Journal of Global Education and Research最新文献_第2页

Exploring the phenomenon of hope in adult illiterate Haitians 探索海地成人文盲的希望现象

Journal of Global Education and Research Pub Date : 2023-03-01 DOI: 10.5038/2577-509x.7.1.1167

Donita Grissom, Joyce W. Nutta, Edwidge Crevecoeur-Bryant, S. Roberts

引用次数: 0

Perceptions of leadership styles in international special and general education schools in the United Arab Emirates 对阿拉伯联合酋长国国际特殊教育和普通教育学校领导风格的看法

Journal of Global Education and Research Pub Date : 2023-03-01 DOI: 10.5038/2577-509x.7.1.1211

K. Jackson

{"title":"Perceptions of leadership styles in international special and general education schools in the United Arab Emirates","authors":"K. Jackson","doi":"10.5038/2577-509x.7.1.1211","DOIUrl":"https://doi.org/10.5038/2577-509x.7.1.1211","url":null,"abstract":"Given that school leadership styles are linked to educational outcomes, this study attempted to identify perceived leadership styles of school leaders in two types of schools in the United Arab Emirates (UAE): (a) international special education schools, which serve exclusively students with disabilities and (b) international general education schools, which serve primarily typically developing students. By utilizing primarily quantitative methods with supplementary qualitative analysis, this study also explored the influence of teacher demographic variables on perceptions of leadership styles. Results indicated a difference in perceptions of transformational and transactional leadership by school type based on teacher education level, as well as a difference in perceptions of passive-avoidant leadership by school type based on total years of experience with the school leader. Results also indicated a difference in leadership perceptions based on teacher nationality (consistent with the notions of collectivist and individualist cultures), total years of experience, and total years of experience in the current position. This study contributes to the knowledge base regarding the influence of teacher demographic variables on leadership perceptions while providing practical recommendations for school leaders and researchers, including professional development, school policy development, and conceptualizing culture as an expanded demographic variable of interest.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"52 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":"131067942","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

Approach to problem solving and use of intuition by engineering technology students 工程技术学生解决问题的方法和直觉的运用

Journal of Global Education and Research Pub Date : 2023-03-01 DOI: 10.5038/2577-509x.7.1.1174

Meher Taleyarkhan, A. Lucietto, Natalie L. F. Hobson, Therese M Azevedo

{"title":"Approach to problem solving and use of intuition by engineering technology students","authors":"Meher Taleyarkhan, A. Lucietto, Natalie L. F. Hobson, Therese M Azevedo","doi":"10.5038/2577-509x.7.1.1174","DOIUrl":"https://doi.org/10.5038/2577-509x.7.1.1174","url":null,"abstract":"Engineering technology students often forgo a methodical approach of solving or answering questions on assignments or exams in favor of an intuition-based approach, emphasizing educated guessing (Broberg et al., 2008). Faculty observations have noted these student solutions often provide explanations, usually sans calculations, to support answers the students believe to be reasonable when in reality deviated from the correct answer. An extensive study was developed to assess several distinctions between student intuition and use of cognition in problem solving, as related to a generalized student population. The study was comprised of a survey and interview. The survey utilized two instruments, the Types of Intuition Scale (TIntS) and the Cognitive-Experiential Self Theory (CEST). The interview element was comprised of questions related to the student's background and personal experience with math phobia. Data provided by study participants responding to specific questions from the TIntS and CEST instruments allowed researchers to determine how likely students are to use intuition rather than analytical processes. The results of the study found these students prefer to approach problems using logic but tend to rely upon their intuition when problem solving, especially in unfamiliar and high-pressure scenarios. Furthermore, this paper is intended to enlighten educators and other related groups regarding the degree to which intuition is used as a means of solving problems, and the types of intuition generally involved, especially for engineering technology students. Thus, providing practitioners and administrators with a better idea of what these students may provide in response to homework or other problem-solving situations.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"33 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":"130542702","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: 1

Live-learn-work: Experiential learning and cultural intelligence in the internship abroad Live-learn-work:在国外实习的体验式学习和文化智慧

Journal of Global Education and Research Pub Date : 2023-03-01 DOI: 10.5038/2577-509x.7.1.1120

Lisa Lambert Snodgrass, M. Ghahremani, Margaret Hass

{"title":"Live-learn-work: Experiential learning and cultural intelligence in the internship abroad","authors":"Lisa Lambert Snodgrass, M. Ghahremani, Margaret Hass","doi":"10.5038/2577-509x.7.1.1120","DOIUrl":"https://doi.org/10.5038/2577-509x.7.1.1120","url":null,"abstract":"In response to increasing demand for intercultural competency in global work environments, universities in the United States have expanded opportunities for study and internship abroad. However, there is comparatively little research on the program design for internship abroad programs and how it affects intercultural competency. This study presents a new curriculum model for the internship abroad called Live-Learn-Work (LLW) and evaluates its effects on the cultural intelligence (CQ) of undergraduate student participants in three different settings: Seoul, South Korea; Amsterdam, Netherlands; and Lima, Peru. The design of LLW is unique in that it integrates a theoretical framework from Experiential Learning Theory (ELT) with a measure of cultural competency, the cultural intelligence scale (CQS), and provides a holistic approach to the internship abroad. Utilizing a pre- and post-test design, this study analyzed the effect of each program on the four subscales of CQ (cognitive, metacognitive, motivational, and behavioral), and discussed their interrelations. The study concluded that the program design had a statistically significant positive effect on cultural intelligence, but that this effect was uneven across CQ subscales and programs. These results point to the need for further research on the relationships among CQ dimensions.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"77 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":"128146432","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: 2

Determinants of e-learning acceptance amongst Iranian postgraduate students 伊朗研究生接受电子学习的决定因素

Journal of Global Education and Research Pub Date : 2022-12-01 DOI: 10.5038/2577-509x.6.2.1089

F. Baji, F. Azadeh, Z. Sabaghinejad, Amir Zalpour

{"title":"Determinants of e-learning acceptance amongst Iranian postgraduate students","authors":"F. Baji, F. Azadeh, Z. Sabaghinejad, Amir Zalpour","doi":"10.5038/2577-509x.6.2.1089","DOIUrl":"https://doi.org/10.5038/2577-509x.6.2.1089","url":null,"abstract":"E-learning can address some of the unmet needs of learners and educational communities; however, not all learners and educators accept e-learning as a delivery modality. This research endeavored to study the factors which affect e-learning acceptance among Iranian post-graduate students using the Davis Technology Acceptance Model (TAM) and to identify the changes which would facilitate their improved acceptance and subsequent wider use of e-learning. This descriptive-correlation study was conducted by surveying 320 Iranian postgraduate students using a self-reporting questionnaire. Structural equation modeling was used for data analysis through LISREL software. Results revealed sufficient validity and reliability of the TAM among Iranian postgraduate medical students. Perceived ease of use, perceived usefulness of e-learning, students’ attitudes toward e-learning, and the intention to use e-learning positively affected e-learning’s acceptance (p < 0.05) among Iranian postgraduate students. According to the results, attitudes toward e-learning have more predictive power than other TAM constructs. Therefore, emphasis on students’ favorable attitudes toward e-learning can be effective in accelerating its acceptance and will progress students’ learning outcomes.","PeriodicalId":279026,"journal":{"name":"Journal of Global Education and Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121240359","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

Immigrant students and global education 移民学生与全球教育

Journal of Global Education and Research Pub Date : 2022-12-01 DOI: 10.5038/2577-509x.6.2.1183

F. Filomeno, Christopher D. Brown

引用次数: 0

How does children's literature portray global perspectives? 儿童文学如何描绘全球视野?

Journal of Global Education and Research Pub Date : 2022-12-01 DOI: 10.5038/2577-509x.6.2.1090

Bogum Yoon

引用次数: 0

Encountering American higher education: First-year academic transition of international undergraduate students in the United States 与美国高等教育相遇:国际本科生在美国第一年的学业过渡

Journal of Global Education and Research Pub Date : 2022-12-01 DOI: 10.5038/2577-509X.6.2.1164

Masha Krsmanovic

引用次数: 2

Global learning: Definition, assessment, and approaches 全局学习:定义、评估和方法

Journal of Global Education and Research Pub Date : 2022-12-01 DOI: 10.5038/2577-509X.6.2.1148

Jiangyuan Zhou

引用次数: 3

Refugee-background students in New Zealand and the United States: Roots and results of educational policies and practices 新西兰和美国的难民背景学生:教育政策和做法的根源和结果

Journal of Global Education and Research Pub Date : 2022-12-01 DOI: 10.5038/2577-509X.6.2.1085

J. McBrien, M. Hayward

引用次数: 1