Open AccessArticle
Lessons Learned from the Dying2Learn MOOC: Pedagogy, Platforms and Partnerships
Educ. Sci. 2017, 7(3), 67; doi:10.3390/educsci7030067 -
Abstract
(1) Background: Massive Open Online Courses (MOOCs) are becoming more commonplace in the delivery of free online education and a Dying2Learn MOOC was offered by a team at Palliative and Supportive Services, Flinders University, South Australia; (2) Methods: Working with the OpenLearning platform
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(1) Background: Massive Open Online Courses (MOOCs) are becoming more commonplace in the delivery of free online education and a Dying2Learn MOOC was offered by a team at Palliative and Supportive Services, Flinders University, South Australia; (2) Methods: Working with the OpenLearning platform developer, a research study and MOOC evaluation were embedded in the course, and content was delivered in innovative ways without compromising pedagogical approaches; (3) Results: This MOOC provided the facilitators with the opportunity to view education as an intervention, with testing undertaken, including measuring attitudinal change. Research, clinical and community partnerships were developed or reaffirmed and the value of ongoing partnerships with developers in creating platforms and tools that can expand the options for online learning is highlighted. Opportunities for future health professional and consumer education were also explored; (4) Conclusion: MOOCs can provide innovative opportunities to redesign educational approaches, which can be achieved by working with new technologies and with platform developers, while still adhering to pedagogical principles. Full article
Open AccessArticle
“Sleep? Maybe Later…” A Cross-Campus Survey of University Students and Sleep Practices
Educ. Sci. 2017, 7(3), 66; doi:10.3390/educsci7030066 -
Abstract
Sleep deficiency is a significant issue across higher education campuses and has a detrimental effect on students’ academic achievement, physical and mental health, and overall wellbeing. The purpose of this study was to carry out a campus-wide survey determining students’ self-reported sleep patterns,
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Sleep deficiency is a significant issue across higher education campuses and has a detrimental effect on students’ academic achievement, physical and mental health, and overall wellbeing. The purpose of this study was to carry out a campus-wide survey determining students’ self-reported sleep patterns, sources of advice for sleep problems, current sleep promoting practices, and preferred mechanisms to receive new information assisting with sleep problems. An anonymous electronic survey was distributed in February 2016 to all levels of students at the University of Alberta in the Western region of Canada. Descriptive data analysis was carried out with SPSS (v23). There were 1294 students (78.0% undergraduates; 87.5% living off-campus, 77.5% female) who participated in the survey. Sleeping less than 6.5 h a night was reported by 30.5% of participants; 66.5% stated they had insufficient sleep; 80.6% had not sought help. The three most frequent behaviours to aid sleep were reading a book, listening to music, and adjusting the heat. Although sleep problems were widely reported, students seldom sought help for this. The survey revealed that students already practice several strategies (listening to music, for example) that lend themselves to serving as a foundation for a strength-based cross-campus social marketing campaign of sleep promoting strategies. Full article
Open AccessArticle
‘Speaking Truth’ Protects Underrepresented Minorities’ Intellectual Performance and Safety in STEM
Educ. Sci. 2017, 7(2), 65; doi:10.3390/educsci7020065 -
Abstract
We offer and test a brief psychosocial intervention, Speaking Truth to EmPower (STEP), designed to protect underrepresented minorities’ (URMs) intellectual performance and safety in science, technology, engineering, and math (STEM). STEP takes a ‘knowledge as power’ approach by: (a) providing a tutorial on
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We offer and test a brief psychosocial intervention, Speaking Truth to EmPower (STEP), designed to protect underrepresented minorities’ (URMs) intellectual performance and safety in science, technology, engineering, and math (STEM). STEP takes a ‘knowledge as power’ approach by: (a) providing a tutorial on stereotype threat (i.e., a social contextual phenomenon, implicated in underperformance and early exit) and (b) encouraging URMs to use lived experiences for generating be-prepared coping strategies. Participants were 670 STEM undergraduates [URMs (Black/African American and Latina/o) and non-URMs (White/European American and Asian/Asian American)]. STEP protected URMs’ abstract reasoning and class grades (adjusted for grade point average [GPA]) as well as decreased URMs’ worries about confirming ethnic/racial stereotypes. STEP’s two-pronged approach—explicating the effects of structural ‘isms’ while harnessing URMs’ existing assets—shows promise in increasing diversification and equity in STEM. Full article
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Open AccessArticle
Preparing Graduates to Meet the Allied Health Workforce Needs in Rural Australia: Short-Term Outcomes from a Longitudinal Study
Educ. Sci. 2017, 7(2), 64; doi:10.3390/educsci7020064 -
Abstract
The future allied health workforce needs to be flexible to meet the needs of an ageing population with increasing chronic health care needs and geographically dispersed populations in many developed countries. Existing research shows the maldistribution of the Australian health workforce, with allied
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The future allied health workforce needs to be flexible to meet the needs of an ageing population with increasing chronic health care needs and geographically dispersed populations in many developed countries. Existing research shows the maldistribution of the Australian health workforce, with allied health professionals being poorly represented in rural and remote areas. This mixed-methods longitudinal workforce outcomes study is ongoing to determine the rural and remote allied health workforce outcomes from an immersive student placement program based in rural New South Wales, Australia. Outcomes, to date, show 52% of graduates working in a rural or remote area (RA2–RA5) after one year and 37.5% at three years post-graduation. Students from a rural or remote background were 2.35 times (95% CI 1.056–5.229) more likely to be located in a rural or remote workplace after one year than graduates from a metropolitan background. Graduates provided reasons for their plans to move from or stay in their current position. Four key themes emerged: Seeking new and different opportunities; Better income and job security; Personal change and lifestyle improvement and Level of job satisfaction. An existing program to develop the allied health workforce in rural Australia is demonstrating positive short-term outcomes. Ongoing monitoring of workforce outcomes is required to determine the long-term outcomes for rural and remote communities. Full article
Open AccessArticle
The Flipped Classroom as a Pedagogical Tool for Leadership Development in Postgraduate Medical Education
Educ. Sci. 2017, 7(2), 63; doi:10.3390/educsci7020063 -
Abstract
Following a needs assessment among residents, a 10-module leadership curriculum was developed that included health care law and medical errors. An educational intervention using the flipped classroom model (FCM) was developed and we investigated (1) its effectiveness as a teaching method, and (2)
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Following a needs assessment among residents, a 10-module leadership curriculum was developed that included health care law and medical errors. An educational intervention using the flipped classroom model (FCM) was developed and we investigated (1) its effectiveness as a teaching method, and (2) the degree of knowledge acquisition of the content of the module. Thirty-four residents were selected using convenience sampling and were divided into an intervention group (n = 10) and a control group (n = 24). The residents in the intervention group received reading materials and assignments in preparation for two reflective sessions. The control group only received reading material. Multiple-choice questionnaires were used to measure knowledge acquisition. Qualitative interviews were used to assess the perceived effectiveness of the FCM. Eight residents from the intervention group and 10 from the control group were used for final analysis. A significant improvement was observed in acquired knowledge of health care law and medical errors in the intervention group and the FCM was perceived to be effective in teaching health care law and medical errors. The FCM was perceived to facilitate residents’ knowledge acquisition and stimulate active learning. Interventions with FCM positively influence residents’ performance and should play more structural roles in postgraduate medical education. Full article
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Open AccessArticle
Engaging Elementary Students in the Creative Process of Mathematizing Their World through Mathematical Modeling
Educ. Sci. 2017, 7(2), 62; doi:10.3390/educsci7020062 -
Abstract
This paper examines the experiences of two elementary teachers’ implementation of mathematical modeling in their classrooms and how the enactment by the teachers and the engagement by students exhibited their creativity, critical thinking, collaboration and communication skills. In particular, we explore the questions:
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This paper examines the experiences of two elementary teachers’ implementation of mathematical modeling in their classrooms and how the enactment by the teachers and the engagement by students exhibited their creativity, critical thinking, collaboration and communication skills. In particular, we explore the questions: (1) How can phases of mathematical modeling as a process serve as a venue for exhibiting students’ critical 21st century skills? (2) What were some effective pedagogical practices teachers used as they implemented mathematical modeling with elementary students and how did these promote students’ 21st century skills? We propose that mathematical modeling provides space for teachers and students to have a collective experience through the iterative process of making sense of and building knowledge of important mathematical ideas while engaging in the critical 21st century skills necessary in our complex modern world. Full article
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Open AccessArticle
Digital Storytelling in a Flipped Classroom for Effective Learning
Educ. Sci. 2017, 7(2), 61; doi:10.3390/educsci7020061 -
Abstract
Conclusive empirical evidence on whether virtual classrooms result in higher performance, satisfaction, or an improvement in problem solving skills when compared with traditional face-to-face lecturing does not exist. Various studies point in different directions. However, blended learning outperforms the traditional classroom in student
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Conclusive empirical evidence on whether virtual classrooms result in higher performance, satisfaction, or an improvement in problem solving skills when compared with traditional face-to-face lecturing does not exist. Various studies point in different directions. However, blended learning outperforms the traditional classroom in student performance and satisfaction. A flipped classroom is one type of blended learning. For more than 20 years, this approach has been used at a European executive MBA (EMBA) program delivering online content combined with six residential weeks where students collaborate and reflect upon their online learning. Our research examined the overall setup of this program, and assessed one course in depth. As part of the course—International Management—an intercultural negotiation project was chosen to highlight the integration of online and offline activities. The flipped classroom is a demonstration of the reform-based teaching approach. The power of reform-based learning in executive education is the engaging combination of practice and theory, which improves the performance of executives. The participants considered the flipped approach exciting, dynamic, and insightful. The emphasis on a negotiation process involving classmates from around the world increased their global understanding. Beginning with a negotiation experience in the digital story project gave them a better appreciation of the relevant theories, techniques, and applications. Focusing on the practice of international negotiation and a cross-cultural analysis with reflection on cultural intelligence improved the competencies of the participants both during the course and after it. Full article
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Open AccessArticle
Using Grounded Theory to Extend Existing PCK Framework at the Secondary Level
Educ. Sci. 2017, 7(2), 60; doi:10.3390/educsci7020060 -
Abstract
This paper addresses two critical issues in mathematics education, the need: (a) to understand the nature of educator’s subject matter knowledge and pedagogical content knowledge; and (b) to find ways to measure them. It stems from a mixed-methods study designed to inspect the
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This paper addresses two critical issues in mathematics education, the need: (a) to understand the nature of educator’s subject matter knowledge and pedagogical content knowledge; and (b) to find ways to measure them. It stems from a mixed-methods study designed to inspect the secondary mathematics teachers’ pedagogical content knowledge (PCK) related to the area of a trapezoid, a common topic in intermediate/secondary school classes. Based on the provided exemplars of student work, in-service teachers were invited to propose possible ways for addressing perceived difficulties of students and provide extensions. Using a Grounded Theory approach, we identified themes in our data and incorporated them with existing conceptualizations of knowledge for teaching secondary level mathematics, and developed rubrics that allow discriminating different levels of teachers’ PCK. In this paper, we describe the process of developing the rubrics, and propose ways to: (a) extend the existing frameworks for PCK in/for teaching mathematics at the secondary level; and (b) measure multiple facets of PCK in order to design technology-based professional development for mathematics teachers. Full article
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Open AccessArticle
Useful Knowledge and Beautiful Knowledge in Dewey and Thoreau
Educ. Sci. 2017, 7(2), 59; doi:10.3390/educsci7020059 -
Abstract
In order to see how the wisdom of American pragmatism can be usefully used in response to the crisis of humanities and of democracy and education, the purpose of this paper is to explore elements in Dewey’s thoughts that tend to be hidden
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In order to see how the wisdom of American pragmatism can be usefully used in response to the crisis of humanities and of democracy and education, the purpose of this paper is to explore elements in Dewey’s thoughts that tend to be hidden in its familiar mainstream reception. The threads of these ideas are evident in Democracy and Education, but they become woven into more explicit expression in Dewey’s later work, particularly in Art as Experience. Following these threads makes it possible to reveal ways of thinking about Dewey’s pragmatism and education that take it beyond its limitations. Those limitations are to be understood in terms of a restricted account of problem-solving, instrumentalism, unqualified aversion to skepticism, and the absence of a tragic sense. Yet a greater sensitivity to these matters is there recessively in Dewey’s writings, and the reading of his work contrapuntally with aspects of Thoreau’s, helps to bring these to light. It is through such a reading that the potential of Dewey’s work as a response to the pressures of a globalized economy come to be seen. Full article
Open AccessArticle
Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships
Educ. Sci. 2017, 7(2), 58; doi:10.3390/educsci7020058 -
Abstract
Health systems worldwide are increasingly unable to meet individual and population health needs. The shortage of healthcare workers in rural and other underserved communities is compounded by inadequate primary care infrastructure and maldistribution of services. At the same time, the medical education system
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Health systems worldwide are increasingly unable to meet individual and population health needs. The shortage of healthcare workers in rural and other underserved communities is compounded by inadequate primary care infrastructure and maldistribution of services. At the same time, the medical education system has not changed to address the growing mismatch between population health needs and care delivery capacity. Internationally, leaders are calling for change to address these challenges. Substantive changes are needed in medical education’s stance, structure, and curricula. Educational continuity and symbiosis are two guiding principles at the center of current clinical educational redesign discourse. These principles rely on empirically-derived science to guide educational structure and improve outcomes. Educational continuity and symbiosis may improve student learning and support population health through workforce transformation. Longitudinal integrated clerkships (LICs), growing out of workforce imperatives in the 1970s, have demonstrated sustainable educational and workforce outcomes. Alongside the success of LICs, more innovation and more reaching innovation are needed. We propose restructuring clinical medical education specifically to address workforce needs and develop science-minded (rigorous, inquisitive, and innovative) and service-minded (humanistic, community-engaged, and socially accountable) graduates. Full article
Open AccessArticle
‘Chinuch Mashlim’—Losses and Displacements at the Contact Zone between English and Hebrew: Transcending Monolingual Boundaries
Educ. Sci. 2017, 7(2), 56; doi:10.3390/educsci7020056 -
Abstract
This conceptual article investigates the losses and displacements taking place at the contact zone between English and Hebrew. The study focuses on one Hebrew term ‘chinuch mashlim’ [complementary education in Hebrew] and its relationships with its equivalent English term ‘informal education’. By applying
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This conceptual article investigates the losses and displacements taking place at the contact zone between English and Hebrew. The study focuses on one Hebrew term ‘chinuch mashlim’ [complementary education in Hebrew] and its relationships with its equivalent English term ‘informal education’. By applying a theoretic–linguistic analysis process, the study traces the socio-historical-political meanings of ‘chinuch mashlim’ and relates this theoretical construct to its English counterpart, ‘informal education’. Examination of the relationships between the two terms at their contact zone reveals a strong English dominancy which creates a barrier for researchers in the field to use their full linguistic repertoire. The analysis reveals that the monolingual ‘informal education’ research does not create permeable boundaries that allow valuable knowledge to transcend from Hebrew to English. Full article
Open AccessArticle
Mathematics Intervention Supporting Allen, a Latino EL: A Case Study
Educ. Sci. 2017, 7(2), 57; doi:10.3390/educsci7020057 -
Abstract
This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship
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This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship between Allen’s English language proficiency and his ability to solve inversion and compensation mathematics tasks. The integration of multiple paradigms confronting radical constructivism and sociocultural theory of learning via culturally relevant pedagogy provided us with a multi-faceted set of perspectives in understanding the interconnection between Allen’s cultural and linguistic background and his development of algebraic reasoning. Through conceptual and retrospective analyses, we found that Allen’s language features are highly correlated with the development of his thinking strategies and his ability to solve mathematics tasks. Implications of this study include the development of teaching strategies that address critical issues in mathematics, such as the individual differences of learners, specifically ELs from Latino background. We suggest further research is needed in the field of language acquisition and access to STEM related concepts. Full article
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Open AccessArticle
Globalization and Digitalization as Challenges for a Professional Career in Manufacturing Industries—Differences in Awareness and Knowledge of Students from Brazil and Germany
Educ. Sci. 2017, 7(2), 55; doi:10.3390/educsci7020055 -
Abstract
In this study, we provide the outcomes of a survey with Brazilian and German students about two main topics: (1) students’ willingness and motivation to work abroad; and (2) the students’ awareness about current industrial challenges, their knowledge perception and perspectives about the
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In this study, we provide the outcomes of a survey with Brazilian and German students about two main topics: (1) students’ willingness and motivation to work abroad; and (2) the students’ awareness about current industrial challenges, their knowledge perception and perspectives about the workplace of the future. We survey 733 college students from technical and natural sciences degrees in the period of October to December 2016 and compare our findings with the existing literature. We analyze the results by stressing the relevance of management’s international experience for the success of company’s internationalization as well as the importance of student’s awareness about current industrial challenges for the development of national industry. The analysis shows that Brazilian students have a significant higher willingness to work abroad and are less money-driven compared to students from Germany. On the other hand, German surveyed students have a higher awareness regarding industrial digitalization than students from Brazil. Full article
Open AccessArticle
Health Literacy amongst Health Professional University Students: A Study Using the Health Literacy Questionnaire
Educ. Sci. 2017, 7(2), 54; doi:10.3390/educsci7020054 -
Abstract
Background: This study aimed to assess and compare health literacy levels in a range of university-based health students. Methods: A survey containing the Health Literacy Questionnaire (HLQ) was administered to students enrolled in university-based medical, allied health or nursing degree programs. The HLQ
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Background: This study aimed to assess and compare health literacy levels in a range of university-based health students. Methods: A survey containing the Health Literacy Questionnaire (HLQ) was administered to students enrolled in university-based medical, allied health or nursing degree programs. The HLQ scores and scale scores were compared across student groups. Results: In total, 374 students (24% response rate) with a median age of 25 years (range: 17–61 years), returned completed surveys. Three students who did not identify their degree programs were excluded from the final analysis which included 371 respondents; 242 graduate-entry medical students (65%), 67 allied health students (18%) and 62 nursing students (17%). Overall, the medical students had the highest score for seven of the nine HLQ scales; while the nursing students had the lowest score for all of the nine HLQ scales. Conclusion: These results show that health literacy profiles are different across student groups. In order to provide excellent patient-centred care, and to successfully look after their own health, a high level of health literacy is required by future health professionals. Health literacy training modules, tailored according to the different needs of the student groups, should therefore be included in university-based health professional degree programs. Full article
Open AccessEditorial
Educational Justice
Educ. Sci. 2017, 7(2), 53; doi:10.3390/educsci7020053 -
Abstract Last year, Education Sciencies initiated a Special Issue on the topic of educational justice throughout the world. Now, the guest-edited issue has been closed [...]
Full article
Open AccessArticle
Effects of Instructional Guidance and Sequencing of Manipulatives and Written Symbols on Second Graders’ Numeration Knowledge
Educ. Sci. 2017, 7(2), 52; doi:10.3390/educsci7020052 -
Abstract
Concrete objects used to illustrate mathematical ideas are commonly known as manipulatives. Manipulatives are ubiquitous in North American elementary classrooms in the early years, and although they can be beneficial, they do not guarantee learning. In the present study, the authors examined two
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Concrete objects used to illustrate mathematical ideas are commonly known as manipulatives. Manipulatives are ubiquitous in North American elementary classrooms in the early years, and although they can be beneficial, they do not guarantee learning. In the present study, the authors examined two factors hypothesized to impact second-graders’ learning of place value and regrouping with manipulatives: (a) the sequencing of concrete (base-ten blocks) and abstract (written symbols) representations of the standard addition algorithm; and (b) the level of instructional guidance on the structural relations between the representations. Results from a classroom experiment with second-grade students (N = 87) indicated that place value knowledge increased from pre-test to post-test when the base-ten blocks were presented before the symbols, but only when no instructional guidance was offered. When guidance was given, only students in the symbols-first condition improved their place value knowledge. Students who received instruction increased their understanding of regrouping, irrespective of representational sequence. No effects were found for iterative sequencing of concrete and abstract representations. Practical implications for teaching mathematics with manipulatives are considered. Full article
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Open AccessArticle
I Thought This Was a Study on Math Games: Attribute Modification in Children’s Interactions with Mathematics Apps
Educ. Sci. 2017, 7(2), 50; doi:10.3390/educsci7020050 -
Abstract
Technology is an increasingly important component of education. Children’s mathematical interactions with technology have become a focus of mathematics education research, but less research has investigated constructs that contribute to these mathematical interactions. Attributes of children and technology play a key role in
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Technology is an increasingly important component of education. Children’s mathematical interactions with technology have become a focus of mathematics education research, but less research has investigated constructs that contribute to these mathematical interactions. Attributes of children and technology play a key role in mathematical interactions and both children and technology can modify attributes during these interactions. Grounded in the Artifact-Centric Activity Theory and linked to recent developments in research on technology in mathematics education, this qualitative study extended an earlier exploratory study to investigate attribute modification. In particular, this study examined patterns of attribute modification evident during fifth grade students’ mathematical interactions with two mathematics virtual manipulative touchscreen tablet apps. Results included three categories related to attribute modification: (1) reactive attribute modification (linear progression or repeated repetition); (2) unperceived attributes and opportunities for proactive modification; and (3) proactive modification (seeking equilibrium, seeking disequilibrium, or seeking equilibrium and disequilibrium). Findings have implications for designers, teachers, and researchers of educational technology. Full article
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Open AccessReview
Conceptualizations of Students with and without Disabilities as Mathematical Problem Solvers in Educational Research: A Critical Review
Educ. Sci. 2017, 7(2), 51; doi:10.3390/educsci7020051 -
Abstract
Students with disabilities are often framed as “the problem” and have limited opportunities to engage in standards based mathematics, leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide
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Students with disabilities are often framed as “the problem” and have limited opportunities to engage in standards based mathematics, leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. Fifty percent of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with little analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities. Full article
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Open AccessArticle
Re-Imagining Asian Religious Identity: Towards a Critical Pedagogy of Religion and Race in Australian Schools
Educ. Sci. 2017, 7(2), 49; doi:10.3390/educsci7020049 -
Abstract
This paper is drawn from a research project that investigates the relationship between teachers’ understanding of the religious identity of Asian background students, and recent Australian curriculum initiatives focused on religion and religious identification. Based on responses from an Australia-wide survey, and follow-up
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This paper is drawn from a research project that investigates the relationship between teachers’ understanding of the religious identity of Asian background students, and recent Australian curriculum initiatives focused on religion and religious identification. Based on responses from an Australia-wide survey, and follow-up interviews from teachers and principals in several Australian states, the project examined the ways that Australian teachers understand, respond to and talk about the religious identities of their students, and the implications of these demands for teacher practice and education. This paper is concerned with the findings from the interview phase that for a significant number of teachers, notions of religion were often elided with culture and race, and often subsumed by broader notions of a nominal ‘white’ Australian culture. Research conversations appeared framed by an often Christian perspective and sense of self, as opposed to a putative and Asian religious and cultural other. We argue that a better understanding of the ways that teachers participate in discourses of representations about Asian religious identities negotiated by Australian diasporic communities has direct implications for the refinement of policy and for teacher professional learning. In the light of our findings, we further argue that there is a need for curriculum, teachers and researchers to move beyond an understanding of culture and identity that is based on monolingual, monocultural and Anglocentric perspectives that frame the foreign as the ‘exotic’ other, and define it through references to limited, tokenistic artefacts of culture, which are reinforced by iconic use of language to talk about culture, religion and identity. Full article
Open AccessArticle
Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps
Educ. Sci. 2017, 7(2), 48; doi:10.3390/educsci7020048 -
Abstract
This paper reports on an aspect of a case study of four 11-to-13-year-old students of a Regional Health School (RHS) in New Zealand, using apps on their own mobile devices as part of their mathematics programs. It considers the issue of engaging students
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This paper reports on an aspect of a case study of four 11-to-13-year-old students of a Regional Health School (RHS) in New Zealand, using apps on their own mobile devices as part of their mathematics programs. It considers the issue of engaging students in mathematical learning when they are recovering from significant health issues. The paper examines the influence of apps on these students’ engagement with mathematical learning through the facilitation of differentiated learning programs. The research design was a case study with semi-structured interviews, questionnaires and observation used to generate the data. A number of themes arose from the data including both the positive and negative influences of apps on student engagement and the influence of apps on facilitating differentiated learning programs. The results indicated that using apps for mathematics had a positive influence on student engagement for most students. The positive student engagement seemed to be partly due to the apps’ ability to support differentiated learning. Full article
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