International Journal of Modern Education Studies最新文献_第3页

How Relationships Impact Teacher Job Satisfaction 人际关系如何影响教师工作满意度

International Journal of Modern Education Studies Pub Date : 2021-09-21 DOI: 10.51383/IJONMES.2021.114

Cailen O’Shea

引用次数: 4

Navigating through Turbulent Times: U.S. Secondary Teachers Share Their Experiences as Online Learners and the Implications for Their Teaching Practice 在动荡的时代中航行:美国中学教师分享他们作为在线学习者的经验及其对教学实践的影响

International Journal of Modern Education Studies Pub Date : 2021-09-11 DOI: 10.51383/IJONMES.2021.110

Jioanna Carjuzaa, Kayce Boyd Williams

{"title":"Navigating through Turbulent Times: U.S. Secondary Teachers Share Their Experiences as Online Learners and the Implications for Their Teaching Practice","authors":"Jioanna Carjuzaa, Kayce Boyd Williams","doi":"10.51383/IJONMES.2021.110","DOIUrl":"https://doi.org/10.51383/IJONMES.2021.110","url":null,"abstract":"This Participatory Action Research project was a collaborative endeavor designed to identify the challenges secondary in-service teachers face as learners in a virtual context and the implications their participation in graduate synchronous remote coursework had for them as middle and secondary classroom teachers teaching online. In this article we highlight the obstacles schools have been facing amid the coronavirus pandemic, present the fears consuming teachers, parents and students, describe the frustration with remote learning, summarize the pre- and post-coronavirus teacher stress, burnout, and attrition occurrences, outline preventative measures being taken to make schools safe and secure, and discuss how supporting teacher self-care, in turn promotes student wellbeing. We share lessons learned from identifying teacher stresses in the online virtual learning context and redesigning our graduate courses for our participants by modeling best practices for coping with technostress, incorporating technology tools, modifying pedagogical procedures and integrating various resources to enhance virtual instruction. Using thematic analysis we identified the following themes which impact the e-teaching-learning experience: a) juggling multiple demands in the home environment while learning online is distracting; (b) balancing work-life responsibilities is challenging; (c) teaching and learning in a virtual context is isolating; (d) dealing with technostress is overwhelming and (e) practicing self-care allows teachers to support student wellbeing. We summarize the findings from this project where the teachers reflect on their personal experiences while enrolled in online graduate courses and describe how the teachers’ experiences as learners, informed their teaching practice","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124397347","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 Effect of Digital Activities on the Technology Awareness and Computational Thinking Skills of Gifted Students (eTwinning Project Example) 数字活动对资优学生技术意识和计算思维能力的影响(以结对项目为例)

International Journal of Modern Education Studies Pub Date : 2021-05-16 DOI: 10.51383/IJONMES.2021.99

M. Çevik, Nazlı Barış, M. Şirin, Özlem Ortak Kılınç, Yusuf Kaplan, Burcu ATABEY ÖZDEMİR, H. Yalçin, Güzin Şeref, Selda Topal, Tuba Delice

{"title":"The Effect of Digital Activities on the Technology Awareness and Computational Thinking Skills of Gifted Students (eTwinning Project Example)","authors":"M. Çevik, Nazlı Barış, M. Şirin, Özlem Ortak Kılınç, Yusuf Kaplan, Burcu ATABEY ÖZDEMİR, H. Yalçin, Güzin Şeref, Selda Topal, Tuba Delice","doi":"10.51383/IJONMES.2021.99","DOIUrl":"https://doi.org/10.51383/IJONMES.2021.99","url":null,"abstract":"The aim of this study was to examine the effect of interdisciplinary activities organised online within the scope of an eTwinning project carried out with gifted students on the students’ technology awareness and computational thinking (CT). The study was carried out through web-based tools for a period of 3 months in the year 2020. A single-group pretest-posttest design, one of the pre-experimental designs, was used in the study. The participants were 50 gifted students continuing their education at Science and Art Centres affiliated to the National Education Ministry in 6 different provinces of Anatolia. Quantitative and qualitative methods were used together in the study. A technology awareness and computational thinking scale was chosen as the quantitative data collection tool, while mind maps were used as the qualitative data collection tool. As a result of the research, a significant increase in the participants’ technology awareness and computational thinking was determined in favour of the posttest, while this increase was verified through the mind-mapping technique applied to the students. At the end of the study, the findings were discussed, and recommendations were made for future studies.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130096740","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

Investigation of Prospective Preschool Teachers' Digital Literacy and Teacher Readiness Levels 学前教师数字素养与教师准备水平调查研究

International Journal of Modern Education Studies Pub Date : 2021-05-07 DOI: 10.51383/IJONMES.2021.90

Sema Öngören

引用次数: 3

An Investigation of Preservice Teachers’ Academic Self-Efficacy and Academic Motivation 职前教师学业自我效能感与学业动机调查

International Journal of Modern Education Studies Pub Date : 2021-05-06 DOI: 10.51383/IJONMES.2021.95

Süleyman Arslantaş

引用次数: 10

Addictive behaviors: An analysis of support type and relapse rates among college students 大学生成瘾行为:支持类型与复发率分析

International Journal of Modern Education Studies Pub Date : 2021-05-06 DOI: 10.51383/IJONMES.2021.59

J. Borchardt, Danielle Casilio

引用次数: 0

Teachers’ Reflection and Level of Reflective Thinking on the Different Dimensions of their teaching practice 教师在教学实践中不同维度的反思与反思水平

International Journal of Modern Education Studies Pub Date : 2021-04-14 DOI: 10.51383/IJONMES.2021.88

Şenol Orakcı

{"title":"Teachers’ Reflection and Level of Reflective Thinking on the Different Dimensions of their teaching practice","authors":"Şenol Orakcı","doi":"10.51383/IJONMES.2021.88","DOIUrl":"https://doi.org/10.51383/IJONMES.2021.88","url":null,"abstract":"The present study aimed to deeply evaluate English teachers' reflective thinking skills and levels with regard to the dimension of learning objectives, content, learning-teaching process, and measurement and evaluation in the context of English course. The study was designed as case study method. The study group was composed of 27 teachers selected based on the criterion sampling method. With regard to data analysis, descriptive analysis technique was used. In the study, it was determined that based on their reflective diaries, participant teachers reflected at the technical, practical and critical levels and developed reflection-in-action, reflection-on-action, and reflection-for-action. Results showed that the participant teachers had information about reflective thinking skills and they made some changes in the lesson plan because they thought that a lesson plan for the learning objectives ignoring students' prior knowledge was ineffective. Based on teachers’ opinions, it was also determined that the content consisted of similar topics and was very intense and heavily based on vocabulary teaching. Results indicated that participant teachers reflected on teaching methods and techniques, activities and materials, student motivation, classroom atmosphere, and ensuring participation in the lesson. It was also revealed that the efficiency of measurement tools and the need to prepare measurement tools with regard to the learning objectives should be realized. Providing teachers with in-service training courses such as thinking skills, problem solving and decision making techniques, risk and crisis management that will contribute to overcoming their shortcoming and mistakes is thought to improve their reflective thinking skills.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115008550","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: 5

Primary school teachers' views on Syrian Students’ Turkish and math skills and the confronted challenges 小学教师对叙利亚学生土耳其语和数学技能的看法及面临的挑战

International Journal of Modern Education Studies Pub Date : 2021-04-11 DOI: 10.51383/IJONMES.2021.84

Yeliz Bolat

{"title":"Primary school teachers' views on Syrian Students’ Turkish and math skills and the confronted challenges","authors":"Yeliz Bolat","doi":"10.51383/IJONMES.2021.84","DOIUrl":"https://doi.org/10.51383/IJONMES.2021.84","url":null,"abstract":"This research attempts to reveal the views of the primary school teachers, having Syrian students in their class, on these students’ Turkish and mathematics skills and the challenges they have confronted in the classroom. The research used a mixed research method and 347 primary school teachers who met the criterion of having Syrian students in their classes participated in the research. Quantitative data were gathered through a five-point Likert type questionnaire consisting of 27 questions, and qualitative data were collected with eight open-ended questions. Descriptive statistical methods were used during quantitative data analysis and descriptive analysis for qualitative data. The research findings revealed that Syrian students' reading, reading comprehension and problem solving skills were not sufficiently developed due to the lack of speaking Turkish. In the same vein, there were communication problems with students and parents due to the language barrier which affects Syrian students' choice of friends and their success in classes. Another research finding suggested that Syrian students were at a satisfactory level in operational skills that do not require verbal knowledge, especially in mathematics lesson. In addition, the parents were identified to be indifferent to the students' lessons and they did not help with their homework. The participants’ common view was that Syrian students should receive Turkish education in separate classes (preparatory class) in order to solve the language problem before schooling.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133115397","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

Investigation of Covid-19 Phobia and Satisfaction with Life Levels of Students Taking Special Talent Entrance Exams 特招学生新冠肺炎恐惧症及生活满意度调查

International Journal of Modern Education Studies Pub Date : 2021-03-31 DOI: 10.51383/IJONMES.2021.83

Davut Atılgan, C. Aksoy

{"title":"Investigation of Covid-19 Phobia and Satisfaction with Life Levels of Students Taking Special Talent Entrance Exams","authors":"Davut Atılgan, C. Aksoy","doi":"10.51383/IJONMES.2021.83","DOIUrl":"https://doi.org/10.51383/IJONMES.2021.83","url":null,"abstract":"There is no doubt that Covid -19 has affected the whole world in every aspect of life. In this study, it was aimed to determine the relationship between Covid-19 phobia and life satisfaction levels of students participating in special talent entrance exams and their views according to some demographic variables. The sample of the study consists of 320 participants who took the special talent exam from the departments of physical education and sports teaching and coaching education at the University of Sutcü İmam. The research is a quantitative study and it was carried out in relational scanning model. Data were collected in August-September 2020. In the analysis of data Jamovi 1.6.12 statistical software program was used. As a result of the research; Covid-19 phobia and life satisfaction level arithmetic mean scores of the participants were determined to be in the middle score range. In normal circumstances, it was determined that the fear of COVID-19 had a negative effect on the participants, while life satisfaction is expected to be high due to the athletic and young age of the participants. In terms of demographic variables, significant differences were found in Covid-19 Phobia Scale' and 'Life Satisfaction Scale' scores. In correlation and regression analyses, it was concluded that psychological, somatic, social and economic variables, which are independent variables, showed a negative low-level significant relationship with the life satisfaction of students, and they were also a significant predictor on life satisfaction. The results obtained from this study are predicted to shed light on the psychological, social, economic and similar effects of Covid-19 fear on people and provide significant contributions to finding solutions on these issues","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122325462","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

Beginning Teacher Support Model: Elementary Teachers’ Resilience and Retention in Arizona 初任教师支持模式:亚利桑纳州小学教师的弹性与留任

International Journal of Modern Education Studies Pub Date : 2021-03-18 DOI: 10.51383/IJONMES.2021.75

Kelly Olson Stewart, Erin J Rotheram-Fuller, Daniel D. Liou

{"title":"Beginning Teacher Support Model: Elementary Teachers’ Resilience and Retention in Arizona","authors":"Kelly Olson Stewart, Erin J Rotheram-Fuller, Daniel D. Liou","doi":"10.51383/IJONMES.2021.75","DOIUrl":"https://doi.org/10.51383/IJONMES.2021.75","url":null,"abstract":"In the United States, beginning teacher retention rates are extraordinarily low; only 50% of teachers remain in the classroom after five years. In particular, the State of Arizona has been recruiting significant numbers of teachers from out of state and attempting to retain them with minimal success. This persistent problem has led the neediest of students to have teachers with lower levels of professional experience, leaving those students with continually lower achievement gains. Drawing on integrated action research and grounded theory methodology, this study’s took place in a large kindergarten to eighth grade elementary school district located in a high-poverty neighborhood in Arizona. The study invited six new teachers in their first year of teaching to explore innovative strategies to increase these teachers’ retention in the profession. The ultimate goal was to understand how such support might alter a beginning teacher’s perceptions of their own persistence and resilience in dealing with the challenges of first-year teaching, thereby reducing beginning teacher attrition. The study finds that teachers must be nurtured and cared for in order for them to fully devote their time and energy to effectively care for the students in their classroom. Increasing self-awareness and resiliency has the potential to create a ripple effect to retain more beginning teachers, as they become more likely to persevere, ask for help, connect with others, and achieve a healthy life/work balance while positively impacting students and their community.","PeriodicalId":151861,"journal":{"name":"International Journal of Modern Education Studies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134042931","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