Journal of Global Education and Research最新文献

Online teaching and learning at Chinese universities during COVID-19: Insiders’ perspectives COVID-19期间中国大学的在线教学：业内人士的观点

Journal of Global Education and Research Pub Date : 2024-07-01 DOI: 10.5038/2577-509x.8.2.1336

Youliang Zhang, Yidan Zhu, Tongjie Chen, Tongfei Ma

{"title":"Online teaching and learning at Chinese universities during COVID-19: Insiders’ perspectives","authors":"Youliang Zhang, Yidan Zhu, Tongjie Chen, Tongfei Ma","doi":"10.5038/2577-509x.8.2.1336","DOIUrl":"https://doi.org/10.5038/2577-509x.8.2.1336","url":null,"abstract":"During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers’ teaching skills, network information literacy, and students’ learning motivations and self-directed learning skills. Based on the insiders’ views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers’ quality of teaching, and focus on students’ learning motivations.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141705014","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

Mock board examination results as predictors in the Licensure Examination for Certified Public Accountants 作为注册会计师执业资格考试预测因素的模拟董事会考试成绩

Journal of Global Education and Research Pub Date : 2024-07-01 DOI: 10.5038/2577-509x.8.2.1349

Yzekeil P. Camacho, Micah Oberes, Danica Tina, Artchelene D. Pepania, Mylene Alfanta, Eligen H. Sumicad

{"title":"Mock board examination results as predictors in the Licensure Examination for Certified Public Accountants","authors":"Yzekeil P. Camacho, Micah Oberes, Danica Tina, Artchelene D. Pepania, Mylene Alfanta, Eligen H. Sumicad","doi":"10.5038/2577-509x.8.2.1349","DOIUrl":"https://doi.org/10.5038/2577-509x.8.2.1349","url":null,"abstract":"This study was conducted to determine whether the mock board examination performance can predict a candidate’s performance in the Licensure Examination for Certified Public Accountants (LECPA). It covered the Bachelor of Science in Accountancy (BSA) graduates from a higher education institution in Pagadian City, Zamboanga del Sur, Philippines, who took the mock board examination and were first-time LECPA takers from the October 2022 to May 2023 batches. Participants were directly included in the study. A simple linear regression analysis was utilized to determine whether a candidate’s performance on the mock board could predict their LECPA performance. The model summary revealed a value of .474, which is below .5. Therefore, the study concluded that the mock board examination can predict overall LECPA performance. This result implied that higher scores on the mock board examination correlate with a higher probability of passing the LECPA. Based on these findings, the learning institution should regularly improve the mock board examinations. Suggestions include aligning the difficulty level of the mock board with the LECPA and having the assessment conducted by a Certified Public Accountant (CPA) examiner other than the mock board lecturer.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"21 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141698352","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 exploratory analysis of the association between coronavirus anxiety and teacher burnout 冠状病毒焦虑与教师职业倦怠之间关系的探索性分析

Journal of Global Education and Research Pub Date : 2024-07-01 DOI: 10.5038/2577-509x.8.2.1331

Lester A. C. Archer

引用次数: 0

“In my blood”: External factors for international stem postdoctoral scholars’ career decisions "我的血液"：国际干系博士后学者职业决策的外部因素

Journal of Global Education and Research Pub Date : 2024-07-01 DOI: 10.5038/2577-509x.8.2.1330

Kathryn J Watson, Sylvia Mendez

引用次数: 0

Meta-narrative review of gender portrayal in Disney movies for young children and its pedagogical implications 对迪士尼幼儿电影中的性别形象及其教学意义的元叙事审查

Journal of Global Education and Research Pub Date : 2024-07-01 DOI: 10.5038/2577-509x.8.2.1327

Xuan Jiang, Linlin Zhang, Diana Rivero, Brittany Torres

{"title":"Meta-narrative review of gender portrayal in Disney movies for young children and its pedagogical implications","authors":"Xuan Jiang, Linlin Zhang, Diana Rivero, Brittany Torres","doi":"10.5038/2577-509x.8.2.1327","DOIUrl":"https://doi.org/10.5038/2577-509x.8.2.1327","url":null,"abstract":"Many of Disney movies have been criticized for perpetuating traditional gender stereotypes which constrain opportunities for children at large. Its recent characters have also incurred heated discussions on gender portrayal. Moreover, stereotypes of gender roles, developed early on, can exert an immediate impact on individuals’ behaviors and utterances and a long-term impact on individuals’ perceived options academically, professionally, personally, and socially. Recognizing the significance of this matter, this paper employed a meta-narrative review to collect and conceptually and empirically synthesize previous literature on the impact of Disney movies on young children’s gender awareness. Through an academic database search, 49 articles were collected using combinations of the keywords Disney character, Disney movie, young children, early childhood education, classroom practices, and gender. Furthermore, this review, in the pedagogical implication section, highlights the authors’ call for teachers to develop critical mindfulness of gender and shares hands-on activities for children to play with Disney characters in a reconstructive and agentic way.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"16 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141694411","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

Teacher candidate self-efficacy and ability to teach literacy: A comparison of residency and traditional teacher preparation models 教师候选人自我效能感与识字教学能力:驻校师资与传统师资培养模式之比较

Journal of Global Education and Research Pub Date : 2023-07-01 DOI: 10.5038/2577-509x.7.2.1230

Doreen Mazzye, Michelle Duffy, Richard Lamb

{"title":"Teacher candidate self-efficacy and ability to teach literacy: A comparison of residency and traditional teacher preparation models","authors":"Doreen Mazzye, Michelle Duffy, Richard Lamb","doi":"10.5038/2577-509x.7.2.1230","DOIUrl":"https://doi.org/10.5038/2577-509x.7.2.1230","url":null,"abstract":"This comparative study explored self-efficacy and ability for scientifically-based literacy instruction between a traditional and residency model of teacher preparation. Pre-/post-survey data was collected using the Teachers’ Sense of Efficacy for Literacy Scale. Mentor teachers completed a modified version of the survey on candidates’ abilities. Data were analyzed using paired sample t-tests, independent sample t-tests, and a trend analysis. Results revealed that candidates in the Residency Model held higher levels of self-efficacy for literacy instruction than in the Traditional Model. Mentor teachers rated candidates in the Residency Model as more able to teach literacy than those in the Traditional Model. There was alignment amongst the mentor rating and the resident perception of ability. In the Traditional Model, the mentor and student teacher were not as aligned in their perspectives of student teacher ability to teach literacy. Teacher preparation programs should consider the potential of teacher Residency Models to prepare pre-service teachers for the use of the Science of Reading for teaching literacy.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114221444","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

Exploring Bhutanese primary school teachers’ technological knowledge 不丹小学教师技术知识调查

Journal of Global Education and Research Pub Date : 2023-07-01 DOI: 10.5038/2577-509x.7.2.1213

Sonam Dhendup, K. Sherab

{"title":"Exploring Bhutanese primary school teachers’ technological knowledge","authors":"Sonam Dhendup, K. Sherab","doi":"10.5038/2577-509x.7.2.1213","DOIUrl":"https://doi.org/10.5038/2577-509x.7.2.1213","url":null,"abstract":"The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers’ perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study’s findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as significant challenges. Findings also revealed that a small percentage of the participants, less than 12 (9.7%) teachers in this study preferred to teach entirely in an online learning environment. The results of multiple linear regression suggested that only technological pedagogical knowledge (TPK) [t = 2.68, p = .008, β = .236] and perceived information technology proficiency of teachers (PITP) [t = 3.55, p = .001, β = .306] were statistically significant predictors of technological knowledge (TK).","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115513054","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

Teaching mathematics to all learners by tapping into indigenous legends: A pathway towards inclusive education 利用土著传说向所有学习者教授数学:实现全纳教育的途径

Journal of Global Education and Research Pub Date : 2023-07-01 DOI: 10.5038/2577-509x.7.2.1224

Nahid Golafshani

引用次数: 4

Examining the frequency and implementation of validation techniques: A content analysis of EdD dissertations in educational leadership 检验验证技术的频率和实施:教育领导教育博士学位论文的内容分析

Journal of Global Education and Research Pub Date : 2023-07-01 DOI: 10.5038/2577-509x.7.2.1261

L. Archer, Ya-Hsin Hsiao

{"title":"Examining the frequency and implementation of validation techniques: A content analysis of EdD dissertations in educational leadership","authors":"L. Archer, Ya-Hsin Hsiao","doi":"10.5038/2577-509x.7.2.1261","DOIUrl":"https://doi.org/10.5038/2577-509x.7.2.1261","url":null,"abstract":"This paper describes a content analysis used to examine educational doctoral degrees (EdD) dissertations in a U.S. university. The purpose of the study was to get a better understanding of the validation techniques utilized in dissertations published by EdD students. Forty-nine dissertations were selected and examined for research methodologies, research design, and elements of vigorous validation techniques. The most frequently found methodology was quantitative (n = 30; 61.22%) followed by qualitative (n = 13; 26.53%). Among the quantitative studies, the most frequently used design was survey (n = 18; 60%). The most frequently used design in qualitative studies was case study (n = 6; 12.14%). Validation techniques for quantitative designs were mostly content validity (n = 18; 50.00%). Trustworthiness techniques for qualitative designs were mostly member checking (n = 8; 19.51%). There were no legitimation techniques identified for mixed methods designs. Implications for this study in higher education include EdD doctoral students and committees use at least three techniques for validation purposes.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126210667","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

Engaging in self-directed leisure activities during a homework-free holiday: Impacts on primary school children in Hong Kong 在一个没有家庭作业的假期里进行自主的休闲活动:对香港小学生的影响

Journal of Global Education and Research Pub Date : 2023-03-01 DOI: 10.5038/2577-509x.7.1.1193

Vicky C. Tam, Phoebe Chu, Viola Tsang

{"title":"Engaging in self-directed leisure activities during a homework-free holiday: Impacts on primary school children in Hong Kong","authors":"Vicky C. Tam, Phoebe Chu, Viola Tsang","doi":"10.5038/2577-509x.7.1.1193","DOIUrl":"https://doi.org/10.5038/2577-509x.7.1.1193","url":null,"abstract":"Homework is a core pedagogical tool used by schools around the world. Yet concern for heavy homework load has been raised regarding stress on students and families and how it may overshadow opportunities for non-academic development. Drawing support from Self-Determination Theory and Hope Theory, an innovative intervention project was designed to create homework-free opportunities for school children to take part in freely chosen self-directed leisure activities. The project was implemented in four primary schools in Hong Kong during the Easter holiday in 2017 and 2018. A mixed-method evaluation was conducted to appraise the experiences of student participants as well as the project's impact on holiday satisfaction, homework attitudes and self-directed outcomes. This study's sample was comprised of 1,425 students enrolled in Primary levels 1 to 6. Participants reported in interviews that engagement in self-chosen, self-directed leisure activities were exciting and appealing. Pre- and post-holiday survey results with control-group comparisons confirmed that students who undertook self-directed leisure activities over a homework-free holiday gained enhanced agency thinking and academic competence while also becoming less inclined to see homework as meeting their immediate learning needs. Implications are also discussed regarding the benefits of self-directed leisure activities as well as school-based homework policies regarding assignment load.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121865734","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: 3