International Journal of Modern Education Studies最新文献

A retrospective snapshot of academic staff preparation at the onset of COVID 在COVID开始时学术人员准备的回顾性快照

International Journal of Modern Education Studies Pub Date : 2022-05-20 DOI: 10.51383/ijonmes.2022.172

David Santandreu Calonge, Patrik T. Hultberg, M. Connor, M. Shah, Pablo Medina Aguerrebere

{"title":"A retrospective snapshot of academic staff preparation at the onset of COVID","authors":"David Santandreu Calonge, Patrik T. Hultberg, M. Connor, M. Shah, Pablo Medina Aguerrebere","doi":"10.51383/ijonmes.2022.172","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.172","url":null,"abstract":"The abrupt emergence and spread of the COVID-19 virus compelled institutions worldwide to swiftly suspend their face-to-face instruction in favor of a remote teaching mode. This extraordinary shift of instructional delivery created one of the biggest infrastructural, pedagogical and operational challenges for universities in recent history. As institutions that have traditionally been slow to respond to sudden external influences, universities have struggled to respond effectively to COVID-19. Using the Human Systems Dynamics approach as conceptual framework, this paper retrospectively explores how academic staff adapted their Emergency Remote Teaching strategies and became more learning-agile to respond to such challenges in the future. This exploratory case-study article summarizes the results of a survey of teaching staff’s readiness, experience and struggles with Emergency Remote Teaching during COVID-19 in the United States, the United Kingdom and Australia, at the height of the pandemic. A total of 73 usable responses were received between July 17 and August 7, 2020. The results were classified into four categories: (1) Preparation and training; (2) Faculty impressions of own teaching; (3) Faculty experience; and (4) Faculty impressions of student experience.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117146943","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

Developing Students’ Positive Affective Entry Characteristics towards Mathematics: An Action Research Study 培养学生对数学的积极情感进入特征:一项行动研究

International Journal of Modern Education Studies Pub Date : 2022-05-10 DOI: 10.51383/ijonmes.2022.189

Muhittin Çalışkan, H. Serçe, H. Uysal, Tianlan Wei

{"title":"Developing Students’ Positive Affective Entry Characteristics towards Mathematics: An Action Research Study","authors":"Muhittin Çalışkan, H. Serçe, H. Uysal, Tianlan Wei","doi":"10.51383/ijonmes.2022.189","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.189","url":null,"abstract":"Past research has indicated the vital role of affective factors in mathematics learning. This action research study aimed to develop and evaluate the effectiveness of an action plan, which was implemented to foster students’ positive affective entry characteristics towards mathematics specifically by fixing the deficiencies in prior learning and promoting the allocation of time to study. Thirteen students attending a secondary school participated in the study over a 12-week period. We collected both quantitative and qualitative data through the Affective Entry Characteristics Scale for Mathematics, the Attitude Observation Form towards Mathematics, the research diary, and indirect observation of use traces on student assignments. First of all, the analysis of these data sources confirmed that there was substantial improvement in the students’ affective entry characteristics, indicating the effectiveness of our implementation. On the other hand, the qualitative data analysis of the diary and student assignments also revealed that this effect was not long-lasting for students who lived in a disadvantaged family/home environment. In other words, remedying the deficiencies in prior learning and promoting the allocation of time to study alone were not sufficient for these students. As a result, we came to the conclusion in the study that non-modifiable variables (such as family-home environment) is as important as or even more important than modifiable ones in the development of positive affective entry characteristics towards mathematics.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126632271","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

The mediating role of the locus of control in the impact of organizational trust on organizational cynicism 控制点在组织信任对组织犬儒主义影响中的中介作用

International Journal of Modern Education Studies Pub Date : 2022-03-28 DOI: 10.51383/ijonmes.2022.167

Muhammet Bahadır, Faruk Levent

{"title":"The mediating role of the locus of control in the impact of organizational trust on organizational cynicism","authors":"Muhammet Bahadır, Faruk Levent","doi":"10.51383/ijonmes.2022.167","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.167","url":null,"abstract":"This study aims to examine the mediating role of the locus of control in the effect of organizational trust on organizational cynicism in school organizations with latent variables, including all personnel who directly impact education and training in schools. In this study, the relational scanning model, which is one of the quantitative research methods, was used to examine the mediating role of locus of control in the effect of organizational trust on organizational cynicism. The research started with a detailed literature review, and the information on the definitions and theories of the concepts of organizational cynicism, organizational trust, and locus of control were achieved; and a research model was created by developing hypotheses in line with this information. The data of the study were obtained from 385 participants who were selected by simple random sampling method among school personnel working in public schools. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) analyses of the obtained data were performed using SPSS and AMOS statistical package programs. As a result of the analysis, it was determined that there is a negative relationship between organizational trust and organizational cynicism, and locus of control has a mediator role in the relationship between organizational trust and organizational cynicism.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"8 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124674598","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

Collective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction 集体教师自我效能感与职业倦怠:工作满意度的中介作用

International Journal of Modern Education Studies Pub Date : 2022-03-08 DOI: 10.51383/ijonmes.2022.168

E. Yurt

{"title":"Collective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction","authors":"E. Yurt","doi":"10.51383/ijonmes.2022.168","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.168","url":null,"abstract":"This study examined the predictive relationships between collective teacher efficacy, job satisfaction, and burnout. In addition, the mediating role of job satisfaction in the relationship between collective teacher efficacy and burnout was tested. Three hundred fifty teachers participated in the research in which the correlational research design was used. Collective Teacher Efficacy Scale, Short Form Minnesota Satisfaction Questionnaire, and Maslach Burnout Inventory were used as data collection tools. Pearson Correlation Coefficients were calculated to examine the relationships between collective teacher efficacy, job satisfaction, and burnout. Structural equation model analysis was applied to test the mediating role of job satisfaction in the relationship between collective efficacy and burnout. The results indicated that collective teacher efficacy predicts job satisfaction positively and burnout negatively. Collective teacher efficacy and job satisfaction have a large effect on burnout. Evidence has been obtained that teachers' job satisfaction can increase and, accordingly, burnout can be prevented when collective teacher efficacy is achieved.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133705463","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: 4

The same, but different? Learning activities, perceived learning success, and social support during the practical term of teacher education in times of COVID-19 相同，但不同?新冠肺炎背景下教师教育实践期的学习活动、感知学习成功与社会支持

International Journal of Modern Education Studies Pub Date : 2022-03-08 DOI: 10.51383/ijonmes.2022.171

Katharina Neuber, Kerstin Göbel

{"title":"The same, but different? Learning activities, perceived learning success, and social support during the practical term of teacher education in times of COVID-19","authors":"Katharina Neuber, Kerstin Göbel","doi":"10.51383/ijonmes.2022.171","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.171","url":null,"abstract":"The practical phases of teacher education programs are of high relevance for pre-service teachers and their professional development. The challenges posed by the COVID-19 pandemic and the resulting changes in schools might have affected pre-service teachers’ learning experiences during the long-term internships of initial teacher education programs in various ways. This article focuses on pre-service teachers’ experiences during their practical term during the COVID-19 pandemic. We will address three questions: first, how did pre-service teachers experience different kinds of learning activities in school (e.g., the delivery of and reflection on teaching); second, how did they perceive social support and their learning success associated with the implementation of learning activities in different areas of teaching; and third, which types of learning activities and social support were predictive of their perception of learning success? To this end, we will present findings from a cross-sectional survey which was conducted in the academic year 2020/21. A total of 164 pre-service teachers from different universities in North Rhine-Westphalia, Germany, participated in the online survey after having completed their practical term. The results of the study illustrate heterogeneous experiences concerning the preparation and implementation of remote teaching scenarios during the internship. Despite changes in schools due to the pandemic, pre-service teachers perceived a high level of social support and learning success during their practical term. Own teaching experiences and social support from mentors have proved to be relevant predictors for the perception of learning success.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115230218","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

Decision-making in the physical education curriculum: an analysis of the student voice in English secondary state-schools 体育课程决策:对公立英语中学学生声音的分析

International Journal of Modern Education Studies Pub Date : 2022-03-08 DOI: 10.51383/ijonmes.2022.166

J. Hardwicke, J. Reed, E. Anderson, J. Batten, A. White

{"title":"Decision-making in the physical education curriculum: an analysis of the student voice in English secondary state-schools","authors":"J. Hardwicke, J. Reed, E. Anderson, J. Batten, A. White","doi":"10.51383/ijonmes.2022.166","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.166","url":null,"abstract":"Debates surrounding youth participation in governance have permeated a range of fields in the last two decades. This commentary is predominately situated in education and civic participation domains, with sporting domains remaining largely under researched. Indeed, this research becomes sparser when considered in school physical education and sport. In this paper, we consider the position of the student within decision-making processes in the physical education curriculum in English secondary state-schools. The paper reports on survey data from 288 English secondary state-schools exploring students’ involvement in decision-making related to the PE curriculum. Findings show considerable numbers of the schools reported no contribution from students to the physical education curriculum (n=54), and processes that were in place were problematic. Drawing on the legal framework of The UN Convention on the Rights of the Child, we argue that the lack of student voice in the physical education curriculum presents a contemporary policy concern within the English education system that requires further investigation.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126342133","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

An Analysis of the Relationship among Teachers’ Team Learning, Moral Commitment, and Career Commitment Using Structural Equation Modeling 基于结构方程模型的教师团队学习、道德承诺与职业承诺的关系分析

International Journal of Modern Education Studies Pub Date : 2022-03-08 DOI: 10.51383/ijonmes.2022.146

T. Atmaca

{"title":"An Analysis of the Relationship among Teachers’ Team Learning, Moral Commitment, and Career Commitment Using Structural Equation Modeling","authors":"T. Atmaca","doi":"10.51383/ijonmes.2022.146","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.146","url":null,"abstract":"The main purpose of this study is to shed light on the direct correlation found between team learning skills and teachers’ moral commitment and to use moral commitment as a tool to reveal the indirect effect these team learning skills have on teachers’ career commitment. Keeping this purpose in mind, 3 different scales (the Learning School Scale, Moral Commitment Scale, and Career Commitment Scale) were used to obtain data via Google Forms from 448 teachers working in the province of Düzce in northwest Turkey during the spring semester of the 2020-2021 academic years. The SPSS 25 and AMOS21 statistical software programs were used to analyse the data gathered in this study and structural equation modelling was used to test hypotheses generated from the data. Results obtained from the programs show that while team learning doesn’t directly predict teachers’ career commitment, it does predict career commitment indirectly as a consequence of moral commitment. It is evident that moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation).","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116317603","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

Implementation and Evaluation of a Media Literacy Skills Curriculum: An Action Research Study 媒介素养技能课程的实施与评价:一项行动研究

International Journal of Modern Education Studies Pub Date : 2022-02-13 DOI: 10.51383/ijonmes.2022.155

Cahit Erdem, Bahadır Erişti

{"title":"Implementation and Evaluation of a Media Literacy Skills Curriculum: An Action Research Study","authors":"Cahit Erdem, Bahadır Erişti","doi":"10.51383/ijonmes.2022.155","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.155","url":null,"abstract":"The literature highlights the significance of media literacy instruction in pre-service teacher education period, but there are few attempts to develop and implement curricula to this end. This action research study aimed to report the steps to adapt ‘the media literacy skills curriculum design’ for pre-service teachers, which was developed for face-to-face education environments, to an online learning management system in line with emergency remote teaching amid Covid-19 pandemic, and report the results of curriculum evaluation. The study adopted ‘The Curriculum Development through Action Research Model’. The participants were pre-service teachers at an education faculty of a state university in Turkey. The quantitative data were collected through Media Literacy Skills Scale and qualitative data were collected using several forms, rubrics, and reflection tools. The study revealed that the implementation of the media literacy skills curriculum had a strong positive effect on pre-service teachers’ levels of media literacy skills. The study also revealed changes in pre-service teachers’ perceptions of media and media literacy, interactions with media, as well as certain areas for curriculum development in terms of contents, teaching-learning experiences, and assessment components of the curriculum. The study discusses the results and offers implications for media literacy education in pre-service teacher education.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"11 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122209569","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: 2

Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study 多语言环境下的紧急远程教学:一个混合方法的案例研究

International Journal of Modern Education Studies Pub Date : 2022-01-22 DOI: 10.51383/ijonmes.2022.115

Christina Gkougkoura, S. Paida, Magda Vitsou, N. Palaiologou

{"title":"Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study","authors":"Christina Gkougkoura, S. Paida, Magda Vitsou, N. Palaiologou","doi":"10.51383/ijonmes.2022.115","DOIUrl":"https://doi.org/10.51383/ijonmes.2022.115","url":null,"abstract":"In recent years, a significant number of students with a multilingual background have attended Greek educational institutions, mainly because of migration and the refugee crisis. In March 2020, due to the Novel Coronavirus (COVID-19), Greek educational institutions started organizing emergency remote teaching on online educational platforms. This paper describes a case study (through intervention) conducted in a digital multilingual elementary classroom, that aimed to explore strategies for facilitating remote lesson engagement and establishing inclusive pedagogy under emergency situations. The main aim of this study was to explore to what extent task-based language teaching (TBLT) activities grounded on the migrant students’ needs analysis and supported by computer-assisted language learning (CALL) features contribute to active lesson participation during emergencies and their effect on migrant students’ social inclusion in a formal educational context. Results established the most critical factors required for differentiated multilingual distance education. This is an original research work on how diversity and inclusion in emergency remote teaching may be achieved.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133170160","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

The Relationship Between Secondary School Students' Digital Literacy Levels, Social Media Usage Purposes And Cyberbullying Threat Level 中学生数字素养水平、社交媒体使用目的与网络欺凌威胁程度的关系

International Journal of Modern Education Studies Pub Date : 2021-12-30 DOI: 10.51383/ijonmes.2021.136

Munise Seçkin kapucu, Hilal Özcan, Kübra Karakaya Özyer

{"title":"The Relationship Between Secondary School Students' Digital Literacy Levels, Social Media Usage Purposes And Cyberbullying Threat Level","authors":"Munise Seçkin kapucu, Hilal Özcan, Kübra Karakaya Özyer","doi":"10.51383/ijonmes.2021.136","DOIUrl":"https://doi.org/10.51383/ijonmes.2021.136","url":null,"abstract":"The study aims to reveal the relationship between secondary school students' digital literacy levels, social media usage purposes, and the frequency of experiencing cyberbullying. A relational model was used in the research. The sample of the study consists of 476 secondary school students between the ages of 10-13. \"Digital Literacy Scale,\" \"Social Media Usage Purposes Scale,\" and \"Cyberbullying Threat Level Scale\" were used to obtain the data. T-test (Mann Whitney U), ANOVA (Kruskal Wallis), and correlation analysis were used in the study. The findings showed that students' digital literacy and the use of social media for interpersonal interaction and lesson preparation are moderate. Regarding the results of the cyberbullying scale sub-dimensions, their witnessing, exhibiting, and exposure to cyberbullying was observed to be low. Finally, there are moderate positive relationships between secondary school students' digital literacy levels and social media usage for interpersonal interaction and lesson preparation purposes. In addition, digital literacy has a weak positive relationship with being exposed to and witnessing cyberbullying. THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS' DIGITAL LITERACY LEVELS, SOCIAL MEDIA USAGE PURPOSES AND CYBERBULLYING THREAT LEVEL ","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128930598","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: 2