New Educational Review最新文献_第9页

Do Korean Women Should Work to Make the Marital Relationship Equal? Logistic Regression of Models on Data from the Korean Longitudinal Survey on Women and Families 韩国女性应该努力使婚姻关系平等吗?韩国妇女与家庭纵向调查数据模型的Logistic回归

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.14

Katarzyna Juszczyk-Frelkiewicz

{"title":"Do Korean Women Should Work to Make the Marital Relationship Equal? Logistic Regression of Models on Data from the Korean Longitudinal Survey on Women and Families","authors":"Katarzyna Juszczyk-Frelkiewicz","doi":"10.15804/tner.2022.70.4.14","DOIUrl":"https://doi.org/10.15804/tner.2022.70.4.14","url":null,"abstract":"South Korea is a country where gender inequality has been observed from the past to the present. Many studies point out that gender inequality in Korean society is a consequence of Confucianism which still exists in the social norms, structure and hierarchy of society and the mentality of contemporary Korean people. It causes that gender inequality remains strong not only in the job market but also in the gender division of homework and care work issues, particularly in the sphere of family life. The main object of this paper is to investigate the possibility of making marital relationships equal while women are economically active. To achieve the paper’s main goal, the statistical analysis was carried out with logistic regression on data from the Korean Longitudinal Survey on Women and Families in 2012 and 2020. The results indicated that despite the significant social and economic changes in Korean society, women’s activity in the job market did not introduce a significant change in the division of household duties among men and women, which shows women’s involvement in economic support of the family it does not make any significant changes to the aspect of equality in the relationship.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67152783","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

Digital Exclusion in Poland and South Korea - A Comparative Analysis of the Phenomenon 数字排斥在波兰和韩国——现象的比较分析

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.02

S. Juszczyk, Suwan Kim

引用次数: 0

Self-Concept and English Oral Proficiency of Senior High School Students 高中生自我概念与英语口语能力

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.69.3.13

Jovenel B. Dadulla, Joel D. Potane

{"title":"Self-Concept and English Oral Proficiency of Senior High School Students","authors":"Jovenel B. Dadulla, Joel D. Potane","doi":"10.15804/tner.2022.69.3.13","DOIUrl":"https://doi.org/10.15804/tner.2022.69.3.13","url":null,"abstract":"The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67151302","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

An Examination of the Relationship Between Self-concept and Creative/Non-Creative Attitude in a Sample of Polish University Students Who Major in Special Education 波兰特殊教育专业大学生自我概念与创造性/非创造性态度关系的研究

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.69.3.17

Piotr Alfred Gindrich, Zdzisław Kazanowski

引用次数: 0

Preconceptions and Their Significance in Early Identification of Potential Giftedness in Preschool-Aged Children 先入之见及其在学龄前儿童潜在天赋早期识别中的意义

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.10

Rebeka Štefánia Lukáčiková, Jana Duchovičová, Radka Teleková

引用次数: 0

Between Requirements and Caring – Emotional Labour of Polish Teachers 在要求与关怀之间——波兰教师的情绪劳动

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.07

I. Przybylska

引用次数: 0

Transforming to Teach in an Inclusive Paradigm 以包容的范式转变教学

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.10

Philippe Garnier

引用次数: 0

What is (Non-)Feminine and What is (Non-)Masculine? Negative Prescriptive Gender Stereotypes of Young Women in Poland - Between Change and Return to Traditional Patterns 什么是(非)阴性，什么是(非)阳性?波兰年轻妇女消极的规范性性别刻板印象-在改变和回归传统模式之间

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.07

E. Paprzycka, E. Mianowska, Katarzyna Walentynowicz-Moryl

引用次数: 0

Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions 互动风格建构的教师权威与课堂氛围维度的关系

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.08

Štefan Petrík, Zlata Vašašová

{"title":"Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions","authors":"Štefan Petrík, Zlata Vašašová","doi":"10.15804/tner.22.68.2.08","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.08","url":null,"abstract":"The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153653","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

Abduction in Teaching: Results of a Qualitative Research 教学中的溯因:一项定性研究的结果

New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.14

K. Sántha, Edit Gyeszli

{"title":"Abduction in Teaching: Results of a Qualitative Research","authors":"K. Sántha, Edit Gyeszli","doi":"10.15804/tner.22.68.2.14","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.14","url":null,"abstract":"The paper discovers the presence of abduction in teachers’ activities and emphasises the role of trichotomous systems (abduction, deduction, induction) in discovering human reality. The paper focuses on the presence of abduction in education sciences research, and its main goal is to detect abduction in teaching activities and classroom interaction. Abduction is a type of reasoning requiring philosophical, logical, and psychological background, distinct from induction and deduction, and it contributes to a viewpoint in social research that strives to make research in human reality easier to understand. The qualitative study involved explores the presence of abduction in teachers’ communication based on unstructured observation. The observation was carried out in a primary school. The objects of observation were the Geography, Art, and PE classes of the same teacher. The data of the class observation were recorded verbatim. The records were processed using an inductive, data-driven method after the classes. The reliability of the process was ensured by intracoding. The results of the observations reflect the presence of abduction in classroom interaction. The results showed that abduction appeared in the Geography, Art, and PE classes observed, and every class witnessed right and wrong abductive conclusions. The paper is relevant to anybody interested in the appearance of abduction in education sciences research and aims at completing the arsenal of tools available for analysing teachers’ activities.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153680","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