International Education Studies最新文献_第10页

A Narrative Inquiry into Educational Decision-Making in Thai-Japanese Families in Thailand 泰国日裔家庭教育决策的叙事探究

International Education Studies Pub Date : 2022-11-21 DOI: 10.5539/ies.v15n6p52

Yuki Watanabe, Phetcharee Rupavijetra, J. Chompikul, Ploypailin Rupavijetra

{"title":"A Narrative Inquiry into Educational Decision-Making in Thai-Japanese Families in Thailand","authors":"Yuki Watanabe, Phetcharee Rupavijetra, J. Chompikul, Ploypailin Rupavijetra","doi":"10.5539/ies.v15n6p52","DOIUrl":"https://doi.org/10.5539/ies.v15n6p52","url":null,"abstract":"In the past decades, marriage migrants in Asia, including Thai-Japanese couples, have increased. Previous literature predominantly focused on issues related to adaptation and integration for foreign wives into the host society underlining the hypergamous (marrying a spouse of a higher status) nature of their marriage, which renders the majority of husbands and non-hypergamous marriages understudied. Therefore, the current study focuses on a population that includes husbands and wives, Japanese migrants, and Thai spouses. This study is exploratory and employed a qualitative approach with snowball sampling, which resulted in the inclusion of five Thai nationals and three of their Japanese spouses raising children in Thailand as participants. The study aims to examine their educational decision-making, including the language used in each family and school choice, since the parenting process is a succession of adjustments in response to the conditions of society, where values are explicitly manifested. Data were collected through face-to-face or online interviews, and content analysis was used to clarify themes. Analysis revealed factors that relate educational decisions to preconditions, such as the place of the first encounter, socioeconomic status, and location of their home. Another prominent issue is the strong belief in the English language. All participants claim that their decisions were made unanimously, while their characteristics, high levels of education and overseas experience, the preference of Japanese spouses to live in Thailand, and their lack of knowledge about educational options in Thai society contribute to the rational recount of their decision-making process.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116254686","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 Arendtian Perspective on Education as a Means of Citizenship: How Citizenship Is Processed by Syrian Immigrant Students in Higher Education 教育作为公民身份手段的阿伦特视角:叙利亚移民学生如何在高等教育中处理公民身份

International Education Studies Pub Date : 2022-11-21 DOI: 10.5539/ies.v15n6p71

Mithat Korumaz, Arzu Akkaya, Gözde Çeven

引用次数: 0

Comparing Teachers’ and Students’ Perspectives of Student Engagement in Higher Education: Between Performativity and Invisibility 比较高等教育中教师与学生对学生参与的看法:在表现性与不可见性之间

International Education Studies Pub Date : 2022-11-21 DOI: 10.5539/ies.v15n6p84

Paulo Padilla-Petry, Sara Pérez-Hernando, Julio Rodríguez-Rodríguez, C. Vidal-Martí

{"title":"Comparing Teachers’ and Students’ Perspectives of Student Engagement in Higher Education: Between Performativity and Invisibility","authors":"Paulo Padilla-Petry, Sara Pérez-Hernando, Julio Rodríguez-Rodríguez, C. Vidal-Martí","doi":"10.5539/ies.v15n6p84","DOIUrl":"https://doi.org/10.5539/ies.v15n6p84","url":null,"abstract":"Student engagement in higher education has been studied from various perspectives, but few studies have compared teachers’ and students’ perspectives on the subject. Considering that student engagement may be reduced to a performativity scarcely related to learning outcomes and that a good deal of it may be invisible to teachers, further studies are needed to contrast teachers’ and students’ views of student engagement in higher education. This article presents the results of a quantitative study about definitions and indicators of student engagement carried out with 118 students and 45 teachers of Law, Education and Nursing from two Catalan public universities (Spain). The results confirm the performativity associated with the concept by both teachers and students, and reveal that students may appreciate silent and invisible engagement more than teachers. The results also show that teachers may conflate signs of student engagement with good academic results and learning, risking an oversimplification of both student engagement and learning.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124855236","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

Crowd Context-Based Learning Process via IoT Wearable Technology to Promote Digital Health Literacy 通过物联网可穿戴技术促进基于情境的人群学习过程，促进数字健康素养

International Education Studies Pub Date : 2022-11-21 DOI: 10.5539/ies.v15n6p27

Vitsanu Nittayathammakul, Pinanta Chatwattana, Pallop Piriyasurawong

{"title":"Crowd Context-Based Learning Process via IoT Wearable Technology to Promote Digital Health Literacy","authors":"Vitsanu Nittayathammakul, Pinanta Chatwattana, Pallop Piriyasurawong","doi":"10.5539/ies.v15n6p27","DOIUrl":"https://doi.org/10.5539/ies.v15n6p27","url":null,"abstract":"The crowd context-based learning process via IoT wearable technology [IoTW-driven Crowd context-based learning (CCBL)] is a new learning paradigm that integrates Technological Cybergogical Content Knowledge (TCACK) based on connectivism, cognitive tools and information processing theories to promote digital health literacy. In this study, the IoTW-driven CCBL was designed by incorporating content, cybergogical, and technological elements, which can become a sustainable solution in educational settings during the global COVID-19 pandemic. The researchers collected qualitative data by confirmatory focus groups from 12 experts who hold doctoral degrees or equivalent and have at least 3 years of relevant experience. The results of these studies found that the IoTW-driven CCBL involves three specific learning contents (healthcare, disease prevention and health promotion); five dynamic learning steps (context-aware alerting step; observing and questioning step; social information-seeking step; action step; and self-reflection step as all cognitive tools embedded in IoTW devices help promote all digital health literacy components); and four cognitive tools (notification tool; communication tool; searching tool; and monitoring tool). The IoTW-driven CCBL will allow learners to respond to real-life situations by utilising IoT devices to access, apprehend, appraise and apply health information from digital technologies in daily life for well-being, especially in educational settings.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115950969","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

Study of Happiness with Online Learning in Covid-19 among the Students at Suan Dusit University, Thailand 新冠肺炎疫情下在线学习对泰国大学学生幸福感的影响研究

International Education Studies Pub Date : 2022-11-21 DOI: 10.5539/ies.v15n6p39

Sittiporn Iamsen, Panpachara Pinchinda, Jira Jitsupa, Benjawan Keesookpun

{"title":"Study of Happiness with Online Learning in Covid-19 among the Students at Suan Dusit University, Thailand","authors":"Sittiporn Iamsen, Panpachara Pinchinda, Jira Jitsupa, Benjawan Keesookpun","doi":"10.5539/ies.v15n6p39","DOIUrl":"https://doi.org/10.5539/ies.v15n6p39","url":null,"abstract":"This research examined happiness with online learning among 2,190 undergraduate students at Suan Dusit University (SDU), who studied online in the first semester of the 2021 academic year. The data were collected from online happiness assessment forms completed by the SDU students. Frequencies, percentages, means, and standard deviations were calculated, and t-tests and one-way ANOVA were performed to analyze the data. The results indicated that students’ overall happiness with their online learning was at a moderate level. The students were also satisfied with their studies at a moderate level. They were also moderately proud of the university and were comfortable with online learning, especially regarding the instructors, online instruction, the instructional activities, and lesson content. Students of different genders all enjoyed learning with the online instructional system, as arranged by SDU, at the same level. However, students from different majors, different years, different faculties or schools, different learning campuses or centers, and with different average monthly allowances, enjoyed their online learning at SDU differently.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"558 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127678124","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

Analysis of Environmental Risk Perceptions and Scores of Preservice Science Teachers in Terms of Some Variables 职前理科教师环境风险感知与得分的变量分析

International Education Studies Pub Date : 2022-10-14 DOI: 10.5539/ies.v15n6p1

Harun Bertiz, Burak Kiras

{"title":"Analysis of Environmental Risk Perceptions and Scores of Preservice Science Teachers in Terms of Some Variables","authors":"Harun Bertiz, Burak Kiras","doi":"10.5539/ies.v15n6p1","DOIUrl":"https://doi.org/10.5539/ies.v15n6p1","url":null,"abstract":"This research aims to determine the environmental risk perceptions of preservice science teachers (PSTs) and compare their risk scores in relation to different variables. The research participant group consisted of PSTs (N = 205) from the Faculty of Education in the Department of Science Education at Bolu Abant İzzet Baysal University in Turkey. The environmental risk perception scale (ERPS) was used as a data collection tool and the environmental risk perception interview form (ERPIF) was used during the interviews. A survey model was used in the research. An enriched design in which quantitative and qualitative analyses were used together was included. Quantitative results from the research show “radiation,” “factory waste,” and “hazardous (chemical) waste,” as environmental problems that PSTs consider the riskiest. The least risky environmental problems were “overgrazing of animals in meadows and pastures,” “commercial fishing,” and “open mining.” According to the qualitative interview results, “air pollution” and “factory waste” were seen as the riskiest environmental problems, while “environmental waste” was considered the least risky environmental problem. In addition, while the females had a higher environmental risk perception than the males, there was a significant difference between the 3rd and 4th levels with 4th level PSTs favoring a higher environmental risk perception. There was no significant difference between the environmental risk perception scores of the PSTs depending on whether they took an environmental course or not; neither was there any significant difference issuing from the educational status of PSTs’ parents.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117141126","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

Reviewer Acknowledgements for International Education Studies, Vol. 15, No. 5 《国际教育研究》第15卷第5期

International Education Studies Pub Date : 2022-09-28 DOI: 10.5539/ies.v15n5p174

Chris Lee

引用次数: 0

Development of Student Citizenship Indicators in Northeast of Thailand 泰国东北部学生公民指标的发展

International Education Studies Pub Date : 2022-09-28 DOI: 10.5539/ies.v15n5p164

Reungvalee Supon, Wichit Khammantakhun, Kriangsak Srisombut

{"title":"Development of Student Citizenship Indicators in Northeast of Thailand","authors":"Reungvalee Supon, Wichit Khammantakhun, Kriangsak Srisombut","doi":"10.5539/ies.v15n5p164","DOIUrl":"https://doi.org/10.5539/ies.v15n5p164","url":null,"abstract":"The objectives of this research were to develop student citizenship indicators and to validate the consistency between models of student t citizenship indicators and the empirical data. 470 samples were drawn from the population of teachers of schools under the Office of the Basic Education Commission in Yasothon Province in the Northeast of Thailand. The research instrument for data collection was a constructed questionnaire. Basic statistical data was analyzed through a statistical package whereas first and second-order confirmatory factor analyses were done through LISREL 8.53. The results were as follows. 1. Student citizenship with key indicators from the confirmatory factor analyses was totally consisted of 6 models, 20 factors, and 54 indicators. The 6 models are 1) Model of responsibility with 4 factors and 12 indicators, 2) Model of equality with 3 factors and 7 indicators, 3) Model of respect for the rights of others with 3 factors and 8 indicators, 4) Model of public mind with 4 factors and 11 indicators, 5) Model of knowing one’s roles and responsibilities with 3 factors and 8 indicators, and 6) Model of rights and freedom with 3 factors and 8 indicators. 2. These 6 models of the student citizenship indicators were consistent with the empirical data.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124410874","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

Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor 基于能力经验的培训(CEBT)模式与无处不在的实践社区(U-CoP)促进数字化主管转型

International Education Studies Pub Date : 2022-09-28 DOI: 10.5539/ies.v15n5p146

Chutirut Prasongmanee, P. Wannapiroon, P. Nilsook

{"title":"Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor","authors":"Chutirut Prasongmanee, P. Wannapiroon, P. Nilsook","doi":"10.5539/ies.v15n5p146","DOIUrl":"https://doi.org/10.5539/ies.v15n5p146","url":null,"abstract":"Research subject Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor. This research aims to evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The researcher has divided the research process into 3 steps as follows: Step 1: To develop the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 2: To develop the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 3: Evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The results of the research were as follows: 1) the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor, it consists of 3 main processes and 10 sub-steps. Ubiquitous community of practice consists of 2 parts. 1) Community of practice, and Ubiquitous technology 2) Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor consisting of 6 components. The results of the evaluation of digital supervisor competency in training participants with a model developed using pre-training and post-training surveys showed that trainees scored higher than their pre-training digital supervisor competency at a statistically significant .01 level.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121950996","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

Metaverse Virtual Learning Management Based on Gamification Techniques Model to Enhance Total Experience 基于游戏化技术模型提升整体体验的虚拟学习管理

International Education Studies Pub Date : 2022-09-28 DOI: 10.5539/ies.v15n5p153

Surasak Srisawat, Pallop Piriyasurawong

{"title":"Metaverse Virtual Learning Management Based on Gamification Techniques Model to Enhance Total Experience","authors":"Surasak Srisawat, Pallop Piriyasurawong","doi":"10.5539/ies.v15n5p153","DOIUrl":"https://doi.org/10.5539/ies.v15n5p153","url":null,"abstract":"This research aimed to develop metaverse virtual learning management based on gamification techniques model (MVLM-Gt model) and to evaluate the appropriateness of the model. The research methodology was divided into two parts in accordance with these aims. The first part was the design of the learning step using metaverse virtual learning management and gamification techniques based on the gamification process and active learning theory. The second part consisted of an evaluation of the appropriateness of the model. The MVLM-Gt model was submitted to seven experts followed by an appropriateness questionnaire. The MVLM-Gt model had four core components: the inputs, the learning process, the evaluation, and the feedback. The learning process had five steps: motivation and setting goals, constructing content, discussion and interaction, practice and mission, and summarizing and feedback. After evaluation of the appropriateness of the MVLM-Gt model, the experts said that it was excellent (Mean=4.82, S.D.=0.38). After considering each component, the feedback component had the highest appropriateness value (Mean=5.00, S.D.=0.00), followed by the learning process component (Mean= 4.86, S.D.=0.38), and the evaluation component (Mean=4.71, S.D.=0.49). The results showed that this MVLM-Gt model could be adopted to enhance total experience of students.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131670616","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