Journal of Education & Social Policy最新文献_第6页

The Relationship between Leader Member Exchange and Teacher Job Satisfaction 领导成员交换与教师工作满意度的关系

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n4p5

C. C. Robinson

引用次数: 0

The Phenomenon of Greek Traditional Dance Workshops in Greece: The Case of the Cultural Association “En Choro” 希腊传统舞蹈工作坊现象:以“En Choro”文化协会为例

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n2p11

Niki Niora, M. Koutsouba, V. Lalioti, Vasiliki Tyrovola

{"title":"The Phenomenon of Greek Traditional Dance Workshops in Greece: The Case of the Cultural Association “En Choro”","authors":"Niki Niora, M. Koutsouba, V. Lalioti, Vasiliki Tyrovola","doi":"10.30845/jesp.v6n2p11","DOIUrl":"https://doi.org/10.30845/jesp.v6n2p11","url":null,"abstract":"The participation of Greek dance teachers and members of dance groups in Greek traditional dance workshops has risen immensely during the last three decades in Greece. The explicit interest in obtaining additional knowledge in Greek traditional dances and the constant interaction of teachers-participants-organisers in the area where the workshop takes place, has created a particular characteristic “space” within the overall phenomenon of Greek traditional dance education. The aim of this paper is to provide an in-depth analysis of Greek traditional dance workshops in Greece by exploring the content, methods, and teaching styles of the longest-running workshop in Greece, organised each year by the non-profit cultural association “En Choro”(Εν Χορώ/In Dance). For this purpose, ethnographic research was carried out with its application to the dance research methodology. Data analysis was based on: a) teaching methods for Greek traditional dance; b) teaching styles proposed by Mosston and Ashworth (1994); and c) observation of the teaching process through the Cheffers Adaptation of Flanders Interaction Analysis System (CAFIAS). The findings of this research indicate that the teachers use a variety of teaching methods, while, the teaching process, as a whole, is dominated by the command style. Even though alternative teaching perspectives have been proposed during the last several years, dance teachers seem to disregard the new teaching directions or are reticent regarding the use of those new methods.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"35 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":"122461463","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

Blended learning Approach for Students with Special Educational Needs: a Systematic Review 特殊教育需要学生的混合式学习方法:系统回顾

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n1p19

E. Z. Zavaraki, Daniel K. Schneider

{"title":"Blended learning Approach for Students with Special Educational Needs: a Systematic Review","authors":"E. Z. Zavaraki, Daniel K. Schneider","doi":"10.30845/jesp.v6n1p19","DOIUrl":"https://doi.org/10.30845/jesp.v6n1p19","url":null,"abstract":"The paper presents evidence around derived from a systematic review of the literature on the blended learning approach for students with special educational needs. A comprehensive search through multiple known databases identified a dataset of 142 papers from which 22 papers met the criteria for in-depth analysis. The analysis revealed that approach, environment, learner, tools, support and evaluation are categories of extracted in blended learning approach for students with special educational needs. The elements of each category are introduced and explained in the article. However besides presenting the evidence found in literature, our analysis highlights that researching the effect of blended learning approach on SEN students remains an under-explored area of study. Few high-quality studies were found to evaluate the role of blended learning in special education, and those that were found provide only rudimentary evidence that integrating advanced technology with traditional approaches have potential to enrich learning environment among SEN students. Further well-designed research into the use of blended learning approach in special education is therefore needed.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"1 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":"125810132","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: 8

Partnering with School Leaders: Principal Assessments of Completers 与学校领导合作:完成者的主要评估

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n3p9

Randy Hetherington, H. Merk, J. Waggoner, J. Carroll, Bruce N. Weitzel

引用次数: 1

Mastering American Psychological Association (APA, 6th edition) Referencing Style for Educational Leaders 掌握美国心理学会(APA，第6版)教育领导者参考风格

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n2p6

Anthony R. Sanders

引用次数: 0

Exploring E-Learning Readiness as Mediating between Trust, Hedonic Motivation, Students’ Expectation, and Intention to Use Technology in Taibah University Taibah大学电子学习准备度在信任、享乐动机、学生期望与科技使用意愿间之中介作用探讨

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n1p12

Firas Tayseer Mohammad Ayasrah

{"title":"Exploring E-Learning Readiness as Mediating between Trust, Hedonic Motivation, Students’ Expectation, and Intention to Use Technology in Taibah University","authors":"Firas Tayseer Mohammad Ayasrah","doi":"10.30845/jesp.v7n1p12","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p12","url":null,"abstract":"E-learning has become progressively eminent in higher education, and universities have increased provisions and many students are registering. This paper scrutinizes the factors which predict students’ intention to use technology at the Taibah University. To understand the kind of these factors might help Saudi Arabia universities to promote the usage of information and communication technology in teaching and to learn. This research scrutinised the mediating effect of e-learning readiness on the association between factors affecting intention to use university technology namely, trust, hedonic motivation and students’ expectation at Taibah University. The study provided details of the findings in every theme highlighted and described the relationships between the factors, using one single model. This study also conducted a comprehensive review of the literature and presented quantitative findings on the intention to use from Saudi Arabia. Based on the findings, there is a positive and significant relationship between trust, hedonic motivation, students’ expectation and intention to use, with the mediating role of e-learning readiness. This paper offers a synthesis of the proof e-learning willingness in higher education which add to effective e-learning implementation.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"1 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":"131127045","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: 6

The American Community College: A Predictable and Unpredictable Future 美国社区学院:可预测和不可预测的未来

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n1p17

Jeff Scaggs, J. Scaggs

引用次数: 0

The Assessment of Universal Basic Education Policy in the Provision of School Facilities: A Case Study of Oyo State, Nigeria. 普及基础教育政策在学校设施提供中的评估:以尼日利亚奥约州为例。

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V6N2P17

Ogunniran Moses Oladele, Isuku Isuku, Eragbai Jerome, Longlong Hou

引用次数: 0

The Manifestation of Alienation in Sylvia Plath’s the Bell Jar 西尔维娅·普拉斯《钟形罩》中异化的表现

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V6N1P8

Esma Biroğlu

{"title":"The Manifestation of Alienation in Sylvia Plath’s the Bell Jar","authors":"Esma Biroğlu","doi":"10.30845/JESP.V6N1P8","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P8","url":null,"abstract":"This study argues that the male-dominated society alienates the protagonist of The Bell Jar, Esther, as she tries to develop her female identity in the patriarchal American society. The American society obligated women to be submissive to their husbands. Women were expected to satisfy their husband’s sexual desires and become mothers. Secondly, the paper sheds light on other reasons behind the protagonist’s alienation like being different from her society in general and mother in particular. She alienates herself from the conventional thinking among American women who believe in “idle talk,” where they lack the choice to change anything concerning the world. Esther does not desire to live within the confinements of the societal gender roles; therefore, she dissociates herself from her family and environment. Thirdly, the study illustrates how the psychological trauma, inner absence, and depression alienate the protagonist. She misses her deceased father. What is more, his absence ushers her miserableness, depression and madness. Additionally, the meaninglessness in her life makes her unable to enjoy her life to the fullest. Thus, this state makes her sadder, depressed, and more alienated.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"63 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114100632","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

Educator Attitude and Servant Leadership: A Positive Combination for Students with Disabilities 教育态度与仆人式领导:残障学生的正面结合

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n3p8

Karitta A. Page, Linda D. Grooms

{"title":"Educator Attitude and Servant Leadership: A Positive Combination for Students with Disabilities","authors":"Karitta A. Page, Linda D. Grooms","doi":"10.30845/jesp.v7n3p8","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p8","url":null,"abstract":"This study examined the relationship between educator attitude towards students with disabilities and their self-perception of servant leadership characteristics related to teaching students with mild to moderate disabilities included in the general education classroom. Using the Attitude Towards Teaching All Students Scale (ATTAS-mm) combined with the Servant Leadership Questionnaire (SLQ), a sampling frame of 166 secondary educators who teach students with mild to moderate disabilities in the general education setting within one southeastern Virginia school division were surveyed. While a small positive correlation existed between servant leadership and educator attitude as evidenced by the Pearson r scores ranging from .250 to .282, multiple regression determined that three of the five servant leadership factors (i.e., emotional healing; B = .672, wisdom; B = .571, and organizational stewardship; B = .312) could reliably predict educator attitude, thus indicating that higher perceived levels of servant leadership combined with greater positive educator attitudes is a winning combination for students with mild to moderate disabilities.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"195 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":"116146719","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