International Education Studies最新文献

{"title":"The Four-Capital Theory as Framework for Teacher Retention and Attrition","authors":"Sheila Rao Vaidya, Casey Hanna","doi":"10.5539/ies.v16n6p21","DOIUrl":"https://doi.org/10.5539/ies.v16n6p21","url":null,"abstract":"There has been a strong interest in teacher retention and attrition which has been studied extensively over the past twenty or more years. While some researchers have attributed teacher attrition to low teacher salaries, poor working conditions, lack of administrative support and resources, other research focuses on the “emotional” aspect of the profession where educators continue to stay because of their love for teaching, for their students, and how they imagine possibilities for their students’ futures. A more comprehensive theory of retention and attrition is Mason and Matas’ (2015) four capital framework which consists of human capital, social capital, structural capital, and positive psychological capital. In our research with teacher residents in a preparation program, we used interviews, survey, and focus group to obtain data, and found strong prevalence of the four capitals as competing and intersecting phenomenon aiding in understanding the varied and complex factors that contribute to teacher retention or attrition. Additionally, we found that one or more of these four capitals may significantly impact teacher retention or attrition more than others, at any given time and one type of capital may help to overcome limitations in another. Therefore, we found this to be a worthwhile framework to incorporate in teacher preparation.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"197 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139259850","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}

{"title":"Investigation of the Effect of 12-Week Kinesthetic Intelligence Training Program on the Aggression Levels of Students with Intellectual Disabilities","authors":"A. K. Taşkin","doi":"10.5539/ies.v16n5p1","DOIUrl":"https://doi.org/10.5539/ies.v16n5p1","url":null,"abstract":"This study aims to examine the effects of Mind Sports (chess and mancala) and Bodily-Kinesthetic Intelligence Training on the aggression levels of students with mild intellectual disabilities. The sample of the study consisted of a total of 60 students with mild intellectual disabilities (30 in the experimental group and 30 in the control group) who study at schools affiliated with the Gaziantep Provincial Directorate of National Education. While Buss–Perry Aggression Questionnaire (1992) was applied as a pre-test and post-test to both groups, three hours of Mind Sports and Bodily-Kinesthetic Intelligence training was given to the experimental group three days a week for twelve weeks. (Monday, Tuesday and Wednesday 1,5 saat Mind Sports and 1,5 saat Bodily-Kinesthetic Intelligence training) The data obtained were analyzed by conducting frequency and percentage analyses, while dependent and independent t-tests were conducted to analyze the pre-test and post-test data using the statistical software of SPSS 24.0. According to the pre-test scores, a significant result could not be found between the experimental and control groups (p>.05). According to the evaluation between the experimental group and the control group, a significant result was found in the post-test scores in favor of the experimental group (p>.05). Based on the data obtained, we can conclude that Mind Sports and Kinesthetic Intelligence Training positively reduce the aggression levels of children with mild intellectual disabilities.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122156546","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}

{"title":"Reviewer Acknowledgements for International Education Studies, Vol. 16, No. 4","authors":"Chris Lee","doi":"10.5539/ies.v16n4p92","DOIUrl":"https://doi.org/10.5539/ies.v16n4p92","url":null,"abstract":"Reviewer acknowledgements for International Education Studies, Vol. 16, No. 4, 2023.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121172779","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}

{"title":"Examining Perceived Social Support and Levels of Happiness in Mothers of Children with Autism Spectrum Disorder","authors":"Ö. Kurt, Nilüfer Sivrikaya Tokgöz, Yeşim Fazlioğlu","doi":"10.5539/ies.v16n4p59","DOIUrl":"https://doi.org/10.5539/ies.v16n4p59","url":null,"abstract":"The aim of this study is to examine perceived social support and levels of happiness in mothers of children with autism spectrum disorder. The study group of the research consists of 30 mothers providing primary care to 30 subjects (5 girls and 25 boys) aged 7-25 attending the Armağan Dönertaş Handicapped Children Education and Rehabilitation Application and Research Centre of Trakya University, and who were in the autism spectrum disorder group according to the DSM-5 criteria. In line with the purpose of the study, the participants were asked to respond to the Multidimensional Scale of Perceived Social Support, whose Turkish validity and reliability study was conducted by Doğan and Akıncı-Çötok (2011), and the Oxford Happiness Questionnaire, whose Turkish validity and reliability study was carried out by Arkar and Yaldız (2001). Based on the findings of the study, it was determined that the highest perception of social support was for Family Support. Furthermore, when evaluated in terms of standard deviations, it was determined that there was a more homogeneous distribution in this dimension compared to the others. It was seen that the distributions in the other dimensions were slightly above the mean. Considering the distribution of the happiness questionnaire, it was determined that the distribution was close to the mean. Moreover, it was determined that the minimum score was 77 and that the maximum score that could be obtained from the scale was 139, not 174. It was seen that the distribution was in the range of 62 points and remained within a limited structure. The findings of the study show that there was no significant relationship between the items of Happiness and Perceived Social Support. It is predicted that mothers’ levels of happiness will increase by benefitting from professional social support resources and services provided by social care experts.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126579081","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}

{"title":"The State of Geriatric and Gerontology Education in Ghana: A Literature Review","authors":"S. Asante, Grace Karikari","doi":"10.5539/ies.v16n4p66","DOIUrl":"https://doi.org/10.5539/ies.v16n4p66","url":null,"abstract":"The rise in older population in Ghana is accompanied by challenges that may require trained professionals with specialized knowledge in geriatrics and gerontology to help address. Research, however, points to an existing shortage of geriatric-trained professionals in Ghana; a problem that can be addressed with the education and training of students with interest in aging. This paper offers a review of the state of geriatric and gerontology education in Ghana. The paper specifically examines current geriatric-focused training programs in public universities, and existing national aging policies with implications for the development and implementation of aging education in institutions of higher learning in Ghana. The review findings point to an urgent need for governmental and institutional commitment to promote aging studies as a component of health professions curricula in Ghana. Critical steps to prioritizing and forging a path to instituting geriatric and gerontology education in Ghana are discussed.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129470971","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}

{"title":"Appropriation Method in Visual Art Teacher Education Painting Art Studio Course","authors":"Handan Bülbül","doi":"10.5539/ies.v16n4p77","DOIUrl":"https://doi.org/10.5539/ies.v16n4p77","url":null,"abstract":"This research is a case study aiming to reveal the experiences of art students towards the activity of “reproduction through appropriation”. During the activity process, students were firstly informed about appropriation and the art of appropriation, especially the works in which two works of art were appropriated by integrating them, and each student was asked to identify two works of art to be appropriated. Students made sketches by establishing relational links between the two works they chose. In the last stage, students were expected to make a new artistic production. In this research, which was conducted with the participation of 8 students attending the art studio course, the experiences of the students regarding the process formed the unit of analysis. Worksheets, process evaluation form and artworks were used as data sources. As a result of the research, it was identified that the students were able to produce thoughts about the concepts emerging with appropriation and appropriation art and question this art practice. The students made an effort to integrate the artistic elements in the two works they used for appropriation in an appropriate way and to create the best visual fiction, and they were able to bring a new interpretation by making use of the artists’ application of the paint technique and their understanding of colour in the appropriated works. They also realised that the artwork they produced was only a tool to force themselves into the artistic creation process and to gain artistic knowledge and skills. In other words, they developed an awareness of the limits of utilising the works in the history of art to ensure originality in their future arworks. It is possible to say that making use of the appropriation method in art studio courses will contribute to the artistic development of students.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126817088","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}

{"title":"Development of Scientific Problem-Solving Skills in Grade 9 Students by Applying Problem-Based Learning","authors":"Hongnapa Treepob, Chulida Hemtasin, Tawan Thongsuk","doi":"10.5539/ies.v16n4p29","DOIUrl":"https://doi.org/10.5539/ies.v16n4p29","url":null,"abstract":"Making predictions and observations, interpreting data, and drawing conclusions are all examples of scientific problem-solving procedures. The purpose of this research was 1) to develop scientific problem-solving skills by applying problem-based learning as a basis for students in grade 9 to pass the 70 percent requirement and 2) to study the satisfaction of grade 9 students with respect to problem-based learning management. With these aims in mind, the author developed science learning activities in everyday life by applying problem-based learning management in four plans and developing students’ scientific problem-solving skills. Data were collected with a 20-item, multiple-choice scientific problem-solving skill assessment. A total of 32 students in grade 9 in a public secondary school were chosen as study participants. The data were examined with respect to the mean, standard deviation, and percentage. The results revealed that the grade 9 students had an average scientific problem-solving skill score of 15.28 points, representing 76.40%. From this, it can be seen that students had problem-solving skill scores higher than the base requirement. Regarding grade 9 students’ satisfaction with PBL management, the mean value was 4.62, representing the most satisfied level.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130678088","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}

{"title":"A Model of Teacher Leadership Development on Competency-Based Learning Management for Teachers in Science and Technology Department in Large-Sized Secondary Schools under the Office of the Basic Education Commission in the Northeast","authors":"Warachit Promket, Waro Phengsawat, Suphirun Jantarak","doi":"10.5539/ies.v16n4p37","DOIUrl":"https://doi.org/10.5539/ies.v16n4p37","url":null,"abstract":"The objectives of this Research and Development were to: Develop Competency-based learning management for Teachers of the science and technology Departments in large-sized secondary Schools under the office of the basic education commission in the northeast. The findings were as follows: I) There were five main components in Developing Teacher Leadership in Competency-based, namely 1) Process management as the basis for learning 2) Self-development and peer teachers 3) Development Course 4) Performance measurement and evaluation 5) Characterization as the teacher. II) The necessary needs of teacher leadership for competency-based learning management were as follows: 1) Performance measurement and evaluation PNI Modified = 0.842 and 2) Process management is the basis for learning PNI Modified = 0.297. III) A Model for Developing Teacher Leadership in Competency-based for use of the form, Origin, and significance of form, principle, purpose, The content of the format, The process of form supervision, and follow-up 4) Analysis of results. Pre-test and Post-test Score before training and after training difference are significant at.05.The results of the evaluation of the behavior and leadership of the teacher in the field of learning management and overall performance in the process of management and learning are very high (x=4.026, S.D.=0.699) and In terms of performance measurement and evaluation, the average value is very high (x=4.144, S.D.=0.710), statistically used by one sample t-test Compared with the average criterion of 3.51, it was found that the average score of teacher leadership behavior in the competency-based learning management was higher than the average of 3.51 with a statistical significance at .05.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127365009","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}

{"title":"Think-Pair-Share in the Development of Grade 7 Student Multiply and Divide Decimal Mathematical Achievement","authors":"Pragaifa Peanark, Maporn Khamsim, Apantee Poonputta","doi":"10.5539/ies.v16n4p21","DOIUrl":"https://doi.org/10.5539/ies.v16n4p21","url":null,"abstract":"In this study, the effectiveness of a learning management plan using the think-pair-share technique on students' learning of decimal multiplication and division was investigated. The quasi-experimental study involved 42 grade 7 students in a public school in Thailand, who were simple random sampling. The study used a learning management plan, a learning achievement test, and a scoring rubric as instruments and employed the effectiveness index and a paired samples t-test to analyze the results. The results showed that the think-pair-share technique was effective in improving the student’s understanding of decimal multiplication and division and that the students demonstrated learning outcomes on most topics and met the requirements on the post-test. The study also found that there was a significant improvement in the student’s scores on the pre-test and post-test.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115393496","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}

{"title":"Program Development of English Teacher’s Competency Enhancement for Learning in 21st-Century of Secondary Schools in the Northeastern Region","authors":"Wongduan Dolprasit, Chaiyuth Sirisuthi, Chalard Chantarasombat","doi":"10.5539/ies.v16n4p48","DOIUrl":"https://doi.org/10.5539/ies.v16n4p48","url":null,"abstract":"The English language is a global language and crucial for all people, and English teachers’ competency development affects high-quality students, the objectives of the research were 1) to study the elements and indicators of English teachers’ competency 2) to study the current conditions, desirable conditions, and needs to enhance English teachers’ competency 3) to create and develop the English teachers’ competency enhancement program, and 4) to study the results of implementing the English teachers’ competency enhancement program. Research Methodology was Research and Development which were conducted in 4 phases according to research objectives. The findings of the study showed that: I. The elements and indicators of English teachers’ competency consisted of 3 aspects, 14 elements, and 67 indicators including 1) knowledge, 2) skills, and 3) characteristics insisted on by the 9 experts. In all aspects, 14 elements were appropriate at the highest level. II. In current conditions competency of English teachers in all aspects were at a high level. Overall desirable conditions were at the highest level, and their competencies needed were knowledge, skills, and characteristics, respectively. III. The English teachers’ competency enhancement program consisted of 1) rationale 2) objectives 3) contents: Module 1 (18 hours), Module 2 (12 hours), Module 3 (6 hours) 4) procedure and sub-activities 5) test and measurement. The 9 experts’ evaluation of the program is at the most appropriate, feasibility, and utility level. IV. The result of implementing the English teachers’ competency enhancement program showed that 1) Knowledge: the post-development average was higher than the pre-development average. 2) Skills: assessed by the school supervising teacher, the first time their overall performances were at the average level, the second time and third times were at a high level, and the highest respectively. 3) Characteristics: evaluated by the director and the head of the Foreign Languages Department, the first time supervision was at the average level, the second time and third times were at a high level, and the highest, respectively. 4) the overall satisfaction of English teachers who joined the program was at the highest level.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127519434","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}