6,615,420 results on '"Éducation"'
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152. Resisting Internalized Oppression: Hypnotherapy (Guided Meditation) as a Liberatory Praxis by and for Women of Color in Education
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Jaimis Rebecca Ulrich
- Abstract
Internalized oppression is a pervasive issue that disproportionately affects Women of Color in education. Continuous exposure to systemic oppression, such as sexism and racism, can further exacerbate existing internalized oppression (Crenshaw, 1991) and can result in severe implications on the overall emotional, physical, and spiritual health of those affected (Bryant-Davis & Comas-Diaz, 2016). It is critical to recognize and challenge these internalized beliefs to foster personal growth and collective liberation. By engaging in practices that resist internalized oppression, individuals can reclaim their power and work toward dismantling oppressive systems. Integrating critical action research (Fine & Torre, 2021; Ledwith, 2007) with critical radical feminism (hooks, 2000), this qualitative study used an arts-based approach (Bhattacharya & Payne, 2016) and hypnotherapy (guided meditation; G. Smith, 2022) to explore the use of hypnotherapy (guided meditation) as a liberatory praxis (Freire, 2018) for confronting, transforming, and resisting internalized oppression. The participants of this project included Women of Color from various education settings. The findings of this study offer insight into how a decolonized approach to hypnotherapy (guided meditation) can support Women of Color in education as a praxis for spiritual and emotional health by cultivating a space for empowerment, redemption, resistance, and restoration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
153. Afghan Women and the Issue of Education: A Hundred Years of Conflict between Tradition and Modernity
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Yaqubi, Abdul Wajid and Mehrnoosh, Ziaulhaq
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Afghanistan's history over the last century is littered with incidents and bloody conflicts. In other words, the history of this land over the last century has been one of blood and fire, as well as a conflict between "tradition" and "modernity." Over the last century, the citizens of this land have witnessed life-threatening and subversive changes. These changes have had both positive and negative effects on Afghans' lives. Meanwhile, Afghan women, education, the right to political and social activity, and the right to work and employment have been among the issues that have undergone change and transformation, along with political, social, and cultural changes and developments, willingly or unwillingly, and have been seriously harmed as a result. A qualitative research method has been used, in which data was collected from previous literary sources such as research articles, magazines, reports, and documents kept in the archives and national libraries of Afghanistan. This paper investigates and examine the position of Afghan women in Afghan law from various angles and perspectives. The researchers approached the subject of women by taking into account their worldviews, assumptions, and subjective variables. The purpose of this research is to evaluate Afghan women's active, long-term, and meaningful presence in Afghanistan over the last century. The study's findings show that despite deliberate campaigns, efforts, and ongoing struggles over the last century, Afghan women are still denied the right to education, political participation, and institutional employment.
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- 2023
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154. The Disenfranchised Grief of a Blackbird: Teacher Discernment, Introspection, and Healing through Autoethnography
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Crystal Marcella Voegele
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Throughout my life, grief's torrents have run undercurrent to my personal and professional journey. It has taken my arrival to mid-life, decades of professional and life experiences as well as higher education for this awareness to flow. I have been grieving for my lost self as woman; my shattered voice as a teacher; and the freedom to choose as a daughter of this nation. Utilizing a Marxist feminist lens, I will examine how patriarchal loss and capitalistic constructs rooted in an undeveloped class consciousness have perpetuated my own sense of powerlessness, detachment, and compulsivity, reifying my indoctrination into the teaching profession (Apple, 1988, 2019; Gilligan & Snider, 2018; Seeman, 1959). Coming into this awareness has been the work of discernment whereas healing has been the result of grief work (Boyd & Myers, 1988). This dissertation is an examination my of lived experiences with disenfranchised grief and subsequent transformational learning within my personal, professional, and pedagogical intersectionality. Storying my way within these concentric spheres through autoethnography, a healing methodology, I will examine dialectically how my positionality intersect with my profession and pedagogy, perpetuating grief while promoting healing (Chang, 2008; Ellis et al., 2011; Pennebaker & Evans, 2014; Pennebaker & Smyth, 2016; Poulos, 2021). To shed light on disenfranchisement within any context, voices from the culture itself must rise up; silences must rupture (Adams et al., 2014). Stories must be shared to shed light on the struggles, and they must be accessible to reach the intended audience--educators from K-12, adult education, and higher education (Adams et al., 2014, Chang, 2008; Holman Jones et al., 2013; Poulos, 2013). It is my hope that by sharing my story, my lived experiences, others will shatter their own silences and heal with me. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
155. Leadership in Ethical Practice: Students Learning Outcomes
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Blaich, Caitlyn, Kenny, Belinda, and Jimenez, Yobelli
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Health science students frequently experience ethical dilemmas on clinical placements, yet ethics education rarely prepares students with the ethical leadership skills required. The Leadership in Ethical Practice (LEP) program is an ethics education resource designed to enhance health science students' knowledge and skills in ethical leadership to prepare them for clinical placements and future professional practice. This qualitative study aimed: to explore the nature of students' ethical leadership goals; determine whether a specific, measurable, achievable, relevant, and time-bound (SMART) format was an effective tool for students to create ethical leadership goals; and identify any changes in students' pre- and post-self-ratings of ethical leadership knowledge following the LEP program. Eighty-two diagnostic radiography students from the University of Sydney participated in the study. Inductive and deductive qualitative content analysis (Elo & Kyngas, 2008) were used to explore students' goals. Descriptive statistics were used to investigate students' pre- and post-self-ratings. Four themes emerged from students' goals: initiative, competence, and courage in ethical reasoning; communicating ethical stories through listening, questioning, and connecting; reflecting and growing as an ethical leader; and safe practice and person-centred outcomes. SMART goal format elements were evident in 61% of students' goals. Students' ethical leadership self-ratings showed positive changes after participating in the LEP program. Findings indicated students planned to further develop ethical leadership skills during clinical placements and future professional practice. This study demonstrated the ethics education approaches used within the LEP could assist health science students to apply ethical leadership in future clinical practice.
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- 2023
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156. Childless African American Women over 50 in the USA: A Qualitative Descriptive Study
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Robbie Roshyl Mitchell
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In modern society, some African American women are choosing a career before accepting the traditional role of birthing a child or children at an early age and marriage is not always part of the equation. Women's freedoms (i.e., equality, personal choice, sexuality) have increased since their early struggles for their rights as citizens and as women. Some are viewed as agents against the norm by some conservative-minded people by not having a child or children well into their adulthood, especially if they are over the age of 50. Research suggests that women without children are perceived negatively by others and experience adverse and challenging outcomes in society (Crandall & Eshleman, 2003). Childlessness can be an emotional hurdle for some African American women to easily overcome after establishing their career and going past the fecund period define as; (the age where women are still able to bare children with low health risks), of their life without procreating, often prompting them to adopt a child or children. For other childless African American women, but want a child or children, infertility has cursed them from motherhood, and this is a scar that tugs at their heart. Also, physical trauma or illness contribute to this fact, preventing conception. Before these women surpass their fertile stage and are childless, they must develop healthy management schemes to avoid unnecessary stresses of daily life from society, marriage, and personal living to enter their twilight years without regrets of childlessness, if possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
157. White Man White Space to White Man Black Space: A Critical Autoethnography by a Privileged White Educational Leader
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Rabbideau, David E.
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The purpose of this critical autoethnographic study was to explore, (a) the role that race played in shaping my responses to demographic changes in the public school district that I served, (b) how I could use this new understanding to improve my practice as an educational leader, and (c) how my research and experience could serve as a model for other White leaders, who like me, represent most educational leaders serving all students and in particular, African American children. This critical autoethnography analyzed data from personal writings generated over a two-year period:194 Personal Journal Entries and 67 Emails to my parents. The results of this study showed that I, like most White people, chose to lead a segregated life. Leading a segregated life allows the common sense of White hegemony to thrive as there is no challenge to it in daily interactions. It was through forced integration that I experienced in my work environment that exposed me to the voice of color which provided the counter story to the common sense of White hegemony. Through this process, I learned how difficult it is for White people to recognize their race and the impact that race has on the lives of people of color. I learned that by becoming critically conscious, I have a new appreciation for the stories that all students, especially African American students bring to the classroom. This new understanding and appreciation of the lived racial experiences of others will help me improve my decision-making process when leading in school districts. This study, its process, and its results, should serve as a model of self-reflection and critical self-assessment for educational leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
158. Meaning and Collective Argumentation in Mathematics: Investigating Inferentialism's Potential Contributions
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James Drimalla
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This theoretical, methodological, and empirical networking study investigated the potential of inferentialism to contribute to the study of meaning and collective argumentation in mathematics. I carefully attended to my worldview and explicated my philosophical process for identifying inferentialism as my theory of choice. I then drew on Prediger et al.'s (2008b) networking strategies to theoretically, methodologically, and empirically compare and contrast inferentialism with radical constructivism and the sociocultural perspective. Inferentialism and radical constructivism were compared with respect to the meaning of mathematical concepts; inferentialism and the documenting collective activity (DCA) methodology (Rasmussen & Stephan, 2008), which is based on sociocultural theories, were compared with respect to collective argumentation. The extant data I used to empirically network the theories were from two related sources. The first source was video data from the first of three content courses, each paired with a pedagogy course, for prospective secondary mathematics teachers (PSTs) prior to student teaching. Amidst the content course, clinical interviews were performed with nine of the PSTs as part of an overarching teaching experiment (Steffe & Thompson, 2000b). The PSTs were interviewed twice--near the beginning of the semester and near the end of the semester. These clinical interviews were my second source of extant data. As a result of my study, I clarified the identity of inferentialism, explicated an inferentialist analytic methodology, and furthered inferentialist research on collective argumentation and students' mastery of multiple mathematical concepts. I also identified the affordances and limitations of inferentialism in comparison to the other theories. Radical constructivism has a more established tradition of research to draw on, but inferentialism enabled me to analyze the social and contextual factors at play in students' mathematical reasoning. Furthermore, my analysis underlined the power of DCA's ability to move across grain sizes to make general claims about the collective learning of a classroom. Inferentialism, however, allowed me to foreground individuals' learning within collective argumentation and simultaneously attend to how ideas received normative status in the classroom. Implications for future inferentialist research in mathematics education are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
159. Neuro-Unity: A Realist Synthesis of Neurodiversity and the Established Clinical Model of Autism Spectrum Disorder
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Dorfman, Jonathan D.
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The purpose of this realist synthesis study is threefold: (a) to examine the relationship between young autistic adults between 18 and 30 years of age and their clinical providers (e.g., doctors, therapists, educators, caregivers, etc.), (b) to understand what conditions contribute to trusting and inclusive relationships between young autistic adults and their clinical providers, and how more trusting and inclusive relationships can be maintained, and (c) to develop a new conceptual framework to address what was believed to be conflicting ideologies between proponents of the Neurodiversity movement and their clinical providers--what the researcher calls Neuro-Unity. Using a systematic search and review process, the researcher searched, screened, and reviewed an initial set of 262 qualitative studies published in the U.S. and U.K. between 1980 and 2022 to select 23 qualitative studies that met all inclusion criteria for data extraction. Following the multistage extraction process of a realist synthesis according to the RAMESES I protocol, findings were coded into themes of empathy, respect, and dignity; integrated support systems; inclusion of autistic voices; and education about autism spectrum disorders. Themes were used to develop the Neuro-Unity conceptual framework. This new framework describes how to facilitate, form, and maintain trusting and inclusive relationships between young autistic adults and their clinical providers. Implications for future theory development and practice, study limitations, and recommendations for future research are also provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
160. Compassion Fatigue: Then, Now, and Tomorrow
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Jessica Rene Ellertson
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Public education for children is one of the few institutions in which citizens have opportunities to access affordable information and tools needed to survive. These years of a person's life bear great weight on the stage that is set for them and for the society they will function in as adults. It is imperative that they receive this information in a way that can be retained and accessed throughout the lifespan. Of course, life's messiness and unpredictability shapes how each person ultimately comes to learning what they learn. For these reasons, the educators that contribute to the shaping of such learning must be informed on the institution their line of work originated from, where it stands, and where it can go to best enhance their performance. By doing so, it can only enhance the learning of students, and consequently strengthen the fabric of society they in turn go into. Some of the most pervasive elements in the world of education is the risk of burnout and the potential for compassion fatigue (CF). "Burnout", for the purposes of this discussion, will be defined as the following: the physical, mental, and/or emotional state of exhaustion that results from prolonged stress (Brown, 2021). Brown (2021) also explains that CF, comparatively, is a kind of stress that results from caring or otherwise working with traumatized individuals and/or within traumatic settings. While CF is a concept that has been discussed in other lines of work that involve care, such as nursing, discussion of CF within the world of academia is relatively minimal. Regardless of how these symptoms emerge, they will likely negatively impact the amount of attrition in the workplace, including in the field of Special Education (SPED) which in turn can affect the quality of education our most at-risk students receive (Park & Shin, 2020). This in turn can add to the cocktail of influences that result in important experiences, such as interpersonal relationships, occupational mobility, mental health, financial states of being, and the perpetuation of systemic class divides (Gandara & Hopkins, 2010). There is additional risk with CF in the workplace, as some consequences of it can contribute to organizational complications, such as low morale, higher rates of turnover, and short-staffing (Sawchuk, 2022). In the world of academia, CF can contribute to the growth of achievement gaps and disproportionality in special education (Anderson, 2020). With the risk of such immediate and long-term consequences, CF is something that deserves more understanding and management, including from its earlier stages in the debut of modern education (from the 1970's) to the era of the post-pandemic world of education (today). This results in gaining more awareness of where the designs of modern education is at greatest risk for fostering CF amongst educators. From there, CF is analyzed, from its emergence, to its symptomology, to its immediate consequences over the course of an educator's tenure. Discussion of ways to support educators from a "top-down" approach, including professional development from administrators, superiors, and local/federal government are analyzed and recommended to pair with "bottom-up" approaches for educator support, such as the support individuals can provide themselves and for their colleagues. The importance of reviewing, understanding, and managing CF in education is also analyzed for future implications, including those pertaining to occupational equity, stronger mental health resilience, and positive societal change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
161. How White Supremacy Is Reproduced in the Relations of White People to Other White People, with Some Notes on What This Means for Antiracist Education
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Lensmire, Timothy J.
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In this essay, I draw on two black theorists of whiteness--W.E.B. Du Bois and the Reverend Thandeka--to examine how white supremacy and white racial identities emerge from and are fortified in the relations of "white people to other white people." I use stories told by two white people from a rural, white farming community in Wisconsin--William and Delores--to flesh out and complicate Du Bois's and Thandeka's ideas. Unfortunately, antiracist efforts in education and teacher education have mostly ignored the significance of white people's relations to each other for the production and reproduction of white supremacy. What if our antiracist efforts have been so ineffective, in part, because we have ignored what is going on among white people?
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- 2023
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162. Left Behind: Adult Black Males' Perspectives of Education and the Social-Emotional Impact Following Grade Retention
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Hubbard, Kimberly R.
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The purpose of the study was to investigate how grade retention affects Black males' perspectives about education and social-emotional skills during and after their K-12 educational journey. As a result of the Black Lives Matter movement, there has been increased discourse about our nation's current reality regarding the status of Black males--specifically, their experience in the educational environment (Wood, 2019). Black males are often "devalued and over-criminalized" (Wood, 2019, p. 1) resulting in an "overrepresentation in special education classes, higher rates of suspension and expulsion, and ultimately feeding the school-to-prison pipeline" (Wood, 2019, p. 1). Minimal attention has been dedicated to the emotional functioning of Black males and the internalizing factors that are strong predictors of their well-being later in life (Brown et al., 2013). Critical Race Theory (CRT) and the Big Five Social-Emotional Model were referenced in this study as relevant theoretical frameworks. The researcher conducted a qualitative phenomenological study investigating five African American males who experienced grade retention while attending a public school during their K-12 educational journey. The participants' ages ranged between 27-57 years. Seven themes were generated from their stories. The themes were (a) motivation (b) culturally responsive teaching (c) empathy (d) accountability (e) relationships/social engagement (f) embarrassment and (g) emotional trauma. The findings of this study further inform the fields of education, psychology, and sociology associated with the two research questions: How does the experience of grade retention affect perspectives about education among Black males? How are social-emotional skills affected among Black males who have experienced grade-level retention during their K-12 educational journey? Study findings have specific implications for practice, policy, and research. These include suggestions for alternatives to grade retention, culturally relevant teaching practices, and social-emotional learning instructional practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
163. Flexible Migration: The Case of the Druze in Israel
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Ganany-Dagan, Orly, Amasha, Rajeh, Vitman-Schorr, Adi, and Ilatov, Zainada
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This research probed the acculturation model of migration of Druze in Israel from their villages to cities. Little research has been published to date on the migration of Druze. The Druze migration experience from and within Israel can add knowledge about a unique cultural group in Israel. The present findings indicate a process in which Druze men and women moved from villages to cities in Israel for short and long periods, in pursuit of academic education and professional training. Berry's typology of acculturation partly explained the results. Accordingly, we suggest modification of the theory.
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- 2023
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164. Inclusion, Equity, and Diversity in Chilean Higher Education: A Qualitative Study of the Lived Experience of Students Receiving Free Tuition at Two Universities in Santiago, Chile
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Soraya Teresa Madriaza Ciocca
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This qualitative research is aimed at studying how Universidad Mayor and Universidad de Santiago address inclusion, equity, and diversity in the processes of access and continued studies of economically and socially disadvantaged students who benefited from the Free Tuition State Policy and how these processes are perceived by this type of population. Reviewing the experience of students and administrators with focus groups and interviews was possible to determine what is missing for a more supportive atmosphere leading toward graduation. The study analyzed the current programs and policies to support disadvantaged students in Chile, revealing that while programs such as the "Gratuidad" (Free Tuition State Policy) may guarantee student access, sufficient metrics do not exist to determine how effective those programs are. It is possible to conclude from the literature and fieldwork studies that social class plays a role in student adjustment to college (Bergerson, 2017), and the challenges for making education more inclusive and equitable are clearly a global concern (Ainscow, 2007). Chilean higher education has been affected by an economic market in the context of poverty and inequality (Valenzuela et al., 2013), and to eradicate this situation, many programs are being developed to support access to higher education for disadvantaged students (Gil & Simonsen, n.d.) both at the state level, with the Free Tuition State Policy, and at the institutional level, with an initiative known as USACH Propaedeutic. In addition to the formal mechanisms that support student access to universities, this study evidenced student access to college and especially continuing enrollment can be attributed primarily to the personal determination of students (Fukushi, 2007; Webb, 2019) and the support they received from family and high school mentors. In light of such evidence, the government needs to conduct a policy review, be more equal in funding allocation, and foster affirmative action for diversity and inclusion. Universities should review their Mission statement, strengthen collaboration with high schools, and be more proactive when supporting disadvantaged students. The State and Universities should work together for an inclusive education, which leads to the growth of society as a whole. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
165. A Word of Warning: Educational Activists and Public Instruction Conspiracy Theories
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David Philip San Juan
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By utilizing a qualitative approach of educational criticism and connoisseurship, the purpose of this study was to explore the intentions and motivations, processes and strategies, and implications and outcomes of educational activists that work to expose and/or debunk a public instruction conspiracy theory. Data were collected through the interviews and observations of four participants that were educational activists that had worked to expose and/or debunk a public instruction conspiracy theory. Their related literature and artifacts such as various online and traditional publications, social media posts, and audiovisual materials were also collected and transcribed. Data were analyzed with numerous rounds of coding, annotating, diagramming, and memoing. Although the participants of this study varied in their perspectives and intentions, several themes emerged in regards to their hopes for the future of education, how to engage with the public and spread their message, and the overall influence their activism has had on American public schools. Findings from this research explore the differences and similarities between these unique educational activists, their approach to activism, and the impact their activism has had. In addition, this research suggests a need for more exploration into the topic of public instruction conspiracy theories and the educational activists that work to expose and/or debunk them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
166. Educational Neuroscience: Past, Present, and Future Prospects
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Campbell, Stephen R.
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This talk provides the speaker's perspective on how the fledgling new area of educational neuroscience has emerged from a disenchantment with brain-based education, through various multidisciplinary, interdisciplinary, and transdisciplinary initiates and collaborations involving educationists and neuroscientists. Specific examples and results pertaining to research in mathematics education will be presented. Beyond the current state-of-the-art, the speaker will conclude with some speculations on what might be anticipated as this area of research continues to unfold into the near and far futures. [For the complete proceedings, see ED629884.]
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- 2020
167. Impact of the COVID-19 Pandemic on the NEET (Not in Employment, Education or Training) Indicator, March and April 2020. Education Indicators in Canada: Fact Sheet
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Statistics Canada, Council of Ministers of Education, Canada (CMEC), and Brunet, Sylvie
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This fact sheet explores the impact of the COVID-19 pandemic on the NEET (not in employment, education or training) indicator for young Canadians aged 15 to 29 during the first two months of the pandemic. Findings include the following: (1) in March and April 2020, NEET rates for young Canadians increased to unprecedented levels. These increases were comparable between men and women and they were similar among the provinces; (2) among Canadians aged 15 to 19, the increase in NEET rates in the early months of the COVID-19 pandemic, when most of the school closures took place, was primarily the result of youth who reported that they were not attending school. It is likely that these closures, as well as the change in the way in which education was delivered, are the reasons why youth reported not attending school. However, as of May 2020, Canadian youth plan to continue their studies in fall 2020, despite the pandemic; (3) among Canadians aged 20 to 24 and 25 to 29, the increase in NEET rates in the first two months of the pandemic was mostly because of a decrease in employment. When highest level of education attained was examined, youth aged 25 to 29 with a trades diploma showed the largest increase in NEET rates; and (4) during the early months of the pandemic, certain groups typically at higher risk for being NEET (young women with children, immigrant youth and off-reserve Indigenous youth) did not experience greater increases in their NEET rates than the overall population.
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- 2020
168. School Integration Bibliography -- Exploring the Connections between Housing, Education and Transportation Policy and Related Impacts on Residential and School Integration. Summary of IDRA EAC-South Literature Review
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Intercultural Development Research Association (IDRA) and Poverty and Race Research Action Council (PRRAC)
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The connection between housing, education, and transportation policy is linked to pursuing residential and school integration. Research gathered by the Poverty and Race Research Action Council for Intercultural Development Research Association (IDRA) provides a historical analysis of equity disparities in policy and discussion of present strategies to coordinate housing, education, and transportation policy in support of school integration. This bibliography documents research related to sociology, economics, planning, history, and policy research. [For the accompanying literature review, see ED629235. For "School Integration Best Practices -- Housing-School-Transportation Policy Collaboration. Summary of IDRA EAC-South Literature Review," see ED629237.]
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- 2020
169. Correcting Carter's Mistake: Removing Cabinet Status from the U.S. Department of Education. Backgrounder. No. 3492
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Heritage Foundation, Center for Education Policy, Burke, Lindsey M., and Butcher, Jonathan
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Forty years after its opening, Americans must reconsider the efficacy of a federal, Cabinet-level Department of Education. Rescinding agency status, eliminating duplicative, ineffective, and inappropriate programs, and re-organizing remaining programs under a restored Office of Education within the U.S. Department of Health and Human Services (HHS) would lay the groundwork for genuinely restoring state and local control of education. This "Backgrounder" provides a road map for how to accomplish that goal.
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- 2020
170. 'Boosting Resilience' and 'Safeguarding Youngsters at Risk': Critically Examining the European Commission's Educational Responses to Radicalization and Violent Extremism
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Christodoulou, Eleni
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Despite the Radicalisation Awareness Network (RAN) being tasked with being a core policy tool of the European Union and helping to shape its research funding agenda on preventing violent extremism, very little is known about how it operates, the practices and activities it engages with and the discourses it mobilizes to do so. This study fills this gap through an in-depth investigation into RAN's working group on education, critically examining the construction and enactment of discourses and practices related to the prevention of violent extremism through education. Combining a critical engagement of organizational practices with a discourse analysis of the various RAN EDU outputs, such as manifestos, policy papers and videos, it offers an examination of the discursive terrain of the European Commission, revealing the normative values and ideological assumptions underpinning it, as well as the subject-positioning of students and teachers involved.
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- 2020
171. Higher Education and Economic Growth of Nigeria: Evidence from Co-Integration and Granger Causality Examination
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Omodero, Cordelia Onyinyechi and Nwangwa, Kanalechi C. K.
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This study investigates the level of co-integration between education and economic growth in Nigeria and the causality effect of education on economic growth. The study employs secondary form of data spanning from 2000 to 2018 and are sourced from UNESCO, World Bank and CBN statistical bulletin. The data are collected on GDP, education expenditure and gross enrolment ratio of higher education for the period under review. The study uses Johansen co-integration and Granger causality tests for analysis and the findings show that education and economic growth in Nigeria have a long term co-integration while Granger causality test reveals that education and gross enrolment ratio of higher education are not affecting economic progress and the GDP is not influencing both of them too. The implication is that if Nigeria's educational system continues the way it is presently, it will remain a long term problem and will continue to negatively affect economic growth. Other countries will be benefiting from modern technologies through improvement on their educational system, but Nigeria may not be at the same pace if immediate policy changes in favor of education are not embraced. Thus, the study suggests major improvement on government's annual budgets for education in order to decrease the population of out-of-school children and increase the stock of skilled human capital in the country.
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- 2020
172. Pre-Service Teachers' Perception of Values Education in the South African Physical Education Curriculum
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Roux, Charl J. and Dasoo, Nazreen
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Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa's Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.
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- 2020
173. Conformist Mass Society or Non-Conformist Rebellion? What Education Can Do to Resolve the Conformity -- Non-Conformity Dichotomy?
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Karikó, Sándor
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The "profane" meaning of conformism is first provided by American philosopher and liberal thinker William Penn, in his work dated from around 1700. According to Penn, conformity is a civil virtue whose price is the loss of freedom. The description of conformity as deprivation of freedom becomes stronger in 20th century philosophy from Heidegger through Fromm up to Fischer's definition as "the sinking of the Self into the Anyone is conformism." Education and pedagogy have serious debts as to the recognition of and solutions to the problem of conformity. In the community relations of the students, the principle of the structural regularity of increasing conformity, and in our schools, the easily adapting and more so conforming student have become the ideal. And where is the place, the value of conformity and nonconformity in society? And first of all: what can education do against the deceptive contrast of conformity - non-conformity. That is a matter of great importance.
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- 2020
174. 2019 Annual Disability Statistics Compendium
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University of New Hampshire (UNH), Institute on Disability, Lauer, E. A., Boege, S. L., and Houtenville, A. J.
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The "Annual Disability Statistics Compendium" and its complement, the "Annual Disability Statistics Supplement" (ED605683) are summaries of statistics about people with disabilities and about the government programs which serve them. The compendium presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. The following new sections were added to the compendium this year: (1) The Research and Training Center on Disability in Rural Communities sponsored a new section with national estimates of sociodemographic information about people with disabilities in the rural US; (2) Focusing on factors in the social and physical environments, sections have been added on the intersection of functional difficulties and activities of daily living and housing (e.g., housing quality, year built, type). Housing quality estimates were based on a Census Bureau index that includes adequacy of kitchen and bathroom facilities, overcrowding, and cost burden; and (3) Industry and occupation for people with disabilities were added, and the four most prevalent industries and occupations were stratified by state. A companion "Annual Report" (ED605685) is available, providing graphic representations of key findings.
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- 2020
175. 2019 Annual Disability Statistics Supplement
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University of New Hampshire (UNH), Institute on Disability, Lauer, E. A., Boege, S. L., and Houtenville, A. J.
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The "Annual Disability Statistics Supplement" is a companion report to the "Annual Disability Statistics Compendium" (ED605680). The "Supplement" presents statistics on the same topics as the "Compendium" with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the "Supplement," a companion "Annual Report" (ED605685) is available, providing graphic representations of key findings. [For the 2018 Supplement, see ED595183.]
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- 2020
176. The Dollars and Sense of Free College. Executive Summary
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Georgetown University, Center on Education and the Workforce, Carnevale, Anthony P., Sablan, Jenna R., Gulish, Artem, Quinn, Michael C., and Cinquegrani, Gayle
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This is the executive summary for the report, "The Dollars and Sense of Free College." Policymakers have debated the specifics of free-college programs--including whether free-college eligibility should extend to students at four-year public colleges as well as community colleges, and whether it should be universal or targeted to low-income and middle-income students. Free-college proposals generally reflect support for some form of publicly funded program that makes college attendance affordable for a majority of students. Joe Biden endorsed a free-college plan that was originally part of the party's platform in the previous election. This plan would make public community colleges tuition-free for all students. It also would make four-year public colleges and universities tuition-free for students with family incomes under $125,000, which would mean that approximately 80 percent of in-state undergraduate students at public four-year colleges and universities would not have to pay tuition. The federal government and state governments would share the costs of this program, with the federal government contributing $2 for every $1 contributed by a state. While the Biden plan has immediate relevance to the 2020 election, there are other ways to design free-college plans. This report discusses a variety of free-college models and assesses their relative costs and benefits. [For the full report, see ED608985.]
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- 2020
177. 2020 Annual Disability Statistics Supplement
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University of New Hampshire (UNH), Institute on Disability, Paul, S., Rafal, M., and Houtenville, A.
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The "Annual Disability Statistics Supplement" is a companion report to the "Annual Disability Statistics Compendium." The "Supplement" presents statistics on the same topics as the Compendium with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the Supplement, a companion "Annual Report" (ED613092) is available, providing graphic representations of key findings. [For the 2019 Supplement, see ED605683.]
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- 2020
178. 2020 Annual Disability Statistics Compendium
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University of New Hampshire (UNH), Institute on Disability, Paul, S., Rafal, M., and Houtenville, A.
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The "Annual Disability Statistics Compendium" and its complement, the "Annual Disability Statistics Supplement" (ED613090) are summaries of statistics about people with disabilities and about the government programs which serve them. The compendium presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. Though the "2020 Annual Disability Statistics Compendium" does not include any new sections, it has incorporated a few changes: (1) The source of all statistics previously reported from the American Community Survey 1-year estimates has changed to the American Community Survey public use microdata sample; and (2) Most statistics based on the American Community Survey public use microdata sample are reported for the age group 18-64 years. A companion "Annual Report" (ED613092) is available, providing graphic representations of key findings. [For the 2019 Compendium, see ED605680.]
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- 2020
179. The Impact of COVID-19 Pandemic on Italian Nature-Based Programs in the Educational, Therapeutic, Training and Leisure Areas
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Borelli, Chiara, Gigli, Alessandra, and Melotti, Giannino
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In these times of global crisis caused by COVID-19, there is an urgent need to address the topic of nature-based experiences in education: the pandemic has strongly highlighted both the interdependence between human beings and nature, and the need for mending the dichotomic vision that keeps them separate. Experiential education in natural contexts within an ecological framework might have a strategic role in this crucial period to develop anthropologic, civic, and dialogic conscience (Morin, 2001). Through this study, CEFEO Research Center had the objective of investigating the socio-economic impact of COVID-19 on Italian nature-based programs in the educational, therapeutic, training, and leisure areas. From 28 May to 19 June 2020, an online questionnaire was distributed with the purpose of understanding the socio-economic impact of the pandemic on nature-based programs during the lockdown period and during the period of first reopening, and the related needs and new opportunities for the future. The results highlight a paradox: the COVID-19 crisis has caused more problems for a sector which was already suffering from a lack of funding and of social and institutional acknowledgment. Many agencies working in the field lost months of income and numerous working days, and they are uncertain about the future: they are having difficulties surviving in a moment when we need them more.
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- 2020
180. Algorithmic Bias in Education
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Baker, Ryan S. and Hawn, Aaron
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In this paper, we review algorithmic bias in education, discussing the causes of that bias and reviewing the empirical literature on the specific ways that algorithmic bias is known to have manifested in education. While other recent work has reviewed mathematical definitions of fairness and expanded algorithmic approaches to reducing bias, our review focuses instead on solidifying the current understanding of the concrete impacts of algorithmic bias in education--which groups are known to be impacted and which stages and agents in the development and deployment of educational algorithms are implicated. We discuss theoretical and formal perspectives on algorithmic bias, connect those perspectives to the machine learning pipeline, and review metrics for assessing bias. Next, we review the evidence around algorithmic bias in education, beginning with the most heavily-studied categories of race/ethnicity, gender, and nationality, and moving to the available evidence of bias for less-studied categories, such as socioeconomic status, disability, and military-connected status. Acknowledging the gaps in what has been studied, we propose a framework for moving from unknown bias to known bias and from fairness to equity. We discuss obstacles to addressing these challenges and propose four areas of effort for mitigating and resolving the problems of algorithmic bias in AIED systems and other educational technology.
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- 2022
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181. Making Sense of Adaptive Expertise for Frontline Clinical Educators: A Scoping Review of Definitions and Strategies
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Cupido, Nathan, Ross, Shelley, Lawrence, Kathrine, Bethune, Cheri, Fowler, Nancy, Hess, Brian, van der Goes, Theresa, and Schultz, Karen
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Adaptive expertise has been promoted as an emerging model of expertise in health professions education in response to the inherent complexities of patient care; however, as the concept increasingly influences the structure of professional training and practice, it creates the potential for misunderstandings of the definition and implications of adaptive expertise. To foster a common understanding of the concept, we conducted a scoping review to explore how adaptive expertise has been discussed within health professions education literature. Five databases--MedLine, PubMed, ERIC, CINAHL, and PsycINFO--were searched using the exact term "adaptive expertise", producing 212 unique articles. Fifty-eight articles met inclusion criteria. In the included articles, authors discussed the conceptual implications of adaptive expertise for health professions education, strategies for training for adaptive expertise, and research findings aimed at supporting the development of adaptive expertise or utilizing adaptive expertise as a theoretical framework. The goal of this scoping review is to establish a resource for frontline educators tasked with fostering the development of adaptive expertise in learners through education initiatives. A common understanding of adaptive expertise is essential to ensuring effective implementation in training programs.
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- 2022
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182. Reflecting on and with the 'More-than-human' in Education: Things for Interculturality. SpringerBriefs in Education
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Dervin, Fr, Yuan, Mei, Dervin, Fr, and Yuan, Mei
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This book examines today's central and yet often misunderstood and misconstrued notion of interculturality. It specifically focuses on one aspect of intercultural awareness that has been ignored in research and education: the presence and influence of things on the way we experience, do, and reflect on interculturality. This book provides the readers with opportunities to engage with interculturality by reflecting on how our lives are full of things and entangled with them. It urges teachers, teacher educators, scholars, and students to open their eyes to the richness that the more-than-human, with which we can reflect, has to offer for intercultural communication education.
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- 2022
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183. Revisiting the Self-Determination Theory-Motivating the Unmotivated
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Luria, Ela
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This article is a review of the Self-determination theory (SDT) of Motivation. The theory identifies motivation as a continuum ranging from amotivation to extrinsic motivation and finally to intrinsic motivation (Ryan & Deci, 2000). Intrinsic motivation, thought of as the highest form of motivation satisfying the innate psychological needs for competence, autonomy, and relatedness. These psychological needs are given as a prototype of self-determined behavior and activity. The theory suggests that extrinsic motivated behaviors can vary in the extent to which they represent Self-determination, ranging from the lowest type of external regulation motivation to the highest type of integrated motivation. In this review I wish to present the SDT theory of motivation and to argue that intrinsic and extrinsic motivation must be reconsidered. Although I acknowledge the positive effects of intrinsic motivation I urge educators and researchers to consider the benefits of extrinsic motivation. I critically examine the evidence for and against the model, discuss its limitations, and identify critical gaps for future research.
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- 2022
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184. The Development of Artificial Intelligence in Education: A Review in Context
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Pham, Son T. H. and Sampson, Pauline M.
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Background: In fact, most schools around the world are not well equipped to have discussions and keep current on the expansion of artificial intelligence (AI) in many aspects of society and economy. They either ignore this conversation, or simply criticize technology, but these resistances are not stopping wide spread of various types of AI projects in schools, mainly driven by corporations, and fueled by incentives that might not match well with long term educational objectives of student success, diversity, equity, and inclusivity. Objectives: The overall purpose is to address the rising gap between the ultrafast development of AI and the meticulous technological application of education, and to suggest the important bridge of building technological leadership in teacher preparation to get ready for the grow of AI in education. Methods: The contextual review examines the field of AI development in education through three lenses--conceptual context, practice context, and research context. Results and Conclusions: The paper provides educators and policy makers an overall background of the phenomenon of AI in education. The study has revealed there is an urgent need for research and development in teacher preparation as well as in the philosophy of technology in education to bridge the gap between AI and education.
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- 2022
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185. The COVID-19 Pandemic, the Sustainable Development Goals on Health and Education and 'Least Developed Countries' Such as Nepal
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Regmi, Kapil Dev
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In 2015, the United Nations (UN) declared 17 Sustainable Development Goals (SDGs) and 169 targets to be achieved by 2030, but the COVID-19 pandemic has stalled the world's progress in pursuing them. This article explores how the pandemic has impacted the public health and education sectors of the world's poorest 46 countries, identified by the UN as "least developed countries" (LDCs). Applying the theoretical lens of international political economy, the author first considers the historical, political and economic causes behind the pre-pandemic underdevelopment of LDCs' public health and education sectors. Next, he examines how the international support mechanisms forged in 2015 for the timely achievement of the SDGs have been affected by the pandemic, especially in the areas of health (SDG 3) and education (SDG 4). Based on a number of purposively selected international and national policy documents as well as a few related texts, the author uses the case of Nepal as an example to demonstrate what has particularly hampered LDCs' sustainable development -- and indeed continues to do so during the ongoing pandemic. He identifies three main adverse factors: (1) the privatisation of health and education; (2) a lack of governmental accountability; and (3) dysfunctional international support mechanisms. The article appeals for a more egalitarian global collaboration and full accountability of LDC governments in the joint effort to achieve a sustainable recovery from the pandemic.
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- 2022
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186. In the Lap of Collective Impotentiality: Reexamining a Pragmatic Account of Thinking through an Agambenian Lens
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Vlieghe, Joris
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The background of the argument Joris Vlieghe develops in this article is the idea, proposed by neopragmatic scholars, that a way of aptly dealing with the societal issues that have come about in the wake of a global ecological crisis consists of engaging in practices of study. This involves "thinking," a concept that needs to be reconsidered from an educational perspective. Hence the article turns to John Dewey's classical pragmatic account of thinking, so as to show that this Deweyan approach could be enriched by reading it together with Giorgio Agamben's reflections on this matter. This allows for rendering with greater accuracy certain aspects of thinking that unearth its properly educational meaning: that thinking is necessarily a collective endeavor that is driven by an interruption of our habitual ways of living together with a view toward envisaging truly alternative futures. Thinking is a risky experience in which the foundational subject disappears. Such a view allows, furthermore, for the reconceptualization of thinking in a posthumanist key.
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- 2022
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187. The Oxford Encyclopedia of Philosophy of Education
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Hytten, Kathy and Hytten, Kathy
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"The Oxford Encyclopedia of Philosophy of Education" provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range of topics, ideas, and diverse perspectives from around the world, and features an editorial board composed entirely of women. Each chapter is an in-depth exploration of a philosophical topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken together, the "Encyclopedia's" authors illuminate the kinds of questions that philosophers ask about education and schooling, and the tools and resources they bring to bear on these questions. They show the ways in which educational philosophers uncover fundamental assumptions, describe relationships among ideas, analyze concepts, unpack taken-for-granted claims, connect disparate viewpoints, identify the validity and consistency of claims, unsettle "common sense," propose hypothetical experiments, provide critical commentary on ideas, render givens as contingent, explore the interactions of ideas and experience, and offer alternative possibilities. "The Oxford Encyclopedia of Philosophy of Education" is organized into ten sections: philosophical traditions and explorations in education; non-Western, indigenous, and post/decolonial philosophies of education; race, gender, sexuality, and marginalized perspectives; globalization, democracy, and citizenship education; ethics, justice, morality, and character education; philosophical issues in research and educational practice; philosophical issues and controversies in K-12 education; philosophy of childhood, parenting, upbringing, and formation; philosophical issues in arts and aesthetics in education; and contemporary topics and issues in philosophy of education. This combination of breadth and depth makes "The Oxford Encyclopedia of Philosophy of Education" an important and essential guide to the complex philosophical issues informing all facets of education today.
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- 2022
188. On the Autonomy of Educational Studies as a Second-Level Discipline
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Les, Tomasz
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This article addresses the issue of the disciplinary status of Educational Studies, which both in the theoretical discourse and in the practice of this area is far from unambiguous. The issue is relevant not only for theoretical reasons but also for practical and social ones. This is because the status of Educational Studies, by having a decisive impact on the very understanding and nature of studies in education, at least in part may impact changes in educational practice. Two main models of Educational Studies can be differentiated (the Anglo-American model and the Continental model), with additional variation within these models. Among the terms most commonly used in discussion of the disciplinary status of Educational Studies, frequent mention is made of the autonomy that exists in various versions (as in the Continental model) and of interdisciplinarity (as in the Anglo-American model). This article proposes a new way of understanding this status, which I call the autonomy of Educational Studies as a second-level discipline, which includes aspects of both of the previously mentioned models (with a predominance of the Continental model), yet also adds certain modifications (among other things concerning the understanding of disciplinarity). In the course of my argumentation, I will conduct a comparative analysis of both traditions, and subsequently justify the proposed thesis (making reference both to notional questions and pragmatic/scientific questions), and finally briefly indicate potential problems which may be generated by this model.
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- 2022
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189. Interdisciplinarity for Social Justice Enterprise: Intersecting Education, Industry and Community Arts Perspectives
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Wise, Kit, MacDonald, Abbey, Badham, Marnie, Brown, Natalie, and Rankin, Scott
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The role of interdisciplinarity in achieving authentic and transformative learning outcomes is both contested and complex. At the same time, traditional disciplinary ways of being, doing and knowing have been further tested by the impact of COVID-19 on students, schools and communities. In Tasmania, already experiencing amongst the lowest levels of educational attainment in Australia, the educational implications of COVID-19 have been polarising. Preliminary reports have employed interdisciplinary perspectives to understand how the situation is unfolding. Extremes of privilege and poverty have intensified, with accentuated disadvantage experienced by already vulnerable groups, whilst ingenuity, adaptability and innovation have flourished elsewhere. The spectrum and range of this polarisation yield compelling evidence for the inadequate address of complex societal problems through singular disciplines or institutions. This article explores storied data generated from the intersections of interdisciplinary strategy enacted across three settings: education, creative industries and community-based arts practice. The data derive from two Tasmanian case studies where interdisciplinary collaboration between the education sector, creative industries and community is well established. In subsequent discussion, the multidisciplinary authorship team make and offer meaning from participatory lived experiences of pursuing social justice outcomes prior to and during the COVID-19 pandemic. From this, we posit how lived experiences of interdisciplinarity impact social justice enterprise in times of increasingly complex socio-economic challenge. In addressing these concerns, we elucidate the role interdisciplinarity plays in both enabling and inhibiting social justice imperatives shared across education, creative industry and community-based arts practice immediately prior to and during a global pandemic. In so doing, we elicit the ways interdisciplinary practices, partnerships and priorities recalibrate in response to global challenges.
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- 2022
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190. Direct, Indirect, and Buffering Effect of Social Support on Parental Involvement among Chinese Parents of Children with Autism Spectrum Disorders
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Yan, Tingrui, Hou, Yujia, and Deng, Meng
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Parental involvement plays a pivotal role in promoting developmental and educational outcomes for children with autism spectrum disorder (ASD). This study aimed to examine the relationships between social support, parenting stress, and parental involvement by investigating a sample of 245 Chinese parents of children with ASD. Mediation analyses indicated that the relationships between support from family and friends and parental involvement were partially mediated by parenting stress, and support from significant others was directly, positively related to parental involvement. Additionally, support from family and friends moderated the influence of parenting stress on parental involvement in their children's education. The direct, indirect, and buffering effects of social support on parental involvement were discussed finally.
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- 2022
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191. For Every Child, Every Right: The Convention on the Rights of the Child at a Crossroads
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United Nations Children's Fund (UNICEF)
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On 20 November 1989, the United Nations General Assembly adopted the Convention on the Rights of the Child, a landmark achievement that has since become the world's most widely ratified human rights treaty. The Convention sets strict standards for signatory governments to protect the rights of every child. Published in connection with the 30th anniversary of the Convention, this report is intended as an advocacy tool to both celebrate the achievements of the past three decades and generate dialogue on the critical work that remains -- especially for children who have been left behind. Based on the latest available data, the report outlines a selected set of issues that need urgent attention. It also advocates for all stakeholders to recommit to the Convention, stepping up their efforts to fulfil its promise in the next 30 years. Where there is political will and determination, the report concludes, children's lives and well-being will improve.
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- 2019
192. Balancing Work with School and Training While Raising Young Children: A National Portrait of Young Parents, Their Schedules, and Children's Care Arrangements. Research Report
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Urban Institute, Sandstrom, Heather, Sullivan, Laura, Lou, Cary, Spaulding, Shayne, and Adams, Gina
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Parents who have children at a young age often face an interruption in their schooling, their plans for career training, and overall life trajectory. But a growing number of young parents are seeking education and training to achieve better opportunities for their families, and many work while attending school. In this report, we use the 2012 National Survey of Early Care and Education to examine the prevalence of children born to young parents (under age 25) who are currently working while in education or training, the characteristics of these children and their families, and the implications for child care when young parents balance work with advancing their skills and education to get ahead. We find that although children with young parents balancing work with education or training constitute a small share of the child population, they are more likely than all children under 13 to live in low-income households, have single parents, and have parents with lower levels of education. Their parents spend long hours at work, education, or training, including during nontraditional hours. These children are more likely to be in nonparental care, especially the care of unpaid relatives, and to be in that care for more hours than children whose parents only work. The median child care burden for these families is 14 percent--twice the federal government recommendation that child care cost no more than 7 percent of household income. Our findings highlight the unique situations of young student-parents who may need greater support and resources to access and pay for child care than they currently have.
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- 2019
193. Learning Frameworks: Tools for Building a Better Educational Experience. Lumina Issue Paper
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Lumina Foundation, Travers, Nan L., Jankowski, Natasha, Bushway, Deborah J., and Duncan, Amber Garrison
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Learning frameworks are tools that specify learning outcomes and/or competencies that define, classify, and recognize educational, learner, and industry expectations of knowledge, skills, and abilities at increasing levels of complexity and difficulty. They allow for alignment, translation, and mapping of learning through various spaces in order to capture learning that can be valued and recognized by education, industry, and the military. This paper outlines the roles that learning frameworks play in the emerging ecosystem of connected learning--why they matter and how they can bring disparate pieces of the learning ecosystem together for greater portability and documentation of learning in all the places it unfolds. It concludes with a focus on technological innovations as a source of future directions for learning frameworks connectivity.
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- 2019
194. Thematic Content Analysis of Studies Using Generalizability Theory
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Teker, Gülsen Tasdelen and Güler, Nese
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One of the important theories in education and psychology is Generalizability (G) Theory and various properties distinguish it from the other measurement theories. To better understand methodological trends of G theory, a thematic content analysis was conducted. This study analyzes the studies using generalizability theory in the field of education in Turkey by using the method of thematic content analysis. It reviews 60 studies, including 31 articles and 29 theses published from 2004 to 2017. The selected studies underwent thematic content analysis using parameters including tagged information, aim, G Theory type, number of facets used in the study, the Turkish word for "facet," object of measurement, sample size, design type, mixed-design availability, shared results of G and D studies, computer programs, method of calculating negative variance, availability of fixed facets, and design balance. The data were interpreted on the basis of frequencies; both table and figures are included in the study. According to the results, there is an increase in the number of studies conducted by using G theory by years. Of these, many compare theories; most of them applying univariate G Theory and consider two-faceted measurement situations. While a small subset of studies features mixed design, a large group features crossed design, with individuals as the object of measurement. The computer program most commonly used in analyses is EduG. The majority of studies use balanced design. Recommendations are provided accordingly with the results.
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- 2019
195. A Rich Mosaic of Impact: Julie Thompson Klein's Scholarly Influence in Australia and New Zealand
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Bammer, Gabriele, Mitchell, Cynthia, Elford, Wendy, Dumaresq, David, van Kerkhoff, Lorrae, Small, Bruce, Hall, Virginia Kaufman, Kaufman, Stefan, Browne, Chris, Brown, Valerie A., and Blessington, Louise
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Ten Australians and one New Zealander provide reflections on the influence of Julie Thompson Klein's work on and in inter- and trans- disciplinarity. Even taking into account that this article is based on a small number of contributions from only one corner of the world, the reflections demonstrate the influence of a diverse array of Klein's academic work, the ground-breaking nature of her book "Interdisciplinarity: History, Theory, and Practice," the meticulousness of her scholarship that makes her voice authoritative, and the added benefits of personal connections. The contributions also demonstrate the value of reflective narratives in providing a more rounded and richer picture of an academic's influence than traditional metrics, including -- in Julie Thompson Klein's case -- non-citable enhancement of thinking and orientation, catalytic effects when her ideas are combined with others, and practical value in making sense of events and circumstances. Most importantly, assembling reflective narratives provides a window onto the unique attributes and contributions of individual researchers, educators and practitioners, illustrating and affirming the richness of differences and the importance of valuing and capitalising on them. Recognition of such diversity is not only essential to help individuals identify the strongest contributions they can make, but also critical for good inter- and trans- disciplinary research, education and practice.
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- 2019
196. Education and Business as a Key Topics at the Instagram Posts in the Area of Gamification
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Pilar, Ladislav, Moulis, Pavel, Pitrová, Jana, Bouda, Petr, Gresham, George, Balcarová, Tereza, and Rojík, Stanislav
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The aim of this paper is to examine the communication content of Instagram social network users, on the basis of the hashtags they use relating to gamification and to define communities within the network in the context of education. The results are based on the analysis of Instagram's worldwide social network. Primary data were collected using script to capture communication on the social network Instagram. The analysis included Instagram photos selected on the basis of hashtag #gamification (17,994 contributions). The results identify that the most commonly associated expressions with hashtags #gamification are hashtags associated with education and business, especially where startup and innovation are concerned. On the basis of an analysis visually isolated communities with an average modularity of 0.506 were identified, which relate to the communication of the gamification on the social network Instagram: 1) Education, 2) Entrepreneurship, 3) Gamification in general, 4) Social and 5) Enjoyment. The benefit of analysis for the education area is to identify the university's links between Education and Entrepreneurship and the Teacher and Trust between education and enjoyment.
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- 2019
197. Leisure Satisfaction of Sports Science Students
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Öztürk, Özden Tepeköylü
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The aim of this study is to determine the leisure satisfaction levels of students who study sports sciences. In addition, in the study, the satisfaction levels of the students were compared according to their gender, departments and the most preferred activity type in leisure. The research was in quantitative descriptive design and consisted of a total of 379 sports sciences students, including 144 female and 235 men. The "Leisure Satisfaction Scale" developed by Beard and Raghep (1992) which is adapted to Turkish by Gökçe and Orhan (2011) and the "Personal Information Form" developed by the researcher were used as data collection tools. T-test, ANOVA and one-way MANOVA test techniques were used in the analysis of the data. According to the research findings, the leisure satisfaction of the students of Sports Sciences has been observed to be high level. In general, it was found that leisure satisfaction of those who do most physical activity is higher than those who did social, intellectual and artistic etc. activity. According to the gender factor, leisure satisfaction total score did not make a difference, but it was seen that female had higher scores than psychological and relaxation dimensions. In the comparisons between the departments, it was determined that the recreation department had more leisure satisfaction than the coaching and physical education teaching department students. It has been observed that the highest score section is recreation and the lowest score section is coaching. Finally, the research findings were discussed.
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- 2019
198. Educating the Reputation Capital Impact of a Region on the Parameters of Its Investment Activity: Methodical Approaches
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Safiullin, Marat Rashitovich, Grunichev, Alexander Stanislavoich, and Elshin, Leonid Alekseevich
- Abstract
As a practice and empirical observations show, the educational activity of economic agents forms a whole set of prospects for their development. It is due to stable positive or, on the contrary, negative expectations of prospective counterparts that interact with the economic agents, of the possibilities of their development in both the conjuncture and the institutional directions. In this regard, education is very important, and its study is becoming widespread in the research field. Meanwhile, it should be noted that the studies of the question posed in the space of scientific work and research mainly concentrate on the micro-level. That is, the vast majority of works are devoted to the study of the education of firms as one of the most important "representatives" of economic agents. At the same time, the study of educational capital and its influence on the development of regional/national economic systems is unfairly deprived of attention. It is necessary to state that in recent years, the attention of scientists began to focus more and more on the issues set earlier. However, the theory of the territories' educational economy has not yet received development and attention. This largely restrains the research paradigm based on the study of intangible factors of production in the system of socio-economic development of regions or national economic systems in general. In this regard, and to level this gap, the time course of the reputation capital index for the Republic of Tatarstan and the main components determining its level are built in this paper based on the developed methodological approaches to a formalized assessment of the reputation of a territory. This allowed us to assess the reputation impact on the investment activity of a region using the methods of econometric modelling. In particular, being guided by the principles and tools of regression analysis, as well as relying on the method of dummy variables, a high level of interconnection between the studied parameters was established by the authors due to the significant level of elasticity between the analyzed series found.
- Published
- 2019
199. Does University Prepare Students for Employment? Alignment between Graduate Attributes, Accreditation Requirements and Industry Employability Criteria
- Author
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Oraison, Humberto, Konjarski, Loretta, and Howe, Samuel
- Abstract
One of the primary goals of tertiary education is to prepare students for employment. There is debate as to whether university courses adequately provide students with 21st century workplace skills (Kaminski, Switzer, & Gloeckner, 2009; Kivunja, 2014). In a rapidly changing workforce, institutions must constantly adapt to maintain the practical utility of their courses. A thematic analysis was conducted to explore the degree of alignment between graduate attributes, accreditation requirements and industry employability criteria in nursing, psychology and education courses at an Australian University. Graduate attributes were obtained from the Course Approval and Management System. Relevant accreditation requirements were sourced from the respective bodies. A search of advertised job positions for the three discipline fields was conducted from a popular job-search engine (SEEK) to ascertain employability criteria. This analysis identified clear alignment between the university's graduate attributes and the standards articulated by accreditation bodies for psychology, nursing and education. However, there were differences between graduate attributes and the employability criteria identified by job searches across the three disciplines. Analysis of the employability criteria suggest that employers seek and prioritise graduates who possess practical competencies and 21st century skills such as problem solving and communication. However, there was little to no mention of cultural understandings and attitudes towards inclusion and diversity, both a core graduate attribute and an aspect of professional accreditation. The findings of this study may inform the development of future graduate attributes that better reflect preparedness for the workforce. Alternatively, a reflection on graduate attributes and professional accreditation criteria might produce job advertisements that better reflect work contexts in an increasingly diverse society.
- Published
- 2019
200. The Importance of Knowing Linguistic Content in Speech Therapy
- Author
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Petek, Tomaž
- Abstract
Linguistics and speech therapy are two directly related areas whereby the first one, with appropriate development, should follow the latter as a support in a theoretical and practical sense. In a study carried out amongst Slovene speech therapy students, the researcher was interested in their views regarding the importance of linguistic content in their studies. The sample included all active students who were enrolled in the first-level and second-level study program of speech therapy at the Faculty of Education of the University of Ljubljana in the academic year 2018/19. In total, we received 43 appropriately completed questionnaires. All participants were female. A descriptive and causal-non-experimental method of pedagogical research was used. The study also offers a comparison of answers according to the study year (1st, 3rd and 5th) and results verifying the connection and dependence between different variables.
- Published
- 2019
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