michael Mukhwana, Shankar Lal Bika, Naru Gopal Dey, Sushama Sharma

{"title":"The Role of Assistive Technologies in Enhancing Inclusive Science Education for Students with Visual Impairment: A Systematic Literature Review","authors":"Michael Mukhwana, Shankar Lal Bika, Naru Gopal Dey, Sushama Sharma","doi":"10.52634/mier/2025/v15/i2/2838","DOIUrl":"https://doi.org/10.52634/mier/2025/v15/i2/2838","url":null,"abstract":"Assistive technologies (ATs) have become a fundamental aspect of service delivery, including education, in the 21st century. Students with visual impairment (SVIs) have historically faced exclusion from science education. However, ATs offer hope in enabling SVIs to access science education content. This study examines the role of ATs in promoting inclusive science education for SVIs. The researchers conducted a systematic review of 19 research articles to analyse the study’s objectives. Findings indicate that collaborative strategies and meaningful adaptations have a positive influence on the understanding of science concepts. Nonetheless, access to visual content remains a significant challenge. Conversely, ATs have the potential to improve significantly SVIs’ access to inclusive science education (ISE) content. Despite the advantages of ATs, gaps remain that could hinder their integration as pedagogical tools. Therefore, the study offers recommendations to foster inclusive science education.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":"351-384"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.mierjs.in/index.php/mjestp/article/download/2838/1633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147882629","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

Beliefs of Student-Teachers at the University of Jammu Towards the Teaching Profession 查谟大学师生对教师职业的信念

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2025-05-01 DOI: 10.52634/mier/2025/v15/i1/2715

Sushma Bala, Jyoti Parihar

{"title":"Beliefs of Student-Teachers at the University of Jammu Towards the Teaching Profession","authors":"Sushma Bala, Jyoti Parihar","doi":"10.52634/mier/2025/v15/i1/2715","DOIUrl":"https://doi.org/10.52634/mier/2025/v15/i1/2715","url":null,"abstract":"This study examines the beliefs of 150 student-teachers from 15 Colleges of Education in Jammu Province, affiliated with the University of Jammu, regarding the teaching profession. Participants were selected through simple random sampling, with 10 student-teachers from each college representing both genders. Data collection was facilitated by a self-constructed questionnaire featuring 22 mixed-format questions. Analytical methods included percentage evaluations, graphical representations, and content analysis. Findings indicate a predominant belief among student-teachers that teaching is a respected career associated with high morale and societal value. Interestingly, 62.67% of respondents believe that teaching skills are acquired (‘Made’), while 37.33% feel these skills are innate (‘Born’). The majority expressed satisfaction with their career choice, with only 14.67% indicating dissatisfaction. Key attributes identified for effective teaching include the ability to understand varying student levels, skills to engage students, and the fostering of mental and emotional development. The study also highlights a preference for employment in government schools driven by job security, favourable salaries, and a commitment to educating socially disadvantaged groups. While the results are not universally generalisable due to the sample size, they provide valuable insights into student-teacher perceptions of their profession and educational practice programs.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":"126-145"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.mierjs.in/index.php/mjestp/article/download/2715/1623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147893542","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

Confronting the Challenges Faced by the Beneficiaries of Shadow Education during COVID-19: An Anecdotal Analysis 应对2019冠状病毒病期间影子教育受益者面临的挑战：轶事分析

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2025-05-01 DOI: 10.52634/mier/2025/v15/i1/2836

Sachin Kumar, Poonam Pandita, K. K. Singh

{"title":"Confronting the Challenges Faced by the Beneficiaries of Shadow Education during COVID-19: An Anecdotal Analysis","authors":"Sachin Kumar, Poonam Pandita, K. K. Singh","doi":"10.52634/mier/2025/v15/i1/2836","DOIUrl":"https://doi.org/10.52634/mier/2025/v15/i1/2836","url":null,"abstract":"This qualitative study examines the impact of the COVID-19 pandemic on shadow education (private supplementary tutoring) in India, focusing on the challenges students face and their adaptation strategies. Shadow education, driven by academic competition and parental aspirations, has become increasingly prevalent in the Indian educational landscape. However, the unprecedented closure of supplementary educational institutions during the pandemic caused significant disruptions in students’ learning trajectories. Through focus group discussions with 267 students from Jammu Province, UT J&K, India, who relied on shadow education during their 11th and 12th grades amid the pandemic, this study investigates three key aspects: the factors driving reliance on shadow education, the challenges in accessing tutoring during COVID-19, and the compensatory strategies adopted by students. The findings reveal that while digital platforms partially filled the void, connectivity constraints, economic barriers, and limited attention spans significantly impacted learning continuity. Students demonstrated remarkable adaptability by employing various coping mechanisms, including self-study, peer learning through WhatsApp groups, and YouTube tutorials. The study contributes to the growing discourse on educational resilience during crises and offers empirically grounded recommendations for strengthening mainstream education to reduce excessive dependence on shadow education systems.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":"240-259"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147898526","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: 4

Mathematics Education Amidst the Pandemic: The Experiences of Freshmen University Students Challenged at the Margin 大流行中的数学教育:边缘挑战下大一新生的经历

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2023-11-01 DOI: 10.52634/mier/2023/v13/i2/2519

Jahfet Nabayra

{"title":"Mathematics Education Amidst the Pandemic: The Experiences of Freshmen University Students Challenged at the Margin","authors":"Jahfet Nabayra","doi":"10.52634/mier/2023/v13/i2/2519","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2519","url":null,"abstract":"This phenomenography describes and analyses the experiences of geographically challenged students in learning mathematics during the pandemic. The sample includes six geographically challenged first-year Bachelor of Secondary Education University students in a public State University in the Philippines. Data is collected using a semi-structured interview guide. Data was analysed using phenomenographic data analysis. Results show that the experiences of these geographically challenged students fall within three qualitatively different categories of description. These are new modalities and new mathematics learning experiences, mathematics difficulty vis-a-vis teaching styles and struggling, coping, and persisting. Challenges like personal, financial, technological, instructional, socio-economic, and geographic location persist as they pursue education in the new normal. These students attribute course difficulty in mathematics to pedagogical aspects, teaching approaches of instructors, personally challenging situations, and the inability to blend with the trend. Hence, school administrators may strengthen the quality of mathematics instruction in the university by considering the voices of the marginalised and not just offering a one-size-fits-all policy to make the mathematics curriculum flexible, inclusive, and equitable. This will address the demands and needs of the learners, especially the geographically challenged ones.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"45 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456076","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

Tracing the Four-Decade Journey of Research in Ethics and Higher Education- A Bibliometric Analysis 伦理与高等教育研究的四十年历程——文献计量分析

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2023-11-01 DOI: 10.52634/mier/2023/v13/i2/2513

Adya Sharma, Nehajoan Panackal, Sonica Rautela, Sabiha Fazalbhoy

{"title":"Tracing the Four-Decade Journey of Research in Ethics and Higher Education- A Bibliometric Analysis","authors":"Adya Sharma, Nehajoan Panackal, Sonica Rautela, Sabiha Fazalbhoy","doi":"10.52634/mier/2023/v13/i2/2513","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2513","url":null,"abstract":"Higher education institutions have a significant role in fostering ethical behaviour in students. Ethics in higher education encompasses a wide range of areas, including academic integrity, research ethics, ethical leadership, social responsibility, inclusivity, and sustainable education. The study of research on ethics in higher education shows that considerable work has been done on theory, models, analysis, processes, compliance, etc., in this domain. A look at literature over the past four decades maps how the literature has progressed over the years. In the current study, the researchers have used bibliometric analysis to trace the four-decade journey of research done in ethics in higher education. This research analysed 346 papers published in Scopus-indexed peer-reviewed journals between 1981 to 2023. The bibliometric analysis helped to yield interesting insights into understanding the most referenced articles, journals, countries, institutions, and authors in the ethics and higher education literature. The study also aims at understanding the new research themes in ethics and higher education. Drawing on the result of cluster analysis, the keywords help in defining four broad research themes.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"10 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456526","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

Prospective Teachers’ Attitudes towards the Education of Gifted/Talented Students 准教师对资优学生教育的态度

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2023-11-01 DOI: 10.52634/mier/2023/v13/i2/2434

Cengiz Tuysuz, Mehmet Gurbuz, Ahmet Goncu, Ilker Ugulu

{"title":"Prospective Teachers’ Attitudes towards the Education of Gifted/Talented Students","authors":"Cengiz Tuysuz, Mehmet Gurbuz, Ahmet Goncu, Ilker Ugulu","doi":"10.52634/mier/2023/v13/i2/2434","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2434","url":null,"abstract":"This study intends to determine the attitudes of prospective teachers towards the education of gifted/talented students. The study utilises the survey model and a quantitative research design. Mean and standard deviation values were calculated to determine the attitude levels of the prospective teachers toward gifted education. In addition, an Independent Sample t-test and One-way ANOVA were used to determine whether prospective teachers’ attitudes differ according to independent variables. Considering the averages of the total scores obtained from the scale (XFemale=111.71 and XMale=144), the data shows that the prospective teachers’ attitudes towards the education of gifted students were positive. Results also show that gender is not a variable that affects the attitudes of gifted individuals towards their education. Results of the one-way ANOVA reveal that there is a statistically significant difference between the total score obtained from the scale and the sub-dimensions of the ’Supporting and Needs of Gifted Students’, ’Opposition to Special Services for Gifted Students’ and ’Grade Skipping’ of the scale.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"9 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456528","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

Investigation of the Relationships Between Pre-Service Teachers’ Classroom Management Anxiety with Their Career Adaptation and Optimism 职前教师课堂管理焦虑与职业适应、乐观情绪的关系研究

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2023-11-01 DOI: 10.52634/mier/2023/v13/i2/2446

Mensure Alkis Kücükaydin

引用次数: 0

A Thought Experiment On Gravity Based On Falling Objects: Investigation Of Science Teachers’ Thinking Process 基于落体的重力思维实验:科学教师思维过程的调查

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2023-11-01 DOI: 10.52634/mier/2023/v13/i2/2456

Fatma Kübra Uyar, Orhan Karamustafaoglu

{"title":"A Thought Experiment On Gravity Based On Falling Objects: Investigation Of Science Teachers’ Thinking Process","authors":"Fatma Kübra Uyar, Orhan Karamustafaoglu","doi":"10.52634/mier/2023/v13/i2/2456","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2456","url":null,"abstract":"This study aims to analyse the thought processes of science teachers who are master students in scientific education using a thought experiment on gravity based on falling objects. The phenomenological study approach, one of the qualitative research methodologies, was used to achieve this aim. Purposive sampling was used to investigate eight science teachers continuing their master’s degrees. Data was collected through interviews and a thought experiment on gravity based on falling objects. The teachers participated in Face-to-face problem-solving sessions, thinking aloud and backward questioning sessions. Results reveal that the teachers mostly showed secondary effects as establishing a new amount of relationship, carrying out thought experiments to predict, and preferring scientific concepts and hypothetical simulations as sources of thinking. Likewise, spatial reasoning-symmetry-compound simulation and experience were equally and less frequently preferred. Results also show that science teachers had strong self-efficacy judgments, a mastery of the curriculum, an unpleasant attitude when dealing with difficulties, and hypothetical thinking skills.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"8 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456532","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

A Study On the New Paradigm Shift to Online Education in Schools During Covid-19: Challenges of Educators 新冠肺炎期间学校在线教育新范式转变研究:教育工作者面临的挑战

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2023-11-01 DOI: 10.52634/mier/2023/v13/i2/2393

Madhuri M., Janvi K.

引用次数: 0

Review and Synthesis of a Decade of Research on Transformational Teaching and Student Engagement 转型教学与学生参与十年研究回顾与综合

MIER-Journal of Educational Studies Trends and Practices Pub Date : 2023-11-01 DOI: 10.52634/mier/2023/v13/i2/2521

Raja Shekhar Bellamkonda, Mary Sunanda G., Sourya Rongala

引用次数: 0