Online interventions to help college students to improve the degree of integration of their argumentative synthesis

Writing an argumentative synthesis is a common but demanding task, consequently undergraduates require some instruction. The objective of this study was to test the effectiveness of two interventions on integrative argumentation: one of them was focused on the product features of argumentative texts; and the other one on the processes involved in the written argumentation. Sixty-six undergraduate students participated voluntarily. As an academic task, they were asked to write a pre-test synthesis after reading two sources which presented contradictory positions about an educational issue, then to read two new texts about a different but equivalent issue, and write a post-test synthesis following one of two types of instructional virtual environments. The instructions, implemented in Moodle, presented similar tools, employing videos, graphic organizers, and exercises. The first condition (n = 33) focused on the linguistic features while the second (n = 33), focused on the process, including explicit instruction and a script with critical questions to guide the reading and writing processes. In this study we have also analyzed how the students in the process condition answered some of the critical questions. The results show that the level of integration of the written products improved in both conditions, although this improvement was more pronounced in the process intervention. Nonetheless, the products that achieved medium and maximum integration were still limited. Despite the lack of a relationship between how students answered the critical questions and the level of integration in their post-test, the case analysis highlights certain educational implications and further research.

Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education

Despite mandatory school attendance policies, many students in Canada are frequently absent from school. Absenteeism is linked to numerous negative educational outcomes and is a growing educational issue internationally. This has lead universities in many countries to study the factors associated with absenteeism in order to reduce it. However, the Canadian educational discourse is largely absent on absenteeism. A review of faculty profiles revealed that no Canadian educational scholar investigates absenteeism as their primary area of research. The lack of empirical knowledge concerning student absenteeism is a contributing factor to the high levels of absenteeism evident in Canada. This article serves as a call to action for Canadian academics to research student absenteeism in order to alleviate the behaviour. Keywords: school attendance, student absenteeism, truancy, school refusal, school anxiety, school withdrawal

THE SUMMARY AS A TEACHING STRATEGY FOR FRENCH AS A FOREIGN LANGUAGE

In language teaching, written production is an important educational issue for the assessment of language learners in class. Thus, the summary remains a pedagogical purpose and a typology of the F.L.E's teaching strategies, which encourages learners to develop a text to improve this linguistic component essential to the acquisition of a foreign language. In this article, the question is whether the summary as a teaching aid serves as a test for the development of written expression skills. By relying on summary examples where written production represents a linguistic skill promoting the learning of the target language, and to advance learners during this writing activity in a university setting. Our research work is a reflection on the importance of written production in the learning of FFL, considered as a task allowing learners to mobilize skills in writing when writing a summary.

Quantitative and qualitative analysis of exception reporting at a district general hospital

Background/aims Exception reporting is a function by which junior doctors report when their work has varied from expected. This study analysed the reporting at the authors' hospital. Methods The authors analysed 204 reports submitted across 12 months to investigate the nature and pattern of the exception reports. Results The majority of reports (86%) were for ‘hours and rest’, 5% for education and 9% for both. On average doctors reported an additional 1.32 hours of work per report. The most common response was time off in lieu, but 13% of reports were never responded to. Qualitative analysis showed the most common reasons for reporting were ‘work outside of rostered hours’, ‘workload’ and ‘staffing issues’. Over 10% of the reports discussed an educational issue. Conclusions The data were not specific and there was fewer than one report per junior doctor in the period analysed. It is therefore unlikely that the reports submitted represent the additional work done by junior doctors at the hospital. Guardians should investigate local attitudes to exception reporting and educate both seniors and juniors on the importance of submitting accurate exception reports.

Makna Kisah Panggilan Para Murid Yesus Bagi Metode Pendidikan Agama Kristen

Jesus is a teacher who sets an example of His teaching to the disciples. The story of the early disciples' vocation provides evidence that Jesus is expertise in personal development. This fact is a moral criticism issue that is not in line with religious values and a challenge to Christian religious education which means the Church work in the educational issue. Through a library research approach, this study aims to explore the pedagogical meaning and methods of Christian religious education in vocational stories (Matthew 4: 18-22, Markus. 1: 16-20, Luke 5: 1-14). The focus is on the pedagogical meaning, methodology and implementation of the teachings of Jesus in the vocational story. The result is an imaginative analogy, a term that affirms the educational meaning of Christian religious and educational methodology where the experience (in the light of) faith is accompanied by acts that are much more effective in Christian religious education. Keywords: Pedagogy; Educational Methods; Christian Religious Education; Disciples of Jesus.

Qualitative study exploring the barriers to menstrual hygiene management faced by adolescents and young people with a disability, and their carers in the Kavrepalanchok district, Nepal

Background Menstrual hygiene management (MHM) is a recognised public health, social and educational issue, which must be achieved to allow the realisation of human rights. People with disabilities are likely to experience layers of discrimination when they are menstruating, but little evidence exists. Methods The study aims to investigate barriers to MHM that people with disabilities and their carers face in the Kavrepalanchok, Nepal, using qualitative methods. Twenty people with disabilities, aged 15–24, who menstruate and experience ‘a lot of difficulty’ or more across one or more of the Washington Group functional domains were included, as well as 13 carers who provide menstrual support to these individuals. Purposeful sampling was applied to select participants. Different approaches were used to investigating barriers to MHM and triangulate data: in-depth interviews, observation, PhotoVoice and ranking. We analysed data thematically, using Nvivo 11. Results Barriers to MHM experienced by people with disabilities differ according to the impairment. Inaccessible WASH facilities were a major challenge for people with mobility, self-care and visual impairments. People with intellectual impairments had difficulty accessing MHM information and their carers despaired when they showed their menstrual blood to others, which could result in abuse. No support mechanisms existed for carers for MHM, and they felt overwhelmed and isolated. Menstrual discomfort was a major challenge; these were managed with home remedies, or not at all. Most participants followed menstrual restrictions, which were widespread and expected; many feared they would be cursed if they did not. As disability is often viewed as a curse, this demonstrates the layers of discrimination faced. Conclusion Issues related to MHM for people with disabilities is more complex than for others in the population due to the additional disability discrimination and impairment experienced. Research exploring these issues must be conducted in different settings, and MHM interventions, tailored for impairment type and carers requirements,should be developed. Attention to, and resourcing for disability inclusive MHM must be prioritised to ensure ‘no one is left behind’.

Promoting Safety Culture using 4E Technique in Esfarayen Steel Industry in 2019

Introduction: One of the ways to promote safety in the workplace is creating the safety culture. To this end, safety culture has been studied and promoted with the help of 4E technique in Esfarayen steel industry. Methods: This is a descriptive-analytical and interventional study that evaluated safety culture using the HSE standard questionnaire and then promoted the safety culture with the help of 4 E technique. The results were then studied and compared using the statistical statistics by SPSS16 and Excel2010 software. Results: The mean score of safety culture was 326 ± 10.17 before and 395 ± 15.8 after the intervention. Pair t-test showed that the interventions were effective in improving the safety culture (p = 0/001). The findings showed that 4E technique is one of the effective factors in improving the safety culture. Conclusion: The findings showed that the educational issue of technical and participatory interventions is among the main and important pillars in promoting the safety culture. As a result, the participants’ knowledge, skills, and positive attitudes to safety and safety issues of the organization increased.

Giving voice to teachers through interpretative phenomenological research: a methodological consideration

PurposeThis conceptual article aims to examine the application of interpretative phenomenology to research on teacher experience. It covers methodological theory and practical interpretative approaches that are pertinent for generating useful insights into an educational issue.Design/methodology/approachDrawing on an illustrative research on secondary teachers' disciplinary and pedagogical reasoning and classroom practices in Ghana, this article explores the author's musings and introspection around carrying out an interpretative phenomenological research and demonstrates how the approach helped to amplify teachers' voices.FindingsThe article demonstrates that the canons of interpretative phenomenology and qualitative research in general, while translatable to practice, need to be regarded as a series of emergent decisions and actions rather than prescriptive set of principles. The article explains that educational researchers must recognise interpretation as the lifeblood of the approach and move beyond the description of essences and explicate participants' experiences of phenomena using workable frames of interpretation.Originality/valueThe article extends the current methodological knowledge base by contributing to international discussions on qualitative research and to an understanding of the applicability of interpretative phenomenological research design to research on teacher reasoning and practice. It also serves as a useful methodological resource for novice researchers.

Decolonial, Feminist, and Antiracist Pedagogies

Faced with a globalization process of people, materials, and knowledge, we find diversity as a source of enrichment, but also as a cause of tension, violence, and inequalities. The main objective is to show how decolonial, feminist, and antiracist pedagogies help build critical educational processes. The current state of this socio-educational issue is explored, and an educational experience during initial teacher training is presented which is based on interculturality with a gender perspective. The need to build decolonial, feminist, and antiracist pedagogies as part of teacher training from an intercultural approach stands out among the main conclusions.

Qualitative study exploring the barriers to menstrual hygiene management faced by adolescents and young people with a disability, and their carers in the Kavrepalanchok district, Nepal

Background: Menstrual hygiene management (MHM) is a recognised public health, social and educational issue, which must be achieved to allow the realisation of human rights. People with disabilities are likely to experience layers of discrimination when they are menstruating, but little evidence exists. Methods: The study aims to investigate barriers to MHM that people with disabilities and their carers, face in the Kavrepalanchok, Nepal, using qualitative methods. Twenty people with disabilities, aged 15-24, who menstruate and experience ‘a lot of difficulty’ or more across one or more of the Washington Group functional domains were included, as well as 13 carers who provide menstrual support to these individuals. Purposeful sampling was applied to select participants. Different approaches were used to investigating barriers to MHM and triangulate data: in-depth interviews, observation, PhotoVoice and ranking. We analysed data thematically, using Nvivo 11. Results: Barriers to MHM experienced by people with disabilities differ according to the impairment. Inaccessible WASH facilities were a major challenge for people with mobility, self-care and visual impairments. People with intellectual impairments had difficulty accessing MHM information and their carers despaired when they showed their menstrual blood to others, which could result in abuse. No support mechanisms existed for carers for MHM, who overwhelmed and isolated. Menstrual discomfort was a major challenge; these were managed with home remedies, or not at all. Most participants followed menstrual restrictions, which were widespread and expected, for fear of being cursed if they did not. As disability is often viewed as a curse, this demonstrates the layers of discrimination faced. Conclusion: Issues related to MHM for people with disabilities is more complex than for others in the population due to the additional disability discrimination and impairment experienced. Research exploring these issues must be conducted in different settings, and MHM interventions, tailored for impairment type and carers requirements, must be developed. Attention to, and resourcing for disability inclusive MHM must be prioritised to ensure ‘no one is left behind’.