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Research Article
Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil
Issue:
Volume 15, Issue 1, February 2026
Pages:
1-6
Received:
27 October 2025
Accepted:
29 December 2025
Published:
31 January 2026
Abstract: This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was designed to train public school administrators to contribute to the consolidation of educational inclusion in various contexts and levels of schooling. Adopting a qualitative and descriptive methodological approach, based on documentary research and content analysis of the course's Final Report, the study describes the course structure, pedagogical methodology, support mechanisms, and observed results. The data indicate a pass rate of 80.71% among participants, totaling 306 managers working in 11 Brazilian states and 51 municipalities. Qualitative assessments by participants and tutors highlight the significant expansion of knowledge, the strengthening of reflective practice, and the development of managerial skills related to inclusive policies, curricular adaptations, collaborative leadership, and intersectoral coordination. The analysis examines the role of tutoring, forum mediation, and continuous formative assessment, as well as the relevance of contextualized activities—such as case studies, school projects, and reflective journals—to sustain engagement in virtual environments. Despite challenges, notably dropout and technological barriers, the report points to effective strategies, including differentiated support, timely feedback, and accessibility resources. Ultimately, the study offers evidence-based insights into how continuing distance education can promote more inclusive school management training, directly contributing to the planning and improvement of future educational policies and pedagogical practices aimed at equity, participation, and learning for all. Implications for scalability and regional policy coordination.
Abstract: This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was...
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Research Article
The Acquisition of Japanese Passive Sentences by Chinese Beginner Learners: A Longitudinal Study
Xi Chen*
Issue:
Volume 15, Issue 1, February 2026
Pages:
7-17
Received:
7 January 2026
Accepted:
19 January 2026
Published:
4 February 2026
Abstract: The acquisition of Japanese passive sentences presents a well-documented challenge for Chinese-speaking learners. However, longitudinal research on how learners in foreign language (JFL) classrooms comprehend and process these structures remains scarce. This study addresses this gap by tracking five beginner-level learners in a Chinese high school over approximately 18 months through repeated grammaticality judgment and error correction tasks. We examined five sub-constructs: voice selection, verb conjugation, possessor passive, indirect passive, and agent selection. Results indicated that the core difficulty of learners lay in locating errors rather than correcting them. Developmental trajectories diverged significantly across sub-constructs. Verb conjugation and indirect passives improved rapidly, consistent with the role of input-driven noticing. In contrast, agent selection and voice choice remained persistently difficult, while possessor passives exhibited a U-shaped development pattern, indicating interlanguage restructuring. Crucially, learners heavily relied on a “ni + passive” form chunk as a local processing cue-a strategy explainable by Andersen’s One-to-One Principle and reinforced by textbook bias. This led to systematic overuse and omission errors. The findings underscore that JFL learners’ acquisition of passives is hindered by a bottleneck in metalinguistic error identification, uneven development across construction types, and dependence on overly simplistic processing strategies. Pedagogical implications highlight the need for instruction that enhances form-meaning mapping and contextualized practice to foster more flexible and accurate usage.
Abstract: The acquisition of Japanese passive sentences presents a well-documented challenge for Chinese-speaking learners. However, longitudinal research on how learners in foreign language (JFL) classrooms comprehend and process these structures remains scarce. This study addresses this gap by tracking five beginner-level learners in a Chinese high school ...
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Research Article
Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software
Jiangpeng Li*,
Xiaoliu Yang
Issue:
Volume 15, Issue 1, February 2026
Pages:
18-24
Received:
20 January 2026
Accepted:
2 February 2026
Published:
20 February 2026
DOI:
10.11648/j.edu.20261501.13
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Abstract: To address the persistent challenges in the “Circuit Analysis” laboratory course-characterized by perfunctory preparation, superficial practice, and a lack of innovation—this paper proposes and implements a blended teaching reform centered on “virtual-real integration and competency orientation.” The new framework systematically restructures the instructional process into three integrated stages: pre-class, in-class, and post-class. Taking the experiment on “Measuring Active and Reactive Power in Three-Phase Circuits” as a case study, the model deeply integrates the Rain Classroom smart tool with the Multisim simulation platform, creating a closed-loop pedagogical cycle of “simulation-based preparation, hands-on exploration, and design-oriented extension.” The pre-class phase uses Multisim for theoretical visualization and preliminary inquiry. The in-class phase involves comparing simulation results with physical circuit measurements to deepen understanding of practical engineering issues. The post-class phase assigns open-ended design tasks to foster problem-solving and innovative thinking. This reform effectively transforms the traditional teacher-led model into a student-centered paradigm of active inquiry and application. The results demonstrate that this approach significantly enhances teaching quality and learning outcomes, while also establishing a replicable and scalable new paradigm for experimental education that provides a practical solution to common challenges in foundational engineering courses.
Abstract: To address the persistent challenges in the “Circuit Analysis” laboratory course-characterized by perfunctory preparation, superficial practice, and a lack of innovation—this paper proposes and implements a blended teaching reform centered on “virtual-real integration and competency orientation.” The new framework systematically restructures the in...
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Research Article
Decontextualized and Context-Linked Assessment in a Physics Course for SLT Students
Kubra Ozmen*
Issue:
Volume 15, Issue 1, February 2026
Pages:
25-34
Received:
27 January 2026
Accepted:
6 February 2026
Published:
20 February 2026
DOI:
10.11648/j.edu.20261501.14
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Abstract: The physics of sound is a foundational component of Speech and Language Therapy (SLT) education, yet students often struggle to transfer physics knowledge from traditional instructional settings to applied disciplinary contexts. This study investigated first-year SLT students’ performance on decontextualized and context-linked physics assessments in a Physics of Sound course, together with their epistemological beliefs about physics. A quantitative, exploratory correlational design was employed with 21 undergraduate students. Data were collected from routinely administered course assessments, including a decontextualized midterm examination, a context-linked final examination, and the Colorado Learning Attitudes about Science Survey (CLASS).
Abstract: The physics of sound is a foundational component of Speech and Language Therapy (SLT) education, yet students often struggle to transfer physics knowledge from traditional instructional settings to applied disciplinary contexts. This study investigated first-year SLT students’ performance on decontextualized and context-linked physics assessments i...
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Research Article
Comparative Study of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL) Approaches in Balancing Redox Equations in Senior High School
Issue:
Volume 15, Issue 1, February 2026
Pages:
35-46
Received:
4 January 2026
Accepted:
21 January 2026
Published:
21 February 2026
DOI:
10.11648/j.edu.20261501.15
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Views:
Abstract: This study investigated the comparative effectiveness of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL) in the teaching of redox reactions to Senior High School students in Ghana. The central objective was to examine which of the two pedagogical approaches yields better achievement outcomes, as measured by students’ mean scores in knowledge, comprehension, and application of redox concepts. The study was designed to provide evidence for determining which method is more suitable and effective for enhancing learning in chemistry classrooms, particularly for abstract and challenging concepts such as redox reactions. A pure experimental design was adopted, involving 36 Senior High School chemistry students who were randomly assigned to two groups: the PBL group (experimental) and the LBL group (control). Both groups were assessed through a series of pre-tests, immediate post-tests, and delayed post-tests. These assessments were carefully structured to capture three levels of learning outcomes: knowledge recall, conceptual comprehension, and application of redox principles. The use of the t-test helped establish the level of equivalence between the groups and to determine the statistical significance of observed differences in performance. While both groups demonstrated similar prior knowledge, students taught through PBL consistently achieved higher performance across knowledge, comprehension, and application of redox principles in both immediate and delayed assessments. These results indicate that PBL promotes deeper understanding and longer-lasting learning compared to the traditional lecture approach. These findings provide robust evidence that PBL enhances not only short-term learning gains but also long-term retention of redox concepts. By engaging students in problem-solving activities and encouraging active participation, PBL allows learners to develop a more meaningful understanding of abstract chemical processes compared to the traditional lecture approach, which often emphasizes rote memorization. Educationally, the findings highlight the value of learner-centered strategies in improving students’ mastery of abstract chemistry concepts. By actively engaging students in problem-solving and critical thinking, PBL supports meaningful learning rather than rote memorization. The study therefore underscores the need for chemistry teachers and curriculum developers to adopt PBL approaches to enhance conceptual understanding, retention, and problem-solving skills at the Senior High School level.
Abstract: This study investigated the comparative effectiveness of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL) in the teaching of redox reactions to Senior High School students in Ghana. The central objective was to examine which of the two pedagogical approaches yields better achievement outcomes, as measured by students’ mean scores in kn...
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