Educational Research Institute最新文献_第2页

Effects of Participation in School Sports Club League Competitions on Resilience and School Adjustment of Middle School Student 参加学校体育俱乐部联赛对初中生复原力和学校适应的影响

Educational Research Institute Pub Date : 2024-02-29 DOI: 10.34245/jed.43.3.643

Jungkil Koh, ho jun moon

引用次数: 0

A Case Study on Blended PBL Courses for Enhancing Field Competency in Teacher Education Course 混合式 PBL 课程提高教师教育课程实地能力的案例研究

Educational Research Institute Pub Date : 2024-02-29 DOI: 10.34245/jed.43.3.773

Min-i Jeong

{"title":"A Case Study on Blended PBL Courses for Enhancing Field Competency in Teacher Education Course","authors":"Min-i Jeong","doi":"10.34245/jed.43.3.773","DOIUrl":"https://doi.org/10.34245/jed.43.3.773","url":null,"abstract":"This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.","PeriodicalId":294766,"journal":{"name":"Educational Research Institute","volume":"26 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409096","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

A Study on the Development of Self-Certified Evaluation Rubric for the Quality Management of University Major Curriculum 大学专业课程质量管理自我认证评价标准的开发研究

Educational Research Institute Pub Date : 2024-02-29 DOI: 10.34245/jed.43.3.831

Jiwon Heo

{"title":"A Study on the Development of Self-Certified Evaluation Rubric for the Quality Management of University Major Curriculum","authors":"Jiwon Heo","doi":"10.34245/jed.43.3.831","DOIUrl":"https://doi.org/10.34245/jed.43.3.831","url":null,"abstract":"This study attempted to present a standard manual through the case of University A that can be applied when domestic universities want to improve or upgrade the rubric, which is the evaluation standard for curriculum certification evaluation, more than 10 years after conducting their own curriculum certification evaluation to manage and improve the quality of major curriculum. To this end, a rubric draft was first developed by revising and supplementing the evaluation criteria based on the results of analyzing related literature research and analyzing cases of major domestic universities that introduced curriculum certification evaluation through the advice of experts(N=3) in the curriculum . The draft rubric developed in this way verified the validity and feasibility of research results through a meeting with a modified Delphi survey(N=10) and a practitioner in charge of major curriculum certification evaluation(N=5) for experts in the field of education who have conducted research related to curriculum evaluation and curriculum evaluation. The results are as follows. First, evaluation criteria were developed to systematically evaluate the entire course of the major curriculum, including curriculum development, support, operation, performance, and improvement. Second, the evaluation criteria developed in this way were designed with a total of 3 items and 19 evaluation criteria, and an evaluation criterion with a content validity(CVI) of 0.80 or more was developed. Third, based on the results of the curriculum certification evaluation using this rubric, a feedback system was proposed to strengthen the quality of major education by establishing a continuous curriculum quality management system. It is expected that these findings will help improve the quality of the curriculum and operate a substantial curriculum.","PeriodicalId":294766,"journal":{"name":"Educational Research Institute","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415541","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

The Effect of the Director's Authentic Leadership that MZ Generation Early Childhood teachers acknowledge on the Constructive Voice Behavior of MZ Generation Early Childhood Teachers: Examining the Parallel Mediating Effect of Organizational commitment MZ一代幼儿教师认可的园长真实领导对MZ一代幼儿教师建设性声音行为的影响：考察组织承诺的平行中介效应

Educational Research Institute Pub Date : 2024-02-29 DOI: 10.34245/jed.43.3.705

Seonyoung Shin, Jin-Young Chae

{"title":"The Effect of the Director's Authentic Leadership that MZ Generation Early Childhood teachers acknowledge on the Constructive Voice Behavior of MZ Generation Early Childhood Teachers: Examining the Parallel Mediating Effect of Organizational commitment","authors":"Seonyoung Shin, Jin-Young Chae","doi":"10.34245/jed.43.3.705","DOIUrl":"https://doi.org/10.34245/jed.43.3.705","url":null,"abstract":"The aim of this study was to examine how the MZ generation (born between 1980 and 2005) early childhood teachers perceive preschool directors' authentic leadership and how their perceptions influenced their organizational commitment and constructive voice behaviors. To this end, a survey was conducted on 242 MZ generation early childhood teachers currently employed in kindergartens and daycare centers across South Korea. Data analysis, performed using SPSS version 26.0, involved calculating frequencies, percentages, means, and standard deviations. Additionally, the PROCESS macro for SPSS version 3.5, specifically model 4, was utilized to confirm parallel mediation effects. Bootstrap analysis was employed to validate the statistical significance of the mediating effects. The findings of this study were as follows. First, the level of the director's authentic leadership recognized by MZ generation early childhood teachers, constructive voice behavior, and organizational commitment of MZ generation early childhood teachers were all reported as ranging from moderate to high. Second, parallel partial mediating effects were found through emotional and normative commitment in verifying the mediating effect of organizational commitment in the relationship between the director's authentic leadership recognized by MZ generation early childhood teachers and the constructive voice behavior of MZ generation early childhood teachers. These results suggest that the director's authentic leadership influences the constructive voice behavior of MZ generation early childhood teachers, and emotional and normative immersion can play a mediating role in this process to promote constructive voice behavior.","PeriodicalId":294766,"journal":{"name":"Educational Research Institute","volume":"81 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410763","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

The Impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction 中学教师的数字素养能力对其教学质量和教师满意度的影响

Educational Research Institute Pub Date : 2024-02-29 DOI: 10.34245/jed.43.2003

Ji Hyun Park, Heungjoon Kim

{"title":"The Impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction","authors":"Ji Hyun Park, Heungjoon Kim","doi":"10.34245/jed.43.2003","DOIUrl":"https://doi.org/10.34245/jed.43.2003","url":null,"abstract":"The purpose of the present study is to verify the impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction. The study conducted descriptive statistics, correlation analysis, two- independent samples t tests, and regression analysis were conducted on 387 middle school teachers by using the SPSS 23 statistics program. The analysis results are as follows. First, there was a significantly positive correlation on the relationship between secondary school teachers' digital literacy competence, teaching quality, and teacher satisfaction. Next, there were significant differences in digital literacy competence, teaching quality, and teacher satisfaction depending on gender. There were significant differences in in digital literacy competence and teaching quality depending on age group. Lastly, secondary school teachers' digital literacy campetence had a significant impact on their teaching quality and teacher satisfaction. Based on these research results, theoretical and practical implications were derived regarding the digital literacy competence of secondary school teachers’ to improve their teaching quality and teacher satisfaction.","PeriodicalId":294766,"journal":{"name":"Educational Research Institute","volume":"156 20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140416038","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 Analysis of Instructional Factors for Development of AI Course for Pre-service Mathematics Teachers 开发职前数学教师人工智能课程的教学因素分析

Educational Research Institute Pub Date : 2024-02-29 DOI: 10.34245/jed.43.2021

Gicheol Shin, Y. Park, Jonghoon Do, Daewook Kim, Soohyang Shin

引用次数: 0

The Effect of Learner`s Mindset and Cognitive Bias on Academic Achievement 学习者心态和认知偏差对学业成绩的影响

Educational Research Institute Pub Date : 2023-06-30 DOI: 10.34245/jed.43.1.175

Hwajin Hong, Eunju Lee

引用次数: 0

Methodology of concept mapping for the competency of counselors for youths with migrant backgrounds 流动背景青年辅导员胜任力的概念映射方法

Educational Research Institute Pub Date : 2023-06-30 DOI: 10.34245/jed.43.1.67

Insoo Oh, J. Ban, Hyeonsu Kim, YeonOk Park, Eunji Lee, Areum Song, Juhee Kim

引用次数: 0

Investigating Hidden Curriculum Research Trends and Their Implications for Classroom Management 隐性课程研究趋势及其对课堂管理的启示

Educational Research Institute Pub Date : 2023-06-30 DOI: 10.34245/jed.43.1.49

Woosik Park

引用次数: 0

Analysis of subject self-efficacy and perception for science core competencies of secondary school life science teachers 中学生命科学教师学科自我效能感与科学核心能力感知分析

Educational Research Institute Pub Date : 2023-06-30 DOI: 10.34245/jed.43.1.23

Hyuncheol Kim

引用次数: 0