Journal of Higher Education, Theory, and Practice最新文献_第8页

3 in 1 Effect When Using Adventure Based Learning Approach in Basic Statistics Class 在基础统计学课上使用基于冒险的学习方法时的3合1效果

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-15 DOI: 10.33423/jhetp.v23i14.6394

Mohd Afifi Bahurudin Setambah, Murugan Rajoo, Mohd Syaubari Othman, Akhmad Habibi, Muhammad Alhaji Ibrahim

{"title":"3 in 1 Effect When Using Adventure Based Learning Approach in Basic Statistics Class","authors":"Mohd Afifi Bahurudin Setambah, Murugan Rajoo, Mohd Syaubari Othman, Akhmad Habibi, Muhammad Alhaji Ibrahim","doi":"10.33423/jhetp.v23i14.6394","DOIUrl":"https://doi.org/10.33423/jhetp.v23i14.6394","url":null,"abstract":"This research aims to study the effect of adventure-based learning on students’ basic statistics achievement, critical thinking, and leadership skills. The quasi-experimental method was used in this study through quantitative research design. The sample consisted of 30 year 1 students of one of the Teacher Education Institutes. The institute itself determined this group of students. They are in the context of an intact group. The data were analyzed inferentially by using MANOVA. The results of the MANOVA test analysis showed that there was a significant difference in the mean post-test between groups for the achievement of Basic Statistics and leadership skills. At the same time, test analysis showed insignificant results for critical thinking skills. Thus, there was no significant difference in the mean post-test of critical thinking skills between the treatment group and the control group. There is a significant difference in the mean of the second post test between groups for basic statistics achievement and critical thinking. While test analysis showed insignificant results for leadership skills.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135437024","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

Women Leaders: Overcoming Impostor Syndrome in Higher Education in Kazakhstan 女性领导者:克服哈萨克斯坦高等教育中的冒名顶替综合症

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-15 DOI: 10.33423/jhetp.v23i14.6382

Raushan Kanatova

引用次数: 0

Factors Influencing University Dropout in Distance Learning: A Case Study 影响远程教育大学生辍学的因素:个案研究

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-15 DOI: 10.33423/jhetp.v23i14.6379

Corina Núñez-Hernández, Jorge Buele

引用次数: 0

Psychopedagogy and the Fields of Action of Educational Psychologists 心理教育学与教育心理学家的行动领域

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-15 DOI: 10.33423/jhetp.v23i14.6381

Marcelo Remigio Castillo Bustos, Aracelly Núñez Naranjo

{"title":"Psychopedagogy and the Fields of Action of Educational Psychologists","authors":"Marcelo Remigio Castillo Bustos, Aracelly Núñez Naranjo","doi":"10.33423/jhetp.v23i14.6381","DOIUrl":"https://doi.org/10.33423/jhetp.v23i14.6381","url":null,"abstract":"This work analyzes the essential aspects of Psychopedagogy as a scientific discipline and educational psychologists’ main fields of action. It is theoretical research developed with the hermeneutic method. The problem identification reveals excessive divergences in Psychopedagogy’s conceptions and other aspects. In the empirical phase, little difference is observed between Psychopedagogy and psycho-pedagogical practice; Psychopedagogy has been generally and loosely linked to formal education, to unique or specific educational needs, and learning problems in the school context. Regarding the fields of action of educational psychologists, the existing information is minimal. In the interpretative phase, the findings in the theoretical, methodological, and praxeological order reveal that Psychopedagogy has as its object of study the learning and development of the human being; it directs the psycho-pedagogical practice given from the principles of prevention, development, and social action. Hence, the fields of action of psychopedagogy are all those contexts in which human learning takes place, highlighting formal education and integral development; family and interpersonal relationships; health and body care; business, labor, and professional development; and the meaning of life and values, all of which is supported by the fact that human beings, as social beings by essence, learn, develop and transform throughout life.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135437020","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

Exploring How Lecturers Have Designed Their Online Courses to Promote Active Engagement in Teaching and Learning Contexts 探索讲师如何设计他们的在线课程，以促进教学和学习环境中的积极参与

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-15 DOI: 10.33423/jhetp.v23i14.6385

Siyanda Ntlabathi, Palesa Makhetha-Kosi, Noluthando Mayaphi

{"title":"Exploring How Lecturers Have Designed Their Online Courses to Promote Active Engagement in Teaching and Learning Contexts","authors":"Siyanda Ntlabathi, Palesa Makhetha-Kosi, Noluthando Mayaphi","doi":"10.33423/jhetp.v23i14.6385","DOIUrl":"https://doi.org/10.33423/jhetp.v23i14.6385","url":null,"abstract":"The COVID-19 pandemic has made it mandatory for all university courses to be taught using online technologies. One of the major challenges experienced by Lecturers has been how to make students responsive and engaged in online environments as opposed to face-to-face classrooms. This study seeks to investigate how extended curriculum programme academics design their online extended curriculum courses such that they can promote active engagement in their online classrooms. The research design adopted for this study falls within the interpretative paradigm, embracing a qualitative research approach within a case study methodology. For data collection purposes, three courses and nine Lecturers, three from each faculty were selected for each of these faculties because of their engagement in online learning and hybrid learning initiatives, making nine courses. Two theoretical frameworks underpinned this study: the SAMR Model and the Technology integration matrix (TIM). The researchers argue that it is imperative that academic development supports and enhances the development and agency of academics in designing and creating active and engaging hybrid or online environments.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436854","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

Reviewing the Significance of Attention and Awareness for Developing Learner-Centric Taxonomy 关注和意识对发展以学习者为中心的分类法的意义

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-15 DOI: 10.33423/jhetp.v23i14.6388

Rohini Ravi, Manali Karmakar

引用次数: 0

Improvement of Reflection on Teaching Practice in a Training Course That Integrates the Lesson Study and Criteria of Didactical Suitability 课程研究与教学适宜性标准相结合的培训课程教学实践反思的改进

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-15 DOI: 10.33423/jhetp.v23i14.6395

Viviane Hummes, Adriana Breda, Vicenç Font, María José Seckel

{"title":"Improvement of Reflection on Teaching Practice in a Training Course That Integrates the Lesson Study and Criteria of Didactical Suitability","authors":"Viviane Hummes, Adriana Breda, Vicenç Font, María José Seckel","doi":"10.33423/jhetp.v23i14.6395","DOIUrl":"https://doi.org/10.33423/jhetp.v23i14.6395","url":null,"abstract":"This article discusses a qualitative case study involving eight mathematics teachers in Brazil. The study aimed to analyze the effectiveness of a training course that combined Lesson Study and Criteria of Didactical Suitability in developing reflective competence in teachers. Lesson Study is a professional development strategy that encourages teachers to collaborate and reflect on their teaching practices, while Criteria of Didactical Suitability is a tool that guides teachers’ reflection. The study aimed to evaluate the usefulness of Criteria of Didactical Suitability in enhancing reflection skills and to assess the participants’ perception of its usefulness. The analysis revealed that participating teachers improved their reflection skills, specifically by utilizing Criteria of Didactical Suitability more effectively in the third phase of the course. However, the study has limitations, such as being conducted virtually and in a specific context. Overall, this study highlights the potential of combining Lesson Study and Criteria of Didactical Suitability in developing reflective competence in teachers. Further research can explore the efficacy of this approach in different contexts.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135437025","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

Do Leadership Style and Work Culture Influence School Achievement? 领导风格和工作文化对学习成绩有影响吗?

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-07 DOI: 10.33423/jhetp.v23i13.6372

Imam Hanafi, Ibrahim Bafadal, Agus Timan, Achmad Supriyanto

{"title":"Do Leadership Style and Work Culture Influence School Achievement?","authors":"Imam Hanafi, Ibrahim Bafadal, Agus Timan, Achmad Supriyanto","doi":"10.33423/jhetp.v23i13.6372","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6372","url":null,"abstract":"This study explores differences in school achievement levels regarding leadership and work culture in public elementary schools in Pekanbaru. This study took a population of public elementary schools comprising achieving and non-achieving schools with 58 samples of teachers and staff. This study compares the achievements of elementary schools consisting of the National Student Art Contest Festival, the National Student Sports Olympiad, and the National Science Olympiad. The variables measured are moral leadership, change leadership, and work culture in schools using a questionnaire instrument, quantitative approach design survey type (Creswell & Creswell, 2018), and school achievement is used on documentation with comparative descriptive analysis. The results of the study found that moral leadership, change leadership, and work culture differed significantly Sig.(2-tailed) 0.0017, 0.027, and 0.015< 0.05 in of high-achieving schools and non-achieving. The analysis shows that the application of moral leadership, change leadership, and work culture in high-achieving schools is betterthan non-achieving schools. The implication is that schools need to apply moral leadership, change leadership and work culture properly.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135096772","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

Implementation of Digital Education Tools in the Pedagogical Community 数字化教育工具在教学社区中的应用

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-07 DOI: 10.33423/jhetp.v23i13.6370

Dmitriy V. Kornienko, Svetlana V. Mishina

{"title":"Implementation of Digital Education Tools in the Pedagogical Community","authors":"Dmitriy V. Kornienko, Svetlana V. Mishina","doi":"10.33423/jhetp.v23i13.6370","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6370","url":null,"abstract":"This article is devoted to solving the problem of accumulation, systematization, and translation of the practices of using digital educational technologies in municipal educational organizations. The solution to this problem was implemented by implementing the project “Organization of a system of digital education practices in the urban district of the City of Yelets” in 2022. The project was aimed at involving at least 350 managing and teaching staff, 4000 students in the active practice of using digital educational technologies in educational organizations of the urban district of Yelets (Lipetsk region, Russian Federation) by the end of 2022. To achieve the goal, the implementation of a system of digital education practices in educational organizations of the urban district of the city of Yelets was determined. Continuity and concession are key features of this system. Consequently, the stakeholders are preschool educational organizations, public educational organizations, organizations of additional education, secondary vocational education, and higher education. This system involved the use of such organizational forms as a resource center, a municipal network platform, a pivotal school, and an author’s school, within which approbation, tuning, and dissemination of the experience of using software products, the LECTA digital educational platform, the digital educational environment “Mobile e-education” and directions 3D modeling, digital video and robotics. The key results of the conducted research were quantitative and qualitative indicators. The main problem that has blocked the adoption of digital education tools among the pedagogical community is the belief that they are ineffective compared to full-time education.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135096769","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

L2 Reading During Higher Education in Colombia 哥伦比亚高等教育中的第二语言阅读

Journal of Higher Education, Theory, and Practice Pub Date : 2023-09-07 DOI: 10.33423/jhetp.v23i13.6374

Marisela Restrepo Ruiz, Ligia Martínez Bula, Mónica Herazo Chamorro, Liliana Álvarez Ruiz

引用次数: 0