Effects of model-centered instruction on effectiveness, efficiency, and engagement with ill-structured problem solving

The goals of this study were to investigate the timing and the mechanism by which two types of model-centered instruction (MCI)—expert modeling (EM) and self-guided modeling (SGM)—might be made increasingly effective, efficient, and engaging for learners with different levels of expertise. The 62 pre-service and in-service evaluators who participated in the study were randomly assigned to one of these two types of MCI. The participants in the EM group were provided with the conceptual models used by experts to solve ethical conflicts within program evaluation. The participants in SGM group received no guidance in developing their own mental models. Regarding instructional effectiveness measures, there were no significant differences between the two types of MCI. However, inexperienced learners in the EM group invested less instructional effort and time than did those in the SGM group. In addition, inexperienced learners in the EM group also exhibited more engagement than did those in the SGM group. Therefore, EM is likely to be the more appropriate instructional design for inexperienced learners. Expert modeling required experienced learners to invest more mental effort, because if the conceptual model of the expert was redundant, it required them to integrate the previous schema with resulting overload of their working memory. Regardless of the types of MCI employed, the inexperienced participants showed significantly higher levels of attention and satisfaction than did the experienced participants.     

Enhancing computational thinking skills in informatics in secondary education: the case of South Korea

Educational technology research and development - The purpose of this study was to explore the teaching–learning process of informatics education in South Korea, where an informatics...     

Conceptualising education quality in Zambia: a comparative analysis across the local,national and global discourses

Building on the Education for All movement, the 2030 Agenda for Sustainable Development re-emphasises quality education as a discrete goal. Contextualising the discussion surrounding this goal in Zambia, this study examines how education quality is conceptualised by educational stakeholders at local, national, and global levels. Triangulating teacher survey and interview data with policy documents from the government of Zambia and UNESCO, we found simultaneous convergence and divergence regarding the concepts of education quality espoused at each level. Convergence was shown in the critical influence of the economic tradition within education and the perceived role of schools in fostering resilient individuals and communities. Divergence was observed through the varying meanings assigned to similar concepts and the dissimilar influences of the humanistic and organisational management traditions at different levels. We discuss the implications of our findings for fostering collective efforts among key partners toward the achievement of quality education in Zambia.     

Effects of robotics programming on the computational thinking and creativity of elementary school students

Educational technology research and development - Around the world, programming education is actively promoted by such factors as economic and technical requirements. The use of a robot in...     

Organising primary grade literacy environments in Mozambique

Learning Environments Research - Print-rich environments are critical to early literacy development. This study profiled how teachers organise literacy environments in 21 early-primary classrooms...     

Queer cultural movements and local counterpublics of sexuality: a case of Seoul Queer Films and Videos Festival 1

Abstract

This study is an attempt to examine the ways in which popular culture can restructure the relationship between sexuality and power, through the case of Seoul Queer Films and Videos Festival, a cultural arena of newly emerged queer discourses in Korean society. In the past 10 years, queer discourses in Korea have undergone a rapid change. With heterosexual normativity being challenged and ‘queer’ being consumed as a cultural code, Korean spectators come to engage with a queer film festival in multilateral and sometimes contradictory contexts. This study will try to pose a controversial question to the heterosexual society by reading the complex interactions between film festivals, films and spectators while paying attention to the experiences of the participants in the Seoul Queer Films and Videos Festival and pointing at the political implications of queer films now in 2006. Through this, I try to look for possibilities of a queer cultural movement which rejects being co‐opted by the heterosexual society, constructs new ideas of social powers in relation with sexuality, and seeks alternative visions for such change in relations.     

A review of human competence in educational research: Levels of K- 12, College, Adult, and Business Education

The purpose of this study is to review the main perspectives or issues dealt with in the research on considered to be key competences, in order to develop a fuller understanding of how human competence functions. As a result of this review, two themes considered as having important implications for the actual practices can be identified: that there exists an holistic nature with different aspects of a given competence and that influences of a contextual and cultural nature are factors which affect the operation of human competence. By incorporating four characteristics and three domains of competence with the review conducted in this study, we began to appreciate what the research on human characteristics related to key competences has achieved and what is needed for future research.     

Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique

Improving literacy outcomes in sub‐Saharan Africa is a central focus of national governments, donors and non‐governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge – content knowledge, pedagogical knowledge and pedagogical content knowledge – to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings.