International Journal of Progressive Education (IJPE)
Not a member yet
958 research outputs found
Sort by
Addressing Microaggressions%253A The Anti-Oppressive Case Conceptualization Framework in Counselor Education
Full text linkTransgender and gender-expansive (T%252FGE) youth, who are Black, Indigenous, and Persons of Color (BIPOC), are at the crux of multiple marginalized identities and experience multiple forms of marginalization stress. Microaggressions are particularly potent, often covert acts of oppression that activate the stress response, and occur both in the counseling environment and in the counselor education classroom. Counselors-in-training (CIT) may benefit from a structured case conceptualization framework that integrates antioppressive pedagogy (AOP) with an approach to case formulation that is concrete and accessible to CITs. This teaching brief provides counselor educators with an antioppressive case conceptualization framework (ACCF) for use during fieldwork. Readers are also provided with classroom strategies to model antioppressive practices and address microaggressions in the classroom
The Use of Intelligent Tutoring Systems in Primary School Mathematics Education%253A A Systematic Literature Review
Full text linkThis study aims to establish a framework for the use of Intelligent Tutoring System (ITS) in primary school mathematics education based on the existing literature and to reveal its role in the learning process. To this end, a systematic literature review was conducted. Following the PRISMA approach, a total of 24 articles published between 2005 and 2025 in the WoS, Scopus, EBSCOhost, and ERIC databases were analysed. The results indicate that the use of ITS in primary school mathematics education predominantly focuses on the Numbers and Operations learning domain. It was determined that a majority of the studies were conducted using quantitative and design based research designs. The results demonstrate that the integration of ITS enhances students’ academic achievement, problem-solving skills, and learning motivation. Furthermore, individualized, and adaptive learning opportunities were identified as the most significant advantages of use of ITS in primary school mathematics education. However, some of the studies reported that the competitive features embedded in the system occasionally led to decreased student motivation. Additionally, the results suggest that ITS contribute to reducing teachers’ workload
Integration of Fascial Exercises Into The Ministry of National Education Individual Voice Training Curriculum
Full text linkThis study examines the extent to which fascia-based exercises can be pedagogically integrated into the Ministry of National Education (MoNE) Individual Voice Training curriculum, with particular focus on the “Teaching–Learning Practices” related to preparing the body for singing. The primary aim is to analyze existing curricular practices through the lens of contemporary fascia science and movement-based pedagogy, and to propose a structured, sustainable integration framework aligned with international literature. Using a qualitative document analysis design, official MoNE Individual Voice Training curricula implemented from Grades 1 to 8 were systematically reviewed. Preparatory practices related to bodily warm-up, posture, breathing, diaphragm use, vocal warm-up, and articulation were examined through predefined analytical criteria and interpreted using descriptive analysis.Findings indicate that while the curriculum consistently emphasizes preparing the body for singing, these practices are not conceptualized within an explicit fascia-based or movement-oriented pedagogical framework. In particular, the interpretation of “upright posture” as static and rigid poses potential risks for breath coordination, bodily fluidity, and vocal resonance. However, the strong emphasis on breathing and diaphragmatic work provides a viable entry point for fascia-based integration. The study proposes a concise, four-stage fascia-based preparation protocol, dynamic mobilization, breath–movement coupling, multi-planar%252Fcross-body coordination, and transition to phonation, that preserves existing curricular goals while enhancing effectiveness, vocal health, and sustainability. This research contributes to voice pedagogy by offering the first literature-informed, fascia-based integration model for primary and lower secondary voice education within the Turkish national curriculum (Grades 1–8)
Teacher Engagement in Homework%253A The Case of Private and Government Secondary Schools in Addis Ababa
Full text linkThis study explored teachers%20 engagement in homework across private and public secondary schools in Addis Ababa. A qualitative method with an embedded approach, ensuring validity and reliability by incorporating member checking, conducting extended site visits, and utilizing peer validation, was employed. The study involved 30 participants, including 12 teachers, 12 students, and six school leaders. The collected data was analyzed thematically. The study reveals that many teachers are not well-trained in creating effective homework assignments, even though they assign homework that fits the curriculum. They often do not consider the diverse needs of students, tend to give less time for homework, and are unable to prepare engaging and creative homework. During the homework assignment process, they impose penalties for incomplete work, as well as overseeing and completion of homework face challenges with large class sizes, cheating, and improper technology use. Private schools generally provide better feedback on homework than public schools. Many teachers express unhappiness with homework due to heavy workloads, stress from grading, and negative views on digital technology, along with parental criticism in low-performing schools.
The analysis reveals distinct variations in homework practices between public and private secondary schools. These factors significantly impact the effectiveness of homework. Therefore, it is essential for policymakers and stakeholders to reevaluate the methods of crafting, implementing, assessing, and perceiving homework in order to improve children%20s learning outcomes and overall performance
An Investigation of Pre-Service Social Studies Teachers%20 Metaphorical Perceptions Towards the Concept of Artificial Intelligence
Full text linkThe aim of this study is to determine the perceptions of pre-service social studies teachers towards the concept of artificial intelligence through metaphors. The research was conducted with phenomenology design, one of the qualitative research methods. The participants of this study consists of first, second, third, and fourth grade pre-service social studies teachers studying at the faculty of education of a state university in Ankara. The data obtained were analyzed by content analysis method. The results showed that the most common metaphor categories produced by the participants were Help Mechanism, Serving to Purpose, Complexity, Infinity, and Damaging. On the other hand, the metaphor categories produced in common at all grade levels from the first grade to the fourth grade were Help Mechanism, Serving to Purpose and Harmful. In this study, it was found that the participants generally had positive images towards the concept of artificial intelligence. It was also determined that pre-service social studies teachers had various concerns about the concept of artificial intelligence, albeit in small numbers. According to the findings, it is recommended to conduct more extensive and comprehensive research on the concept of artificial intelligence. In addition, it was also suggested that the factors that negatively affect the perceptions of pre-service social studies teachers towards the concept of artificial intelligence should be studied through qualitative research
BTEC Assessors of Levels 2 and 3 in the Kingdom of Jordan%253A Challenges and Solutions
No full textThis study aims to identify the challenges faced by assessors (teachers) of the National BTEC Program at the 2nd and 3rd levels in schools across the Kingdom of Jordan, as well as the solutions proposed by the assessors themselves. The research employed a qualitative approach, utilizing a phenomenological design. Semi-structured individual interviews were conducted with twelve assessors (both male and female) from public and private schools, along with a focus group interview with four assessors (both male and female), in order to gather their perspectives on the challenges and proposed solutions. A criterion sampling method was used to select the sample. The assessors identified three main issues within the program%253A challenges related to student engagement and participation, educational challenges, and stringent administrative restrictions. In response, the assessors proposed several solutions, including the provision of essential resources for the program, enhancement of professional development for assessors, offering student support, and revising current policies. The study recommends further investigation to assess the effectiveness of these proposed solutions on the professional program
A Comparative Study of Parent Engagement in Homework%253A The Case of Private and Government Secondary Schools in Addis Ababa
Full text linkThis study examined parent engagement with their children%20s homework in public and private secondary schools in the city of Addis Ababa. Through a qualitative case study approach, the researchers interviewed a total of 30 participants%253A 12 teachers, 12 parents, and six school leaders. Member checking and peer review were conducted within the research team to ensure validity and reliability, and the findings were then summarized by theme. Overall, the study highlights the complex relationships between school type, socioeconomic status, parental academic support, and supportive environments. The findings suggest that parental engagement is significantly higher in private schools, where well-educated and affluent parents are more likely to be involved in their children%20s homework. In contrast, public schools, which serve predominantly low-income families, struggle with parental involvement, citing communication and socioeconomic barriers. Notably, the study highlights the varying strategies employed by schools to promote parental involvement, with private schools focusing on incentives and extracurricular activities and public schools offering tutoring services. While both school types emphasize a positive learning environment, the approach to homework and parental involvement differs significantly. The study%20s results underscore the need for schools to adopt context-specific strategies that cater to the diverse needs of their student populations, taking into account socioeconomic factors, parental academic support, and creating a conducive homework environment. By doing so, schools can foster a more inclusive and supportive environment that promotes parental engagement in homework and, ultimately, improves student academic outcomes
Mathematical Modeling Studies on Geometry Subjects%253A What, How, When. A Systematic Literature Review
Full text linkThe aim of this study is to conduct a systematic review of mathematical modeling studies on geometry between 2007 and 2023. For this purpose, trends in the scope and methods of the studies to be examined were determined. A systematic literature review was conducted through ERIC, Web of Science and Scopus databases that the researcher%20s institution had access to. In this context, it was realized that there were a limited number of articles. All studies from the databases that met the inclusion criteria determined within the scope of the research were included. As a result of the analysis, it was seen that most of the studies dealing with geometry topics were conducted in 2022, and qualitative analysis was mostly adopted in the studies. When the application levels of the studies were examined, it was seen that conducting research with high school students was more preferred. When the aims of the studies examined are considered within the framework of findings and results, it is possible to classify the aims in 4 subcategories. These are, respectively, the transfer of mathematical knowledge outside the classroom and the effect of the techniques used in this process on the skills in the modeling process, the transfer of mathematical situations to real life situations, the effect of modeling problems on the problem solving process and activity design, and the examination of the transition between the modeling cycle steps in the modeling problem solution phase. As emphasized in the literature, the aims of the studies were generally on the development of mathematical skills through mathematical modeling. When the implementation options of the articles in the classroom were examined, geometry topics in mathematical modeling were mostly given in a technology-supported environment. In addition, it is seen that Geogebra is the most prominent application among different technological tools during modeling. In this direction, it is thought that the study will provide a holistic perspective to the data of the researches conducted so far and will give an idea to future mathematical modeling studies in geometry
Changing from a Two-Model System back to a One-Model System%253A A Qualitative Study on an International Baccalaureate (IB) Middle Years Program English Department from the Perceptions of the Teachers as the School Responds to Educational Reforms and IB Requirements
Full text linkInternational Baccalaureate (IB) Chinese Internationalised Schools who teach compulsory education are tasked with meeting the demands of both the Ministry of Education (MOE) and the IB. This follow-up study documents the transition of a Middle Years Program English department from a Two-Model System back to a One-Model System to meet requirements of both respective authorities. Advantages of the One-Model System are presented including communication, but continued disadvantages highlighted in the Two-Model system are also present, specifically the appropriateness of the MYP for students of low level English ability. Assessment tensions are underscored with school leadership forcing MYP teachers to inflate MYP summative assessment scores while also requiring teachers to implement unstandardized in-house Chinese National Curriculum ‘based’ examinations. Scores from both forms of assessment were used interchangeably as a measurement to determine student phasing. Reasons for these assessment policy changes were related to parents, marketing, and preparation for Chinese national examinations. The use of inflated MYP assessment scores and non-standardized in-house examinations raises questions about the legitimacy of this CIS’s MYP English teaching and learning practices and perhaps the greater Chinese context as CIS who to teach the MYP implement policies to meet MOE CNC examination requirements
What do Teachers Think About Critical Thinking%253F
Full text linkThis paper investigated what teachers thought about critical thinking. This study adopted a qualitative research design. The sample consisted of 21 participants. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. The results showed that participants associated critical thinking with questioning, in-depth comprehension, assessment, and developing a different perspective. They believed critical thinking was necessary for achieving self-improvement, developing different perspectives, building resilience to misinformation, and solving problems. They stated that teachers with critical thinking skills were tolerant and self-critical individuals who could look at things from a different angle. They noted that they conducted discussion, problem-solving, and question-and-answer sessions to help their students develop critical thinking skills. They recommended that teachers provide safe environments for students to spark their curiosity and encourage them to question things to help them develop critical thinking skills