Educational Research: Theory and Practice
Volume 35, Issue 4, 2024
Editor: Bob Ives
ISSN: 2637-8965
Adherence to Honor Culture Among Secondary Students with Disabilities in Rural New England
Scott McDaniel — University of Maine, Farmington – Maine, USA
Brianna Grumstrup — University of Maine, Farmington – Maine, USA
Abstract: The purpose of this quantitative comparative study was to investigate adherence to honor culture, which values personal reputation and defense of such, as well as traits of callousness among students in three different placements of high school English (advanced placement/college prep, general, and special education resource). Two existing instruments were combined into a single self-report survey designed to indicate adherence to each of the two traits among the groups of students in a rural and low-socioeconomic New England high school. Analysis of variance indicated that the groups did not differ significantly on measures of honor culture but did so on indicators of callousness. Implications for schools and future research needs and for the above outcomes in this population are discussed.
Reference:
McDaniel, S. & Grumstrup, B. (2024). Adherence to honor culture among secondary students with disabilities in rural New England. Educational Research: Theory and Practice, 35(4), 1-15.
License: Attribution 4.0 International
Effect of Simulation Learning on Graduate Student Attitudes Toward Interprofessional Teams and the Team Approach to Care
Norman Cadiz Belleza — University of St. Augustine for Health Sciences – California, USA
Mohan Ganesan — University of St. Augustine for Health Sciences – California, USA
Abstract:
Introduction: There is limited evidence on the impact of simulation learning with standardized patients and the affects occupational therapy and physical therapy students’ attitudes toward interprofessional teams and the team approach to care.
Methods The current study investigated the Students’ Perceptions of Interprofessional Clinical Education-revision 2 (SPICE-R2) from the archived data from a total of 248 physical therapy and occupational therapy students. Post-test scores were compared using an analysis of covariance with the pretest SPICE-R2 score as a covariate.
Results: A statistically significant increase was found for the total SPICE-R2 and Teamwork subscore. No statistically significant difference was found for the Roles and Outcomes subscores.
Conclusion: The use of simulation with health science graduate students is one method of teaching delivery to improve students’ self-assessment of attitudes of interprofessional collaboration and team delivery of healthcare.
Reference:
Belleza, N. C. & Ganesan, M. (2024). Effect of simulation learning on graduate student attitudes toward interprofessional teams and the team approach to care. Educational Research: Theory and Practice, 35(4), 16-29.
License: Attribution 4.0 International
Social Network Analysis of Educators in Rural Schools: A Literature Review
Tracy Poulsen — Brigham Young University – Utah, USA
Heather Leary — Brigham Young University – Utah, USA
Erin Feinauer Whiting — Brigham Young University – Utah, USA
Rebecca Sansom — Brigham Young University – Utah, USA
Abstract: Social network theory posits that social interactions provide access to information and other resources but may also constrain opportunities. Although social networks have been analyzed in educational settings to evaluate the effectiveness of interventions and the structures supporting or constraining educators, few studies address how social network analysis (SNA) has been utilized in rural settings. A review of the literature on social networks in rural schools among teachers and/or administrators indicates there is little research on the ties among rural educators, with a frequent assumption of no networking opportunities. Although similar attributes and proximity are frequently uncovered as predictors of tie formation in traditional SNA, in rural spaces these attributes are often intentionally utilized to structure effective networking and professional development. Studies within a school or district differed from studies between schools or districts. Due to the unique characteristics of rural settings, researchers should consider using ego-network studies or expanding defined boundaries of social networks to develop a clearer picture of the networks that provide opportunities or constrain rural educators.
Reference:
Poulsen, T., Leary, H., Whiting, E. F., & Sansom, R. (2024). Social network analysis of educators in rural schools: A literature review. Educational Research: Theory and Practice, 35(4), 30-48.
License: Attribution 4.0 International
Medical Student Perspectives Following the Change to a Pass/Fail USMLE Step 1 Exam
Abigail E. Reid — Creighton University School of Medicine – Nebraska, USA
Swapnil Shah — Creighton University School of Medicine – Nebraska, USA
Kristy Carlson — University of Nebraska Medical Center – Nebraska, USA
Abstract: The transition of the United States Medical License Exam Step 1 examination to pass/fail was implemented in January 2022 with the intent to reduce medical student stress levels while ensuring that students maintained a sufficient degree of medical knowledge in order to continue in their educational journey. While this is an admirable goal, uncertainty remains regarding the efficacy of this decision and the ramifications this will have on residency applications. The purpose of this study was to understand how the change of Step 1 to pass/fail has impacted student wellness and student perceptions of residency application factors.
Reference:
Reid, A. E., Shah, S. & Carlson, K. (2024). Medical student perspectives following the change to a pass/fail USMLE Step 1 Exam. Educational Research: Theory and Practice, 35(4), 49-59.
License: Attribution 4.0 International
Secondary Teachers’ Perceptions of Students’ Receptivity to Social and Emotional Learning
Jennifer A. Tygret — Illinois College – Illinois, USA
Sylvia L. Mendez — University of Kentucky – Kentucky, USA
Ike Hubbard — University of Colorado, Colorado Springs – Colorado, USA
Rich Sinclair — University of Colorado, Colorado Springs – Colorado, USA
Abstract: An instrumental case study explored teachers’ perceptions of students’ receptivity to social and emotional learning at the secondary level. Interviews were conducted with 13 secondary teachers in the state of Colorado. Deductive data analysis strategies resulted in two themes: (1) a genuine commitment to SEL practices is key, and (2) student receptivity varies based on the perceived authenticity of SEL delivery. The participants described how a schoolwide commitment to SEL is imperative in implementation and how trust and vulnerability with students lead to greater receptivity of SEL content. These findings suggest that positive modeling and a focus on relationship building by all teachers, staff, and administrators is critical for successful SEL implementation at the secondary level.
Reference:
Tygret, J. A., Mendez, S. L., Hubbard, I., & Sinclair, R. (2024). Secondary teachers’ perceptions of students’ receptivity to social and emotional learning. Educational Research: Theory and Practice, 35(4), 60-70.
License: Attribution 4.0 International
Development and Validation of the Standards Self-Efficacy Scale (SSES) for US Pre-service Teachers
Sadia Shaukat — University of Education – Pakistan
Peter Wiens — University of Nevada, Las Vegas – Nevada, USA
Tibero Garza — Florida International University – Florida, USA
Abstract: The Standards Self-Efficacy Scale (SSES) was developed to assess 204 pre-service teachers’ self-efficacy beliefs to utilize as part of the InTASC professional standards for teachers. Principal component analysis revealed the nuanced factor structure of the SSES to measure standards-based self-efficacy. The SSES was compared to the well-established General Teacher-Efficacy (GTSE) Scale to determine its comparative validity that showed significant correlations with all four factors of GTSE with providing evidence that the SSES effectively measures self-efficacy. Implications for SSES as a valid measure aligned with the InTASC standards allowing for a standards-integrated approach are discussed.
Reference:
Shaukat, S., Wiens, P., & Garza, T. (2024). Development and validation of the Standards Self-Efficacy Scale (SSES) for US pre-service teachers. Educational Research: Theory and Practice, 35(4), 71-87.
License: Attribution 4.0 International
Environmental Stewardship in Public Secondary Schools in Kenya: Laws, Policy Framework, and Teachers’ Knowledge
Charles N. Kariuki — University of Nairobi – Kenya
Bessy E. Kathambi — University of Nairobi – Kenya
Justus O. Inyega — University of Nairobi – Kenya
Abstract: Practicing environmental stewardship in basic education institutions is likely to model young people to adopt sustainability knowledge, skills and attitudes. To ensure a well-coordinated approach towards stewardship in public institutions of learning, laws and/or policies are expected to play a crucial role. This study thus sought to interrogate Kenya’s policy framework in enhancing environmental stewardship in public secondary schools. The study was conducted using mixed method approach in sampled schools within Githunguri Sub-county in Kiambu County, Kenya. Data was collected from sampled teachers and school principals to ascertain their knowledge of environmental stewardship laws and/or policies as well as their views on whether educational laws and policies enhanced environmental stewardship in public schools in Kenya. The study also reviewed different laws and policies to ascertain their position on stewardship of public schools’ environment. Findings from the study revealed that while Kenya has an elaborate environmental law and that the constitution is very particular on environmental stewardship, the same is not reflected in educational laws and policies. As such, majority of the teachers (67.3%, n=206) exhibited poor understanding of environmental stewardship laws and/or policies. Educational laws and/or policies were also found to do little to enhance leadership roles for environmental stewardship. This study thus proposes that educational laws should be streamlined with environmental laws and the Constitution of Kenya if environmental stewardship in schools is to be successful. The study is likely to influence policy in environmental stewardship for public institutions of basic education.
Reference:
Kariuki, C. N., Kathambi, B. E., & Inyega, J. O. (2024). Environmental stewardship in public secondary schools in Kenya: Laws, policy framework, and teachers’ knowledge. Educational Research: Theory and Practice, 35(4), 88-103.
License: Attribution 4.0 International
Relationship Between Psychological Distress, Coping Mechanism, and Academic Adjustments Among First-Year University Students in Tanzania
Justine Kavindi — University of Dodoma – Tanzania
January Basela — University of Dodoma – Tanzania
Ochola Omoro — University of Dodoma – Tanzania
Abstract: This study examined the challenges faced by first-year university students in Tanzania, focusing on the interplay between psychological distress, coping mechanisms, and academic adjustment. A cross-sectional survey was conducted using Kessler’s psychological distress scale, the Student Adjustment to College Questionnaire, and the Brief COPE scale among 374 students at two Tanzanian universities. The results of this study showed a significant relationship between psychological distress and academic adjustment, with coping mechanisms acting as a mediator. It was found that psychological distress has a profound impact on academic performance and that coping mechanisms play a pivotal role as mediators between these factors. This understanding can inform targeted interventions and support systems, promoting students’ mental well-being, academic success, and overall satisfaction during their transition to university life.
Reference:
Kavindi, J., Basela, J., & Omoro, M. (2024). Relationship between psychological distress, coping mechanism, and academic adjustments among first-year university students in Tanzania. Educational Research: Theory and Practice, 35(4), 104-119.
License: Attribution 4.0 International
Teachers’ Practices and Opinions on Distance Education: The Case of Europe
Gülin Kızıklı — Ministry of Education – Turkey
Gülay Ekici — Gazi University – Turkey
Abstract: The use of rapidly developing mass media in the education process has revealed the concept of distance education, the importance and necessity of which have been re-understood throughout the world during COVID-19. The purpose of this study is to determine teacher practices in distance education and to examine teacher views on distance education during the pandemic process in European countries. Data about teaching models, platforms, web tools, special methods and techniques, materials used during this process, and teacher reviews were collected from 36 teachers working in nine different European countries through a semi-structured interview form. The findings have revealed the advantages and disadvantages of various teacher practices in distance education. In addition, it is concluded that having pre-pandemic distance education experience has been an important factor that facilitated the post-pandemic distance education process.
Reference:
Kızıklı, G. & Ekici, G. (2024). Teachers’ practices and opinions on distance education: The case of Europe. Educational Research: Theory and Practice, 35(4), 120-143.
License: Attribution 4.0 International
Development of Creative Disposition among Pre-primary Children in Tanzania: Implication for Pedagogical Improvements
Albina C. Msigwa — University of Dodoma – Tanzania
Pambas B. Tandika — University of Dodoma – Tanzania
Abstract: This study investigated teachers’ pedagogical practices for developing creative disposition among pre-primary school children in Tanzania by drawing experiences from Dodoma City and Chemba District in Dodoma Region. It employed a qualitative approach and phenomenography design in which semi-structured interviews and focused classroom observation were used to collect data from 12 teachers who were sampled purposefully. Data collected were analyzed thematically. Findings revealed most teachers are limited in pedagogical knowledge and skills for developing creative disposition. Teachers’ pedagogical knowledge and skills for developing creative disposition are paramount if the curriculum objective of creativity development is to be achieved. Therefore, the study recommends pre-primary teachers’ empowerment to acquire appropriate pedagogical knowledge and skills for developing creative disposition effectively.
Reference:
Msigwa, A. C. & Tandika, P. B. (2024). Development of creative disposition among pre-primary children in Tanzania: Implication for pedagogical improvements. Educational Research: Theory and Practice, 35(4), 144-157.
License: Attribution 4.0 International
The Impact of Puppetry as a Teaching Tool on Grade 9 Learners’ Applied Conceptual Understanding of Ecological Concepts: A STE(A)M Context
Valentine Ukachukwu Okwara — University of the Free State – South Africa
Abstract: Understanding ecological concepts is crucial in tackling environmental issues like climate change, pollution, and habitat destruction. These concepts also serve as a teaching framework, encouraging learners to effect positive change. This research was conducted with grade 9 learners from three schools in Bloemfontein, South Africa, randomly assigned to experimental and control groups. It used a positivist paradigm and Ajzen’s theory of planned behaviour as a theoretical framework, incorporating a quantitative experimental research design. The Colorado Learning Attitudes about Science Survey (CLASS), a standardised attitude survey, was administered to experimental and control groups as a pre-and post-test. Data analysis involved descriptive and analytical statistics. Results show a positive influence on learners’ applied conceptual understanding of ecological concepts, favouring the experimental group post-intervention [F(1,350) = 36.45, p <.0001] at a 5% significance level. Puppetry, therefore, can create dynamic, interactive learning environments as a teaching tool, enhancing learner engagement, understanding, and appreciation of ecological concepts. It aids in information retention by associating them with unique experiences. This teaching tool can boost learners’ positive perspectives on ecology, enabling learners to make informed decisions and contribute to a sustainable environment. This paper aims to contribute to the scholarship of innovative teaching methods and an interdisciplinary approach to science teaching and learning.
Reference:
Okwara, V. U. (2024). The impact of puppetry as a teaching tool on Grade 9 learners’ applied conceptual understanding of ecological concepts: A STE(A)M context. Educational Research: Theory and Practice, 35(4), 158-174.
License: Attribution 4.0 International
“Thrown into the Lion’s Den” — Revisiting Special Education Teacher Preparation Training After a Pandemic
Sarana Eyire Roberts — California State University, Bakersfield – California, USA
Yeunjoo Lee — California State University, Bakersfield – California, USA
Abstract: The COVID-19 Pandemic led to immediate school closures resulting in online learning. Online learning under such circumstances presented challenges for teaching students with disabilities. As school districts continued to provide educational services to students through online learning environments, it has become increasingly important to gain insight into how prepared special education teachers felt to teach in these environments. Nineteen special education teacher participants were interviewed about their preparation to teach online. Participants shared having minimal levels of preparation with technology and no preparation teaching online prior to emergency online learning. They also described the type of preparation experienced at the onset and during online learning and their perception of its effectiveness. Based on participant interviews, this study presents recommended practices to support teacher preparation programs and district professional development.
Reference:
Roberts, S. E. & Lee, Y. (2024). “Thrown into the lion’s den” — Revisiting special education teacher preparation training after a pandemic. Educational Research: Theory and Practice, 35(4), 175-191.
License: Attribution 4.0 International
An Exploration of Psychological Safety in Allied Healthcare Clinical Education
Kelsey J. Robinson — Rocky Mountain University of Health Professions – Utah, USA
Heather David — Hawai’i Pacific University – Hawai’i, USA
Beth Kinslow — University of Wisconsin–Stevens Point – Wisconsin, USA
Jennifer Austin — Rocky Mountain University of Health Professions – Utah, USA
Abstract: Psychological safety impacts learning in various professions and settings, including healthcare. While the construct has been investigated in medical and nursing education, less is known within allied health education. This study aimed to investigate athletic training and physical therapy students’ perceptions of psychological safety within clinical experiences using the Psychological Safety Scale. Participants of this quantitative, cross-sectional survey were students and recent graduates of Master of Athletic Training and Doctor of Physical Therapy programs. Data was collected anonymously via Qualtrics using a convenience sample. Following data cleaning and imputation, the study returned 338 usable responses, 169 from each profession. Descriptive statistics were used to analyze demographic data, and ANOVA analyses were used for between-group comparisons. No differences in psychological safety were found based on age, gender identity, profession, student versus graduate status, degree progress, or number of clinical experiences completed. Although not statistically significant, data analysis revealed students early in their degree progression reported the highest levels of psychological safety, 5.73 (SD = 1.16) which declined with degree progress, reaching the lowest levels among recent graduates at 5.46 (SD = 1.20). Psychological safety was remarkably similar between athletic training and physical therapy students and was higher than reported findings for nursing and medical students. This study provides a baseline understanding of psychological safety within allied health professions’ clinical experiences. Further research is needed to understand the influence of psychological safety in clinical experiences.
Reference:
Robinson, K. J., David, H., Kinslow, B., & Austin, J. (2024). An exploration of psychological safety in allied healthcare clinical education. Educational Research: Theory and Practice, 35(4), 192-200.
License: Attribution 4.0 International
Peer-Mediated Intervention’s Effectiveness for Students with Autism Spectrum Disorder
Stormie Lee — Idaho State University – Idaho, USA
Jenn Gallup — Idaho State University – Idaho, USA
Celal Perihan — Idaho State University – Idaho, USA
Howard Fan — Idaho State University – Idaho, USA
Abstract: Unavailable.
Reference:
Lee, S., Gallup, J., Perihan, C., & Fan, H. (2024). Peer-mediated intervention’s effectiveness for students with autism spectrum disorder. Educational Research: Theory and Practice, 35(4), 201-218.
License: Attribution 4.0 International