A Novel Online Education Reform Model Based on Risky Decision-Making under the Situation of Internet Plus

In the new situation of Internet plus, information technology has been widely applied in education, and hence online education has attracted wide attention from all walks of life. Today’s society is a risk society, and risk is everywhere. Online education reform is also risky, which is determined by many reasons. Some risks will cause certain losses to the online education reform, so based on risky decision-making, it is necessary to carry out online education reform under the new situation of Internet plus. At first, the risky decision-making in online education reform is analyzed, which is the risk of online education reform in risk society and the allocation logic of online education reform. Then, taking interval type-2 fuzzy logic (IT2FL) as the information environment, this study proposes the optimal risky decision-making method based on IT2FL utility functions, IT2FL entropy, and risk preference factor of online education reform to solve the multipath risky decision-making problem of online education reform. Finally, the experimental results show that, in the risky decision-making model, the decision-maker’s risk preference has an impact on the path weight and the ranking of the scheme, and the idea has a certain reference role for risky decision-making. Compared with the three benchmarks, the proposed method has the fewest ranking time with the same ranking results.

Integrating Computational Thinking and Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

Failure and Improvement in Elementary Engineering

Recent science education reform documents in the United States have called for teachers to teach content related to engineering and science and to do so by engaging students in disciplinary practices. One important practice of engineering is improving from failure. Thus, students should experience productive failure as part of engineering design activities. However, engineering is a new subject for most elementary teachers. Historically failure has had negative connotations in elementary and precollege classrooms. To scaffold students through failure as they learn from and improve engineering designs, teachers will need to understand failure and pedagogical strategies for managing it. This study uses discourse analysis of video from eight elementary classes engaged in engineering to examine the nature of failure in engineering design projects. It also investigates how the collective actions of students and teachers support or constrain the process of improvement from engineering design failure. From these data, we propose a model of improvement through failure. This includes a classification of types and causes failure as well as facilitating conditions that must be present for improvement. We explore three features of engineering and three features of classroom cultures that contribute to learning to engage in productive failure.

Analysis of Trends and Management Pattern of Educational Aid in Nepal

This research article, “Analysis of Trends and Management Pattern of Educational Aid in Nepal: An Empirical Analysis” aims to analyze the trends and management pattern of education aid in Nepal. Aid is the essential means to remove the bottleneck of development in Nepal. Since 1952 AD international donors have been supporting education sector reforms in Nepal with individual basis. Aid program Education for All (EFA), (2004-2009 AD) was established with donors and Nepal Government Joint Financing Agreement (JFA) for the school education reform. Then after, EFA (2001-2015) established education aid for the reform of primary education in Nepal. This research used the secondary data from the different sources of information and used the descriptive research design for data analysis. The researchers concluded that the educational aid trend is in increasing way in each year, only effective management will fulfill the target and increase the effectiveness of the educational aid in the context of Nepal.

Project PROBE (Providing Research- Based Opportunities for Better Education): Addressing Gaps through Research in Education

This research determined the effectiveness of Project PROBE (Providing Research-Based Opportunities for Better Education) in addressing gaps on teachers’ research capabilities and utilization. Parameters were based on the School PPA Evaluation Tool from a total population of 25 teachers who were the recipients of the project. Through descriptive research design, findings from the evaluation of Project PROBE for the school year 2020 – 2021 were collected and interpreted using weighted mean and analysis of emerging themes. Data suggested that Project PROBE is highly evident as it obtained the overall mean score of 4.92 for Goals and Objectives; 4.99 for Relevance; 5.00 for Time Management; 4.96 for Student Participation; 4.92 for Internal and External Stakeholders Participation; 5.00 for Management of Resources; 4.95 for Effectiveness to Learning Outcomes Results; and 5.00 for Documentation/Accomplishment Report. Further, this is validated by the comments and suggestions provided by the respondents in the assessment of GFINHS PPA Evaluation Tool. Relatively, the outcome is consistent with a multitude of research that suggested that despite the pandemic, educators continuously seek resiliency and education reform. They acknowledged that research skills are critical to sustainable and lifelong learning. Hence, being teachers as researchers, they are innovators, curriculum drivers, agents of school transformation, and directors of their own professional growth. It can also be suggested that this study is vital for opening a better and greater avenue to recognize teachers’ efforts and contributions to the field of research. It will also help in bolstering education environment that spearheads innovations and practices which are evidenced-based for a wider community of greater benefit. you can type your own text. Keywords: teacher-research, research capabilities, research utilization, education research