Multidisciplinary Journal of School Education最新文献_第3页

Teacher’s Age and Experience as a Modifying Factor in the Readiness For and Method of Intervention with a Student at Risk of Psychoactive Drugs 教师的年龄和经验对有精神药物风险的学生的准备程度和干预方法的影响

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.12

Roman Waluś, Renata Jasnos

{"title":"Teacher’s Age and Experience as a Modifying Factor in the Readiness For and Method of Intervention with a Student at Risk of Psychoactive Drugs","authors":"Roman Waluś, Renata Jasnos","doi":"10.35765/mjse.2023.1223.12","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.12","url":null,"abstract":"This article deals with teacher interventions in crisis situations regarding a direct threat of students using psychoactive drugs on school premises, particularly in the difficult period of adolescence: 12–16 years of age. The focus of the research was on teacher interventions in situations where students are threatened by psychoactive substances. The research problem was whether the age and experience of the teacher were determinants of such an intervention. It investigated the relevance that a teacher’s age and experience have on their attitude and manner of intervening on behalf of a student when there is an imminent threat from psychoactive substances. The research investigated the importance of a teacher’s age and work experience in their attitude and the manner in which they intervene. It was carried out from 2017 to 2019 among teachers at middle schools in Bielsko-Biala, using the diagnostic survey method and a questionnaire. Statistical analysis of the results showed no statistically significant difference in teachers’ declarations of readiness for intervention. Regardless of age and tenure, the respondents declared a high readiness to intervene. On the other hand, there were statistically significant differences according to the teachers’ age and seniority in how the intervention was carried out. Teachers from different age and seniority groups (defined by a specific length of service) more often or less often took some of the actions envisaged in the intervention procedure. Thus, it is feasible to speak of a readiness, or lack thereof, to take certain intervention actions.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122309604","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

Design of an Innovative Model of Cooperation Between Schools and the Public for the Cybersecurity of Children and Adolescents 儿童青少年网络安全校民合作创新模式设计

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.18

Marek Górka

{"title":"Design of an Innovative Model of Cooperation Between Schools and the Public for the Cybersecurity of Children and Adolescents","authors":"Marek Górka","doi":"10.35765/mjse.2023.1223.18","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.18","url":null,"abstract":"The article deals with the prevention of cyber threats to children and adolescents through the cooperation of public institutions, which can be one of the key factors in increasing safety in the virtual world. The purpose of the article is to evaluate the effectiveness of the model of cooperation of local government institutions. The novelty of the research problem lies in the attempt to practically apply the exchange of knowledge and experience between local institutions, with a particular focus on cybersecurity education. The analysis is based on students’ responses from surveys conducted between 2019 and 2021, making it possible to apply quantitative analysis and to characterize the changes in the incidence of cyberthreats. The second research tool is qualitative analysis, through which we can learn about the impact of educational activities on the level of awareness of cybersecurity. The research period has three stages: the first is before the introduction of remote learning, the second is during the pandemic and remote learning, and the third is the return to in-school learning. The research analysis deals with the problem of digital threats that the modern school, with the support of other public institutions, has to face.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124622018","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

Educational Support and the Choice of Metacognitive Reading Strategies Under Exam Stress Among Students With and Without Dyslexia 阅读障碍学生考试压力下的教育支持与元认知阅读策略的选择

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.20

A. Dłużniewska, Kamil Kuracki

{"title":"Educational Support and the Choice of Metacognitive Reading Strategies Under Exam Stress Among Students With and Without Dyslexia","authors":"A. Dłużniewska, Kamil Kuracki","doi":"10.35765/mjse.2023.1223.20","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.20","url":null,"abstract":"The aim of the study was to identify the determinants of dyslexic and non-dyslexic students’ choice of reading strategies for exams, as well as the mediating factors – in this case, exam stress – in the relationship between perceived educational support and the use of specific reading strategies. The study groups consisted of students diagnosed with dyslexia (N=540) and students without dyslexia (N=540), aged 14 to 15 years. \u0000The tools used in the study were the Metacognitive Awareness of Reading Strategies Inventory, developed by Mokhtari and Reichard, the Students’ Perceived Sources of Test Anxiety, developed by Bonaccio and Reeve, and the Educational Support Questionnaire, developed by Gindrich. The study followed a correlational design. Descriptive statistics, Pearson’s r correlations, and regression analysis were used to analyze the results using model templates for PROCESS for SPSS and SAS (Hayes, 2018). \u0000The study established relationships between perceived educational support and the declared use of particular reading strategies (global, support, and reading problem-solving strategies) and stressors in exam situations. The results of the study indicate that only among dyslexic students was there a moderating role of exam stress in the relationship between perceived educational support and the declared choice of global reading strategies.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126362312","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

Knowledge and Values: The Importance of Personal Social Responsibility for Education, Management, and Sustainable Development 知识与价值观:个人社会责任对教育、管理和可持续发展的重要性

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.01

Agnieszka Żak, P. Sedlak, Monika Sady

{"title":"Knowledge and Values: The Importance of Personal Social Responsibility for Education, Management, and Sustainable Development","authors":"Agnieszka Żak, P. Sedlak, Monika Sady","doi":"10.35765/mjse.2023.1223.01","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.01","url":null,"abstract":"Social responsibility is a multidimensional construct which manifests itself in many areas of human life – in both the private and professional spheres. In business, people’s individual attitudes are often the starting point for organizational activities. Even the most ethical business behavior, if not matched by changes on the part of individuals, will not create a change on a larger scale. Thus, personal social responsibility can be defined as a key element of corporate social responsibility (CSR), because the implementation of this idea in business depends on the behavior of the individuals working in the company. \u0000The main purpose of the article is to investigate published knowledge concerning the concept of personal or individual social responsibility (PSR or ISR) and the personal or individual social responsibility scale. The authors made a systematic literature review, analyzing full-text scholarly articles published between 2000 and 2021. International databases and journal libraries – EBSCO, JSTOR, Mendeley, Wiley Online Library, Web of Science, and Scopus – were searched using the logical phrases “personal social responsibility,” “individual social responsibility,” “personal social responsibility scale,” and “individual social responsibility scale.” \u0000The analysis shows that the concept of individual/personal social responsibility is considered in the literature in various contexts, though few works are available on this concept and even fewer describe its indicators. Using keywords relevant to the area, 14 publications were selected for analysis. This leads to the conclusion that there is a research gap in this area, which the authors intend to fill in the course of further research.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133340679","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

Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences 数学教育中的自我决定:如何加强学生对数学的积极态度和发展他们的情感/社会能力

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.08

Tomasz Knopik, Urszula Oszwa

{"title":"Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences","authors":"Tomasz Knopik, Urszula Oszwa","doi":"10.35765/mjse.2023.1223.08","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.08","url":null,"abstract":"The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and relatedness. \u0000The following research questions were formulated: \u0000 \u0000How did students’ attitudes towards mathematics change under the influence of methodological interventions aimed at satisfying the three SDT needs? \u0000Did the methodological solutions contribute to better emotional/social competences in the students? \u0000Did the intervention result in higher maths achievement, measured by a maths knowledge and skills test and grades in the subject? \u0000 \u0000The findings included statistically significant differences in 1) positive attitude towards mathematics (measured by the semantic differential technique), 2) emotional/social competences (measured by the KA scale from the tool called TROS-KA) and 3) mathematical achievements (measured by a maths test and grades in school) in comparison to the control group (N = 59), where less positive attitudes towards mathematics, lower maths grades and no significant increase in emotional/social competences were observed.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114646320","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 impact of ICT on Shaping Reflexes and Manual Coordination in Children and Teenagers: Pupils’ and Teachers’ Opinions 信息和通信技术对儿童和青少年塑造反射和手工协调的影响:学生和教师的意见

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.15

Eunika Baron-Polańczyk

{"title":"The impact of ICT on Shaping Reflexes and Manual Coordination in Children and Teenagers: Pupils’ and Teachers’ Opinions","authors":"Eunika Baron-Polańczyk","doi":"10.35765/mjse.2023.1223.15","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.15","url":null,"abstract":"The article presents part of a diagnostic and correlational study of mixed character that establishes pupils’ information competency in the use of ICT methods and tools. It investigates the effects of children’s and teenagers’ ICT use (importance levels of new media influence) on improving reflexes and manual coordination. To obtain the data, the author used a diagnostic survey method (questionnaire and interview) and statistical methods (chi-square test of independence and Pearson’s correlation coefficient). Together, 2,510 pupils and 1,110 teachers were surveyed. It was found that in the aggregated importance hierarchy of ICT effects, the category ‘reflexes and manual coordination’ was given a high weight by the pupils (third place) and a very high weight by the teachers (second place). There was a faint and negative correlation (r @ -0.009) between pupils’ opinions and teachers’ observations on the effects of ICT use by children and teenagers in the improvement of reflexes and manual coordination. The calculations of differential factors revealed statistically significant differences between the opinions of the two groups and gender, educational stage, place of learning and the gender of teachers. There was a noticeable discrepancy between the pupils’ and teachers’ opinions: a not very significant ‘separation’ of the world of children and teenagers (‘us’) from the world of teachers (‘them’). This may raise concerns as teachers’ recognition and understanding of students’ needs, according to the ideas of constructivism, is one of the key factors in the success of the educational process.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130302867","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

Reflection as a Basic Category of a Teacher’s Thinking and Action 反思:教师思维与行动的基本范畴

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.10

Agnieszka Głowala, Maciej Kołodziejski, Tomas Butvilas

{"title":"Reflection as a Basic Category of a Teacher’s Thinking and Action","authors":"Agnieszka Głowala, Maciej Kołodziejski, Tomas Butvilas","doi":"10.35765/mjse.2023.1223.10","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.10","url":null,"abstract":"Reflection in the work of a teacher is an important issue from the perspectives of linking educational theory and practice, a teacher’s personal and professional development and solving educational problems in multiple contexts. The world besets the modern teacher with new challenges, and (self-)reflection becomes a necessity as well as a difficult intellectual task. This paper focusses on the issue of a teacher’s reflection from the standpoint of linking educational theory and practice and examining the value of their work. Using numerous foreign and Polish publications on the subject, while also referring to classic authors such as Dewey and Schön, the authors analyse the essence of a teacher’s reflection in order to highlight the significance of reflective thinking as a key competence for teachers and educators. In the deliberations in this paper, reflection is the foundation of a teacher’s reflexivity in modern education, and a priority in preparing individuals for the profession. The method of a systematic and critical selected literature review was used. Special attention was paid to reflective thinking as well as the flexibility of educational processes and communicative interaction with educational entities.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115549481","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

Introduction of Al-Washliyah as Moral Strengthening in Early Childhood at Ra Al-Washliyah Indonesia 在印度尼西亚的Ra Al-Washliyah介绍Al-Washliyah作为儿童早期道德强化

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.06

Mhd. Habibu Rahman, Sangkot Sirait, Maemonah

{"title":"Introduction of Al-Washliyah as Moral Strengthening in Early Childhood at Ra Al-Washliyah Indonesia","authors":"Mhd. Habibu Rahman, Sangkot Sirait, Maemonah","doi":"10.35765/mjse.2023.1223.06","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.06","url":null,"abstract":"Al-Washliyah is an Islamic organization that pays great attention to education. The Al-Washliyah educational institution prioritizes spiritual values in the learning process so as to answer the community’s need for religious education and moral strengthening. This study illustrates how introducing al-Washliyah in early childhood can strengthen morality or add a new understanding that confuses children. Methodologically, this paper is an example of qualitative research. The results of this study show that introducing Al-Washliyah in early childhood at Raudatul Athfal [RA; Islamic kindergarten] Al-Washliyah was achieved by maximizing the quality of the educator, the infrastructure, and by formulating clear, measurable goals. With clear and measurable goals, such as reciting sholawat and dhikr and memorizing prayers, Al-Washliyah materials are integrated with developmental aspects that can strengthen children's morality. The form of simple and fun activities can strengthen children’s morality, though there are obstacles in introducing Al-Washliyah materials, such as differences in student characteristics, the educational environment, religious understanding, and the teacher’s creativity in using Al-Washliyah materials in early childhood.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128909025","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

Educational Potential of the Child’s Out-of-School Experiences in the Opinion of Early Education Teachers 早期教育教师认为儿童校外经历的教育潜力

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.13

E. Kochanowska

{"title":"Educational Potential of the Child’s Out-of-School Experiences in the Opinion of Early Education Teachers","authors":"E. Kochanowska","doi":"10.35765/mjse.2023.1223.13","DOIUrl":"https://doi.org/10.35765/mjse.2023.1223.13","url":null,"abstract":"In this article, on the basis of research based on a qualitative strategy, an attempt was made to reconstruct the beliefs of early education teachers about children's out-of-school experiences and the need / possibility of using them in the practice of early childhood education. Teachers' ways of thinking about the features of children's out-of-school experiences and their value in the learning process at school are outlined. Getting to know the conceptualization of the studied area generated in the minds of teachers is very important due to their relationship with school practice, and more specifically with the design by teachers of didactic and educational situations aimed at integrating children's out-of-school experiences with the knowledge and experiences that are the subject of knowledge at school.The experiences gained in the extremely complex and dynamic contemporary space of a child's life are an important source of their knowledge and the basis of learning. The analysis of the collected statements of early childhood education teachers during individual open interviews with them allowed to identify the constitutive features of out-of-school experiences of children. Although teachers are aware of the continuity, multiplicity, transformation as well as the integrity and processuality of children's out-of-school experiences, in their statements they express caution in using them in educational activities at school due to their \"imperfection\". First of all, the teachers' way of thinking about the role of out-of-school experiences in the education of a child and, consequently, of school practice, requires changes.","PeriodicalId":162271,"journal":{"name":"Multidisciplinary Journal of School Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131611660","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

Adjusting to Remote Learning as a Result of COVID-19: Experiences of Students and Teachers in Jamaica 2019冠状病毒病后适应远程学习:牙买加学生和教师的经验

Multidisciplinary Journal of School Education Pub Date : 2023-06-30 DOI: 10.35765/mjse.2023.1223.21

Denise

引用次数: 0