Journal of Advances in Education Research

8

Authors: Martha L. Escalante, John R. Slate

In this study, the degree to which differences were present in reading for Grade 3 students; in reading and writing for Grade 4 students; and in reading and science for Grade 5 students between charter and traditional elementary public schools in Texas was determined. Participants in this study were Grades 3, 4, and 5 students who took the 2015 State of Texas Assessments of Academic Readiness Reading, Writing, and Science tests. Grade 3, 4, and 5 students who were enrolled in traditional public schools had statistically significantly higher reading, mathematics, writing, and science scores than did students enrolled in charter schools. Implications of these results are provided.

8

Authors: Moritz Muessig, Jasmina Sterz, Maria-Christina Stefanescu, Bernd Bender, Sebastian H. Hoefer, Miriam Ruesseler

Feedback is an essential part of the learning process during undergraduate medical training especially in acquiring practical skills. This study investigates the impact of video feedback on the acquisition of sterile working competencies as an example of a complex practical skill. Fourthyear medical students enrolled in the mandatory skills training completed a 210-minute training unit of ‚wound care’. Oral feedback was received directly after the practical procedure. In the study group, the performance was video-taped and reviewed directly thereafter. Afterwards, students completed a 5-minute OSCE. One to three month later, students were re-assessed as part of their regular practical skills assessment. A total of 107 students were included in the study. There were no significant differences between the two study groups at both point in times. In the present setting and skill, video feedback seems to have no impact on skills’ acquisition.

12

Authors: Kai Horsthemke

Inclusion in education and upbringing is understood as belonging, as the opposite of exclusion. How do people with cognitive and physical impairments learn, and how do they acquire knowledge? Access to schools and other institutions of learning is not the same as access to knowledge. In addition, opportunities for learning and the imparting and grasping of knowledge differ from person to person. Nobody can be included everywhere or demand unqualified access. It would be desirable but it is not always possible to be able to determine where and how one is to be included. In cases of limited autonomy there has to be a kind of selection and control of knowledge. This means the young and the cognitively impaired do not have unconstrained access to knowledge. Educators and parents are responsible for selecting and controlling knowledge for the young and the cognitively impaired. How this can be done justly? How ought one to deal with the knowledge claims and the epistemic and cognitive abilities of those with relevant deficiencies? Under what circumstances can one speak of knowledge here? And what would be the basis for inclusion within a knowledge community?