What is the meaning of spiritual health among older adults? A concept analysis

ABSTRACT

The different dimensions of spiritual health among older adults remain unknown to date and no globally acceptable definitions have yet been provided for the concept. To conduct the current study, the databases including Proquest, Medline, CINAHL, Science Direct, Blackwell, Iranmedex, SID, Noor Magazine and Irandoc were searched for the articles published between 1980 and 2014 in both English and Persian using keywords including spirituality, spiritual well-being, spiritual health, geriatric, older adult and old people and their Persian equivalents. The search for articles yielded into 197 titles, 31 of which were repeated and were therefore excluded. The remaining 166 articles were screened based on the inclusion criteria. A total of 29 articles were ultimately selected as the study samples. Rodgers’ evolutionary approach to concept analysis is used to identify the attributes, antecedents, consequences and surrogate terms of “spiritual health” and to provide a more comprehensive definition of the concept. The results obtained showed that spiritual health from the perspective of older adults is a multi-dimensional concept with cognitive, functional, affective and consequential components. Each component was found to be composed of several indicators. The results may help in providing a more thorough definition of spiritual health which can be a solid base for future researchers to develop appropriate tools for the assessment of older adults’ spiritual health and encourage research into this partially neglected subject. Care providers may also benefit from the results through acquiring a better understanding of the concept which can be used in designing appropriate spiritual interventions.     

Ruyu Hung. Education between speech and writing: Crossing the boundaries of Dao and deconstruction (London: Routledge, 2018)

Abstract

This book review symposium aims to open a space for discussions and questions responded to the book Education between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction, which is published in 2018. The symposium is composed of four articles by four authors. They are “Introduction” by the author of the book; Morimichi Kato's “Writing, History, and Playfulness: A dialogical review of Ruyu Hung's Education Between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction”; Xu Di's “Think Beyond Dichotomy: Discussant paper on Education Between Speech & Writing by Dr. Ruyu Hung”; and Chia-Ling Wang's “Buddhist unconsciousness: A language beyond phonocentrism and graphocentrism in postgraphocentric education”. This symposium creates new possibilities of understanding and exploring Eastern Asian philosophy of education.     

Teachers’ professional development: a theoretical review

Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn?

Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference.

Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories.

Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers.     

Cultural transition and academic achievement of students from ethnic minority backgrounds: a content analysis of empirical research on acculturation

Background: The achievement gap between immigrant and non-immigrant students that has been identified in most OECD countries and the considerable educational dropout rate among students from ethnic minority backgrounds in some countries have become serious challenges for national educational systems. The educational underachievement of young people from ethnic minority backgrounds is embedded in the process of their acculturation. In the tradition of cross-cultural psychology, acculturation describes individual or ethno-cultural group changes in behaviour and attitudes in the situation of intercultural contact. Such cultural changes are central to the experience of ethnic minority students including newly arriving immigrants, children of immigrants and members of marginalised ethnic and racial groups. Acculturation has been described as a stressful process, and acculturation orientations adopted by young people from ethnic minority backgrounds have been shown to have an impact on their adjustment.

Purpose: The school context has been recognised to be the crucial context for acculturation of young people from ethnic minority backgrounds. The academic achievement of these students is thus embedded in the acculturation process, which involves cultural identity development, psychological adjustment and behavioural adjustment. The study is aimed at analysing and systematising the findings of empirical research on acculturation in the school context with a focus on the academic achievement of young people from minority backgrounds.

Design and methods: For this study, 29 peer-reviewed articles from a total of 348 articles that matched the search criteria in the database of the Education Resources Information Centre were selected according to inclusion criteria. The selected articles addressed academic achievement of young people from minority backgrounds in relation to at least one of the issues of acculturation such as cultural identity, psychological adjustment and behavioural adjustment. The articles were analysed by applying the method of qualitative content analysis, using MAXQDA software. The findings presented in the selected articles were analysed and integrated according to a deductively developed and inductively enriched category system.

Conclusions: Overall, the results of our analysis offer insight into issues of acculturation in relation to academic achievement. Moreover, our findings reveal the complexity of the relationship between cultural transition and school adjustment for young people. As shown in our review, although a bi-cultural orientation was predominantly positively related to school adjustment of minority students, some studies also identified assimilative attitudes as advantageous for students’ academic achievement as well as for their psychological and behavioural adjustment. Moreover, our study has also shown that young people’s acculturative attitudes may have a different impact on their school adjustment relative to acculturative behaviours.     

The Gary Schools of Religion

As will be noticed in the second editorial of this issue (p. 242) the Religious Education Association is playing an important role in an extensive and far reaching project in the field of Religion and Higher Education.

Much pioneer work is being done in this field.

We are indebted to the authors of these three articles for their cooperation and their contributions.

—The Editorial Committee     

The Potential of ICT for a New Educational Paradigm: Toward Generalizing Access to Knowledge

Abstract

This article both analyzes and synthesizes eleven articles from four volumes (eight issues) of the journal Distances et Savoirs published between 2003 and 2008. The authors of these articles present their research on several topics related to learners, learning, and tutoring in distance education while also working on innovation and access to knowledge. In the current article, the author has organized the syntheses/analyses around three major themes highly visible in the articles and then offers a few ideas for future research.     

Mrs. Klein and Paulo Freire: Coda for the Pain of Symbolization in the Lifeworld of the Mind

The preceding symposium articles speculate on the psychosocial dynamics of discrimination as reverberating with grief, mourning, melancholia, and denial. They invite a psychoanalytic paradox on the fate of inchoate loss and its complex relation to oppression and depression: constellations of attachment to loss met with its social and psychical disavowal render inexpressible to the other the work of mourning and drive its myriad expressions. A different way of putting the dilemma is that grief calls upon symbolic equation (collapse of subject with object) and the pain of symbolization (contingency without certainty). Deborah Britzman's coda reads the psychoanalyst Melanie Klein's consideration of depression as the origin of the human condition with Paulo Freire's call to educators for a radical humanization to release oppression. Between Freire's Pedagogy of the Oppressed and Klein's Love, Guilt, and Reparation, the coda traces a signifying loss that attests to the entwined roots of the self/other matrix with attention to the needed fluctuations within interiority and exteriority, loss and the depressive position, illness and health, and psychoanalysis with pedagogy.     

Break Away From the Restriction of Promotion Rate

In recent days, this newspaper and the Graduate Students Association of the Shanghai Municipal Students' Federation jointly sponsored a symposium on the subject of "Modernization and Education." An intense and enthusiastic discussion was held, among the attendants, regarding the issues of reforming the educational system, the relationship between education and the individual, the topic of "education and the future," and so on. Here, we have reproduced extracts from some of the speeches made at the symposium. Those who attended the symposium include Zhang Hongyan, Zha Jianyu, Yu Lei, Yu Xiaoyuan, Zhao Jie, Yang Xiaohui, Zhou Weijia, Qu Zengmin, Zhou Hao, Tang Min, Han Mingyou, Yao Nenghai, Gao Ruiquan, Yin Weihai, and Chen Qun, as well as those whose names appear with their "articles" reproduced below.     

Christian Education AS A THEOLOGICAL DISCIPLINE AND METHOD1

These seven articles, which are on the same theme as the forthcoming National Convention, are presented here to provide background “thinking of the Convention.”

We are indebted to the authors for their informative and helpful statements.

The papers and seminar reports of the National Convention will be published in the March‐April 1958 issue of RELIGIOUS EDUCATION.

—The Editorial Committee     

Youth Is Brief,the Youth Topic Is Eternal: The Sponsor's Concluding Remarks

Dear readers and friends,

The discussion on "The Value of Women: On the Topic of the ‘Youth Ticket,’ " which began with articles written by Xiao Li and Wen Jie and has lasted more than ten months, is concluding with this issue. The quandaries faced by those two girls—who are both lovably young and whose outlooks on life have not yet taken final shape—can be meticulously picked apart, but providing answers to them was not as easy as one might imagine. And so scholars and writers pondered the subject from many different angles and furnished answers in such aspects as economics, sociology, theoretics, theory on women, aesthetics, and so on. As to whether these reflections and answers were pertinent, I especially invited Mr. Mi Bohua, the eminent commentator of the People's Daily, to do some analyses and summing up in his incisive writing style. The result was the summing up offered to my readers in the current issue: "On the Advantages of Youth."     

Turbulence in St. Louis County: School Transfers,Opportunity Hoarding,and the Legacy of Brown

ABSTRACT

In the 1954 Brown v. Board of Education case, the U.S. Supreme Court ruled segregated schools unconstitutional, and the process of school desegregation fell mostly to Black children. For over 35 years, Black families in St. Louis City have been using school transfers to cross boundaries in order to send their children to higher performing, predominately White schools in suburban St. Louis County in search of “a better education.” Relying on turbulence theory and Critical Race Theory (CRT), this study uses a media framing analysis to examine how newspaper articles described school transfers to the broader public between 2007 and 2017. Findings indicate that the articles described Black and White school districts as being affected by varying levels of turbulence and conflict. Findings also outline examples of opportunity hoarding by White schools and districts. The original focus of the Brown case was the lack of equitable resources in Black schools, and this study reignites questions about exclusion, privilege, and the choices made by Black families to receive educational equity.     

Eye tracking methodology for studying teacher learning: a review of the research

ABSTRACT

Eye tracking methodology offers insights into human attention, decision-making processes, and user behaviours. In the context of teacher learning, data generated from eye-tracking technology has the potential to provide important information about teachers’ behavioural patterns and cognitive processes that may or may not be occurring during learning experiences. This review analyses existing studies that use eye tracking methodology for studying teacher learning. The authors accessed three different databases (ERIC, PsycNet, and EBSCOHost) for their review. An iterative process of reviewing and coding the articles led to an in-depth review of 10 recently published articles. Emergent themes resulted from the in-depth review and include information processing, multimedia learning, learning tools and resources, and expert-novice knowledge construction. The reviewed articles also highlight how eye tracking can be used to determine teachers’ engagement with learning material, reading patterns, and sense-making strategies. Additional study characteristics, including context, data sources, eye tracking device and metrics were also reviewed. Results of this review shed light on how educational researchers can effectively use eye tracking methodology to investigate teacher learning at different career stages. This, in turn, can inform educational stakeholders about how to optimize learning opportunities and environments.     

A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes

Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of ‘physical and chemical changes’ difficult and abstract, and thus they generally have many misconceptions about it.

Purpose

This study aimed to investigate the effects of jigsaw cooperative learning activities developed by the researchers on sixth grade students’ understanding of physical and chemical changes.

Sample

Participants in the study were 61 sixth grade students in a public elementary school in Izmir, Turkey.

Design and methods

A pre-test and post-test experimental design with a control group was used, and students were randomly assigned to the experimental and control groups. Instruction of the subject was conducted via jigsaw cooperative learning in the experimental group and via teacher-centered instruction in the control group. During the jigsaw process, experimental group students studied the subjects of changes of state, changes in shape and molecular solubility from physical changes, and acid–base reactions, combustion reactions and changes depending on heating from chemical changes in their jigsaw groups.

Results

The concept test results showed that jigsaw cooperative learning instruction yielded significantly better acquisition of scientific concepts related to physical and chemical changes, compared to traditional learning. Students in the experimental group had a lower proportion of misconceptions than those in the control group, and some misconceptions in the control group were identified for the first time in this study.

Conclusions

Jigsaw cooperative learning is an effective teaching technique for challenging sixth grade students’ misconceptions in the context of physical and chemical changes, and enhancing their motivation, learning achievements, self-confidence and willingness in the science and technology lesson. This technique could be applied to other chemistry subjects and other grade levels.     

New Challenges in Agricultural Advisory Services from a Research Perspective: A Literature Review,Synthesis and Research Agenda

Abstract

Purpose: Agricultural advisory services are perceived by many actors involved in rural development as a key driver behind innovation processes in agriculture. However, changes in national and global contexts cause dramatic changes in the orientation of advisory services, their organisation and their methods of intervention. This article aims to analyse the major research topics related to agricultural advice.

Design/methodology/approach: The study is based on an extensive review of literature produced over a ten-year period that is accessible through the CAB, ECONLIT and Web of Science citation indexes. Using keywords related to extension and advisory services, we selected published articles according to the relevance of the results provided in relation to advisory services and the quality of the discussion on past or current controversies.

Findings: The results show that the ongoing scientific debates are shaped by the diversity of disciplines, methods, topics and schools of thought. The scientific community largely has focussed on five main themes: (1) the institutional environment of agricultural advisory services; (2) the structures necessary for the operation of an advisory system; (3) the actors providing advisory services and the skills deployed in advisory activities; (4) the approaches, methods, tools and content of advisory activities; and (5) the assessment and impacts of advisory systems.

Practical implications: This literature review is useful for researchers and practitioners to better understand research results in the field of advisory services. It paves the way for future research.

Originality/Value: Although many articles have been written in recent decades on agricultural advisory services, few studies provide an overview of the contributions of, and debates in, the international scientific community.     

Two decades of higher education

The coordinating editor provides a commentary by way of introduction to a complete list of all articles presented in Higher Education since its foundation in 1972. Information is supplied on the increases in frequency of publication and on the special issues which have appeared. The list of articles, by author, is supplemented by an index by geographical area, another by subject and an author cross-reference index to identify all authors to multiple-author articles. The article comments upon the changes which have occurred world-wide in higher education in the period under review and invites readers to judge to what extent the journal has achieved its aim of creating an international forum in which problems arising in higher education can be identified, described, analysed and discussed.     

Teachers’ differing perceptions of classroom disturbances

Background: Efficient classroom management and adequate discipline are major issues for teachers in schools worldwide, with the guiding of students’ behaviour as one of the primary challenges. Teachers’ knowledge, skills, attitudes and behaviour play central roles in the appropriate handling of classroom disturbances.

Purpose: The purpose of this study is to explore how practising teachers perceive classroom disturbances and to compare their views to those presented in the literature. By clarifying typical perceptions, this research is intended to give individual teachers tools to develop their insights by comparing their perceptions with those of other teachers.

Sample: The empirical material was collected by interviewing 14 home economics teachers in Finland. Home economics is a school subject that involves individual and group work as well as theoretical and practical work. In Finland, home economics is a compulsory subject for students aged 13–15 years, which are challenging ages in regard to classroom management.

Design and methods: The empirical research was completed via deep, qualitative theme interviews for data gathering and phenomenography for analysis.

Results: The analysis identified five dimensions in which interviewees expressed varying views of classroom disturbances: who or what disturbs, whose work is disturbed, why students disturb, who is responsible and how to prevent classroom disturbances. Based on the various perceptions within each dimension, the main perceptions for understanding classroom disturbances can be condensed into four categories: unavoidable nuisance, deficient resources, the matter of atmosphere and educational task.

Conclusions: Teachers who wish to develop their classroom management skills may use these findings as tools to compare their perceptions with those of other teachers. This knowledge may also be useful for developing teacher education.     

The position of Distance Education in a journal network

ABSTRACT

On the occasion of the 40th anniversary of the journal Distance Education (DE), this study explores the position of this journal in a network of open and distance education, educational technology and learning design publications. A citation network analysis was undertaken to explore the scholarly communication network of distance education, using articles published in DE from 1980 onwards (n = 656), alongside references cited in those articles (n = 16,729), as well as articles (n = 6003) and associated references (n = 164,444) published in 22 leading journals indexed in the Web of Science between 2014 and 2019. A distinction is made between a narrower (intra-DE) and a wider (inter-journal) distance education network. The study reveals DE’s relationship to the wider educational technology community over time and identifies the most prolific journals and authors in this network.     

Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science,Technology, Engineering,and Mathematics Education

This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively participate in professional CT-integrated STEM fields. In this context, the phrase “disciplinary perspective” simultaneously holds two meanings: it refers to and aims to make connections between established K-12 STEM subject areas (science, technology, engineering, and mathematics) and newer CT-integrated disciplines such as computational sciences. The special issue presents a framework for CT integration and includes articles that illuminate what CT looks like from a disciplinary perspective, the challenges inherent in integrating CT into K-12 STEM education, and new ways of measuring CT aligned more closely with disciplinary practices. The aim of this special issue is to offer research-based and practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships.

     

The relation between education and emancipation: something like water and oil? Introducing the special issue

ABSTRACT

This issue of Paedagogica Historica is a product of the 39th ISCHE Conference, held in Buenos Aires, from 17 to 21 July 2017. For this reason, the journal exceptionally includes articles in Spanish. At the event, 442 papers were presented, distributed in 103 sessions in which 363 participants (271 researchers and 92 students) from 36 countries of the 5 continents participated. The central theme of the Conference – also covered in this issue – was Education and Emancipation.