Journal of Education & Social Policy最新文献_第7页

Learning from Assessments and Feedback, A Teacher and Student Perspective. 从评估和反馈中学习:教师和学生的视角。

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V6N2P5

Piet Koppejan

引用次数: 0

Teachers’ Perceptions of Pedagogical Change with Information Communication Technologies in No-fee Primary Schools in a Developing Context: A Cultural Historical Activity Theory Analysis 发展背景下免费小学教师对信息传播技术带来的教学变革的认知:一项文化历史活动理论分析

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n3p16

J. Hardman

{"title":"Teachers’ Perceptions of Pedagogical Change with Information Communication Technologies in No-fee Primary Schools in a Developing Context: A Cultural Historical Activity Theory Analysis","authors":"J. Hardman","doi":"10.30845/jesp.v6n3p16","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p16","url":null,"abstract":"Research indicates that Information and Communication Technologies (ICTs) impact positively on students’ attainment in primary school mathematics classrooms, depending on the nature of the pedagogy used (Higgins, Xiao, & Katsipataki, 2012). However, how ICTs are used pedagogically depends on how teachers perceive them (Bray & Tangney, 2017). Over the past decade, South Africa has invested heavily in ICTs in education, in the hopes that their use may impact positively on extremely low outcomes that are recorded in mathematics and reading in the country (Spaull, 2013). This investment, however, has not paid dividends, calling into question exactly how ICTs are used in teaching/learning in this context. This paper seeks to address teachers’ perceptions of teaching with ICTs in order to ascertain whether teachers do indeed use ICTs in their classrooms and whether they believe this changes their pedagogy thereby impacting positively on outcomes in mathematics at a grade 6 level. Interviews with 6 teachers across 4 non-fee-paying schools, using Cultural Historical Activity Theory as a frame, indicated that teachers do indeed believe that their pedagogy has shifted with the use of ICTs and that this has had a positive impact on mathematics learning.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"14 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":"125141590","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

From Diofantian Equations to Matricial Equations (I) - Equations and Pythagorean Matrices 从丢番田方程到材料方程(一)-方程与毕达哥拉斯矩阵

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V6N1P9

Teodor-Dumitru Vălcan

引用次数: 0

Sabores y Saberes Para La Educación: Propuesta Metodológica integral Para La Alimentación 教育的口味和知识:食品的综合方法建议

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v6n1p7

Maria Fernanda Santos Altamirano

引用次数: 0

Adult Social & Emotional Learning: Establishing Campus Cultures of Well-Being 成人社会与情感学习:建立幸福的校园文化

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n3p10

Terry A. Silver

引用次数: 1

Implement a Four-Step Process to Achieve 360-Degree E-learning Accessibility 实施四步流程，实现360度电子学习无障碍

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V6N1P2

Cynthia Schreihans

引用次数: 0

Reflective Thinking, A New Skill in English Pedagogy Curriculum at Playa Ancha’s University 反思性思维:Playa Ancha大学英语教学课程的新技能

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V6N1P10

M. E. Diaz, Mg. Amanda Isabel Vasquez

引用次数: 2

Addressing Student Resilience in Post-Baccalaureate Programs: A Review of the Literature 解决后学士学位课程的学生弹性:文献综述

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/JESP.V6N1P4

Mitzi S. Brammer

引用次数: 1

A Conceptual Framework for Accounting Education Research 会计教育研究的概念框架

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n2p4

Dr Audra Ong, Dr. R. W. Hussey

{"title":"A Conceptual Framework for Accounting Education Research","authors":"Dr Audra Ong, Dr. R. W. Hussey","doi":"10.30845/jesp.v7n2p4","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p4","url":null,"abstract":"There has been substantial research into different aspects of teaching accounting at the undergraduate level. However, a substantial part of the research has focussed on only one part of the process, the understanding of students. The findings of the research have improved our knowledge of the student’s learning issues but have done little to illuminate the connections in the entire educational process, including such factors as lecturing styles and the quality of printed materials. This paper explains communication theory and reviews the research that has been conducted into various aspects of that theory. A conceptual framework is constructed that identifies and incorporates all the different aspects and identifies the importance of their relationships. The paper is completed with a proposal for further research based on the conceptual framework . course in a New Zealand University. The results show that three factors (personal, referents, and control) are determinants of students‟ intention to major in accounting or other business disciplines. Further analysis revealed that the students‟ major intentions are influenced by important referents‟ perceptions. In particular, parents appear to have a strong influence on students‟ intentions to major in accounting. Comparisons of differential personal perceptions by accounting and non-accounting majors revealed that accounting majors hold positive perceptions of some of the qualities of the study of accounting and the accounting profession.","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":"116445014","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

Early School Leaving by Nationality in Contemporary Greece Sociological Interpretations of Recent data 当代希腊按国籍划分的早期离校现象对近期数据的社会学解读

Journal of Education & Social Policy Pub Date : 1900-01-01 DOI: 10.30845/jesp.v7n1p10

Fotopoulos Νikos, Pandis Prokopis

{"title":"Early School Leaving by Nationality in Contemporary Greece Sociological Interpretations of Recent data","authors":"Fotopoulos Νikos, Pandis Prokopis","doi":"10.30845/jesp.v7n1p10","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p10","url":null,"abstract":"Τhe issue of early school leaving consists one of the most important problems in contemporary educational systems. Although the rate of early school leaving in Greece remains below the European average, it is significant to face this social pathogeny both drastically and decisively. Undoubtedly, the problem of early school leaving is connected with a wider social pathology depicting the deficit of social protection through schools. Additionally, we need to theorize this issue as an urgent problem because of the emerging value that education has as a human and socialright in modern societies. In this paper through the general topic of the early school leaving, we will focus on the specific issue of nationality. Specifically, we will observe the dimension of nationality at primary, low secondary and upper secondary education according to the official data for the pupils’ generation 2015-2016. Moreover, using the theoretical and sociological analytical tools, we will examine the issue of early school leaving focusing on the nationality dimension in a period in which, due to the influx of refugees and migrants, the pupils’ mobility is increasing rapidly.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"17 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":"129884868","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