Journal of Education & Social Policy最新文献_第2页

‘I want to be heard and seen’: the visualization of EFL students’ voices through story narratives and interactive theatre “我想被听到和看到”:通过故事叙述和互动戏剧将英语学生的声音可视化

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n2p5

Souad Smaili

{"title":"‘I want to be heard and seen’: the visualization of EFL students’ voices through story narratives and interactive theatre","authors":"Souad Smaili","doi":"10.30845/jesp.v7n2p5","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p5","url":null,"abstract":"This study was conducted at a university in Algeria. It explores the language voices and self- positioning amongst students who study English as a foreign language (EFL), through introducing an innovative teaching method that includes the process of narrating personal life experiences, turning those experiences into a scenario and performing it onstage using interactive theatre. As the voice of the learner is crucial in the classroom to break the walls of anxiety and lack of investment, to promote self-positioning and agency, and to allow the student to participate in his/her desired imagined community, I was concerned about the teaching and learning situation at the department of English where this study took place. The current situation revealed that most of the students fear to speak, but wish to become good language users and be seen by others. This has driven me towards asking the questions of what voices can they develop in theatre, and what aspects from their experiences define those voices. I ran a theatre course where 19 EFL students participated. I used thematic analysis strategy to analyse the data collected from this study. The findings revealed multiple voices that are defined by the participants’ experiences in both their social and academic contexts .","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134245458","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 Achievements and Contributions of Domiciano K. Villaluz: A Renowned Founder on the Artificial Culture of Penaeus Monodon Fabricius 著名法氏对虾人工养殖奠基人比利亚鲁兹的成就与贡献

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n2p7

Assistant Professor Desheree Judena Gayo

引用次数: 0

A Critical Race Inquiry of African American Female Law Students’ Educational Experiences at a Racially Diverse Law School 非裔美国女法学院学生在种族多元化法学院教育经历的批判性种族探究

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V6N2P4

Chloe Lancaster, Y. Xu, Elin Ovrebo, E. Hosman

引用次数: 1

Dynamic of Indonesian Teacher Distribution Policies Implementation at Regional Level 印尼教师分配政策在区域层面执行的动态

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n1p15

M. Novita, C. Wijaya, Andreo Wahyudi Atmoko

引用次数: 2

Translanguaging as an Effective Tool for Promoting the Use and Contribution of African Languages to Formal Education: the Nigerian Case 译语是促进非洲语言在正规教育中的使用和贡献的有效工具:尼日利亚案例

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V7N4P5

Michael Akinpelu

引用次数: 0

Teachers’ Demographic Profile on the Learners’ Performance Using K-12 Earth and Space module K-12地球与空间模块对学习者表现的教师人口统计特征

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V7N4P14

Vebhie Joy C. Salvan, Milagros M. Hambre

{"title":"Teachers’ Demographic Profile on the Learners’ Performance Using K-12 Earth and Space module","authors":"Vebhie Joy C. Salvan, Milagros M. Hambre","doi":"10.30845/JESP.V7N4P14","DOIUrl":"https://doi.org/10.30845/JESP.V7N4P14","url":null,"abstract":"The purpose of this study is to determine the effect of the demographic profile ofK-12teachers who taught Earth and Space 9 subject to the academic performance of the learners using module. With the emergence of a new curriculum and a big change in the educational system, it is significant to determine the quality of teachers who have the great roles as the knowledge-imparters to the learners. This study also determines the learners’ pre-test and post-test scores; the difference between learners’ pre-test and post-test scores; the relationship between the learners’ performance and the teachers’ demographic profile. A total of 214 students and sixteen teachers from Naawan National High School (NaNHS) and Initao Comprehensive High School (INCHS) participated in the study. Based on the teachers' demographic profile results revealed that: there are more female than male teachers (67% vs 33%); 50% of them are within 27-32 years old and have been teaching for 22-26 years but most of them have only taught the subject Earth and Space for about 1-4 years(66.%). Also, majority of the teachers are pursuing their Master’s degree (66.7%) and that 50% of them attended about 27-32 seminars and trainings up to the present. The performance in the pre-test of the learners from the two respondent schools is comparatively similar. However, the performance in the post-test of INCHS showed an increase in the number of learners who are at the Fairly Satisfactory level (54.6%) and at the Satisfactory level (30.6%) and has decreased in the number of learners (7.4%) at Did not meet the Expectation level. On the other hand, NaNHS still has more learners that are at Did not meet the Expectation level (41.7%) and only few learners are at Very Satisfactory level (36.1%). Remarkably, none from the two schools reached the Outstanding level. Furthermore, a significant difference at α=0.05 in the pre-test and post-test exists and there is no significant relationship between the performance of grade 9 learners and the teachers’ demographic profile.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129896104","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

Underserved: A Three-Tiered Approach for Student Social and Emotional Learning Needs 服务不足:学生社会和情感学习需求的三层方法

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n3p1

M. Byrd, Rachel Nez

引用次数: 0

Determining Eighth Year Students’ AttitudesToward Science Courses and Investigating the Relation Between Attitude and Scholastic Achievement 八年级学生对理科课程态度的测定及态度与学业成绩关系的调查

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n2p10

Ramis Bayraks

引用次数: 0

The 1952 Meru Land Case: A Pan Africanism Mission 1952年梅鲁地案:泛非主义使命

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n3p7

Les Tate, J. Carvalho

引用次数: 0

Universal Design for Learning and Instruction: Overcoming Barriers Facing Students with Disabilities in Colleges and Universities 学习与教学的通用设计:克服高校残疾学生面临的障碍

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V7N4P10

Amanda G. Allen, S. Anderson

引用次数: 0