Parent perspectives on inclusive education in Budapest

The purpose of this study was to better understand parents’ perspectives of education in Budapest, particularly parents of children with disabilities or children who struggle with learning. Nine parents were interviewed. Parents found schools for their child with a disability to be lacking in terms of updated materials, methods and service provision for students; relationships with families and the burden placed on families to advocate for their child or find alternatives were also problematic. Changes are required at all levels of the educational system, including parent involvement and teacher preparation programmes.     

The ethics and politics of policing plagiarism: a qualitative study of faculty views on student plagiarism and Turnitin®

Recently, the usage of plagiarism detection software such as Turnitin^® has increased dramatically among university instructors. At the same time, academic criticism of this software’s employment has also increased. We interviewed 23 faculty members from various departments at a medium-sized, public university in the southeastern US to determine their perspectives on Turnitin^® and student plagiarism. We wanted to discern if there are important disciplinary differences in how instructors define and handle plagiarism; how instructors use Turnitin^®; and if instructors’ thinking aligns with ethical and political concerns commonly expressed in the academic literature. Despite varying attitudes towards Turnitin^®, those interviewed did not differ significantly in their views as to what student plagiarism is or its seriousness, and typical objections to ‘policing’ plagiarism and Turnitin^® had little resonance with interviewees. The majority viewed a substantial amount of plagiarism they encountered as unintentional and penalised only what they considered to be extreme versions of intentional plagiarism. However, often this contradicted the way they presented the concept of plagiarism in their syllabi and their classrooms. Surprisingly, these patterns were consistent among those who employed the software frequently and those who did not.     

Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.     

Pondering purposes,propelling forwards

ABSTRACT

This article, based upon the closing plenarydelivered to the recent conference of Professional Practice, Education and Learning, reflects upon the developments of the ProPEL network over the past seven years and its possibilities for future directions. To provide some context for these reflections, the article begins by outlining key challenges facing contemporary professions and their education. Against these, I consider themes and emphases that have characterised ProPEL initiatives and the papers presented to its conferences. Then, I compare these to the sorts of questions and issues that appear to be most urgently debated in other scholarly communities concerned with changing professional work and knowledge, particularly the dramatic transformations of professional roles through new digital technologies and artificial intelligence, transnational demands and new organisational forms.The article ends with questions for educators researching professional practice: where we need more focus, where perhaps we need less, and what may be productive ways forward.     

Cultural Perspectives on Student Behaviors： A Study of American and Chinese Students

To explore factors that influence the behavior of Chinese students and strategies for interventions, this paper presents a cross-cultural study on Chinese and American students. It examines the relationships between students＇ behaviors and the cultural influences; implications for special educators who work with minority students with emotional/behavioral disorders （E/BD） will also be discussed.     

略论日本的健康教育

本文概述了20世纪90年代后期以来，日本体育教育观的转变，即在原来体育的基础上，进一步学习对健康有意义的知识，在学校教育中开设了“保健体育”，文部省要求学校应对学生学会关于运动，健康的基本生活习惯负责。     

Code-Switching Functions in Modern Hebrew Teaching and Learning

The teaching and learning of Modern Hebrew outside of Israel is essential to Jewish education and identity. One of the most contested issues in Modern Hebrew pedagogy is the use of code-switching between Modern Hebrew and learners’ first language. Moreover, this is one of the longest running disputes in the broader field of second language research and education. Based on recent conceptualizations of bi/multilingualism together with findings from an empirical investigation of beginner students at an Australian university, this article argues that strategic use of code-switching serves the needs of both learners and teachers working within a bi/multilingual educational environment.     

双向思维与大学英语教学

语言交流不仅仅是词汇之间的一一对应，它在很大程度上取决于人们的思维方式。通过分析当前中国大学生英语交流中出现的问题，建议借助了解英语修辞和英汉语宏观结构的区别特征，实行双向思维教学来提高学生的语言审视度。     

From the outside in: tutor perspectives of student transformative experiences within Indigenous Studies health education

ABSTRACT

While more is becoming understood about the effects of Indigenous Studies health curricula on student preparedness and attitudes toward working in Indigenous health contexts, less is known about how tutors in this space interpret student experiences and contribute to the development of preparedness. Reporting on a qualitative study, this article provides insight into tutors’ perceptions of tertiary first year health students’ transformative experiences in an Indigenous Studies health course. Twelve Indigenous and non-Indigenous tutors were interviewed about their teaching experiences within this context. Framed by Mezirow’s transformative learning theory, thematic analysis findings suggest tutors observe several precursor steps to transformative learning including disorienting dilemmas, critical reflection on assumptions, exploration of new roles, and trying on new roles. The content of these themes extends our understanding of how these precursor steps manifest, and the elements related to this. Findings also suggest tutors vary in their identification, interpretation and response to many of these pedagogical entry points. Within this learning context, the concept of teacher/student relationship is suggested as playing a meaningful role in the positioning and efficacy of tutors. This impacts tutors' understanding of transformative learning, the social construction of students, consequent interpretations of student experiences, and means of facilitating cognitive and affective learning. We propose a reconceptualisation of thinking around teaching in this space, with a focus on both further development of educator capabilities and student curricular opportunities to promote transformative learning appropriate to the stated goals of the Australian Indigenous Studies learning and teaching context. The findings indicate that institutional investment in the development of educators in this space remains vitally important.     

The classification and framing of religious dialogues in two English schools

This article explores the place of discourse about religions in education by comparing two very different schools. It initially outlines some of the current debates around religious discourse, notably in dialogue. A theoretical frame for analysing religious discourse in schools is proposed, combining a theorisation of three levels of dialogue with both notions of classification and framing and with a distinction between the formal curriculum and the institutional curriculum. Research in ‘Flintmead’ and ‘Headley’ is then described: the former an elite Anglican private boarding school, the latter a secular non-selective state day school. The analysis shows how the schools build complex structures across the different dialogical levels, between and within the formal and institutional curriculum, with varying strengths of classification and framing. In particular, similar approaches to religious education sit alongside different discursive structures. The implications of the study for further comparison are discussed, and for understandings of religious dialogue.