130,050 results on '"Age Groups"'
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2. 45th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2023
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Office of Special Education and Rehabilitative Services (OSERS) (ED) and New Editions Consulting, Inc.
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The describes the nation's progress in (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. Part B of IDEA provides funds to States to assist them in making FAPE available to eligible children with disabilities, ages 3 through 21, who are in need of special education and related services, whereas Part C of IDEA provides funds to States to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all eligible children with disabilities, from birth through age 2, and their families.
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- 2024
3. Success, Redefined: How Nondegree Pathways Empower Youth to Chart Their Own Course to Confidence, Employability, and Financial Freedom
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JFF (Jobs for the Future)
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Today's young adults want and need a diverse array of education options, including, but not limited to, two- and four-year degrees to help them connect learning with earning. Young people and employers alike are eager for effective, efficient, work-aligned pathways to employment that enable people not just to say, "I know a lot, and here's the paper to prove it," but instead, "Let me show you what I can do with what I know." We surveyed over a thousand young adults who are not pursuing a four-year degree. Around half of our survey respondents have chosen to pursue nondegree, education-to-career pathways such as apprenticeship, certification, and licensure. The other half of our respondents have chosen not to pursue any postsecondary education. Our goal is to better understand the motivations, circumstances, influencers, priorities, and satisfaction level of today's "non-college youth" to ensure that emerging generations of students have access to accurate information about the many viable pathways that exist and how they might pursue them. [This report was collaborated with American Student Assistance.]
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- 2024
4. Reinvigorating the Post-COVID Gen Z English Major
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Gaby Bedetti
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The decline in English majors has energized instructors to upskill for the post-COVID Gen Z student. Toward that end, this small-scale (n=20), one-semester study of an upper-division literature class identifies the preferred learning styles of English majors at a public comprehensive regional university in Kentucky. The participants represent national English major demographics. The research methods are quantitative and qualitative. Eight figures and an appendix are included. Three guidelines emerge for responding to the needs of Gen Z students: (1) keep communication brief, (2) co-create, and (3) interact in-person. The findings about English major learning preferences uphold cross-disciplinary research on active learning in the post-COVID era by indicating ways our teaching styles can keep pace with the needs of our changing majors. In addition to the participants' experience in the investigator's course, the survey collects their experience of teaching styles in six core courses in the English major. One drawback of the study is the small participant sampling. Future studies might investigate the difference between students' preferred learning styles and instructors' actual teaching styles. Building the English major back better calls for putting accepted theory into reskilled practices.
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- 2024
5. An Investigation into Iranian English Language Learners' Investment in Imagined Communities
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Nahid Soltanian and Zargham Ghapanchi
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Unlike communities of practice, previous studies on imagined communities of practice are scarce, yet enlightening. The present research was conducted in an English as a foreign language (EFL) context in order to provide more insight into how language learners perceive their imagined communities (ICs). It was based on Norton's (2000; 2001) conceptualization of ICs which connected the notions of imagination and imagined community to second language (L2) learning and classroom practice. To this end, 945 male and female EFL learners from different cities in Iran belonging to different age groups and language proficiency levels were recruited for this study. The instrument for data collection was a validated 57-item questionnaire. The findings of the study showed that the participants possessed a moderate level of investment in their ICs. Moreover, t-test results indicated that there was a significant difference between male and female learners in the extent of investment in their ICs. Furthermore, the significant differences in the extent of investment in ICs were shown between teenagers and adults and between learners in low proficiency (LP) and high proficiency (HP) groups. These findings contribute to more in-depth understanding of language learners' ICs in an EFL context. Pedagogical implications of the study are discussed and some suggestions are made for future research.
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- 2024
6. The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates
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Leyli Kashef, Nasser Ghafoori, Akbar Valizadeh Oghani, and Azadeh Mehrpouyan
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The present study explored the effects of interactionist Dynamic Assessment (DA) and age on the writing accuracy of IELTS candidates. This research investigated the existence of an interactional effect between the age of learners and the type of treatment they received. First, 140 IELTS candidates were split into two age groups, adult and young. Each group was divided into two equal smaller groups, randomly assigned to two types of DA. All four groups took a writing pre-test. After a nine-session treatment of interactionist DA in study groups and interventionist DA in control groups, all groups took a writing post-test. The data collected during the post-test were analyzed by two-way ANOVA and compared with the pre-test data. The findings showed that implementation of interactionist DA significantly improved the learners' writing accuracy while the learners' age had no significant effect on their writing accuracy. With respect to the study findings, EFL teachers could use interactionist DA to enhance the accuracy of learners' writing skills by providing more opportunities for the learners to interact.
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- 2024
7. Impacts of Digital Connectivity on Thailand's Generation Z Undergraduates' Social Skills and Emotional Intelligence
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Narinthon Imjai, Somnuk Aujirapongpan, Jaturon Jutidharabongse, and Berto Usman
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Notwithstanding the pervasive utilization of digital technology in social and educational realms, an in-depth understanding and exploration of the interrelationships amongst digital connectivity, social skills, and emotional intelligence, particularly within Generation Z demographic--known for their heavy reliance on digital platforms--remains elusive. This study endeavors to address this gap. Applying structural equation modeling, it examined the interrelationships between digital connectivity, social skills, and emotional intelligence, surveying a sample of 518 Generation Z students (comprising 77.61% females, 20.64% males, and 1.74% non-binary) across various academic years and disciplines at a university located in Southern Thailand. PLS-SEM software was employed to evaluate the structural model and substantiate the research hypotheses. Our findings suggest that digital connectivity did not detrimentally impact social skills. However, it negatively influenced emotional intelligence among Generation Z students, observable both at the operational level and in terms of fostering the capacity to regulate one's own and others' emotional states. Despite this, social skills proved to significantly enhance emotional intelligence. The same consistent pattern of a positive and significant influence is observed when testing the indirect effect of digital connectivity on emotional intelligence through social skills. Furthermore, it was found that robust and effective digital connectivity could potentially bolster understanding and management of emotions in the digital age, much like well-developed social skills. Hence, this study provides substantial insights into the nuanced impacts of digital connectivity on the social and emotional development of Generation Z students.
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- 2024
8. Study of Teacher's Career Sustainability in Islamic Millennial Generation Teachers
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Dian Purnamasari, Didik Juneadi Rachbini, Niko Sudibjo, and Evo Sampetua Hariandja
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Sustainability career for teachers has not been a concern due to the assumption that teaching will always be sustainable as a career. Data showed by UNESCO that the world needs almost 69 million new teachers to reach the 2030 Education goals. Turnover in the teaching profession is also high. It is necessary to find out what factors affect the sustainability career for teachers. This article analyzes teachers' career sustainability using the variables of Motivation, Commitment, Leadership, and perspective workload, from millennial generation teachers through the Internalization of Islamic Values. The data was analyzed statistically using Structural Equation Modeling (SEM). Samples for this research were taken from Islamic schools in Java, Indonesia, The instruments are questionnaires using Likert scales. The results show motivation, commitment, perceived workload, Islamic value internalization, and leadership combined affecting 73.8% of teachers' career sustainability.
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- 2024
9. Online Game-Based Learning in Mathematics Education among Generation Z: A Systematic Review
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Riyan Hidayat, Tay Ying Qi, Putri Nur'Afrina Binti Tajul Ariffin, Mohamad Hafizullah Bin Mohd Hadzri, Lin Mei Chin, Jacqueline Lee Xuan Ning, and Nurihan Nasir
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In contemporary education, game-based learning (GBL) has become a captivating instructional method applied across various academic subjects, including mathematics. The utilization of online GBL in mathematics education constitutes a segment of the activities that mathematics educators can employ during their lessons to teach students and enhance their educational progress. The primary goal of this study was to examine recent research endeavors involving the use of online GBL in mathematics education for Generation Z cohort. To achieve this objective, a systematic review (SR) was carried out to investigate the types of online games employed, analyze previous research methodologies, and explore the educational contexts relevant to mathematics education that align with the needs of Generation Z. An SR process was conducted to gather relevant articles from three databases, namely Science Direct, Scopus, and Springer. Full-text articles were meticulously assessed based on predetermined eligibility criteria. The review revealed many online games suitable for mathematics education, including Augmented Reality, Digital Inquiry Game, E-Rebuild, Math-Island Game, NanoRoboMath, Quizizz, and Wuzzit Trouble. The incorporation of online games in mathematics education offers numerous advantages.
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- 2024
10. Comparative Analysis of Generation Z's Digital History Literacy in History Education Majors on Java Island: A Study of History Digital Literacy
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Dyah Kumalasari, Hieronymus Purwanta, and Suranto Aw
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The purpose of this study is to determine the level of digital literacy related to history among students at Universitas Pendidikan Indonesia (UPI) and the State University of Malang (UM). The recent decline in historical literacy among Indonesians has piqued historians' interest. In this context, the gap between technological potential and literacy problems may be advantageous for initiatives to enhance Indonesian young historical literacy. This research uses a quantitative-descriptive approach. The respondents were first-year and second-year history students at UPI and UM. The data collection technique used was a historical literacy test that has Higher Order Thinking Skills (HOTS) levels 1-4. This study used descriptive data analysis and an independent sample t-test. The results of this study show that students from both universities have a low level of historical literacy, both in first-year and second-year students. This condition is a signal for teachers to start improving. Gadget technology is suggested as a solution to the problem because these students belong to Generation Z (a generation that is very aware of current events and technological advancements). The methodology of Scholarship of Teaching and Learning (SOTL) was selected because its principles are appropriate for fostering digital historical literacy. It is student-focused, context-based, collaborative, methodical and well-developed in the community.
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- 2024
11. Does the COVID-19 Pandemic Affect Excellence in Academic Research? A Study of Science and Engineering Faculty Members in China
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Xi Yang and Tingsong Li
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Research excellence is one of the key missions of universities and an important engine for socio-economic development. However, the outbreak of COVID-19 has affected academic research in many ways. This study examines the impact of the COVID-19 pandemic on the research performance of science and engineering faculty members in China's top research universities. It is found that the pandemic caused a decline in the numbers and quality of published articles, and the effects persisted over time. The negative effect of the pandemic on research excellence was more pronounced in the older faculty groups and departments of science. In addition, the pandemic has harmed international research collaborations among academics, which is likely to obstruct research excellence in the long run. In the end, this paper proposes several policy recommendations to reinvigorate universities' capacity for research innovation in the post-pandemic era.
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- 2024
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12. Critiquing Contemporary Interior Design Students
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Jody Nyboer
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This article presents findings from an instructional-based inquiry, aimed to evaluate the critiquing characteristics of an accredited interior design program, and to optimize the experience of studio-based feedback practices for contemporary students. This investigation pre-dates the unprecedented shift to remote instruction due to the global pandemic, providing a unique snapshot of Generation Z emergent designers at a time when in-person feedback reigned. Data was collected through an anonymous, voluntary survey which invited students to share their experiences and perceptions of various modalities of project feedback. The findings are four-fold. First, students view critique not merely as a validation or gatekeeping function but as an interactive form of guidance, underscoring the necessity of harmonizing directive discourse with empowering feedback. Second, methods like peer reviews, desk crits, and illustrative feedback are seen as particularly beneficial, being both personalized and intimate, and are valued equally in both in-studio and out-of-studio settings. Third, 1-2 weekly contact hours with instructors is preferred for project feedback, pointing to a possible disparity between student expectations and prevailing practices. Finally, students recognized the potential benefits of using online critiquing tools for project feedback, even prior to the extensive uptake of online platforms during the pandemic in which students had little experience using them. This study contributes valuable context to the future of interior design education, and illustrates areas in which research concerning modern students and instructional practices can be further developed.
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- 2024
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13. Characteristics of Children and Youth Referred for Language Assessment at Different Ages
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Elise de Bree, Karin Wiefferink, and Ellen Gerrits
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Purpose: Early detection of language delays is essential, as language is key for academic outcomes, well-being, and societal participation. Previous studies have focused on undetected delays in young children. Much less is known about referrals at older ages. In this study, we aimed to (a) establish how many children are referred at toddler age (2-3 years) and how many at lower elementary (4-7 years), upper elementary (8-12 years), and high school (13-16 years) age; (b) evaluate characteristics of the referred children and adolescents across age groups; and (c) assess whether the ensuing classification (no language disorder [LD], developmental LD, LD + additional problems) differed across age groups. Method: We used the 2010-2014 database of the Dutch federation of speech and hearing centers, containing 18,894 cases with target ages. We established the number of referrals in each age group (Q1) and assessed the composition of the age groups in terms of speech, language, behavioral, and cognitive outcomes (Q2), as well as in terms of classification (Q3). To answer Q2 and Q3, we conducted chi-squared analyses with the toddler group as reference group. Results: Late-identified LDs exist: There were new referrals in all age groups. Compared to older age groups, the toddler group contained fewer girls and multilingual children. The toddler group also contained fewer children without an LD and more children with LD + additional problems. Conclusions: Reassuringly, children with multiple language problems are referred earliest. However, late-identified LDs exist, even at high school age. Girls and multilingual children tend to be missed at younger ages. More work on awareness and identification of language delays is needed, requiring awareness, knowledge, and tools for educational professionals.
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- 2024
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14. Assessing the Impact of the Great Recession on the Transition to Adulthood
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Guanglei Hong and Ha-Joon Chung
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The impact of a major historical event on child and youth development has been of great interest in the study of the life course. This study is focused on assessing the causal effect of the Great Recession on youth disconnection from school and work. Building on the insights offered by the age-period-cohort research, econometric methods, and developmental psychology, we innovatively develop a causal inference strategy that takes advantage of the multiple successive birth cohorts in the National Longitudinal Study of Youth 1997. The causal effect of the Great Recession is defined in terms of counterfactual developmental trajectories and can be identified under the assumption of short-term stable differences between the birth cohorts in the absence of the Great Recession. A meta-analysis aggregates the estimated effects over six between-cohort comparisons. Furthermore, we conduct a sensitivity analysis to assess the potential consequences if the identification assumption is violated. The findings contribute new evidence on how precipitous and pervasive economic hardship may disrupt youth development by gender and class of origin.
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- 2024
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15. Predictors of U.S. Adults' Opinion toward an R-Rating Policy for Movies with Cigarette Smoking
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Nikhil Ahuja, Asos Mahmood, Satish Kedia, and Patrick J. Dillon
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Recently, multiple health organizations and advocacy groups have pushed for giving an R-rating for movies depicting tobacco imagery. This study examined several predictors of U.S. adults' opinion toward an R-rating policy for movies depicting cigarette smoking. We used data from the Health Information National Trends Survey (2020 cycle), for a nationally representative sample of 3,865 US adults (aged = 18). The outcome variable was opinion toward an R-rating policy (support, neutral, and oppose) for movies depicting cigarette smoking. A weighted adjusted multinomial logistic regression analysis with comparisons of support versus oppose, support versus neutral, and neutral versus oppose was performed. About 48.2% of respondents were supportive of, 31.1% were neutral toward, and 20.7% were opposed to an R-rating policy. Adults aged 50 to 64 years (adjusted odds ratio [aOR] = 2.28, p = 0.008) and =65 years (aOR = 4.54, p <0.001) (vs. 18-34 years) were more likely to support the R-rating policy than oppose it. Non-Hispanic Black respondents (vs. non-Hispanic Whites) were 1.74 times more likely to support than oppose the policy (aOR = 1.74, p = 0.04), whereas adults with a household annual income of US$75,000 or more (vs. <$20,000) and those with moderate (vs. liberal) political viewpoints were more likely to be neutral than oppose the policy. Former and current e-cigarette users (vs. never users) were less likely to support than oppose the policy. Tailored messaging addressing the rationale behind R-rating policy should be directed towards communities based on age, race/ethnicity, household income, e-cigarette usage, and political ideologies.
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- 2024
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16. Child Labor Activities and Schooling Decisions in Rural Côte D'ivoire. Working Paper
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University of Pennsylvania, Consortium for Policy Research in Education (CPRE), Samuel Kembou, Sharon Wolf, Kaja Jasinska, and Amy Ogan
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We leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children participate in at least one household work activity and more than 50% in at least one agricultural work activity, with differences between boys and girls. Older boys performed more unpaid agricultural work activities, and girls performed more domestic work activities. Thirty-five percent of children were engaged in unpaid agricultural child labor, a rate similar to a national estimate of child labor in cocoa-growing communities of Côte d'Ivoire in 2018/19. Agricultural child labor and schooling are predicted by a child's age and gender, household factors such as parental age, family size, multidimensional poverty, and community factors, especially community-level child labor rates. Social protection and education programs targeting older boys could improve their schooling outcomes and reduce agricultural child labor. Likewise, addressing acute poverty with multifaceted programs reducing consumption-based poverty, poor parental education, and improving community infrastructures could reduce child labor.
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- 2023
17. Stress and Anxiety among Parents of Transition-Aged Children with Autism Spectrum Disorder: A Systematic Review of Interventions and Scales
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Rumi Agarwal, Gabriella Wuyke, Utsav Sharma, Shanna L. Burke, Melissa Howard, Tan Li, Mariana Sanchez, and Elena Bastida
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The period between adolescence to young adulthood can be stressful for parents of transition-aged children (14 to 22 years old) with autism spectrum disorder. A systematic review was undertaken to examine if existing interventions address the unique parental stressors of this phase and if the scales used to measure parental stress and anxiety are suitable for this group. Of the 9813 studies screened, only 13 studies met the inclusion criteria. Findings indicated that interventions focused on mindfulness, social functioning, or multiple components, of which only two addressed the transition period and only three specifically targeted parents of this age group. Moreover, of the six scales which assessed stress or anxiety, none were designed for these parents. Findings highlight the urgent need for more suitable scales and targeted interventions.
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- 2024
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18. Intention among Information Technology Professionals to Adopt Paid MOOCs from E-Learning Platforms: An Empirical Study
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Jyothish Asokkumar, Kannan Sekar, Angela Susan Mathew, and Ronny Thomas
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Massive Open Online Courses (MOOCs) can be considered an important tool for professionals to reskill and upskill as well as a cost-efficient way to stay relevant. However, evidence-based research is still needed to identify why specific categories of people, especially professionals, take paid MOOCs. The paper aims to analyze the factors that influence IT working Professionals to adopt paid MOOCs using the UTAUT 2 model. Based on a survey conducted on 250 respondents, the study uses multiple regression to understand the significance of factors affecting the intention to adopt paid MOOCs. A multigroup analysis was also done to understand the differences among different age groups and genders. The results establish that social influence, facilitating conditions, brand credibility and price value are significant in the adoption of MOOCs. Performance expectancy, effort expectancy, and curiosity were found to be insignificant. Based on the research findings, the implication of the study and future scope for research have been suggested.
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- 2024
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19. A Meta-Analysis: The Association between Relational Parental Involvement and Student and Parent Outcome Variables
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William H. Jeynes
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This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed.
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- 2024
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20. Incorporating Desire and Persistence into Understanding Gen Z Learners' Continuance Intention toward Using Youtube for Learning in Digital Learning Context
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Yu-Teng Jang and I-Ting Chiang
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The study aims to probe the roles of learning desire and persistence in influencing Gen Z learners' continuance intention of using YouTube for learning in digital learning context. Building upon prior research, a research framework with 10 hypotheses was proposed and empirically tested by using Partial Least Squares Structure Equation Modelling (PLS-SEM) to analyze the data collected from 361 Gen Z learners. The empirical study results reveal that learners' perceived hedonic value has significantly positive effect on both learning desire and persistence. Also, learners' perceived utilitarian value has significantly positive effect on both learning desire and persistence. Learning desire is found to have positive impact on persistence. Furthermore, both learning desire and persistence have significantly positive effect on satisfaction, with learning desire exerting a greater influence. Moreover, both learning desire and learning satisfaction positively affect learners' continuance learning intention. The validated framework and findings can serve as the reference for educators and online learning platforms in designing courses and formulating teaching strategies in the context of leveraging YouTube for digital learning, so as to enhance learners' continuance learning intention.
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- 2024
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21. A Contemporary View of Civic Leadership: Understanding College Student Perspectives and Addressing Barriers of Service and Engagement
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Jason Headrick
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Civic leadership programming can be found across the United States and allows individuals the opportunity to gain skills focused on engaging their local community, creating space for change and impact to occur, and developing civic agency, a practice of working together across differences. This work describes civic leadership understanding, an examination of Generation Z characteristics, and provides a description of the Civic Leadership Academy at one university. The results of a 3-year longitudinal series of phenomenological focus groups identify student-derived themes that set a definition of civic leadership: catalyst of social awareness and change, bridging people and passions, and developing a culture of service. In addition, they identify barriers to service and provide strategies to challenge these barriers through curricular and co-curricular programs.
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- 2024
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22. Promoting Age Inclusivity in Higher Education: Campus Practices and Perceptions by Students, Faculty, and Staff
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Susan Krauss Whitbourne, Lauren Marshall Bowen, Nina M. Silverstein, Joann M. Montepare, and Jeffrey E. Stokes
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Population aging presents opportunities and challenges for higher education. Increasingly, age-diverse student populations are entering into or returning to postsecondary education; meanwhile, campuses are workplaces where faculty and staff are aging-in-place. Yet, age bias and discrimination continue to exist in institutions of higher education. As encouraged by the Age-Friendly University (AFU) initiative, higher education should foster age-inclusive environments. However, empirical measures are needed to document what it means to be age inclusive. To this end, the present study used the Inventory and Campus Climate Survey (ICCS; Silverstein et al., Silverstein et al., The Gerontologist 62:e48-e61, 2022), based on social-ecological theory, to assess age-inclusive practices and awareness of these practices across seven campus domains, along with personal beliefs regarding age inclusivity, as predictors of perceived age-friendliness. AFU network institutions in the U.S. (23 campuses) provided data from a total sample of 1549 faculty, 2582 staff, and 2700 students. Confirmatory Factor Analysis established the proposed structure of the Age-Friendliness and Personal Beliefs scales of the Campus Climate Survey. Model testing revealed that campus constituents, regardless of role, were largely unaware of age-friendly practices reported by campus administrators, and that the degree of fit between actual practices and constituents' awareness of them predicted perceptions of age inclusivity. Constituents differed in their assessment of which age-friendly practices most contributed to their own sense of age inclusivity, with physical environment playing an important predictive role across all groups. The findings indicated that, even among institutions that endorse AFU principles, there is an overall disconnect between practices and perceptions that can impede the impact of age-inclusive efforts for age-diverse individuals who might benefit from them.
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- 2024
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23. From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad
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Aurore Mroz and Julia Gorham
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This longitudinal mixed-methods case study aimed to explain why a seemingly ordinary U.S.-affiliated hyper-connected French language learner (Nancy) achieved extraordinary outcomes after 15 weeks in Paris, compared to fifteen Generation Z peers also enrolled in the program. Framed by Complex Dynamic Systems Theory and social pedagogies, the study adopted a retrodictive approach to "explain after by before" and retrace Nancy's complex, non-linear trajectories of success. Adapting to new realities of students going abroad with their smartphones in hand, multiple measures of success (linguistic, intercultural, social, psychological, emotional) were triangulated with reports on smartphone usage, rich interviews, and background data to provide dense time-series and narrative illustrations of changes. Findings revealed the importance of the activation of Nancy's agency to take advantage of the affordances of her study abroad environment through the butterfly effect arising from her initial conditions, judicious smartphone usage, and quality of L1 and L2 interactions.
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- 2024
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24. Transforming Learners: A Programmatic Approach to Helping Students Find 'The Right Work'
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Jaclyn K. Brandhorst, Keira Solon, Chris Opatrny-Yazell, and Dan Jensen
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Research suggests the current generation of learners (called Zoomers or Gen-Z) takes a values-driven approach to their careers. Increasingly, this generation seeks out workplaces that center issues of sustainability, social responsibility, diversity, equity and inclusion. The preferences of Gen-Z suggest that building business programs that focus on "the right work" are both relevant and necessary to meet the expectations of this generation. It is unsurprising, then, that leading business education associations like AACSB have placed emphasis on building education programs that have a positive societal impact. In this article, we outline our programmatic approach to help learners engage in the "right work" and to address calls for building business programs that engage in more responsible, ethical, and sustainable models of management education. In sharing our approach, we 1) emphasize the value of using a programmatic design to facilitate curricular change, and 2) demonstrate how transformative learning theory can provide a practical way of reenvisioning business programs that address the concerns of Zoomers.
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- 2024
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25. GMAC Prospective Students Survey. 2023 Summary Report
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Graduate Management Admission Council (GMAC)
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For more than a decade, the Graduate Management Admission Council (GMAC) Prospective Students Survey (PSS) has provided the world's graduate business schools with critical insights into the decision-making processes of people currently considering applying to a graduate management education (GME) program. Its questions--covering a diverse range of topics that impact prospective students' application and enrollment decisions--provide school professionals with timely, relevant, and reliable market intelligence to inform how they engage with candidates to build their incoming classes. This year's summary report, which considers data collected in the 2022 calendar year, continues to explore trends in the candidate pipeline, program preferences, and career goals. It also focuses on new questions added to this year's survey about first-generation candidates, motivations for pursuing GME, and social issues like sustainability and corporate social responsibility. The report then considers the longevity of trends in online and hybrid education and candidate mobility brought on by the COVID-19 pandemic. [Contributors of the report include: Andrew Walker, Alexandria Williams, Nicola Rampino, Quan Yuan, Kun Yuan, and Sabrina White. For the related report, "GMAC Prospective Students Survey. 2023 Deans Summary," see ED630799. For the 2022 report, see ED623211.]
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- 2023
26. 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022
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Office of Special Education and Rehabilitative Services (OSERS) (ED) and New Editions Consulting, Inc.
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This is the 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. [For the "43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021," see ED616723.]
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- 2023
27. Moving Together: Intra- and Intergenerational Dance Performing Citizenship
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Brown, Carol, Knight, Linda, Battersby, Clare, and Roche, Jenny
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In this article, we focus on dance as intra- and intergenerational learning that cultivates corporeal knowledge held in common. Three interrelated projects reveal how danced connections between life stages develops an aesthetics of complex interaction and a mutuality of learning that enacts citizenry through communities in motion in the urban-scape. The projects approach dance practice through an expanded concept of choreography that takes into account the site, situation and life stage of dancers. We propose that moving together is a social choreography, a method for developing body-place awareness and civic participation, sharing experiences and bodily practices and performing relational complexity.
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- 2023
28. Exploring the Needs of Generation Z Adult Learners in College and in the Workplace
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Andrew Parzyck and Anne Brown
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This article presents the insights collected from an engaged interactive round table session, where participants came together to collaboratively brainstorm and deliberate upon best practices for effectively educating and mentoring Generation Z adult learners in both classroom and workplace settings. Drawing upon the extensive body of literature on Generation Z characteristics, the session served as a solid foundation for the discussion. At the heart of this roundtable was the central theme: the pivotal role of educators and mentors in guiding and supporting Generation Z individuals. By exploring strategies, challenges, and innovative approaches, this article offers a comprehensive overview of the multifaceted landscape of Generation Z education and mentoring, shedding light on key insights and actionable recommendations for educators and mentors. [For the full proceedings, see ED648717.]
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- 2023
29. From Antagonist to Protagonist: Shifting the Stories to Support Gen Z Students
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Camfield, Eileen Kogl and Bayers, Leslie
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This article explores prevalent stories about "Gen Z" students that unintentionally undercut both their success and learner-centered pedagogies. The authors consider how those beliefs might be reframed to serve all learners more effectively. We also explore how the racial reckoning, health pandemics, social unrest, and additional compounded traumatic events of 2020 complicated stereotypes about college-aged youth and magnified the ever-present need for more inclusive, flexible, and compassionate teaching approaches. We now have an opportunity to build on the lessons of 2020 and expand the lenses through which we consider our students' visible behaviors and invisible experiences. We offer a rationale for and concrete pathways toward crafting more empathetic and productive stories about Gen Z students, which in turn allow us to develop teaching and assessment strategies that better align with our student-centered missions.
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- 2023
30. The Unique Needs of Generation Z in the Educational Work Environment
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Burt, Nila J. and Jones, Joseph R.
- Abstract
New teachers are leaving public education at alarming rates leaving states with financial burdens for communities and education losses for students (Owens, 2015; Trans & Smith, 2020). This study examined new teachers' perceptions in Generation Z or within a year of that classification on leadership style and decisions to remain in education. An interpretive qualitative research approach was applied to examine five new teachers' perspectives through narrative inquiry under the lens of the Relational Leadership Theory. This study highlighted the need for school leaders to provide feedback on professional growth, classroom management strategies, and instructional practices. Additionally, this study revealed the need for school administrators to be mindful of timely, personalized, frequent feedback and emotional support for Generation Z teachers.
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- 2023
31. Teaching Generation Z Students about Politics: Optimism or Pessimism?
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McBeth, Mark K., Blakeman, Jonathan W.L, Kearsley, Logan, Tyler, Alyson, and Villanueva, Emma
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The scholarship of teaching and learning is primarily concerned with improving student learning. Of course, we want our students to learn our disciplines, we want them to become critical thinkers, and we want them learn to write. But this study looks at how learning impacts a student's optimism or pessimism. We believe that it is an important topic in today's world and provides an important new topic in the scholarship of teaching and learning. This study is co-authored by two team-teachers and three honors students. Using an Introduction to Politics course as case material, the study provides a pre and post-test measuring student optimism versus pessimism on a wide variety of political issues facing Generation Z students. Then we provide a content analysis of honors essays which were collected during the semester and interviews with our three honor student co-authors. We draw initial conclusions about optimism versus pessimism in teaching and argue that a larger research agenda around this topic would benefit the scholarship of teaching and learning literature.
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- 2023
32. Navigating White Waters: Generation Z Untraditional College Transition Amid Unprecedented Social, Health, and Academic Crisis
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Turner, Patrick and Zepeda, Efren Miranda
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Over the last three years, crises of a historical magnitude have had a profound impact on the higher education system in the U.S. During the spring of March 2020, COVID-19, referred to as the coronavirus, caused a significant health crisis, killing hundreds of thousands of people, while disrupting the educational, economic, and health system (Gupta, 2021). The following year, a 46-year-old black man, George Floyd, was brutally murdered by a white police officer, sparking violent protests and debate around racial equity, policing, and justice. A toxic and polarizing political environment further complicated issues under the controversial leadership of President Donald Trump. Colleges and universities had to quickly pivot to remote instruction, enforce mask mandates, and carefully navigate discourse to minimize disruption to the education of students. The adjustment was challenging for most institutions, particularly those classified as Hispanic Serving Institutions (HSI) or Minority Serving Institutions (MSI). They are usually under-resourced but serve many marginalized, low-income, first-generation, and at-risk students. These organizations encountered both obstacles and opportunities in the attempt to usher in a new generation of learners, Generation Z. Generation Z, often referred to as Gen-Z, are those individuals born between the years 1995-2015; a group that has experienced an untraditional and unprecedented college transition that will have a lasting impact on their younger and older adult lives. This qualitative case study explored the lived experience of Generation Z college students as they navigated the uncertain and tumultuous college transition into an HSI/MSI during the large-scale U.S. and world crises.
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- 2023
33. Gen Z Students Perception of Ideal Learning in Post-Pandemic: A Phenomenological Study from Indonesia
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Helaluddin, Fitriyyah, Di'amah, Rante, Susanna Vonny N., Tulak, Harmelia, Ulfah, Maria, St, and Wijaya, Hengki
- Abstract
This study aims to investigate the perceptions of Generation Z students about ideal learning after the pandemic in Indonesia. This research uses a qualitative design with a phenomenological approach. There were 30 students from 6 different campuses in Serang City, Banten, Indonesia, who used a purposive sampling technique as research participants. Data collection was carried out using semi-structured interviews, which were then analyzed using thematic analysis techniques. The findings of this study state that there are four main themes regarding ideal post-pandemic learning, namely: (a) learning that is not monotonous, (b) equal portions of theory and practice, (c) ideal learning managed by an ideal lecturer, and (d) the need for the application of blended learning. This research contributes to the current literature on designing ideal learning on campus after the COVID-19 pandemic.
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- 2023
34. The Relationship between Epistemological Beliefs and Technological, Pedagogical, and Content Knowledge (TPACK)
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Açikgöz, Bedriye and Akman, Özkan
- Abstract
Changing developments in the 21st century have also affected technology and the epistemological beliefs of teachers. For this purpose, the epistemological beliefs and Technological, Pedagogical, and Content Knowledge (TPACK) levels of primary school teachers and social studies teachers, gender, age, professional seniority, educational status, branch variables, and the relationship between epistemological belief and TPACK were examined in this study. The study group of the research consists of primary school teachers working in public primary school and social studies teachers working in public secondary schools in the provinces and districts of Istanbul, Antalya and Isparta. The selection of the study was made with the appropriate sampling method, which is one of the nonaccidental sampling methods. 178 primary school teachers and 48 social studies teachers participated in the research. Independent sample t-test, Kruskal-Wallis test and Pearson Correlation Analysis were used in data analysis. According to the results obtained from the research, both primary school and social studies teachers have a high level of belief in the sub-dimension of effort. It was observed that both primary school teachers and social studies teachers had high TPACK levels. Considering the epistemological belief scale, no significant difference was observed according to the age, education level and professional seniority of the primary school teachers. There was no significant difference in social studies teachers according to the gender variable. According to the results obtained from the TPACK scale and its sub-dimensions, a significant difference was observed in terms of gender and professional seniority of primary school and social studies teachers. A low level of positive correlation was found between the effort scores of the primary school teachers and TK, CT, TPK, TCK and TPACK total scores.
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- 2023
35. English Language Teaching (ELT) Appraisal in the Trifocal System of the Philippine Education: Basis for Policy and Advancement Program
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Baesa-Alfelor, Xenia S. and Ocampo, Darrel M.
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This study explored the English Language Teaching appraisal of teachers in the trifocal Philippine education system in the Bicol Region as a basis for policy and advancement programs. This study used the descriptive-comparative-associational method using a content-validated and reliability-tested questionnaire. The frequency and percentage technique, weighted mean, Chi-Square, and Anova Test of Variance were used in the data treatment. Findings revealed that ELT teachers were predominantly females with 73.97%, CHED, 80.21%, DepEd, and 71.43% TESDA along age groups of early and mid-30s and 46 years above. They served the agencies for less than 10 years, mostly married. Professionally, these teachers were still pursuing post-graduate education and attending training. Along with appraisals on their professional and work responsibility, ELT Trifocal teachers very evidently performed their professional and work responsibilities; on the delivery system, respondents conveyed the mastery and application of theoretical and pedagogical knowledge; on their communicative competencies, they were classified as experts. Meanwhile, there was no significant difference among ELT teachers' appraisal in the three systems (F--value 2.21< t-value 3.35; 5% level of significance). It follows that Philippine education has maintained an undeviating quality of ELT teachers regardless of which system of education they belong. The result showed no variations in ELT competencies despite differences in modalities, urgencies, and the attainment of quality education. Findings also unveiled that the ELT teachers' appraisal and integration of ICT to language teaching are directly associated with their age, sex and civil status, and educational attainment. The higher the educational attainment, the higher the integration of ICT in language teaching. With these results, a policy development for the Professional Advancement Program in ELT was crafted.
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- 2023
36. Who Mentored You? A Study Examining the Role Mentors Have Played in the Lives of Americans over the Last Half Century.
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MENTOR: The National Mentoring Partnership, Garringer, Michael, and Benning, Chelsea
- Abstract
As the youth mentoring field has expanded and diversified in America over the last 30-plus years, many adults who care about getting these valuable relationships to more young people have asked questions about the scope and scale of mentoring in American society. In 2014, MENTOR first started to examine these societal level trends in a seminal research study that resulted in a report called "The Mentoring Effect," a first-of-its-kind attempt to capture the prevalence of both program-provided and naturally occurring mentoring relationships for America's youth. Needless to say, this research was highly illuminating as to who in society was receiving mentoring, what they were getting out of those relationships, and where there were critical gaps that needed filling. The years since that report have seen tremendous turmoil and changes in American life. Thus, MENTOR thought that the time was right to take a fresh look at some of these topics and to dig a bit deeper into the mentoring relationships that young people experience and the ways in which those relationships supported personal development and growth. MENTOR launched this research project with four core goals in mind: (1) Taking a fresh look at the mentoring "gap"; (2) Creating understanding about the growth of the mentoring movement over time; (3) Deepening the understanding of the value of mentoring on all American lives; and (4) Examining the things mentors do that young people find valuable. [This report was produced with Pacific Market Research. Funding for this report was provided by EY. For the Executive Summary, see ED626844. For "The Mentoring Effect: Young People's Perspectives on the Outcomes and Availability of Mentoring. A Report for Mentor: The National Mentoring Partnership," see ED558065.]
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- 2023
37. Education in the Digital World: From the Lens of Millennial Learners
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Cenita, Jonelle Angelo S. and De Guzman, Zyra R.
- Abstract
Purpose: The objective of this study is to determine Education in the Digital World: from the lens of millennial learners. This also identifies the cybergogical implications of the issue with digital education as seen through the lens of the outlier. Method: This study uses a mixed-methods sequential explanatory design. A quantitative method was employed during the first phase and the instruments of the study were distributed using google forms. The survey received a total of 85 responses and the results were analyzed using descriptive methods. Following up with a qualitative method, during the second phase the outliers were interviewed, and the results were analyzed using thematic analysis. The results of the mixed methods were interpreted in the form of cybergogical implications. Results: The digital education from the lens of millennial learners in terms of the Benefits of E-Learning and Students' Perceptions of E-Learning received an overall mean of 3.68 which was verbally interpreted as "Highly acceptable". The results reveal that millennial learners' perceptions of digital education are influenced by the convenience in time and location, the fruit of collaboration using online interaction, the skills and knowledge they will acquire using digital resources, and the capability of improving themselves for the future. Conclusion: E-learning significantly improves the quality of the learning and teaching process. Millennial learners with different learning styles and speeds were addressed by its usability and portability features. Millennial learners were able to adopt and learned how to use e-learning. Also, since it is self-paced learning, it allows them to study on their own time and schedule since e-learning can be accessed anytime and anywhere. However, the technological resources of the learners should be considered in the implementation of e-learning. Recommendations--The utilization of e-learning as a medium of instruction for millennial learners. Research Implications--The findings can be used by the institution to create guidelines, procedures, and policies for successfully implementing digital education or E-Learning.
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- 2023
38. Gen Z in the Room: Making Public Media by and with Youth for the Future
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Joan Ganz Cooney Center at Sesame Workshop, Madden, Mary, and Rood, Elizabeth
- Abstract
"Gen Z in the Room: Making Public Media By and With Youth for the Future" summarizes insights from 30 in-depth interviews with stakeholders involved in public media youth projects across the country, including professionals within the stations and young adults who participated in station projects when they were younger. The report documents what public media stations have learned from these youth projects over time. By looking at the various ways participants have thought about, approached, and experimented with youth engagement, the public media system can develop more thoughtful strategies for serving and providing a platform for this missing middle audience.
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- 2023
39. Current Term Enrollment Estimates: Spring 2023
- Author
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National Student Clearinghouse Research Center
- Abstract
"Current Term Enrollment Estimates Report" Series is published every January and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by degree level, institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. Starting in fall 2020, state-level enrollment data are also shown by institution sector. Community college enrollment grew slightly this spring (up 0.5%, 22,000 students from spring 2022), after large declines in the previous two years. A growing number of younger students, primarily dual enrolled high school students and freshmen, contributed to the uptick. Undergraduates at public and private nonprofit four-year institutions are still declining but at slower rates (-0.5% and -0.2%, respectively). [For "Current Term Enrollment Estimates: Spring 2022," see ED620639.]
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- 2023
40. The Learning Behaviour of Students Using E-Learning under COVID-19 Condition
- Author
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Hon Keung Yau and Jia Hui Chao
- Abstract
The present study assesses the efficacy of online education in the context of the COVID-19 outbreak, scrutinizes its merits and demerits, pinpoints encountered challenges, and presents targeted solutions. We used the survey in this study. Totally 312 questionnaires were collected. The findings indicate that learners expect online instruction to entail greater interactivity, socialization, personalization, and enhanced technology usability. Although online education provides certain advantages, such as flexibility and cost-effectiveness, it also engenders certain drawbacks such as inadequate opportunities for face-to-face interaction and feedback, high technical requirements, susceptibility to cheating, and insufficient monitoring and feedback. Future investigations could expand the sample size and generalize the findings to real-world contexts.
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- 2023
41. Reimagining the World Language Classroom through Open Educational Resources (OER)
- Author
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Laurie Massery, Ka Wing Cheung, and Anna Wachsmuth
- Abstract
This study provides a research-based approach to reimagining the world language classroom through open educational resources (OER), primarily in higher education. Using quantitative and qualitative analyses, we provide insight into students' perceptions of OER in world language education classrooms, with a specific focus on conversation courses. The results of the current investigation suggest that OER, and digital platforms in general, align with the values, behaviors, and learning styles observed in Generation Z students: environmental awareness (Falc, 2013), financial consciousness, and organic interconnectedness via social media. Most participants recruited for the study (n = 84) had used some type of online platform or digital resource while in college and said they were (or would be) comfortable using such resources in the world language classroom. To that end, most participants considered such materials to be more practical, engaging, entertaining, and relevant to everyday life than traditional textbooks. In fact, the survey items addressing the use of digital materials in world language courses were among the most highly ranked items in the survey. Consequently, the pedagogical implications of this study suggest that instructors consider using open educational resources that meet the interests, principles, and learning styles of Generation Z students, especially as they relate to world language learning.
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- 2023
42. Competency-Based Education and the Millennial Learner: A Perfect Pairing?
- Author
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Michael Anthony Figueiredo
- Abstract
Competency-based education (CBE) has become common practice for postsecondary education institutions that facilitate medical training in Canada and the U. S. (Campbell, 2020). In terms of theoretical framework, pedagogical delivery and effectiveness, the CBE approach has evolved over time, and so have students. During the rise of CBE approximately 7-10 years ago, it was common for higher education programs to largely consist of students of the millennial generation. It will be analyzed and determined whether CBE can in fact account for establishing a distinct relationship between its methodology and students. This literature-based study out of the University of Toronto defines and examines features of competency-based models while exploring characteristics and preferences in accordance with millennial learners in the medical setting. To do so, CBE teaching and learning theories will elucidate specific methods of student engagement. The findings will be assessed in consideration with classroom application, to determine whether the efficacy of CBE is the ideal strategy for millennial learners is supported or nuanced.
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- 2023
43. Cybersecurity Challenges and Awareness of the Multi-Generational Learners in Nepal
- Author
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Raj Kumar Dhungana, Lina Gurung, and Hem Poudyal
- Abstract
Increased exposure to technologies has lately emerged as one of the everyday realities of digital natives, especially K-12 students, and teachers, the digital immigrants. Protection from cybersecurity risks in digital learning spaces is a human right, but students are increasingly exposed to high-risk cyberspace without time to cope with cybersecurity risks. This study, using a survey (N-891 students and 157 teachers) and in-depth interviews (27 students and 14 teachers), described the students' cybersecurity-related experiences and challenges in Nepal. This study revealed that the school's cybersecurity support system is poor and teachers has very low awareness and competencies to protect students from cybersecurity-related challenges. To create a safe cyberspace for learners, it is urgent to enhance the cybersecurity awareness and skills of teachers, as the existing infrastructure is weak and there is a significant gap related to the cybersecurity awareness between students and teachers. Poor cybersecurity is one of the significant barriers to the quality of education in Nepal. In the age of information and technology, effective collaboration among parents, teachers, and students, the multigenerational learners, is the prerequisite for ensuring children's rights to learn in all settings including cyberspace.
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- 2023
44. Rainbow Nation Discourses among Black Millennial History Teachers in Relation to Post-Apartheid South African History
- Author
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Fezeka Gxwayibeni and Marshall Tamuka Maposa
- Abstract
Generational experiences create unique contextualised meanings for society. This is the case with millennials in South Africa, many of whom use social media to organise their lives and engage with issues pertinent to them, such as South Africa being a rainbow nation. Some of these millennials are history teachers who, when at work, have to teach an official history which may contradict some of their social media engagements. This motivated this article of which the aim was to identify the dominant conversations when relating to the rainbow nation among a selected group of Black millennial history teachers. In this interpretative phenomenological analysis (IPA) we used a qualitative approach in which 10 participants were involved in photo elicitation, semi-structured interviews, and focus-group discussions. Data were thematically analysed. The findings reflect millennials mainly engaged with violence, coloniality, victory, unity, and identity. The findings further suggest that the discourses were both contending and overlapping. We argue that millennial history teachers in South Africa hold different views about the rainbow nation: even though they paint the notion with predominant negativity, there is evidence of underlying positivity about it.
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- 2023
45. Listen to the Voices of Neglected Autonomous Learners: A Japanese Version of the Group Metacognition Scale Special for eTandem Learning
- Author
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Tam, Chui Ling
- Abstract
Group-level self-regulation significantly impacts online collaborative learning performance (Panadero & Järvelä, 2015). Recently, online collaborative learning has been actively implemented in English language education in Japan, and group-level self-regulation, closely related to online collaborative learning, attracts the attention of Japanese researchers. However, no instrument has been developed to measure group-level self-regulation. Therefore, this study aims to adapt the Group Metacognition Scale (GMS) developed by Biasutti and Frate (2018) to Japanese and test it with a sample of eTandem English learners in Japan. Then, a comparison of self-directed and teacher-directed learning was made using GMS to determine whether they differ in their three metacognitive processes: planning, monitoring, and evaluating. The results showed that the Japanese version of the GMS comprised 18 items consistent with the four factors of the original version and had good internal consistency. This suggests that the Japanese version of the GMS is a valid and reliable tool for research and practice with Japanese-speaking populations. In addition, a comparison of mean scores for metacognitive processes revealed that the group metacognitive skills required for self-directed learning could be improved.
- Published
- 2023
46. Determinants of Generation Z's School Orientation and Career Choice
- Author
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Mihaela Badea and Gina Florentina Tudorache
- Abstract
In the context of the globalized society where the digital revolution has projected waves of economic, political, cultural, family, etc. dimensions, we are discussing the digital generation which, due to its psychological profile, has been given various names: Generation Z, Wireless Generation, Wi Fi Generation, Facebook Generation, Instant Generation, etc. Considering the common patterns of young people who belong to this generation - of thinking and relating to themselves, to society, to the activity carried out - the purpose of the study is to identify the factors that influence them in their school orientation and professional choice. The sample is made up of 90 students enrolled in the first year of undergraduate university study programs from the faculties of Humanities and Sciences and Economic Sciences of the Petroleum and Gas University of Ploie?ti. In order to collect relevant information regarding the determining factors in the school orientation and professional choice of young people belonging to generation Z, a questionnaire-based survey was used, applied online to first-year students enrolled in various specializations belonging to the two faculties mentioned above. Also, a focus group discussion proved to be useful to identify details about young people's aspirations, expectations and representations regarding school and professional orientation. The analysis of the data obtained following the application of the questionnaire, but also during the focus-group discussion, highlighted the different benchmarks that the young generation Z have in shaping their professional approach, beyond the common patterns impregnated by the digital society. The difference is given by the extent to which they are concerned with looking for answers to the questions "who am I?", "what do I want to become?", based on which they can outline their self identity.
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- 2023
47. Financial Education in the Digitalization Era: A Bibliometric Analysis
- Author
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Feibry Feronika Wiwenly Senduk, Ery Tri Djatmika, Sri Umi Mintarti Widjaja, and Madziatul Churiyah
- Abstract
In the era of digitalization, financial education is essential because it is one of the most critical skills a tech-savvy generation z can acquire. Seeing the rapid change in financial access from traditional to digital today, with bibliometric approach seeks to present how financial education is needed in digital finance. It is increasingly evolving so that Generation Z does not fall into digital traps such as credit and impulsive purchases. Based on the Scopus database, 137 documents have been published from 1999 to 2022. Journals, authors, countries, articles, themes, and publication trends have been used to identify influential works, describe financial education in the era of digitalization, and identify gaps. The United States is the leading producing country with 69 documents and is also the most in citations. In addition, bibliometric analysis shows that the journal of financial counseling is the most productive journal researchers often go to on financial education; next, there is Journal of Consumer Affair. Of the 332 keywords used in the document, financial literacy, financial knowledge, and financial behavior are often identified. Recent themes identified in the last three years include financial inclusion, digital finance, and financial technology. This study provides a comprehensive overview of the state of research on financial education in digital finance for generation z in the transition period to lead to financial well-being. The results are particularly relevant for children studying financial education, given the rising levels of credit and impulsive purchases for Generation Z in the digital financial age, which exposes individuals to fast financial services and requires informed decision-making. This study helps academic researchers know the core of financial education and identify relevant areas that need to be investigated in future research. [For the full proceedings, see ED654100.]
- Published
- 2023
48. An Educator's Guide to Project-Based Learning: Turning Theory into Practice
- Author
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Fey Cole and Fey Cole
- Abstract
"An Educator's Guide to Project-Based Learning" will inspire practitioners to implement project-based learning effectively and identifies the importance of creative and innovative classrooms for highly successful educational outcomes. Project-based learning is becoming increasingly popular for research and practice. By creating the opportunity to shift from traditional methods of teaching to giving pupils ownership of their learning journey, this highly accessible book takes you through how to implement project-based learning effectively, and identifies the importance of creative and innovative classrooms for successful educational outcomes. Dipping into a range of case studies, chapters in this essential resource encourage students to gain confidence when provided with the opportunity to explore their natural curiosity. This book will also highlight how to use project-based learning across different age groups and subject areas, providing readers with insights into new learning environments and the opportunity to learn from others. Each section includes practical examples as to how to implement project-based learning and draws on the experiences of educators working in a variety of educational settings. Covering all the phases, from the Early Years to Higher Education and Adult Learning, this book will be a key resource for teachers, practitioners and educational leaders across all the stages of education.
- Published
- 2024
49. The Relationship between Self-Regulated Learning and Executive Functions--A Systematic Review
- Author
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Laura Dörrenbächer-Ulrich and Marius Bregulla
- Abstract
Self-regulated learning (SRL) and executive functions (EF) are broad concepts stemming from different research areas. They have been defined and modeled in various ways and are repeatedly related to each other in the literature, but so far, no systematic analyses of these relations have been published. Therefore, a systematic analysis of their relationships described in the literature was conducted. Nineteen studies were synthesized concerning different categories (age groups, measurement methods, role of metacognition, relation to achievement, and longitudinal/intervention studies). In general, primarily low to moderate correlational relationships between SRL and EF were reported, with no detectable pattern depending on the age group. Measurement methods used to capture SRL and EF seem to influence the size of the correlations, with indirect measures correlating higher than direct/indirect measures. In addition, there is evidence that metacognition mediates the relationship between EF and SRL. In general, the notion that EF predicts SRL but not vice versa is supported. Following the systematic review, the results are critically discussed in the light of non-generalizable samples, measurement methods, and results interpretation issues. Suggestions for theory building and promising future research are given.
- Published
- 2024
- Full Text
- View/download PDF
50. Teaching and Learning in Uncertain Times: Thinking with Multiple Crises
- Author
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P. J. White, E. Mayes, B. Sutton, J. P. Ferguson, and M. Green
- Abstract
Teachers are working in disturbing and challenging times, characterised by coterminous crises, the COVID-19 pandemic and human induced climate change; these are transforming our working conditions and the lives of students and teachers. In this research, we looked to our own pedagogical practices as teacher educators to collaboratively explore what it means to be teachers and learners in uncertain times of multiple crises. We use a collaborative autoethnographic methodology to better understand the kind of educator these times demand and consider the implications for teacher education. Through fictionalised, co-constructed vignettes that act as pedagogical encounters, we explore our collaborative experiences in relation to multiple crises: in the classroom, at climate strikes, and in conversations with teachers during the pandemic. We use these vignettes to think with and through teaching during the global pandemic and the climate catastrophe, and with young people's climate activism. Thinking with these vignettes, we analyse the ways (young) people across the world were "already" creating and are continuing to create, prefiguratively, different possible futures through public and 'everyday' modes of political action for climate justice, and what this might mean for teacher education.
- Published
- 2024
- Full Text
- View/download PDF
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