University of Windsor, Ontario: Open Journal Systems
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Challenges and Solutions in School Management in Binduriang Sub-District: A Descriptive Qualitative Approach
No full textThis study examines the management of education in a crime-prone area, specifically through a case study in the Binduriang district of Rejang Lebang district of Bengkulu province, Indonesia. This area is known for its high crime rates, which are especially associated with drugs, gambling, theft, and robbery. The study used a descriptive qualitative approach, collecting data through semi-structured interviews and open-ended questionnaires from nine school principals and 10 teachers in the Binduriang subregion. The data analysis used thematic analysis, which included transcription, manual and NVivo coding, categorization, and subject identification to ensure strict pattern recognition and reliable findings. The results show that the main challenges in managing Binduriang education include limited human resources, insufficient financial resources, and a lack of community participation and educational awareness. The study also highlights a number of solutions implemented, such as improving teachers\u27 skills through workshops, and collaborating with security forces and other stakeholders. In addition, the study proposes practical plans to improve the quality of education, including the formation of a strong management team. It also aims to contribute to the understanding and resolution of educational management problems in crime-prone areas, and can serve as a model for other regions facing similar challenges
Narrative Inquiry in Language Teaching and Learning Research (Second Edition)
No full textWithin the diverse range of methodological choices available to researchers, especially those who find their research orientation leaning towards the qualitative research paradigm, narrative inquiry has emerged as a significant yet understated focus for 21st-century applied linguists, undergraduate students, and postgraduate scholars working on their investigations into language teaching and learning experience. This seemingly new methodological development in applied linguistics has drawn its inspiration primarily from sociological and psychological literature (Barkhuizen, Benson, & Chik, 2014) and thanks to the inspiring work of Connelly and Clandinin (1990) and has eventually transitioned into many other domains, including social sciences and humanities (Connelly & Clandinin, 1990; Lieblich, Tuval-Mashiach, and Zilber, 1998; Pinnegar & Daynes, 2007; Riessman & Speedy, 2007; Webster & Mertova, 2007), even though narrative inquiry has been practiced before (Clandinin & Rosiek, 2007). With the increasing scholarly contributions and published empirical research, narrative inquiry has evolved into a vital and multifaceted methodology that, while rooted in sociological and psychological foundations, has gained widespread recognition across various disciplines, particularly in applied linguistics, as an optimal investigative route for exploring lived experience of language teaching and learning
Additional-Language Learning, Interdisciplinary Instruction, and Technology
No full textIn this issue, we focus on additional-language learning, interdisciplinary instruction, and technology. We begin with two additional-language articles, including one on foreign language teachers’ and students’ attitudes toward oral-corrective feedback in traditional and technology-enhanced classes, and another on the relationship between English-medium instruction (EMI) effectiveness factors and students’ EMI course satisfaction. Then, we present three interdisciplinary teaching articles, including one on fostering interdisciplinary cooperation and integration of technology in the teaching about socio-scientific issues, another on teaching literacy in an elementary-school classroom while incorporating Indigenous literacy scholarship, and a third on integrating political, social, and contemporary paradigms to teach biology. We then share two technology-oriented articles, including one on evaluating the readiness of students to use Virtual Reality technology to learn physics, and another describing gender differences regarding the level of emerging digital technologies’ competencies of STEM pre-service teachers. Five additional articles are presented on the topics of intersectional pedagogy, student engagement, transition from pre-service to in-service teaching, educational leadership, and teaching in low-economic background schools. This issue includes two book reviews
Reflections on the TRC’s Mandate to Law Schools: Microscopic and Macroscopic Changes
No full textThe Truth and Reconciliation Commission’s [TRC] mandate to law schools is multi-faceted in its pedagogical substance and process. The mandate entails rejecting terra nullius and its associated colonial assumptions within Canadian law as taught and a new valorization of Indigenous legal orders. This change is challenging because it can implicate law school community members’ sense of individual personal and professional identities. Understanding the depth of these potential implications can help to explain TRC implementation as a long-term project, involving growth at both individual and institutional levels. To fulfill the TRC mandate, one law school changed the requirements for a law degree, including adding a class into the first year program. This addition was reviewed internally in 2023. The internal review identified several challenges; in particular, the course attempted to cover too many diverse topics and objectives within a single class. The course was also placing significant demands on instructors (and students) due to occurrences of interpersonal conflict and racism, as well as students’ disparate levels of background knowledge. Curriculum proposals were made that aimed to manage learner defensiveness, reduce instances of racism in communications, and decouple distinct topics and learner objectives from one another, allowing for more effective instruction, scheduling, and learning. By using a settler harm reduction approach to legal education, as well as the goals of decolonization and Indigenization, we explain the challenges identified in the internal review and responses proposed. We discuss change as a multilevel process and consider how individuals’ experiences can inform broader curriculum and institutional choices.Le mandat confié par la Commission de vérité et réconciliation (CVR) aux facultés de droit comporte plusieurs volets sur le plan du contenu et du processus pédagogiques. Ce mandat consiste à rejeter la notion de « territoire sans maître » (terra nullius) et les hypothèses coloniales qui y sont associées dans le droit canadien, tel qu’il est enseigné, ainsi qu’à procéder à une nouvelle valorisation des ordres juridiques autochtones. Ce changement comporte son lot de défis car il peut faire entrer en jeu le sentiment d’identité personnelle et professionnelle individuelle des membres du milieu des facultés de droit. Le fait de comprendre l’ampleur de ces répercussions possibles peut aider à expliquer la mise en œuvre du mandat de la CVR en tant que projet de longue durée, qui soit source de croissance sur le plan tant individuel qu’institutionnel. Pour s’acquitter du mandat de la CVR, une faculté de droit a changé les exigences à remplir pour obtenir un diplôme en droit, dont l’ajout d’un cours au programme de première année. Cet ajout a fait l’objet d’une révision interne en 2023, et celle-ci a permis de relever sept défis; plus particulièrement, le cours tentait de porter à la fois sur un trop grand nombre de sujets et d’objectifs diversifiés. Il imposait aussi un fardeau considérable aux enseignants (et aux étudiants) à cause de cas de conflit et de racisme interpersonnels, ainsi que de niveaux différents de connaissances de base chez les étudiants. Des propositions ont été faites en vue de gérer l’attitude défensive des apprenants, de réduire les cas de racisme dans les communications et de dissocier des sujets distincts et des objectifs d’apprentissage les uns des autres, de façon à rehausser l’efficacité des activités d’enseignement, de planification et d’apprentissage. En adoptant pour la formation en droit une approche fondée sur la réduction des préjudices causés par la colonisation, ainsi que sur les objectifs de décolonisation et d’autochtonisation, nous expliquons les défis qui ont été relevés au cours de cette révision interne, de même que les solutions proposées. Nous analysons les changements comme un processus à plusieurs niveaux et nous examinons comment les expériences de diverses personnes peuvent mener à des choix plus vastes sur le plan pédagogique et institutionnel
A Moderate Defense for Visual Arguments: Dynamic Existentialism and the Expansion of Argumentation Theory
No full textAbstract: This paper critically examines the ongoing debate over the legitimacy of visual arguments and proposes a resolution to this issue. Using a type-theory framework, the legitimacy of visual arguments is addressed through two key sub-problems. First, the paper argues that visual arguments exist, with their existence grounded in dynamic existentialism. Second, it contends that visual argumentation theory can expand argumentation theory in both descriptive and normative aspects. The paper advocates for a moderate defense of visual arguments, offering a stronger foundation for future research in the field.
Résumé: Cet article examine de manière critique le débat actuel sur la légitimité des arguments visuels et propose une solution à ce problème. En s\u27appuyant sur la théorie des types, la légitimité des arguments visuels est abordée à travers deux sous-problèmes clés. Premièrement, l\u27article soutient l\u27existence des arguments visuels, fondée sur l\u27existentialisme dynamique. Deuxièmement, il soutient que la théorie de l\u27argumentation visuelle peut élargir la théorie de l\u27argumentation, tant sur le plan descriptif que normatif. L\u27article prône une défense modérée des arguments visuels, offrant ainsi une base plus solide aux recherches futures dans ce domaine.
Technology, Differentiated Instruction, & Teaching 21st-Century Skills
No full textIn this issue, we focus on technology, differentiated instruction, and teaching 21st-century skills. We begin with two technology-related articles, one that investigates the effect of virtual reality teaching and the interaction effect of gender and teaching methods on university students’ academic performance, and another that explores teachers’ perspectives on using ICT-based learning resources in schools. Then, we present two differentiated instruction articles, including one that synthesizes and analyzes the empirical evidence related to the effectiveness of differentiated instruction in diverse educational contexts, and another that explores specialized undergraduate programs for autistic college students and how faculty members who teach autistic students approach and promote self-advocacy. We then share three articles on the teaching of 21st-century skills, including one that demonstrates efficacy in enhancing students’ problem-solving abilities and self-efficacy in STEM fields, one that illustrates the impact of the autonomous learning approach on learners and assesses their ability to sustain the learning process, and one that describes the experiences at four different Australian universities to showcase some of the innovative approaches taken to embed workforce-integrated learning in accounting education. Five additional articles are presented on educational globalization, pedagogical research competence, ecological literacy, and the teaching of idioms. This issue concludes with one dialogue and commentary paper, and a book review
Once Traitors, Now Butterflies: Examining the Role of Remittances and Migration in Cuba Following the 1961 Economic Blockade
No full textThe successful Revolution of 1959 marks the moment when the Cuban people emerged from under the influence of the United States to assert their increased autonomy and begin to chart their own course of history. While they found success in the years immediately after the Revolution, Cuba was exposed to the unpredictable forces of the international economy following the collapse of the Socialist Bloc in 1991, and the loss of its most important trade partner, the Soviet Union. To conduct trade on the international market, Cuba sought to generate foreign currency. The two most successful sources of hard currency that emerged during this Special Period were tourism and remittances from abroad. This new embrace of foreign currency is an about-face from the previous Cuban policy, enacted in 1979, which banned the possession of U.S. currency for Cuban citizens but permitted it for tourists and foreign diplomats.1 This did not stop migrants from sending money, and after 1991, remittances became a crucial source of hard currency for the Cuban government. At the same time, the Cuban government became increasingly dependent on the flow of remittances in the 1990s. The U.S. used this period of economic instability to tighten sanctions on Cuba and implement some of the most debilitating policies to date
Reply to Yu and Zenker
No full textAbstract: Yu and Zenker (2022) argue that the oft-made distinction between convergent and linked argument structure is problematic. If their account holds, the linked/convergent distinction, at least as I have characterized it (Freeman 2011), seems to violate the dictum that structural analysis should come before evaluation. In this Reply I defend the position that we do not need to estimate or determine argument strength to determine whether the premises of an argument are linked or convergent.
Résumé: Yu et Zenker (2022) soutiennent que la distinction souvent faite entre structure d’argumentation convergente et structure d’argumentation liée est problématique. Si leur explication est valable, la distinction liée/convergente, du moins telle que je l’ai caractérisée (Freeman 2011), semble violer le dicton selon lequel l’analyse structurelle doit précéder l’évaluation. Dans cette réponse, je défends la position selon laquelle nous n’avons pas besoin d’estimer ou de déterminer la force de l’argument pour déterminer si les prémisses d’un argument sont liées ou convergentes
Global Research Trends on Learning Technology in Psychology: A Bibliometrics Analysis
No full textThe urgency of this research stems from the growing use of learning technology in psychology, particularly since the COVID-19 pandemic accelerated the adoption of remote and technology-based learning. Although numerous studies have been conducted, the understanding of global trends in this topic remains limited. This study aims to analyze global trends related to learning technology in psychology using bibliometric methods. The methodology employed in this research is bibliometric analysis, using VOSviewer software to map prominent topics frequently discussed in academic literature from 2004 to 2024. The findings reveal that deep learning, self-efficacy, social relationships, and the impact of COVID-19 are dominant themes within learning technology in psychology. Additionally, a significant increase in publications and citations on this topic has been observed over the past two decades. The study also identifies six main clusters that illustrate interconnections among themes. In conclusion, learning technology is increasingly vital in educational psychology, particularly in student motivation, engagement, and performance. This research comprehensively maps global trends in learning technology within psychology. It identifies opportunities for further study, particularly regarding the impact of technology in the post-pandemic era
Generative AI in Higher Education: Guiding Principles for Teaching and Learning (Volume 1)
No full textThe rise and promises of Artificial Intelligence in Education (AIED) has long been a topic of both excitement and skepticism (Chiu, 2023; Dwivedi et al., 2023; Farrokhnia et al., 2023; Hwang et al., 2020; Wang & Li, 2024). Higher education institutions exhibit different perspectives towards Generative AI (GenAI), with some institutions regarding it as a double-edged sword, a threat to academic integrity and thus outright prohibiting its application. Others, however, have actively incorporated it into academic practices as an innovative tool, developing ethical usage frameworks to ensure appropriate usage and integration. Nartey’s (2025) book Generative AI in Higher Education: Guiding Principles for Teaching and Learning aims to guide higher education institutions in embracing, accepting and implementing GenAI to transform the educational experience. It addresses key concerns about AI use in higher education, such as ethics, authenticity, equity, accessibility, and job impact. The author argues that these concerns should not hinder institutions from moving forward. Instead, they should guide the development of policies and guidelines that ensure AI’s benefits are realized without increasing existing inequalities or compromising the core mission of higher education: educating, inspiring, and preparing students to contribute meaningfully to society. The book provides guiding principles for using GenAI effectively and ethically to enhance teaching and learning without undermining academic integrity. It outlines a strategic roadmap for institutional implementation while critically addressing the complexities and ethical dilemmas inherent in adopting GenAI technologies within higher education contexts. This book clarifies that GenAI systems, like ChatGPT, are not inherently problematic; the central challenge lies in users\u27 ethical engagement with them. It stresses that responsible interaction, not the technology itself, shapes societal outcomes. The book is divided into the following sections: an introduction, chapter one, chapter two, and chapter three