Search results for: colleges of teacher education

Authors: Karen Butler

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The LGBTQ youth of color face stigma related to both race and gender identity. Effectively dealing with racial/ethnic discrimination requires strong connections to family and one’s racial/ethnic group. However, LGBTQ youth of color seldom receive support from family, peer groups or church groups. Moreover, ethnic communities often perceive LGBTQ identities as a rejection of ethnic heritage. Thus, stigma places these young people at greater risk for substance use, violence, risky sexual behaviors, suicide, and homelessness. Offering a Queer Studies (QS) class is one way to facilitate a safer and more inclusive environment for LGBTQ students, faculty and staff. The discipline of Queer Studies encompasses theories and thinkers from numerous fields: cultural studies, gay and lesbian studies, race studies, women's studies, media, postmodernism, post-colonialism, psychoanalysis and more. We began our course development by researching existing programs and classes. Several course syllabi were examined and course materials such as readings, videos, and guest speakers were assessed for possible inclusion. We also employed informal survey methods with students and faculty in order to gauge interest in the course. We then developed a sample course syllabus and began the process of new course approval. Feedback thus far indicates that students of various sexual orientations and gender identities are interested in the course and understand the need to offer it; faculty in Psychology, Social Work, and Interdisciplinary Studies are interested in cross-listing the course; library staff is willing to assist with course material acquisition, and the administration is supportive. The purpose of this session is to 1) explore the various health and wellness issues facing LGBTQ students of color and 2) share our experience of developing a QS course in health education in order to address these needs. This process, from initial recognition of the need to a course offering, will be described and discussed in the hopes that participants will increase their awareness of the issues. A QS course would be an appropriate requirement for any number of majors as well as an elective for any major.

Keywords: black colleges, health education, LGBTQ, queer studies

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Authors: Peijen Pamela Chuang, Tzu-Hua Wang

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To address the notion of educational equity, undergo the global pandemic, a digital learning system was cross-disciplinarily designed by a 15-year-experienced teaching practitioner. A study was performed on students through the use of this pioneering e-learning system, in which Taiwanese students with different learning styles and special needs have a foreign language- English as the target subject. 121 students are particularly selected from an N= 580 sample spread across 20 inclusive and special education schools throughout districts of Taiwan. To bring off equity, the participants are selected from a mix of different socioeconomic statuses. Grouped data, such as classroom observation, individual learning preference, prerequisite knowledge, learning interest, and learning performance of the population, is carefully documented for further analyzation. The paper focuses on documenting the awareness and needs of this pedagogical methodology revolution, data analysis of UX (User Experience), also examination and system assessment of this system. At the time of the pilot run, this newly-developed e-learning system had successfully applied for and received a national patent in Taiwan. This independent research hoped to expand the awareness of the importance of individual differences in SDG4 (Substantial Development Goals 4) as a part of the ripple effect, and serve as a comparison for future scholars in the pedagogical research with an interdisciplinary approach.

Keywords: e-learning, educational equity, foreign language acquisition, inclusive education, individual differences, interdisciplinary innovation, learning preferences, SDG4

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Authors: Nasir Khalid

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In Malaysia, higher education is big business. There are many companies that are willing if not already to invest heavily in higher education for students that aspire to pursue their degree in diploma, undergraduate as well as graduate studies. These companies sometimes even have a joint venture twinning program with other already established universities in and across Europe, Australia, the United States, and Canada. Some of these investments have been successful whereas others find themselves limited by the obstacle of receiving new students. Recently, the Malaysian Ministry of Higher Education has stopped issuing licenses to set up private institutions of higher education. This paper will thus examine the factors affecting the success of private higher education businesses in Malaysia. The samples will consist of thirty private institutions [N=30]. Among the factors that will be mentioned in the literature are academic programs, student quality and achievement, student employability, alumni satisfaction, student enrolment, institutional environment, lecturer-quality and effectiveness of supporting staff. A questionnaire was developed and analyzed using statistical analysis. The result of this study found that the top three factors affecting the success of private higher education businesses in Malaysia are student enrolment, institutional environment and the academic programs offered.

Keywords: higher education business, successful business factors, private institutions, business in Malaysia

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Authors: Abrar Ajmal

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This quantitative study explored elementary school teachers' pedagogical content knowledge and effects on grade 8 students' achievement in Punjab, Pakistan. A teacher sample (N=100) rated competencies across inquiry-focused teaching, conceptual building, interaction practices and peer collaboration promotion. A student sample (N=120) self-reported academic abilities, intrinsic motivation, help-seeking and accountability. Findings reveal teachers highly endorse learner-centric strategies, although peer interaction promotion seems less common currently. Meanwhile, significant gender disparities in self-perceived expertise emerge, favouring female over male educators across all facets measured. Additionally, teachers' knowledge positively—and significantly—correlates with student achievement overall and for both genders, highlighting the importance of professional enrichment. However, female pupils demonstrate greater confidence, drive, utilization of academic support, and ownership over learning than male counterparts. Recommendations include ongoing teacher training, targeted competency building for male students and teachers, leveraging gender peer collaboration similarities, and holistic female support amid widening divides. Sustaining instructional quality through empowering, equitable practices that nurture disadvantaged and gifted learners alike can spur systemic improvements. Ultimately, the fire line confirms the interrelations between teachers' multifaceted knowledge and student success.

Keywords: pedagogical knowledge, academic achievement, teacher gender differences, student gender differences, empowering instruction

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Authors: Magdalena Madany-Saá

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This paper compares the language management of two language policies in plurinational Ecuador: (1) mandatory English language teaching that uses Western standards of quality, and (2) indigenous educación intercultural bilingüe, which promotes ancestral knowledge and the indigenous languages of Ecuador. The data are from a comparative institutional ethnography conducted between 2018 and 2022 in English and Kichwa teacher preparation programs in an Ecuadorian teachers’ college. Specifically, the paper explores frameworks of knowledge promoted by different educational actors in both teacher education programs and the ways in which the Ecuadorian transformation towards a knowledge-based economy is intertwined with the country’s linguistic policies. Focusing on the specific role of language advocates and their discursive role in knowledge production, the paper elaborates on the notion of agency in Language Policy and Planning (LPP), referred to as epistemic agency. Specifically, the epistemic agency is conceptualized through the analysis of English language epistemic advocates who participate in empowering English language policies and endorse knowledge production in that language. By proposing an epistemic agency, this paper argues that in the context of knowledge-based societies, advocates are key in transferring the policies from the political to the epistemic realm – where decisions about what counts as legitimate knowledge are made. The study uses the decolonial option as its analytical framework for critiquing the hegemonic perpetuation of modernity and its knowledge-based models in Latin America derived from the colonial matrix of power. Through this theoretical approach, it is argued that if indigenous stakeholders are only viewed as political actors and not as knowledge producers, the hegemony of Global English will reinforce a knowledge-based society constructed upon Global North modernity. In the absence of strong epistemic advocates for indigenous language policies, powerful Global English advocates occupy such vacancies at the language management level, thus dominating the ecology of knowledge in a plurinational and plurilingual Ecuador.

Keywords: educación intercultural bilingüe, English language teaching, epistemic agency, language advocates, plurinationality

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Authors: Mestawot Beyene Tafese, Erika Kopp

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Sustainable development, aimed at meeting current needs while safeguarding the needs of future generations, is a global imperative. Higher education stands as a pivotal force in fostering sustainable values and behaviors. However, most scholars and governments primarily focus on environmental and economic aspects. Consequently, this study examines the distribution patterns of higher education for social sustainability. The study highlights overall annual scientific production trends, leading journals and countries in scientific publication, most researched topics, and frequently used keywords. The study utilized a bibliometric method with the aid of the R Studio program. The analysis reveals Sustainability (Switzerland) as the leading journal, with 292 articles published, followed by the International Journal of Sustainability in Higher Education, which published 186 articles. Additionally, the USA is identified as the leading country, with Spain ranking second in producing research related to higher education for socially sustainable development. Among the 54 African countries, only South Africa ranks 13th, contributing fifty-nine scientific articles. Furthermore, higher education for sustainability, sustainable education, sustainable development goals, etc., emerge as the most researched topics, while the term "higher education" is prevalent in 29% and "sustainability" in 28% of the documents. Notably, according to the analysis, social sustainability is the focus of only 3% of articles. This suggests that academics researching sustainable development and higher education have overlooked social sustainability, a crucial human component of sustainable development. Consequently, the researchers concluded that social academics who are interested in studying sustainable development and higher education should give priority to social sustainability.

Keywords: higher education, bibliometric analysis, social sustainability, sustainable development

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Authors: Samia Jamshed Nauman Majeed

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Purpose: Globally, the pandemic of COVID -19 has created a massive distraction for educational reforms influencing learning options, education access, and outcomes of students in more than 190 countries which has carved marks in history. To explore the challenges and complications confronted by students and faculty members while ensuring access to online education, qualitative research was conducted. Methodology: For this purpose, a series of focus group discussions were conducted in different regions of Pakistan, which revealed interesting findings shared by Panelists, which include Vice-Chancellors, Rectors, and Deans of different private and public sector universities of Pakistan. The qualitative research aims to explore the challenges and success factors of online educations by students with diverse backgrounds of higher education institutions to maximize student educational outcomes. Findings: The findings revealed several challenges and opportunities when it comes to online education for students of higher education institutions. Simultaneously, the researchers discovered the key success factors necessary for online education. Lastly, the paper presents the research limitations and future research recommendations to streamline online education in a better way ensuring the students' success. Originality: The pandemic has forced the closure of social, business, and educational activities, which has drastically influence the quality of education with its subsequent impact on the economy. In response, numerous universities across the globe are forced to suspend their educational activities by closing the universities. Though online education has been adopted worldwide by the universities, which brought numerous issues for academia, particularly for underdeveloped countries, and Pakistani higher education reforms are no exception to this.

Keywords: online education, higher education institutions, COVID-19, challenges, key success factors

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Authors: L. O'Sullivan, C. Murphy

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This study examined the impact, if any, of mobile technology on the achievement of United Nations Sustainable Development Goal 4: Quality Education for All. It focused specifically on teachers and their practice, in a school with large class sizes and limited teaching resources. Teachers in third grade in a large public school in Mozambique were provided with an iPad connected to a projector, powered by a mobile solar-panel. Teachers also participated in ten days of professional development workshops over thirteen months. Teacher discussions, micro-teaching sessions and classes in the school were video-recorded, and data was triangulated using surveys and additional documents including class plans, digital artifacts created by teachers, workshop notes and researcher field notes. The catalyst for teachers’ creativity development was to use the photographic capabilities of the iPad to capture the local context and make lessons relevant to the lived experience of the students. In the transition stage, teachers worked with lesson plans and support from the professional development workshops to make small incremental changes to their practice, which scaffolded their growing competence in the creative use of the technology as a tool for teaching and developing new teaching resources. Over the full period of the study, these small changes in practice resulted in a cultural shift in how teachers approached all lessons, even those in which they were not using the technology. They developed into working as a community of practice. The digital lessons created were re-used and further developed by other teachers, providing a relevant and valuable bank of content in a context lacking in books and other teaching resources. This study demonstrated that mobile technology proved to be a successful catalyst for impacting creative teaching practice in this context, and supports the Quality Education for All Sustainable Development Goal.

Keywords: mobile technology, creative teaching, sub-Saharan Africa, quality education for all

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Authors: Adeyemi Oluremi Olubusuyi

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In most of the developed countries, entrepreneurship education has been and will continue to be, a great economic stimulator. Entrepreneurship advantages cannot be overemphasized in any society that desires sustainable national development because it creates new technologies, production and services; which in turn encourage improved productivity and rapid economic growth. Economic growth will invariably have positive influences on the health, thereby leading to sound body systems, increase in the lifespan, improvement in social status and standard condition of living. Promoting an effective application of entrepreneurship education principle will, in no small measure, propel Nigeria to the much desired enviable national development level which the country is currently yearning for. The focus of this paper is to discuss entrepreneurship education with reference to its concept, nature, objectives and development approaches.

Keywords: entreprenuership, entrepreneurship education, national development, tertiary institutions

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Authors: Chen-Jung Chen, Yi-Chang Chen

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While traditional virtual reality and augmented reality only allow for small movement learning and cannot provide a truly immersive teaching experience to give it the illusion of movement, the new technology of both content creation and immersive interactive simulation of the metaverse can just reach infinite close to the natural teaching situation. However, the mixed reality virtual classroom of metaverse has not yet explored its theory, and it is rarely implemented in the situational simulation teaching of nursing education. Therefore, in the first year, the study will intend to use grounded theory and case study methods and in-depth interviews with nursing education and information experts. Analyze the interview data to investigate the uniqueness of metaverse development. The proposed analysis will lead to alternative theories and methods for the development of nursing education. In the second year, it will plan to integrate the metaverse virtual situation simulation technology into the alternate teaching strategy in the pediatric nursing technology course and explore the nursing students' use of this teaching method as the construction of personal technology and experience. By leveraging the unique features of distinct teaching platforms and developing processes to deliver alternative teaching strategies in a nursing technology teaching environment. The aim is to increase learning achievements without compromising teaching quality and teacher-student relationships in the post-pandemic era. A descriptive and convergent mixed methods design will be employed. Sixty third-grade nursing students will be recruited to participate in the research and complete the pre-test. The students in the experimental group (N=30) agreed to participate in 4 real-time mixed virtual situation simulation courses in self-practice after class and conducted qualitative interviews after each 2 virtual situation courses; the control group (N=30) adopted traditional practice methods of self-learning after class. Both groups of students took a post-test after the course. Data analysis will adopt descriptive statistics, paired t-tests, one-way analysis of variance, and qualitative content analysis. This study addresses key issues in the virtual reality environment for teaching and learning within the metaverse, providing valuable lessons and insights for enhancing the quality of education. The findings of this study are expected to contribute useful information for the future development of digital teaching and learning in nursing and other practice-based disciplines.

Keywords: metaverse, post-pandemic era, online virtual classroom, immersive teaching

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Authors: Albin Wallace

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This paper examines the use of social learning platforms in conjunction with the emergent pedagogy of the ‘flipped classroom’. In particular the attributes of the social learning platform “Edmodo” is considered alongside the changes in the way in which online learning environments are being implemented, especially within British education. Some observations are made regarding the use and usefulness of these platforms along with a consideration of the increasingly decentralized nature of education in the United Kingdom.

Keywords: education, Edmodo, Internet, learning platforms

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Authors: Zoe Wong

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The purpose of this paper is to develop a framework for internet education. This framework uses the personalized learning approach for everyone who can freely develop their qualifications & careers. The key components of the framework includes students, teachers, assessments and infrastructure. It allows remove the challenges and limitations of the current educational system and allows learners' to cope with progressing learning materials.

Keywords: internet education, personalized approach, information technology, framework

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Authors: Yveta Pohnětalová

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The topic of possible forms of future schools according to rapid changes of life in the 21st century has become to reach several economic and social prognoses. In our research, we have tried to find out what the future school form is according to pupils’ parent’s view. School is a part of life of each person and based on own experience there is a certain individual picture created about a possible look of future education. The aim of our quantitative research was to find out how parents of first grade primary school pupils see the ideal school of the future. The quantitative research realized at the Faculty of Education of the University of Hradec Králové (Czech Republic). By statistical analysis of gained data from 120 respondents, there have been several views of schools of future identified in terms of mission and also the way of education. But a common indicator according to addressed parents would be more focused on the overall personality development rather than the field practice which is related to a realistic idea that school of the future is not and will not be the only source of education.

Keywords: parents’ approach, school of the future, survey, ways of education

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Authors: Vishal D. Pandya

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A great deal of perceptible change has been taking place in the way our institutions of higher learning are being managed in India today. It is believed that managers, whose intuition proves to be accurate, often tend to be the most successful, and this is what makes them almost like entrepreneurs. A certain entrepreneurial spirit is what is expected and requires a degree of insight of the manager to be successful depending upon the situational and more importantly, the heterogeneity as well as the socio-cultural aspect. Teachers in Higher Education have to play multiple roles to make sure that the Learning-Teaching process becomes effective in the real sense of the term. This paper makes an effort to take a close look at that, especially in the context of the management of English language teaching in Higher Education and, therefore, focuses on the management of English language teaching in higher education by understanding target situation analyses at the socio-cultural level.

Keywords: management, language teaching, English language teaching, higher education

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Authors: Erteki̇n Kotbaş

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Teaching English as a Foreign Language (EFL) is on the front burner of many countries in the world, in particular for English language teaching departments that train EFL teachers. Under the head of motivational theories in foreign language education, there are numerous researches in literature. However; researches comprising English language self-efficacy and teachers’ learning goal orientation which has a positive impact on learning teachings skills are scarce. Examination of these English language self-efficacy beliefs and learning goal orientations of pre-service EFL teachers may broaden the horizons, considering the importance of self-efficacy and goal orientation on learning and teaching activities. At this juncture, present study aims to investigate the strong relationship between English language self efficacy and teachers’ learning goal orientation from Turkish context in addition to teacher students’ grade factor.

Keywords: English language, learning goal orientation, self efficacy, pre-service teachers

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Authors: Londeka Ngubane

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The use of corporal punishment is not a new phenomenon in the South African education system as it was, for a long time, recognised as a fitting form of punishment for ill-disciplined and disobedient children. The growing recognition that corporal punishment is an act of violence against children has resulted in the abolishment of this form of punishment in society and particularly in schools. However, regardless of criminalising corporal punishment, it appears to be a disciplinary measure that is persistently used by some educators. Historically and currently, the intimate connection between corporal punishment and discipline has not merely been a convention of human thinking, as this practice is given recognition in various definitions in dictionaries. ‘To discipline’ is habitually stated to mean ‘to punish’. The notion of ‘disciplining children’ also comes from entrenched common conceptions about children and their relationship with adults. Corporal punishment has, for a long time, been associated with the rearing and education of children, and this practice thus pervades schooling across nations. In many societies, punishment is a term that is closely linked with the self-perception of teachers who feel that they must be ‘in control’ and have ‘the upper hand’ in order to be respected. This impression of control is evident in the widespread conception of education which is to ‘socialize’ children in ‘desirable ways’ of ‘sitting in a formal classroom’, ‘behaving’ in school, ‘following instructions’ from the teacher, talking only when asked to, and finishing tasks on time. It was against this backdrop that a comprehensive review of relevant literature was undertaken and that individual interviews were conducted with fifty learners from four schools (two junior secondary and two senior secondary schools) in a selected township area in KwaZulu-Natal Province. The main aim of the study was to explore and thus understand learners’ views on the administration of corporal punishment regardless of the fact that it was legally abolished. It was envisaged that the interviews with the learners would elicit rich data that would enhance the researcher’s insight into their perceptions of the persistent use of corporal punishment as a disciplinary measure in their schools. The study was thus premised on the assumption, which had been strengthened by anecdotal and media evidence, that corporal punishment was still administered in some schools in South Africa and in schools in the study area in particular.

Keywords: corporal punishment, ban, school learners, South Africa

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Authors: A. Hol

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21^st century brought waves of business and industry eTransformations. The impact of change is also being seen in education. To identify the extent of this, scenario analysis methodology was utilised with the aim to assess business transformations across industry sectors ranging from craftsmanship, medicine, finance and manufacture to innovations and adoptions of new technologies and business models. Firstly, scenarios were drafted based on the current eTransformation models and its dimensions. Following this, eTransformation framework was utilised with the aim to derive the key eTransformation parameters, the essential characteristics that have enabled eTransformations across the sectors. Following this, identified key parameters were mapped to the transforming domain-education. The mapping assisted in deriving a cognitive eTransformation framework for education sector. The framework highlights the importance of context and the notion that education today needs not only to deliver content to students but it also needs to be able to meet the dynamically changing demands of specific student and industry groups. Furthermore, it pinpoints that for such processes to be supported, specific technology is required, so that instant, on demand and periodic feedback as well as flexible, dynamically expanding study content can be sought and received via multiple education mediums.

Keywords: education sector, business transformation, eTransformation model, cognitive model, cognitive systems, eTransformation

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Authors: Stephanie Duval

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The concept of educational success, combined with the overall development of the child in kindergarten, is at the center of current interests, both in research and in the environments responsible for the education of young children. In order to promote it, researchers emphasize the importance of studying the executive functions [EF] of children in preschool education. More precisely, the EFs, which refers to working memory [WM], inhibition, mental flexibility and planning, would be the pivotal element of the child’s educational success. In order to support the EFs of the child, and even his educational success, the quality of the environments is beginning to be explored more and more. The question that arises now is how to promote EFs for young children in the educational environment, in order to support their educational success? The objective of this study is to investigate the link between the quality of interactions in 5-year-old kindergarten and child’s EFs. The sample consists of 118 children (70 girls, 48 boys) in 12 classes. The quality of the interactions is observed from the Classroom Assessment Scoring System [CLASS], and the EFs (i.e., working memory, inhibition, cognitive flexibility, and planning) are measured with administered tests. The hypothesis of this study was that the quality of teacher-child interactions in preschool education, as measured by the CLASS, was associated with the child’s EFs. The results revealed that the quality of emotional support offered by adults in kindergarten, included in the CLASS tool, was positively and significantly related to WM and inhibition skills. The results also suggest that WM is a key skill in the development of EFs, which may be associated with the educational success of the child. However, this hypothesis remains to be clarified, as is the link with educational success. In addition, results showed that factors associated to the family (ex. parents’ income) moderate the relationship between the domain ‘instructional support’ of the CLASS (ex. concept development) and child’s WM skills. These data suggest a moderating effect related to family characteristics in the link between ‘quality of classroom interactions’ and ‘EFs’. This project proposes, as a future avenue, to check the distinctive effect of different environments (familial and educational) on the child’s EFs. More specifically, future study could examine the influence of the educational environment on EF skills, as well as whether or not there is a moderating effect of the family environment (ex. parents' income) on the link between the quality of the interactions in the classroom and the EFs of the children, as anticipated by this research.

Keywords: executive functions [EFs], environmental factors, quality of interactions, preschool education

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Authors: Rafael Dias Silva

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The school is a social institution that should promote learning situations that remain throughout life. Based on this, the teaching activities promoted in museum spaces can represent an educational strategy that contributes to the learning process in a more meaningful way. This article systematizes a series of elements that guide the use of these spaces for the scientific literacy of deaf students and as experiences of this nature are favorable for the school development through the concept of the circularity. The methodology for the didactic use of these spaces of non-formal education is one of the reflections developed in this study and how such environments can contribute to the learning in the classroom. To develop in the student the idea of ​​association making him create connections with the curricular proposal and notice how the proposed activity is articulated. It is in our interest that the experience lived in the museum be shared collaborating for the construction of a scientific literacy and cultural identity through the research.

Keywords: accessibility in museums, Brazilian sign language, deaf students, teacher training

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Authors: Kathy Gibbs

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There is a paucity of research in Australia about educators’ use of differentiated instruction (DI) to support the learning of students with ADHD. This study reports on small-scale, qualitative research using interviews with teachers and school leaders to identify how they use DI as an effective teaching instruction for students with ADHD. Findings showed that teachers and school leaders have a good understanding of ADHD; teachers use DI as an effective teaching practice to enhance learning for this student group and ensure the classroom environment is safe and secure. However, they do not adjust assessments for students with ADHD. School leaders are not clear on how teachers differentiate assessments or adapt to the classroom environment. These results highlight the need for further research at the teacher and teacher-educator level teachers to ensure teaching practices are effective in reducing unwanted behaviours that prevent students with ADHD from achieving their full academic potential.

Keywords: teachers, differentiated instruction, ADHD, student learning, educators knowledge

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Authors: Victoria Brennan, Andrea Mallaburn, Linda Seton

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Science outreach programmes connect school pupils with external agencies to provide activities and experiences that enhance their exposure to science. It can be argued that these programmes not only aim to support teachers with curriculum engagement and promote scientific literacy but also provide pivotal opportunities to spark scientific interest in students. In turn, a further objective of these programmes is to increase awareness of career opportunities within this field. Although outreach work is also often described as a fun and satisfying venture, a plethora of researchers express caution to how successful the processes are to increases engagement post-16 in science. When researching the impact of outreach programmes, it is often student feedback regarding the activities or enrolment numbers to particular science courses post-16, which are generated and analysed. Although this is informative, the longevity of the programme’s impact could be better informed by the teacher’s perceptions; the evidence of which is far more limited in the literature. In addition, there are strong suggestions that teachers can have an indirect impact on a student’s own self-concept. These themes shape the focus and importance of this ongoing research project as it presents the rationale that teachers are under-used resources when it comes to considering the design of science outreach programmes. Therefore, the end result of the research will consist of a presentation of an ‘optimum’ model of outreach. The result of which should be of interest to the wider stakeholders such as universities or private or government organisations who design science outreach programmes in the hope to recruit future scientists. During phase one, questionnaires (n=52) and interviews (n=8) have generated both quantitative and qualitative data. These have been analysed using the Wilcoxon non-parametric test to compare teachers’ perceptions of science outreach interventions and thematic analysis for open-ended questions. Both of these research activities provide an opportunity for a cross-section of teacher opinions of science outreach to be obtained across all educational levels. Therefore, an early draft of the ‘optimum’ model of science outreach delivery was generated using both the wealth of literature and primary data. This final (ongoing) phase aims to refine this model using teacher focus groups to provide constructive feedback about the proposed model. The analysis uses principles of modified Grounded Theory to ensure that focus group data is used to further strengthen the model. Therefore, this research uses a pragmatist approach as it aims to focus on the strengths of the different paradigms encountered to ensure the data collected will provide the most suitable information to create an improved model of sustainable outreach. The results discussed will focus on this ‘optimum’ model and teachers’ perceptions of benefits and drawbacks when it comes to engaging with science outreach work. Although the model is still a ‘work in progress’, it provides both insight into how teachers feel outreach delivery can be a sustainable intervention tool within the classroom and what providers of such programmes should consider when designing science outreach activities.

Keywords: educational partnerships, science education, science outreach, teachers

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Authors: Claire Goode

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This paper reports on a doctoral research project using narrative inquiry to investigate the stories of twelve national Tertiary Teaching Excellence Award winners in New Zealand. Preliminary findings highlight awardees’ views on their identity, their professional practice, and on what they consider to be excellence in tertiary teaching. The research also reports on common themes in the personal qualities that awardees describe, and on what these nationally recognised educators would like to see in place around Tertiary Teacher Development. Educators, mentors, trainers, and curriculum designers can gain a deeper understanding of what teaching excellence looks like, and of how teachers perceive their own practice and their impact on others. This may enable different interventions to develop best practice from staff, and to raise standards. It is hoped too that, by reflecting on the stories of teachers who have been recognised for ‘excellence’, educators will relate to and recognise elements of their own practice, and will feel motivated and inspired to share these with their peers and the wider academic community.

Keywords: academic identity, narrative inquiry, teacher development, teaching excellence

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Authors: Sona Lorencova

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The practice of kindergartens shows that the communication and cooperation of teachers and directors of kindergartens with parents, who come with different expectations and ideas about preschool education, is becoming an increasing problem, which leads to many misunderstandings in their mutual functioning. In practice, little attention is paid to communication and cooperation between kindergartens and families, whether in the professional development of educators, in professional articles and publications, or in the field of research. The approach of teachers to parents whose children attend kindergarten requires more and more skills on the part of educators, which is also related to the introduction of the institute of compulsory preschool education. Thus, the discrepancy in mutual expectations and requirements for children's preschool education on the part of the kindergarten and the family is increasing. The aim of the research was to look into the world of parents and learn about their subjective experience with preschool education of children in kindergarten. The findings could be useful in the search for appropriate strategies for mutual communication and cooperation between kindergartens and families in order to achieve more effective progress for children in education. The data were collected through the method of a constellation with figures, semi-structured interviews, and the use of a research diary. Through an interpretive phenomenological analysis, it was found that the parents' view of preschool education in kindergarten is connected to 6 basic topics - parenting with a preschooler, adaptation to kindergarten, professionalism of teachers, cooperation with kindergarten, and parents' satisfaction with preschool education. The conducted research also revealed that the determinants at the level of microsystem, mesosystem, exosystem, macrosystem, and chronosystem influenced parents' view of children's preschool education in kindergarten.

Keywords: preschool education, parents, kindergarten, interpretive phenomenological analysis, subjective experience

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Authors: Anu Malhotra, Rahul Malhotra

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This review paper is focused on achievement ability analysis of perspective teachers and students of technical education of Haryana. It is well known that women have higher verbal achievement, while men have higher achievement in non-verbal and scientific achievement. Chi-square analyses were performed to evaluate the effect of information and communication technology tools on the scientific, verbal and non-verbal achievement of the controlled and uncontrolled group of 204 students of Haryana. The computed value of expected count, which is more than 5, shows that there is a significant improvement in achievement ability of students of the controlled group when compared to the uncontrolled group. The research analyzes that the Information and communication technology tools play an important role in enhancing student’s achievement.

Keywords: achievement, ICT, perspective teacher, verbal achievement

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Authors: Sanjay Kumar Srivastava, Rajesh Srivastava

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Human resource is the key point of success of any economy. From the past few decades, policies started to move in the route of expanding inclusive education with effective involvement of government.Governments of developing nations are generating policies for educational upliftment. Applying educational policies, the motive of the government is to maintain and develop the effective human resource within a society. The attention of the government includes primary education to higher education. It also involves professional training programmes related to every discipline. The aim of this paper is to find out the government policies in terms of expenditure and achievements for inclusive education to develop human resources in developing countries. A case of Indian experience has been taken into consideration. This approach generates a picture as to how India is enriching its educational system for human resource development and this research study will be useful for the policy makers to determine the appropriate level of overall spending of government and achievements in the education system for human resource development. Analytical research methodology has been adopted.

Keywords: government policies, inclusive education, National Educational Policy, NCERT

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Authors: Nurdiana Gaus, Mahmud Tang

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This paper analyses changes being experienced by academics in Indonesian state university systems as a result of government-driven policy and the impacts of these changes on academics work and organisations. This analysis is located in the main concept of neoliberal agenda with its associated discourse of New Public Management. The purpose of this analysis is to show how public administrative reforms adopting neoliberal agenda have been disseminated in Indonesian higher education reform via policies and programmes of the government. This essay is expected to clarify the concept of neoliberalism in the administrative reforms within higher education institutions by examining and understanding its implementation in Indonesian context and how this impacted on the structural changes in universities and academics work.

Keywords: neoliberalism, higher education, Indonesia, new public management

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Authors: Lucy Adesomon Okukpon, Margaret Omolara Akerele

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Higher Education in Nigeria is sought after by women, they believe that the economic power and growth lies in the attainment and pursuit of higher Education. No nation in the world can boast of developmental growth when the women are not fully empowered educationally. The attainment of higher education spurs women to contribute meaningfully towards the growth and development of the Nigerian workforce. Recent innovations and trends reveal that over fifty per cent of Nigerian women have attained higher education within and outside the country. Women in Nigeria have expressed their growing concern of what becomes of the remaining 50 per cent who are unable to attain basic education. This concern has brought about the issue of funding which is a practical challenge towards the attainment of education for these vulnerable women. Another challenging factor is that most women often seek the permission of their husbands, brothers, fathers and uncles to enable them attain educational pursuit, especially when the institution is miles away from their place of abode. The solution to this problems from research findings reveal that the umbrella body which co-ordinates education for women in Nigeria (The National Council of Women Societies, NCWS) have taken it upon itself to provide educational learning centres in all the states of the Federation including Abuja the Nations capital city. This is to stem the ugly trend and enable women gain access to educational facilities provided for their growth and development. This positive stride has brought succour to women who hitherto have no hope of attaining any form of education. Moreover, awareness creation concerning higher education is translated into different Nigerian languages so that the women at the grassroots can benefit immensely and contribute towards the growth and development of the Nation. Their educational progress attest to the fact that Nigerian Women are happy for the educational opportunities provided and have vowed to attain greater heights particularly where higher education is concerned.

Keywords: developmental growth, educational attainment, higher education, women in higher education, Nigeria

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Authors: Laura Butabayeva, Svetlana Ismagulova, Gulbarshin Nogaibayeva, Maiya Temirbayeva, Aidana Zhussip

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Over the years of independence, Kazakhstan has not only ratified international documents regulating the rights of children to Inclusive education, but also developed its own inclusive educational policy. Along with this, the state pays particular attention to high school students' preparedness for professional self-determination. However, a number of problematic issues in this field have been revealed, such as the lack of systemic mechanisms coordinating stakeholders’ actions in preparing schoolchildren for a conscious choice of in-demand profession, meeting their individual capabilities and special educational needs (SEN). The analysis of the state’s current situation indicates school graduates’ adaptation to the labor market does not meet existing demands of the society. According to the Ministry of Labor and Social Protection of the Population of the Republic of Kazakhstan, about 70 % of Kazakhstani school graduates find themselves difficult to choose a profession, 87 % of schoolchildren make their career choice under the influence of parents and school teachers, 90 % of schoolchildren and their parents have no idea about the most popular professions on the market. The results of the study conducted by KorlanSyzdykova in 2016 indicated the urgent need of Kazakhstani school graduates in obtaining extensive information about in- demand professions and receiving professional assistance in choosing a profession in accordance with their individual skills, abilities, and preferences. The results of the survey, conducted by Information and Analytical Center among heads of colleges in 2020, showed that despite significant steps in creating conditions for students with SEN, they face challenges in studying because of poor career guidance provided to them in schools. The results of the study, conducted by the Center for Inclusive Education of the National Academy of Education named after Y. Altynsarin in the state’s general education schools in 2021, demonstrated the lack of career guidance, pedagogical and psychological support for children with SEN. To investigate these issues, the further study was conducted to examine the state of students’ career guidance and socialization, taking into account their SEN. The hypothesis of this study proposed that to prepare school graduates for a conscious career choice, school teachers and specialists need to develop their competencies in early identification of students' interests, inclinations, SEN and ensure necessary support for them. The state’s 5 regions were involved in the study according to the geographical location. The triangulation approach was utilized to ensure the credibility and validity of research findings, including both theoretical (analysis of existing statistical data, legal documents, results of previous research) and empirical (school survey for students, interviews with parents, teachers, representatives of school administration) methods. The data were analyzed independently and compared to each other. The survey included questions related to provision of pedagogical support for school students in making their career choice. Ethical principles were observed in the process of developing the methodology, collecting, analyzing the data and distributing the results. Based on the results, methodological recommendations on students’ career guidance for school teachers and specialists were developed, taking into account the former’s individual capabilities and SEN.

Keywords: career guidance, children with special educational needs, inclusive education, Kazakhstan

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Authors: Tony Cripps, Larry Kimber

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This paper will begin by briefly explaining how blockchain technology works. Then, after highlighting a few of the ways it promises to heavily impact all aspects of the digital landscape, the focus will shift to Blockchain in the field of education, with specific emphasis placed on practical applications in foreign language education. Blockchain is a decentralized Internet-based software application that guarantees truth in transactions. This means whenever two parties engage in a transaction using Blockchain, it is time-stamped, added to a block of other transactions, and then permanently attached to an unalterable ‘chain’ of blocks. The potential for developing applications with Blockchain is therefore immense, since software systems that ensure the impossibility of outside tampering are invaluable. Innovative ideas in every imaginable domain are presently being entertained and Blockchain in education is no exception. For instance, records kept within and between institutions of students’ grade performance, academic achievement and verification of assignment/course completion are just a few examples of how this new technology might potentially be used to revolutionize education. It is hoped that this paper will be of use to all educators interested in the application of technology in the field of education.

Keywords: blockchain, disruption, potential, technology

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Authors: Akpokiere Ugbede Roseline

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Chemistry is an activity oriented subject in which many students achievement over the years are not encouraging. Among the reasons found to be responsible for student’s poor performance in chemistry are ineffective teaching strategies. This study, therefore, sought to determine the effect of guided inquiry, guided inquiry with demonstration, and demonstration with conventional approach on pre-service teachers’ cognitive attainment and practical skills acquisition on stoichiometry and chemical reactions in practical chemistry, Two research questions and hypotheses were each answered and tested respectively. The study was a quasi-experimental research involving 50 students in each of the experimental groups and 50 students in the control group. Out of the five instruments used for the study, three were on stimulus and two on response (Test of Cognitive Attainment and Test of Practical Skills in Chemistry) instruments administered, and dataobtained were analyzed with t-test and Analysis of Variance. Findings revealed, among others, that there was a significant effect of treatments on students' cognitive attainment and on practical skills acquisition. Students exposed to guided inquiry (with/without demonstration) strategies achieved better than those exposed to demonstration with conventional strategy. It is therefore recommended, among others, that Lecturers in Colleges of Education should utilize the guided inquiry strategy for teaching concepts in chemistry.

Keywords: instructional strategy, practical chemistry, learning outcomes, pre-service teachers

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