Postgraduate research is a massive stumbling block to students who had never had an opportunity of exposure to research methods. A study conducted by the researcher (Costa, 2018) revealed challenges in postgraduate supervision—one of these challenges was lack of exposure to research language by students. Qualitative research and its complexities due to a variety of approaches including rigour determination pose a plethora of challenges to novice researchers. This document presents C.O.S.T.A model as a tool suitable for use by academics and students, with a panoramic view of steps to be taken first to understand foundational concepts and the language of research and secondly to make informed choices on the research methods and design strategy options available for the prospective researcher. Conclusions drawn on the reliability of the model are based on empirical evidence of application of the model observed over a period of 12 months, with some students testifying to have passed their research projects satisfactorily at their respective leading universities in South Africa. Secondary research also provides voluminous sources of success of similar research supervision programmes both in South Africa and abroad.

Employees’ organizational commitment is considered to be a critical issue in higher educational setting for the success of its visions and goals, as well as to keep its employees motivation granted for achieving better work performance. This subject has therefore, been studied so as to draw attention to enhance effectiveness of higher educational institution in Ethiopia, particularly in reference to Haramaya University. The major objective of study was to find out the level of academic staffs’ commitment. The study assessed whether significant difference exist in academic staffs’ commitment level in terms of their gender and level of education. Researchers used cross-sectional research design and both primary and secondary data sources were used for the study; 242 participants were selected using stratified sampling technique. Questionnaire, focus group discussion and document review were used to collect data. The quantitative data were analyzed using descriptive and inferential statistics; and the qualitative data were also analyzed using narration methods of analysis. Study result showed there was moderate level of in overall commitment and in specific commitment dimensions among academic staffs. The study further indicated that there is no significance difference in commitment of academic staffs with reference to gender; however, a significant difference in commitment was existed in reference to level of education.

The prevalence of autism in children in the world is estimated as one per 62 children, higher levels reported in some countries. These children experience significant problems with the development of social, behavioural and verbal and non-verbal communication skills. The skills impairment levels varies from an individual to another and that made teaching autistics a challenge for caregivers such as teachers and relatives. Hence, there are quite a number of frameworks of a software learning systems which focus on gaining the children’s attention using representational visual illustration as a learning method instead of the textual form. However, majority of these tools are lacking the personalisation ability to suite everyone in the spectrum. Assistive technology offers an alternative way to attract children with autism. Therefore, this research is proposing an Adaptive Content Management Learning System (ACMLS) model to assist caregivers to produce, design and fine-tune or customise the learning materials appropriately so that the system interface and the materials are suitable for every individual in the spectrum according to each child personal profile aiming to make learning attractive and to contribute in improving their social, communication and behavioural skills and nonetheless, their attention level to the delivered educational topics. The ACMLS model design adopts four main components which are: (1) Design component: which covers the visual design, design principles and the mental model of the children with autism. (2) Technology component: which covers the assistive technology tools and the architecture of the ACMLS system. (3) Education component: Which covers the learning objectives, styles, strategies, methods and the cognitive model. (4) Participants component: which covers the main participants who’re playing a role in the ACMLS model such as: caregivers and children with autism.

The aim of this article was to assess how the professional competence of PETs (Physical Education Teachers) can predict student satisfaction in high school and student satisfaction with life itself. In line with these aims, this study was completed as a cross-sectional study, which was carried out in a total 890 Physical Education (PE) students. Of the research group, 50.3% were female and 49.7% were male. Age average was 15.49 years old for females (SD 1.79) and 15.00 years old for males (SD 2.00). The data collection instrument was the Intrinsic Satisfaction Classroom Scale and Satisfaction with Life Scale. The results are presented as descriptive statistics, correlations and structural equation modelling analysis, and they show that the competences of the PE teacher determine in great measure student’s satisfaction with school and with their own personal lives.

This paper presents a brief account and rationale for implementation of competency-based learning in any form of management and leadership development programmes in South Africa. The fact that competency-based learning (CBL), also known as outcomes-based learning has been scrapped from the schooling system in South Africa is unfortunate as this method enhances critical thinking skills and practical problem-solving skills. This paper presents CBL as a model of meta-cognitive approach to learning that integrates both theory and practice into experiential learning through six dimensions, namely, active learning, constructive learning, cumulative learning, goal-oriented learning, learner-centred and curriculum design strategies. In the advent of the fast-paced global economy, managers and leaders need to seek those business schools that value real-time practical approach to curriculum for relevance and to maximize shareholder value through human resource development. This brief presentation ends by recommending an approach through CBL that fosters three critical pillars of leadership development, namely: intellectual, behavioural and emotional agenda.

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

As reflected in the sustainable development goals (SDG), sustainable development is a multi-dimensional concept integrating political, ethical, economic and other factors. Reports from the UN decade of Education for Sustainable Development (UNDESD) suggest that universities are more engaged with sustainable development in higher education (HESD). Despite promising signals about student awareness of sustainable development, survey studies suggest student engagement and knowledge is limited in addressing social and economic factors. This study evaluated how UK students enrolled in postgraduate taught sustainability degrees responded to the multi-dimensional issues of sustainable development. Consolidating work by Baker on the multi-dimensional ladder of sustainable development, this study piloted a 39 question 7-point Likert scale survey with a cohort of UK taught postgraduate (MSc, MPhil) students (n=121, Cronbach Alpha 0.796, n=39 Questions). Subsequent removal of questions duplicating content and replacement of missing values produced better results (0.810 Cronbach Alpha, n=30 Questions). The study found this cohort able to recognize and respond to the multiple challenges of strong and weak sustainable development issues. Results also suggest that future studies could limit the number of questions Results and qualitative comments from the survey suggest, however, students resist the idea of strong interventions in social, political and economic life.

As education becomes more and more important in creating improved societies, many people who do not have access to it are falling behind. To help them catch up, many people, especially those in rural areas and developing countries, are turning to different methods of self-learning, especially those that utilize cheap technology and use interactive methods to teach. Our empirical study tests the effectiveness of an e-learning system that utilizes newer, less tested forms of interactivity and could potentially be used in these areas as a self-learning system and compares it to non-interactive video and textbook self-learning in two different topics. The results of the experiment showed that the increased interactivity provided by the e-learning system achieved significantly better learning performance over both non-interactive video and textbook self-learning. It was also found that students who learned through non-interactive video performed significantly better than those who used textbooks for self-learning.

Background: Despite the abundant scientific literature on entrepreneurship, there is still only limited information on young students’ entrepreneurial intentions. The reasons may be generally found in the different conceptual approaches to entrepreneurial intention and particularly in the variables that regulate and act as antecedents to such intentions. This bias has generated different lines of investigation into the factors relating to entrepreneurial intention among students: one is centered on the variables that influence entrepreneurial intention, in particular, relational, educational, and psychological variables; and the other is centered on the antecedents of entrepreneurial intention, among which is entrepreneurial interest. Methods: In the present paper, we seek to analyze the relationship between the entrepreneurial interest of Spanish youth and a set of socio-educational, psychological, and health-related variables using principal component analysis. A previously validated ad hoc questionnaire was administered to 1764 students (15–18 years old). Results: Notably, few Spanish youth expressed significantly high entrepreneurial interest; those who did were mostly men with a family tradition of entrepreneurial parents, who held high perceptions of their health and quality of life and considered it important in business to detect opportunities beforehand and to create employment. Conclusions: Their principal motives were to improve their professional development, to put their ideas into practice, and to achieve economic independence. This paper proposes the early detection of entrepreneurial interests in young people in order to reinforce these interests as potential long-term initiatives.

The aim of this article has been to evaluate the impact of a physical-sport education programme, based on the pedagogical model of Sport Education within the framework of quality Physical Education and approached from the field of social and emotional learning, on a set of psychological variables: subjective well-being (quality of life related to health, positive affect and negative affect); trait emotional intelligence and social anxiety. A total number of 113 Compulsory Secondary Education students were involved, aged 12 to 15 years old, 44 of whom belonged to the control group (CG) and 69 to the experimental group (EG). A quasiexperimental design of repeated pretest and posttest measures with the CG was used. The results obtained in this investigation revealed that the intervention programme caused significant improvements in the subjective well-being and the trait emotional intelligence for the EG. These findings reinforce the pedagogical efficiency of the programme with regards to the aim that has been set. Likewise, the findings also highlight the suitability and appropriateness in terms of innovative teaching proposals. In the same way, the results showed relevant empirical contributions in this given school context due to its psychological benefits and the encouragement of healthy living.

This article addresses the role the Word-Acaid Philosophy plays in directing or guiding human behaviour in all situations and circumstances. It discusses the origin of the philosophy when I asked myself the following question: “Why do I do what I do when I do what I do?” This question led me to carefully self-examine to discover the reason for my behaviours. Once the philosophy was crafted, I observed that all other human beings seem to go through the same process. The philosophy did not originate as a formal study. However, in this article I did a systematic study on the concepts to verify the initial propositions. In order to achieve my goal a formal study was done using a descriptive approach to explicate the modus operandi of the philosophy with a view of understanding its nature and the role each of the essential elements plays. A conceptual analysis method was used focusing on the definition of key concepts. It was conclusively found that each concept played a significant role in driving human behaviour in every situation. The findings’ implications are very significant to trainers, coaches, educators and all whose goal is to affect human beings towards particular exit outcomes. The findings made it very simple also for me to deductively conclude that the philosophy is a system and is valid.

Postgraduate students in South Africa and other parts of the world, particularly in developing nations struggle to complete the research component of their studies. According to the National Development Plan ( 2013) it has become a requirement for South African institutions to play a pivotal role in knowledge production so as to transform South Africa from a resource-based economy towards a knowledge-based economy. In pursuit of meeting this requirement and further to increase subsidy from the Department of Higher Education and Training (DHET), South African institutions of higher learning have been on the drive for recruiting postgraduate students en masse. One of the main problems facing South African institutions is that the number of students enrolled does not correspond to those who graduate at the end of the postgraduate programme study period. This study is a systematic review of literature on challenges in postgraduate supervision and further proposes a possible solution. Five South African institutions of higher learning’s postgraduate throughput data is carefully studied and substantiated by previous research on postgraduate supervision challenges on these particular institutions. Study findings present challenges related to research capacity development and burden of supervision at these institutions. Collaborative methods of supervision such as the C.O.S.T.A model are hereby proposed as possible solutions to the current throughput problem in South Africa.

(1) This study aimed to examine the prevalence of depression and its correlation with acculturative Stress and Social Connectedness among domestic and overseas students in Japan International University. (2) Methods: A Web-based survey was distributed among students of International University, which resulted in 263 responses. On the survey together with socio-demographic data, a nine-item tool from the Patient Health Questionnaire (PHQ-9), was used to measure the prevalence of Depression and its relationship with socio-demographic data, Social Connectedness Scale was used to measure Social Connectedness, and Acculturative Stress Scale for International Students (ASSIS) was used to measured acculturative stress. (3) Results: Depression was significantly high in international and domestic students (37.81% and 29.85% respectively). English language proficiency and students age (20 years old) showed a significant correlation with depression among domestic students (β=-1.63, p=0.038 and β=2.24, p=0.048). Stay length (third year) also displayed a significant correlation with depression among international students (β=1.08, p=0.032). Among international and domestic students statistically significant positive correlation between depression and acculturative stress, negative associations of social connectedness with depression and acculturative stress were also found. Suicidal or self-hurting ideation thoughts are found among around 20% of all students. (4) Conclusions: These findings indicate a relatively high prevalence of depression among students of International University, and overseas students are more affected. Depression, Acculturation stress and Social Connectedness show statistically strong intercorrelation, which highlights the need of host University to recognise the role of Acculturation and Social Connectedness in the development of Depression among students.

The American Academy of Arts and Sciences suggested the definition of science literacy emphasize how crucial understanding the scientific process and the ability to evaluate conflicting scientific evidence is. The purpose of this article is to present an evidence-supported curriculum covering the fundamentals of logic, reasoning, and argumentation skills to address the emphasized basic knowledge, skills, and abilities required to be scientifically literate, which will prepare the public to understand and engage with science meaningfully. An analytic-synthetic approach toward understanding the notion of public is taken using a theoretical biomimetics framework that identifies naturally occurring objects or phenomena that descriptively captures the essence of a construct to facilitate creative problem-solving. In the present case, the problem being solved is how to reconcile what is meant by public, how it ought to be interpreted, the different levels of confidence in science that exist, and various understandings of science all with one another. The results demonstrate there is an inherent denotative-connotative inconsistency in the traditional notion of public that can be explicated through the concept of a fractal allowing for comprehension of the relationship between public confidence in, and understanding of, science.

The traditional hands-on nature in science laboratory classes creates a sense of immediacy and a presence of authenticity in such learning experiences. The handling of physical objects in a laboratory class, and the immediate responses provided by these experiments, are certainly real-live observations, yet may be far from instilling an authentic learning experience in students. This paper explores the presence of authenticity in hands-on laboratory classes in introductory science laboratories. With our own laboratory program as a backdrop we introduce four general types of hands-on laboratory experiences and assign degrees of authenticity according the processes and student engagement associated with them. We present a newly developed type of hands-on experiment which takes a somewhat different view of the concept of hands-on in a laboratory class. A proxemics-based study of teacher-student interactions in the hands-on laboratory classes presents us with some insights into the design of the different types of laboratory classes and the pedagogical presumptions we made. A step-by-step guide on how to embed industry engagement in the curriculum and the design of an authentic laboratory program is presented to highlight some minimum requirement for the sustainability of such program and pitfalls to avoid.

The aim of the existing study is to investigate the influence of teacher expectation on students’ achievement and their attitudes towards English lesson and to increase the students’ academic success and positive attitudes towards this issue. In the study, a process which defined the existing situtation and which provided the educational processes to improve by changing the existing situation could be seen. For this reason, emancipatory/improving/critical action research model was used. The study was carried out on a sample group consisting of 87 students; 43 6th graders and 44 8th graders attending a school located in the city center of Düzce during the 2015-2016 academic year. In order to collect the data, “Teacher Expectancy Scale” developed by the researchers, “Attitude Scale towards English Course” and 7 test exams prepared by Turkish Ministry of National Education (MoNE) were used. The study was conducted for a total 48 hours in 12 weeks, 4 hours a week. As the result of the study, it was revealed that teacher expectation influenced the attitudes of the students towards the English lesson in a positive way and increased their academic achievements.

The impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance (problem-based learning, PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences. Here, we systematically reviewed studies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL. We found that h-PBL resulted in better overall students’ performance and perception than TT or pure PBL. These findings encourage more research on investigating the pedagogical benefits of h-PBL and posit an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.

The current paper is based on a survey conducted on 321 engineering students studying at University POLITEHNICA of Bucharest and University POLITEHNICA of Timişoara. The research aims at outlining the profile of the teacher in technical higher education as depicted by engineering students. The results of the study highlight the importance of the student-teacher relationship and of the teacher’s roles as evaluator and examiner. Moreover, the test data show significant statistical differences between the real and ideal teacher in technical higher education from a student perspective. Regarding the dimensions of the teacher in technical higher education, based on the statistics, on a 1 to 5 scale, the results show similarities of the two models. For instance, students rank first intelligence and last elitism and competitiveness as teacher attributes.

This study investigates five-year-old learners’ vocabulary retention through case studies, on a one week, one month, three months, and five months basis. It concerns the vocabulary learning of kindergarten children learning English as a second language (L2). This study attempts to seek answers to the questions of to what extent the presentation of the three different sets of words more effective than the other two is, both on recall and recognition and whether the recall and recognition levels showed differences in the three sets of words in course of time. In the literature, some studies have favoured semantic mapping in which new words are presented and organized in terms of associated lexical meanings. Some other studies have disfavoured semantic mapping. This study has administered three different sets of vocabulary: semantically related, cognates and semantically unrelated words. This study indicated that all participants were more successful with semantically related words on word recall and with cognates on word recognition. The results of this study do not support those which claim that making semantic associations may cause interference and hinder vocabulary learning. This study further suggests that semantically related words should be taught thematically to facilitate vocabulary teaching, particularly on word recall.

The present work analyzes university students' perceptions on cyberbullying. More specifically, the main objective was to understand the level of concern displayed by young students in teacher training programs regarding cyberbullying; our analysis includes their degree of self-confidence and their commitment when faced with this problem, their self-reported training on the subject, and the measures they consider adequate to approach it in the educational context. Using a survey research design, 408 students from Early Childhood Education, Primary Education Degrees, and the Master’s Degree in Secondary Education, and Vocational Training from national public universities participated. The results shed light upon the coexistence of three differentiated profiles of teachers in training when faced with cyberbullying. However, although there is clear evidence of the high level of concern regarding this problem in every case, they placed more importance on raising awareness of the issue with families, prevention, management and training as basic pillars for re-directing the worrisome reality experienced in educational centers. The need to include these contents in the initial training of future education professionals, for overcoming cyberbullying, and the importance of collaborative work between parents and educators are the conclusions of this research study that are in agreement with other studies.

This research revealed the children with difficulties in attentional functions in healthy children attending primary school and aimed to identify the possible socio-demographic factors such as child’s age, gender and school’s grade that could influence attentive performance. The participants were 105 children aged 6-10 years (M age=8.6; SD=1.04), 57 females, attending primary schools. Family economic condition attested mostly at a medium level (63.5%) and parents had more frequently 13 years of schooling. The computerized test KiTAP was administered to children to assess attentional functions. Results showed higher frequency of omissions and false alarms and a reduced speed in Alertness, Go/No go and Sustained Attention tasks comparing to Italian norms. A series of hierarchical regression analyses were run with school grade, gender and current age as independent variables and mean reaction times (and standard deviation), number of omissions and of false alarms as dependent ones. Results showed male gender and attending a lower primary school grade impacting on lower attentional performance in several subtests. Females showed the best performances in distractibility and impulsive reaction tendencies tests, while higher school grade positively influenced the divided and sustained attention. These results could be useful to identify children with major attentional difficulties and some recommendations for futures studies and implement attention empowerment programmes were proposed.

Universities can do more to deliver against the Sustainable Development Goals (SDGs), working with faculty, staff and students as well as their wider stakeholder community and alumni body. They play a critical role in helping shape new ways for the world, educating global citizens and delivering knowledge and innovation into society – universities can be engines of societal transformation. Here, using a case study approach, different ways of strategizing sustainability in a university setting are explored with an example from the UK, Europe and USA. The first case is a public UK university that adopted enterprise and sustainability as its academic mission to secure differentiation in a disrupted and increasingly marketized global higher education sector which then became a source of inspiration for change in regional businesses and the local community. The second case study is a business sector-led sustainability-driven transformation working with a private university in Bulgaria to catalyze economic regeneration and social innovation. Finally, the case of Harvard’s Office for Sustainability engagement program is given to show how this approach connects faculty and students with institutional sustainability plans and external partners. Each case is a living lab, positioning sustainability as an intentional strategy. Leadership at all levels, and by students, was key to success in acting with purpose. Partnerships within and with universities can help accelerate delivery of the SDGs, with higher education making a fuller contribution to sustaining the economic, cultural and intellectual well-being of our global communities.

Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been evaluated mostly in observational studies with small samples based on generalizability theory. However, for standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary school students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary school students and 14 students in a clinical setting were rated daily over one week (five measurement points). IRT analyses confirmed the instrument’s technical adequacy, and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs are discussed.

Students who had been actively engaged in mediated collaborative activities, were asked for their perceptions about the sustainable peer feedback they had received and provided. Their views were then analyzed and categorized in terms of receiver and provider feedback, cognitive feedback and previously acquired feedback to further knowledge about sustainable education processes. A peer supported feedback questionnaire was created and validated, and its categories were correlated. The questionnaire was then aligned with the activities used to foster peer feedback between the pre-service students from the three bachelor’s degrees. The perceptions the students had of the feedback processes were analyzed using defined peer support feedback categories and the results showed a correlation between cognitive feedback and both provider and receiver self-efficacy feedback. In addition, there was a further correlation between both provider and receiver self-efficacy feedback as well as provider and receiver involvement and feedback structure. However, the results also revealed that neither receiver nor provider autonomy support were significant categories for supportive feedback.

Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at elementary school level, to show that an increasing in the number of hours per day performing this activity causes differences in some of these dimensions. Hence, a sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results showed that children who practiced organized sport had better coping abilities for stress, adaptability, and mood states, and that they are more emotionally intelligent than those who did not. Moreover, children who practiced for fewer hours daily (up to 2 hours) had better stress coping than those who practiced more. To conclude, it is important to promote the sport federative practice in elementary education, in order to ensure that children learn to better regulate and manage their emotions, without increasing it to an excessive number of hours per day, which may generate greater stress that might be difficult to control.

In the process of sustainable development in the future, human society faces problems such as severe population load, economic transition, and lack of educational measures. One of the root causes of these problems is the shortage of innovative talents. Therefore, how to cultivate learners with multi-disciplinary integration and innovation ability is the key point that should be paid attention to in promoting the concept of quality education and coping with the future sustainable development process. This paper uses questionnaire survey method and literature analysis method to analyze the development of many educational institutions with STEAM concept as the core in China since 2017. It is found that the existing STEAM educational institutions generally have the following problems: the lack of team composition、difficulty in independent research and development、single course content and insufficient validation of course effectiveness. In order to more effectively promote the sustainable development of China's future course, STEAM education institutions should focus on strengthening the following development strategy: gradient team building, continuous independent research and development, cutting-edge projects curriculum transformation mechanism and multi-angle course effectiveness verification.

Native Americans are the single most underrepresented racial group in American higher education today; those enrolled in college are also disproportionately first-generation students. In order to help universities attract and retain Native American students, this study utilizes the four R’s of indigenous research to document the motivations of first-generation Native American students to attend and remain at a mid-sized public university in the northwest. Student participants report that social and cultural support were key factors in their decisions to attend and remain at their institution. Implications of these findings are discussed, and recommendations are made to higher education institutions seeking to attract and retain Native American students.

Knowledge management gains space within the school organization and can contribute satisfactorily to the quality of teaching. In everyday life the school manager intuitively uses knowledge management practices without exploiting the potentials they offer or allow. In this context, the purpose of this work is to identify the level of implementation of knowledge management practices aimed at structuring the organizational processes used by the public school manager. The methodology adopted was exploratory, with a qualitative and quantitative approach. For data collection, an already validated instrument with twenty-seven questions was used. Respondents to the questionnaires, one hundred and eleven managers of the basic education schools that make up the public school system in a city in the northwestern region of Paraná, Southern Brazil. In analyzing the results, it was only at this point that we investigated only those practices that were related to the structuring of organizational processes. This decision is justified because of the responsibilities of the school manager in the execution of his work. The results indicated that the school in its daily life, makes use of practices of Knowledge Management related to the structuring of the organizational processes and that many are already applied by the managers.

Education for Sustainable Development (ESD) had become a priority in many school systems. Geography has a tradition of investigating human-environment interactions and geography education is vital in order to make sense of sustainable development (SD). In this paper, the authors aimed to contribute to the implementation of ESD and SD in middle school geography, in The People’s Republic of China. This research employed a series of methods to analyze the content in (SD) in middle school geography standards and textbooks. The research surveyed geography teachers (n=237) and assessed geography students (n=246). Results exemplified both positive and negative conclusions from the data. Primarily, the findings suggested that geography education was important to ESD implementation, although the requirements for SD are low in Chinese middle schools. The SD content was reflected clearly in the content standards and textbooks, but it was not evenly distributed in geography education. Many geography teachers in China have ample geography and interdisciplinary knowledge and they can use textbooks and other teaching methods to teach SD. The students’ performance, in a sample of four key schools, was considered “OK”, however there was still room for improvement. Most students were familiar with people, resources, environmental problems and climate change, however most were unable to grasp the factual knowledge about SD, such as international events and documents, latest predicted data and research on global warming, as well as the indicators used in the specific SD assessment. Suggestions include providing students with more practical activities and a chance to do hands-on experiments, as well as building student organizations and clubs; improve Teachers’ knowledge and understanding through teacher training program and build a platform for communicating ideas of SD through modern communication technology. Ideas of SD should be integrated into students’ daily life.

Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquirement need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability in Higher Education (HE) and how to empower students to take a leading role in implementing the SDGs in universities. The participants in the study are a group of 23 students in pre-service teacher training. The experimental educational model used for the development of sustainable competencies consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food. This study provides evidence that a holistic approach is appropriate for developing sustainable competencies and contributes to empowering students to implement SDG 12 at their university.

Determination of the parameters of the movement of surrounding objects, and in particular their speed, is one of the basic skills of a human being. The study of development of basic concepts of motion has been done for years with different methods and in different contexts. We have analyzed the effect of the physical/scientific image of the world introduced to children by school education and its long- and short-term cognitive consequences. Our studies showed that children differentiate the concept of speed into two more specific concepts: average speed and instantaneous velocity. In the present work we present how the gender context is superimposed on this general picture. We found that initial, genuine pre-school concept of speed of girls and boys is, on average, different. Our analysis shows also that this gender effect vanishes quickly together with the appearance of physical definitions of kinematical quantities in physics/science curricula. We discuss also methodological aspect of the statistical ‘gender gap’ measure and we calculated the gender effect chance probability, p-value, to be slightly less than 0.001. The importance of observed effect for the sustainable science teaching processes is discussed.

Spirit of science is one of the important components of science education theory. It not only directly affects the level of science education, but also indirectly affects the selection, education and evaluation of scientific researchers, and the development of science and technology in a country or region. Although more than a century ago, the researchers began to discuss the topic of spirit of science. However, to date, the research of the definition, attribute, structural model and its characteristics of the spirit of science has not yet made a breakthrough. Based on the detailed literature review, the related theoretical analysis and the research of the structural model of the spirit of science, this paper puts forward the new definition, the attribute and the establishment of the structural model of the spirit of science, and analyzes the match the situation from new structural model of the spirit of science and the scientific nature published by the American Society for the Advancement of Science. The results of this study are of great significance for raising the level of scientific education and cultivating future scientific researchers, enhancing their motivation and skills in innovation in scientific research and promoting the development of future scientific undertakings.

Videogames have become educational, communicative and social tools among the youngest, favouring the acquisition of skills, abilities and values, encompassing an endless number of themes, and help to experience and to face, in the first person, a great diversity of environmental situations and ecology problems. Thus, the present article aims: a) the evaluation of a sample of 20 educational videogames about water, making use of some empirical criteria of quality; and b) the design, validation and application of an integrate quality indicator of educational videogames on water, based on the aspects of narrative, gameplay and didactics to that sample, which allows us to obtain a ranking. The findings reflect a ranking of games allows to suggest that the nature of the game (simulation, adventures, platforms or questions) does not determine the quality of the game, although generally simulations and adventure games are placed in a range of medium or high quality, as well as those games that pursue objectives related to the design and management of a territory in a sustainable way. The paper provides teachers with quality criteria based on narrative and gameplay that complement and enriches the pedagogical dimension.

This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

The contents of Education for Sustainable Development (ESD) should be included in teachers’ initial and advanced training programs. In order to determine the key competences for sustainability, creating a Sustainable Consciousness is one of the main foundations. However, there are not many empirical studies that deal with consciousness from education. In this context, e-portfolio appears as a tool that promotes reflection and critical thinking, key competences for consciousness development. This work intends to propose a categorization system to extract types of consciousness and identify trainee teachers’ levels of consciousness. For this research work, of an eminently qualitative nature, we have selected twenty-five portfolios of students in the last year of the School of Education at the University of Macerata (Italy). The qualitative methodological procedure followed allowed to deduce three bases that shape trainee teachers’ consciousness: thinking, representation of reality and type of consciousness. We concluded that the attainment of a Sustainable Consciousness in teachers requires activating and developing higher levels of thinking, as well as a projective and macrostructural representation of reality.

Africanization of education was a major policy option in most countries in Africa upon the attainment of independence. This is because of the perceived negative effects of colonial education. The paper is an empirical sources study which discusses Africanization as an epistemicide and analyses efforts by some African states to Africanize their educational systems. It concludes that while some countries embraced the idea and actually initiated policies to Africanize their educational systems, the general picture indicates that Africanization has not succeeded in most countries due to various challenges. Such challenges are identified and recommendations made which could be significant for the revamping of the policy.

This article discusses the use of game design as a method for interdisciplinary project-based teaching in secondary school education to convey informatics and society topics. There is a lot of knowledge about learning games but little background on project-based teaching using game design as a method. We present the results of an analysis of student-created games and an evaluation of a student-authored database on learning contents found in commercial off-the-shelf games. We further contextualise these findings using a group discussion with teachers. Results underline the effectiveness of project-based teaching to raise awareness for informatics and society topics. We further outline informatics and society topics that are particularly interesting to students, genre preferences and potentially engaging game mechanics stemming from our analyses.

Technology then has become a mixed bag for the tourism industry. It creates a great deal of conveniences while at the same time has been used as a way to increase revenues and to lessen customer service, especially for the education of adults in the area of digital competence for the use for advertising the tourist offer of your own units. Modern Education Programs can be a great help in overcoming digital literacy and thus helping to choose a variety of offers that offer free internet advertising. The survey was conducted on the example of Okrug municipality on the Čiovo peninsula in the period from February 2017 to April 2017. 278 private renters participated. The aim of the research was to show that the Program for the Education of Foreign Languages, a specific English language that was organized by the Municipality, contributed to the advertising of its tourist units, thereby contributing to the revenue, ie the occupancy in the number of reservations. The paper used a quantization method, a questionnaire survey. point to the fact that it is necessary to invest in the Education Program so that the older population, in particular, acquires the general level of digital literacy and foreign language learning, for the purpose of finding an adequate media for advertising and strengthening the tourist capital of a municipality.

In this study, it was aimed to analyze the multi-cultural characteristics of the pre-service teachers and the values they have in terms of various variables, to determine the relationship between these values. Descriptive survey model, one of the quantitative research methods, was used in the study. The population of the study consisted of the pre-service teachers studying in different departments in the Faculty of Education, İbrahim Çeçen University of Ağrı in 2017-2018 academic years. The sample of the study consisted of 341 pre-service teachers selected with random sampling method. According to the results obtained from the study, it was determined that the value preferences of the pre-service teachers and their multicultural personality characteristics showed a significant difference in terms of gender, undergraduate program, educational background of the mother, having social media account and daily internet use variables; however, there was not a significant difference in terms of family structure, the place s/he grew up, educational background of the father and monthly income variables. The abstract does not include information about which groups are favored for the difference in the variables and in which sub-dimensions, but detailed information is given in the following sections of the study.

The purpose of interdisciplinary communication during the early architectural design stage is to achieve the early integration of knowledge in different professional fields, which can help architects to choose correct design development strategies during the early architectural design stage. However, because there is too little information at the early design stage, and design solutions are still rapidly changing and developing, the uncertainties at this stage make it difficult for consultants in other disciplines to provide their views and analysis. In spite of this situation, the emergence of generative modeling is changing design procedures and methods of communication and cooperation for architectural teams, and has brought about a shift in the way architects transmit design information from "what" (declarative information) to "how" (procedural information). Generative modeling is like an aircraft's dashboard: It can provide a basis for interdisciplinary communication, provide interdisciplinary knowledge packages, and bring about a shift in interdisciplinary communication that will reduce the architectural team's communication needs and cost. This study uses a real design case to show the feasibility of generative modeling. Employing generative modeling as a basis, architects can enhance the efficiency of design change and multi-disciplinary communication during the early design stage, integrate specialized knowledge in relevant fields, use this knowledge to formulate design criteria for the next stage, and effectively transmit design decisions. As a consequence, the changes to the cost structure of design revisions and communication between different disciplines has initiated a paradigm shift toward multi-disciplinary communication in architectural design.

Five years after the introduction of the Prescribing Safety Assessment (PSA) in the UK, the role pharmacists play to help prepare medical students for this challenge is uncertain. Our study explored pharmacists’ perceptions about their role in undergraduate medical training for the Prescribing Safety Assessment (PSA). Study participants were emailed a qualitative questionnaire aimed at ascertaining their current involvement in undergraduate medical education, particularly the preparation for PSA. Responses received were thematically-analysed. A total of 27 UK hospital pharmacists and 3 pharmacists from local education and training boards completed the questionnaire. Pharmacists were positive about their involvement in medical student training, recognising the added value they could provide in prescribing practice. However, respondents expressed concerns in relation to resource availability and the need for formal educational practice mentoring. This research highlights the potential value of pharmacists’ input into medical education and the need for a discussion on strategies to expand this role to maximise the benefit from pharmacist skill mix in teaching safe prescribing.

The aim of this study was to determine the relationship between levels of leisure-time sports and physical activity and the stages of change in high school students with goal orientations. Methods: The sample consisted of 2168 students randomly selected to participate in a longitudinal study in Costa Rica (423), Mexico (408) and Spain (1337), with 1052 being boys, 1037 girls and 79 who did not specify sex, aged between 11 and 16 years old (M = 12.49, SD = .81). We used a questionnaire to ask students about their leisure-time sports and physical activity, about stages of change and to measure achievement goals. Results: The results show that students are more active in Costa Rica, most of them being in the stage of active change. Conclusions: We found significant differences in achievement goals in all three countries, which shows that students in active stages have higher values than those in the inactive stage.

Background: In PE, the methodology used to develop coeducation must consider the tastes and preferences of students. The purpose of this work was to analyze how teachers work with different aspects of PE classes and how their work is perceived by students. Methods: The sample was formed by 176 teachers and 1,136 secondary school students. The research design was descriptive. The Questionnaire of Coeducational Aspects in Physical Education for teachers and the Questionnaire of Perception of Equality and Discrimination in Physical Education for Students. Results: The different statistical analyses showed significant differences in how male and female teachers assigned responsibility to the students and their control of motor activity space. In regards to the students, significant differences were found between boys and girls in their opinions of how their teachers apply the same rules to all the students. Conclusions: No differences exist between male and female teachers in regards to their utilization neither of materials and sexist language or in their evaluation and feedback given to the students. In regards to the students, girls perceive to a greater extent than their male counterparts that the activities in PE classes promote equality in the improvement of their capacities.

This research assess the effects of training program based on the usage of the digital learning objects in teaching practice at the Northern Borders University staff. E Assessment through the tablets and smart phones and the teachers’ attitudes towards such way of evaluation is the major objective of this study as the researcher expects that the assessment mechanism in the university through utilization of tablets and smart phones and its application will inevitably bring in a systematic improvement in the assessment and evaluation process of the curricula. Moreover, making use of the e learning objects in training will make a significant change in e training program of the university. Hence, the researcher has chosen voluntary random samples from the university teaching staff (men\women) from various different faculties (medicine, medical sciences, science, education and arts, business administration, home economics, and science and literature). These samples included 300 members of the teaching staff. In a group of 20 to 25 members, a personal training was conducted regarding the usage of tablets and smart phones and its applications in the assessment process. Each group participated by producing a complete e-assessment for their students in the Northern Borders University and by the e learning system i.e. Blackboard and Question Mark. The research also depends on the semi-experimental design of multiple groups and on testing the groups’ pre and post achievement tests. In addition, the research identifies the level of the university teaching staff in using the tablets and the smartphones and its applications in the assessment process by the note card that the individuals have during the test.

The aim of this research is to determine the factors that may prevent high school students from participating in recreational activities and to investigate whether these factors differ within the scope of various variables. This study consisted of total 1459 (681 women and 778 men) student volunteers who educated in high school level. Sampling method was preferred for easy sampling. The face-to-face survey method was used to collect the data. The "Leisure Constraints Scale" developed by Alexandris and Carroll (1997) and adapted to Turkish by Gürbüz and Karaküçük (2008) was used to determine the factors that might prevent individuals from participating in leisure activities. The data obtained for the research were first transferred to the computer and then analyzed by SPSS packet program. The error margin level in the study was taken as p<0.05. The cronbach alpha of the study was found to be 0.91. As a result, it was found that women participated in the leisure time more than men. It was also observed that the participants met with more leisure constrain in Turkey's eastern regions.

The purpose of this study is to explore the intensity of emotions and social skills in a physical education teaching unit (PE). Two instruments of analysis are used: the GES (Games and Emotion Scale) to evaluate emotions and an ad-hoc questionnaire to measure the social skills of 21 students in the sixth year of primary education. The data analysis was carried out using a generalised estimating equation model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data. The results show positive emotions to be significantly more intense than negative ones and ambiguous emotions are revealed throughout all the PE sessions.

Allama Iqbal Open University (AIOU) is the largest distance learning institute of Pakistan and providing education to 1.4 million students. This is fairly a large setup across the country where students are geographically distributed. Currently the system works on a manual approach which is not efficient. Allocation of tutors and study centers to students plays a key role in distance learning for a better learning environment. Assigning tutors and study centers to distance learning students is a challenging task when there is huge geographical spread. The utilization of geospatial technologies in open and distance learning can fix allocation problems. This research analyzes the real data of twin cities Islamabad and Rawalpindi. The results show that the geospatial technologies can be used for efficient and proper resource utilization and allocation, which in turn can save the time and money. The overall idea fits into improved distance learning framework and related analytics.

This research analyzes the Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically the flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focuses on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors is conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlationally motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

Since autism was first recognised, prevalence has increased rapidly. The growing economic as well as social cost to society can only be mitigated by effective interventions and supports. It is therefore not surprising that most governments have developed public policy documents to address the management of autism. Over the past 40-50 years, meaningful evidence has accrued showing that interventions based on the scientific discipline of Applied Behaviour Analysis (ABA) can help people with autism reach their potential. In view of this, nearly all of North America has laws to mandate that ABA-based interventions are available through the health care systems. In contrast, across Europe there are no such laws. In fact, the National Institute for Health and Care Excellence (NICE), the body guiding health and social policy in the UK, concluded that it could not find any evidence to support ABA, and therefore could not recommend it. This paper addresses the reasons for these diametrically opposed perspectives. In particular, it examines what happens when health and social care policy is misinformed about effective autism intervention.

There has been widespread criticism about the rates of participation of students enrolled on MOOCs (Massive Open Online Courses), more importantly, the percentage of students who actively consume course materials from beginning to the end. This study sought to investigate this trend by examining the factors that influence MOOC adoption and use by students in selected Ghanaian universities. The Unified Theory of Acceptance and Use of Technology (UTAUT) was extended to develop a research model. A survey was conducted with 270 questionnaires administered to students who had been assigned MOOCs; 204 questionnaires were retrieved for analysis. Findings of the study show that MOOC usage intention is influenced by computer self-efficacy, performance expectancy, and system quality. Results also showed that MOOC usage is influenced by facilitating conditions, instructional quality, and MOOC usage intention. Social influence and effort expectancy were found not to have a significant influence on MOOC usage intention. The authors conclude that universities must have structures and resources in place to promote the use of MOOCs by students. Computer skills training should also be part of the educational curriculum at all levels. MOOC designers must ensure good instructional quality by using the right pedagogical approaches and also ensure that the sites and learning materials are of good quality.

Exposure to adverse childhood experiences (ACE) has been found to have a profound negative impact on multiple child outcomes, including academic achievement, social cognition patterns, and behavioral adjustment. However, these links have yet to be examined in preschool children that are already experiencing behavior or social-emotional problems. Thus, the present study examined the links between the caregiver's and the child's exposure to ACE and multiple child and caregiver's outcomes in a sample of 30 preschool children enrolled in a Therapeutic Nursery Program (TNP). Children are typically referred to this TNP due to significant delays in their social emotional development that often result in difficulty functioning in typical childcare, home, and community settings. Analyses revealed some contradictory patterns that may be specific to this clinical sample. Children with higher exposure to ACE showed more biased social information processing patterns and their caregivers reported lower child social skills than caregivers of children with less exposure, however their inhibitory control levels were higher (better control) and staff reported that these children exhibited better social skills as well as better approaches to learning than children with less exposure. No such contradictions were found in relation to the caregiver's exposure to ACE, as it was positively associated with a number of negative child and caregiver outcomes.

Genealogy contributes to learning by developing critical thinking skills. A review of three classics of genealogical literature, matched against modern tutors, confirmed that the validation and evaluation of information and the management of hypotheses have long been the core skills for family historians. A consultation with 100 genealogists revealed a preference for task orientated learning, often alone, in a self-contained environment. Reference to learning theory suggested that Genealogical Studies could be usefully offered to under achieving students in general education who respond to these conditions.

Throughout the world, disabilities people have worse health prospects, lower education levels, lower economic participation, and higher poverty rate in comparative terms to people without disabilities. For disabilities people achieve better, more long-lasting prospects, we must empower these people and remove barriers that restrict them from participating in the community have access to quality education, to find decent work and have their voices heard. In statistical terms, a very useful alternative that can provide support and monitoring of public policies in this area is proposing to be used continuously. A risk index called risk index disabled person who is to assess which factors are associated to this risk, as well as the intensity and direction of each of these factors, yielding a final score that can be sorted or classified according to the probability of people acquire a certain disability. In the Brazilian case, we propose the use of techniques such as binary and ordinal logistic regression to select the most significant factors using criteria such as AIC, BIC and DIC. Calculate the risk probability for different disabilities (see, hear, move and intellectual) and number of disabilities to the dataset Sample of respondents for Full Questionnaire at IBGE 2010 Census. In this work, by using stereotype ordinal logistic model with ordinal response, it was possible to improve the fit quality, to be compared with binary response logistic model. By using ordinal response merged the disability risk for different severity degree and amount of deficiencies. Mains conclusions were: i)the model required a smaller number of explanatory variables was intellectual or mental and greater number was disabilities; ii) the most sensitive adjust was using stereotype ordinal logistic; iii) different disabilities aren´t homogenous as the different predictor variables, and finally; iv) higher incidence of risks were noted visual disability, living in the northeast, female, age 80, yellow race, instruction level until incomplete fundamental, works production form their own consumption and high number of children.

The purpose of this study was to develop e-learning activities that integrated sustainability concepts and practices in process engineering education. Two blended courses were developed with two activities evaluated quantitatively and qualitatively to measure student engagement, quality of responses, and incorporation of sustainability in their arguments. Social network analysis and lexical analysis were used to assess students’ participation in discussions and peer reviews. In the online discussion, 97 comments were made averaging 120 words per comment. The participants averaged 3.88 comments, with the majority of comments exhibiting simple and complex argumentation, a deep reflection, and widespread use of terms associated with sustainability such as recycling, pollution, waste, and environment. Furthermore, evaluation of peer reviews revealed that the participants demonstrated they could identify errors and positives in an argument. Therefore, this study demonstrated that e-learning, particularly peer review and online discussion could help chemistry and engineering students understand sustainability.

The aim of the present study is to investigate both the performance and preferences of males and females Computer Science (CS) graduates. In order to attain the above goal, a quantitative case study was conducted regarding 89 degrees, acquired from 2006 to 2012, from the Department of Computer Science and Technology, University of Peloponnese, Greece. The analysis of the data revealed that in terms of performance, no significant differences between the mean grades of males and females exist, in almost most of the courses included in the curriculum of the aforementioned CS department. Any statistically significant differences in performances were present in almost equal number of courses in favor of males and females. It seems also, that females performed better in the courses they selected more than males. Regarding preferences, in CS courses, it seems that gender differences are existent. Males preferred more than females did core programming courses and advanced topics of Software Systems, computer networks, computer engineering, robotics and mathematics, whereas females preferred more the study of algorithms and security issues, computer fractals, data management, computer architecture, and mobile communication. In addition, females preferred courses in reference with humanities and social sciences, CS terminology, and career opportunities. Yet, females did not select any of programming lab-based courses, computer engineering, computer network issues and robotics.

The purpose of this study is to investigate the effect of academic advising on changing or maintaining majors in university degrees. It is also a goal of the study to determine which semester of the course study is most likely or less likely witness the change of major and whether advising contributes to that change. Through this correlational study, the researchers explored students’ perceptions about the academic advising they received and the relationship of its absence on students’ major change. The participants were 1725 undergraduate students from all year levels. One survey is used to collect the data for this study: Influences on Choice of Major Survey. Based on the findings, it is found that university advisors have a very poor effect on students' decisions to select their majors as 45.6% of the 1725 participants indicate NO influence of advising in their survey answers. Whereas career advancement opportunities, students' interests, and job opportunities indicate a strong effect on their majors’ selections as they score the highest means of 3.76, 3.73, 3.64 respectively. In addition, findings show that students are most likely changing their majors in their second year and specifically in the second semester. Second year major change scored 36.9% in the second semester and 30.9% in the first semester. More importantly, results indicate that there is a positive significant correlation between college advisor and change major in the second year (p = 0.000). It is to researchers understanding based on the findings that when students receive enough academic advising in the first year of study and continues steadily to the next year, the possibilities of students changing their majors decreases greatly.

The aim of this study is to explore the extent of English language teaching in Higher Institutions of Malaysia and investigate the current changes, trends and challenges in this niche. A sample of 100 English learners from public and private institutions participated in this study. Analysis of the responses indicated that English language is remaining to be difficult to master, due to speaking environment, proficiency of the teachers and other factors. However, the Government is on the right direction to improve this situation by following Common European Framework of Reference of Languages. As any other system, it takes time to put into realization and start up the mechanism. This observation carries a pedagogical perspective and includes the overview of the general picture based on Private, Public and Stand Alone English educational institutions. This study has highlighted the practical importance of British Framework of English learning and suggests to focus on emphasis of the learning process instead of a result.

The purpose of the article is to determine the peculiarities of using of teaching elements of research-based training at the Institute of Human Sciences of Borys Grinchenko Kyiv University. Based on the focus group methodology, the authors identify the key methodological characteristics of research-based training, which have been put into basis of analysis of educational programs for the purpose of determining the application of tasks that contribute to the development of research skills of students. The study used a method of focus group. Its purpose was to obtain the necessary information from the participants to describe the methodological basis and justification of methods, forms, indicators, etc. of research-based training system among people who are competent, have experience in this field. After that, the method of "theoretical sampling" was used, which enabled to formulate generalized characteristics according to the results of focus groups. The practical value of the study is determination of the methodological characteristics of research-based training which is the basis for the application of tasks by university teachers that promote the development of research competence of students. The research is one of the first attempts to determine the methodological characteristics of research-based training in Ukraine.

The purpose of this paper is to reflect on “My Autoethnography” that I performed during writing dissertation for M.Phil. in Education at a university in Nepal. For this, I reflect on my experience of doing autoethnography with four turning points – a connection to mentors, a presentation of poetic narrative in a class, a proposal for this research, and the dissemination of “My Autoethnography”. I present an evocative narrative of ‘the parallels’ connecting childhood experiences with blissful eternal dance. I analyse it from the perspective of methodological, relational and ethical lenses. I present some merits and caveats of autoethnography as a method of research based on my experience of using the approach. This also helped me to see not only to the past and present, but it also opened my eyes to envision the future in terms of learning and teaching mathematics. The other merit was access to my private world through the construction of thick and rich evocative narratives with a variety of textual expressions and a sense of mental emancipation. The major caveats of this approach were associated with the extent of focus in writing the narratives, vagueness with mystical expression and imaginative connections between the events of different time, an indulgence on personal stories making forceful connection with theories, self-disclosure of sensitive issues, and ethical issues related to the narratives about the others. I conclude the paper with a reflection and poetic reminiscent of ‘My Autoethnography’.

Islam is not a mono-dimensional religion, therefore studying Islam with all its aspects is not enough with the scientific method, ie philosophical, human, historical, sociological methods. Likewise, understanding Islam with all its aspects can not be-be doctrinaire. A scientific and doctrinal approach should be used together (Scientific Cum Doctrine).

This paper outlines evidence-based practice in the context of professionalism, and highlights the contribution evidence-based practice can make to the professional practice of higher education course managers. Implications of the changing HE landscape for the status of academics as professionals are reviewed, and evidence-based practice is proposed as a solution for both enhanced course management and to remedy perceived deprofessionalisation. Finally, questions regarding researching professional practice within one’s own institution are addressed.

This paper assesses whether there is intrinsic positive educational value in travelling animal presentations and exhibits, referred to here as Mobile Live Animal Programs (MLAPs). Given that educational claims serve as the basis for allowing MLAPs to operate in many jurisdictions throughout Canada and the United States, it is essential to examine whether these purported claims are valid. This study takes a twofold approach of examining first, what constitutes an MLAP and how such programs are situated within the larger context of animal observation and tourism, and second, what constitutes both positive and negative education, and how such learning can empirically be measured in these settings. This approach provokes the ethical question of whether or not MLAPs should be allowed to operate given the high price paid not only by the individual animals used, but also to our psychological, emotional, and intellectual relationship with other species when we use non-human animals for our own knowledge, pleasure or comfort. The paper concludes that we must consider that the pervasive problem of negative education, that using displaced captive wild animals as learning tools that highlights human control over them, their objectification and their exploitation, is not justified by the purported positive educational claims of MLAPs.

In this paper, we discuss major issues of mathematics teaching and learning in Nepal. The issues coming from theories such as social and radical constructivism suggest that teachers are not trained to use such approach in teaching mathematics, and there is a lack of teaching aids and materials and technological tools. The issues related to social aspects are gender issues, language issues, social justice issues, and issues related to the achievement gap. The cultural issues are related to the diversity of language and ethnicity. The issues related to political aspects are equity and access, economic status, pedagogical choice, and professional organizations and unions. The issues related to technology include the technological skills, use of technology, and affordance. Finally, we suggest that all the stakeholders should pay attention to resolving these issues by improving the curriculum, training teachers, resourcing the classroom with locally made and new technological tools.

This work provides an update to the Erasmus Plus TEALEAF project The outcomes of a week-long EU-funded / Irish Government-recognized teacher course in July 2016 is described within the context of a qualitative small scale study investigating teachers' progress in the course. The explicit aim of the teacher course was to equip a diverse group of teachers with the initial tools to work to produce simple digital apps for learning about biodiversity in their respective domains. A community of practice seeks to establish a new concept of the pre-existing generalised collective conscience through triangulated conversation between the generalised and particularised collective and individual consciences. In particular to revise the generalised collective conscience that teachers can program apps for learning about biodiversity. A number of features of teaching and learning were selected in general and their relationship to constructivism delineated. The teachers were prompted for their responses to each day of the course through a self evaluation tool and the responses were ranked according the the rubric. The data was analyzed using multidimensional scaling - ASCAL procedure - in SPSS 23TM and within the repertory grid domain according to the RepSocio tool in Rep 5TM. The plots show a gradual development throughout the week in terms of specific features becoming 'stronger' or exerting more influence towards the middle of the course and fragmenting after that. Analyses were able to show which participants correlated most closely with the hypothetical IDEAL within the community of practice. Concerning this community of practice, one determine the interrelationships within the community are determined using a social mapping exercise moving from the individual consciences to a particularised collective conscience.

Students with disabilities are often framed as “the problem” and have limited opportunities to engage in standards based mathematics, leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. Fifty percent of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with little analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities.

The need to alleviate the difficulties of abstraction and improve students’ achievement in Physical Geography informed this research. This study investigated the Effects of Mastery Learning Strategy and Learning Retention on Senior Secondary School Students’ Achievement in Physical Geography. The study adopted the quasi experimental non-equivalent pre-test, post-test control group design. The Multi-stage sampling technique at four levels was used to select four co-educational secondary schools in Ganye Educational Zone in Nigeria. The sample for the study was 218 Senior Secondary School two (SS II) students offering Geography from four intact classes in the four selected secondary schools. The instrument used for data collection was “Physical Geography Achievement and Retention Test” (PGART). The reliability of the instrument was established using Kendall tau b statistic. This gave a reliability index of 0.74. Data collected were analyzed using Mann-Whitney U and t-Test. The results showed that Mastery Learning Strategy has the potentials to improve students’ learning outcomes, retention and achievement in all spheres of cognitive domain in Physical Geography better than the Conventional Method. Hence the need to incorporate this teaching strategy during instruction so that learners would be guided to learn meaningfully and be assisted to retain content learnt in Geography.

Reflection in healthcare education is an emergent topic with many studies and reviews being published. The purpose of the present review is to map the literature in this field by performing a systematic review of reviews (umbrella review) and to explore which definitions and models are currently in use, how reflection impacts on design, evaluation and assessment and future challenges. Nineteen reviews were identified that satisfied inclusion criteria. Emerging themes were: reflection is currently portrayed as self-reflection and critical reflection with the epistemology-of-practice notion not being as much as expected in tandem with the evidence-based-medicine paradigm modern science advocates. Reflective techniques were recognised in multiple settings (e.g. summative, formative, group vs individual etc.) and have been associated with learning but assessment remains a research topic with issues of validity, reliability and replicability. Future challenges involve the epistemology of reflection in healthcare education and how to practice and assess reflection without losing its theoretical background.

In graduate programs such as social work, field education is the signature pedagogy of education. As such, student placement with an appropriate field education agency is critical to ensure academic success and career readiness. A variety of Learning Management System (LMS) and Integrated Planning and Advising Service (IPAS) technologies have been developed to fully integrate technology into the educational system and streamline and improve the learning experience for students, educators, and administrators. Few (if any) of the existing solutions have capabilities to match students with field educators on the basis of an individual student’s completed coursework and area of specialization, as well as field educator needs and opportunities. This paper describes our experience developing a custom LMS/IPAS system—the School of Social Work information System (SSWiS)—that was designed specifically for student learning, faculty advising, and academic administration within our social work graduate program. We present the challenges that motivated the design of the SSWiS before describing the architecture and functionality of our solution. We then discuss our preliminary evaluation results. We conclude with a discussion of the benefits and limitations of our system in the context of today’s technical needs in graduate education in social work and other fields.

For doctoral students, publishing in peer reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating editors and navigating reviewers’ responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straight-forward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four key themes emerge from these narratives. To publish successfully, academic writers need: 1) to be discourse analysts; 2) to have a critical competence; and 3) to have writing fluency and 4) to be emotionally intelligent.

This review of current research into at-risk programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs to assisting students at-risk from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions inherent in and behind these various accounts. This involves a synthesis and reformulation, based on epistemological standpoints, both explicit and implied, of the various researchers. Using as a lens the (various and varied) understandings of social justice and the goals of education (Gale & Densmore, 2000; 2003) I identify three sometimes overlapping and sometimes contesting standpoints in relation to at-risk students, characterised as instrumentalist or rational technical, social constructivist or individualist and critical transformative or empowering. I argue that programs ‘which simply seek to achieve change in the individual young people are doomed to failure’ (Stewart, 1998, 4) and that a critical transformative understanding of at-risk may deliver improved outcomes for young people by challenging ‘the school context in which the young people are located’ (Stewart, 1998, 4).