International Journal of Contemporary Education最新文献_第5页

Supply Chain Management Systems and Curriculum Reviews: What Are We Teaching About Supply Chain Management Systems? Do We Need to Modify Our Curriculums? 供应链管理系统与课程回顾:我们在教授供应链管理系统的哪些内容?我们需要修改课程吗?

International Journal of Contemporary Education Pub Date : 2020-05-19 DOI: 10.11114/ijce.v3i2.4861

Joseph L. Walden

引用次数: 6

Reviewer Acknowledgements 审核人确认

International Journal of Contemporary Education Pub Date : 2020-03-26 DOI: 10.11114/ijce.v3i1.4791

W. Oscar

{"title":"Reviewer Acknowledgements","authors":"W. Oscar","doi":"10.11114/ijce.v3i1.4791","DOIUrl":"https://doi.org/10.11114/ijce.v3i1.4791","url":null,"abstract":"International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 3, Number 1Alexandra Ingram, University of Tennessee, USAÁlvaro Manzano Redondo, UCJC University, SpainAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBlessing Dwumah Manu, Jiangsu University, GhanaBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGraziano Serragiotto, Ca' Foscari University of Venice, ItalyIosif Fragkoulis, Hellenic Open University, GreeceLi Li, Bath Spa University, UKMatthew Schatt, University of Florida, USAMurat Tezer, Near East University, CyprusNesrin Ozturk, Ege University, TurkeyRaymond Aaron Younis, ACU Australia, AustraliaSuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, IndonesiaTeresa Pozo-Rico, University of Alicante, SpainVassilios Papadimitriou, University of Thessaly, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education---------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121772184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

In-Service Reading Teacher Efficacy 在职阅读教师效能

International Journal of Contemporary Education Pub Date : 2019-09-16 DOI: 10.11114/ijce.v2i2.4529

B. Wissink

{"title":"In-Service Reading Teacher Efficacy","authors":"B. Wissink","doi":"10.11114/ijce.v2i2.4529","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4529","url":null,"abstract":"The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128584267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Orthography Analysis-Spanish Graphical Accentuation Setting 正字法分析-西班牙图形强调设置

International Journal of Contemporary Education Pub Date : 2019-09-16 DOI: 10.11114/ijce.v2i2.4528

J. L. Rivera

引用次数: 1

Does A Human Resource Effect of Job Satisfaction of Teachers? A Case Study of Education Institutions in Punjab, Pakistan 人力资源对教师工作满意度有影响吗?巴基斯坦旁遮普省教育机构的个案研究

International Journal of Contemporary Education Pub Date : 2019-09-09 DOI: 10.11114/ijce.v2i2.4515

Amir Saif, T. Javed, Muhammad Nauman Mirza Fca, Iqra Touqeer

{"title":"Does A Human Resource Effect of Job Satisfaction of Teachers? A Case Study of Education Institutions in Punjab, Pakistan","authors":"Amir Saif, T. Javed, Muhammad Nauman Mirza Fca, Iqra Touqeer","doi":"10.11114/ijce.v2i2.4515","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4515","url":null,"abstract":"The aim of this paper is to find the impact of pay & promotion, work load a teacher’s job satisfaction. This study was used SPSS and SMART-PLS to analyze a data using quantitative research method. The research to which have distributed the question among teachers, graduates and a different professional. This study is significant for universities, colleges and schools, academic and non-academic staffs. Because this study have helpful for the administration in institute to better understand needs and demands of their teachers and what will be the factors which could make them satisfied. This study have conducted in Multan, Khanewal, Vehari, Bahawalpur G.D khan and it is targeting to cover approximately 7721 population with the sample of 350 as defined by Sekaran (2012) that for 7000 to 8000 required samples sized is 372. This research also examines the influence of compensation and promotion upon job satisfaction at educational institution level. The reveals that pay and promotion not significant impact on job satisfaction of teacher. (Yee 2018) investigate in his study that pay and promotion are insignificant. Work load can also be significant association with job satisfaction of teachers. Raza et al (2015) investigate that work load significant impact on job satisfaction. The influence of these factors calls for the further research. There is also need to carry out a similar but comparative study in rural setting.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"164 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127535688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students 整合21世纪学习技能(4C要素)干预提高3K班学生英语写作能力

International Journal of Contemporary Education Pub Date : 2019-09-09 DOI: 10.11114/ijce.v2i2.4498

Tang Yu, Wan Mohammad

{"title":"Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students","authors":"Tang Yu, Wan Mohammad","doi":"10.11114/ijce.v2i2.4498","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4498","url":null,"abstract":"21st Century Learning is a student-centered learning process that has been introduced in Malaysia since 2014. This study aims to integrate the 4C elements, which are collaboration, communication, creativity, and critical thinking in the interventions to improve English writing skill among 3K class students. Also, the study was conducted to determine how peer guidance can help 3K class students, who were weak in writing, to improve their English writing skills. The action research was carried out based on Kurt Lewin's Model. The research instruments involved were pre-test, post-test, and semi-structured interview. A total of 32 students sat for both pre-test and post-test before and after the interventions. A semi-structured interview consisting of five questions was conducted after the student completed the post-test. Descriptive statistics involving mean and percentage scores were used to analyze pre-test and post-test findings, while the interview findings were summarized. The results showed that there was an improvement in their English writing skills, where the mean score for the pre-test was 19.34, while the mean score for post-test was 22.66. The findings indicate that weaker students agreed that guidance of students who possess better writing skills helped them improve their English writing skills. The results of the pre-test and post-test showed that the intervention conducted has successfully helped 3K class students to improve their English writing skills.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132992755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 24

Helping Preservice Secondary Mathematics Teachers Construct Pedagogical Content Knowledge 帮助职前中学数学教师构建教学内容知识

International Journal of Contemporary Education Pub Date : 2019-09-09 DOI: 10.11114/ijce.v2i2.4514

Su Liang

引用次数: 1

Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten 差别化教学:对幼儿学习成绩的影响

International Journal of Contemporary Education Pub Date : 2019-08-26 DOI: 10.11114/ijce.v2i2.4479

M. Kotob, Doha Arnouss

{"title":"Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten","authors":"M. Kotob, Doha Arnouss","doi":"10.11114/ijce.v2i2.4479","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4479","url":null,"abstract":"Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127051813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Moral Education for Structural Change 结构变革的道德教育

International Journal of Contemporary Education Pub Date : 2019-07-22 DOI: 10.11114/IJCE.V2I2.4399

Howard Richards, S. Watson

引用次数: 2

Using Cognitive Neuroscience Principles to Design Efficient Reading Programs: Case Studies from India and Malawi Cognitive Neuroscience to Design Literacy Programs 使用认知神经科学原理设计有效的阅读项目:来自印度和马拉维的案例研究认知神经科学设计扫盲项目

International Journal of Contemporary Education Pub Date : 2019-07-21 DOI: 10.11114/IJCE.V2I2.4394

Radhika Iyengar

引用次数: 2