Educational Process International Journal最新文献_第10页

Subjective Negative Feeling and Students’ Learning pp. 213-221 | Published Online: December 2019 | DOI: 10.2 主观消极情绪与学生学习pp. 213-221 |出版在线:十二月2019 | DOI: 10.2

Educational Process International Journal Pub Date : 2019-10-15 DOI: 10.22521/edupij.2019.84.1

M. Kuwabara

引用次数: 2

Supporting Science Teachers’ Learner-Centered Technology Integration through Situated Mentoring 通过情境辅导支持科学教师以学习者为中心的技术整合

Educational Process International Journal Pub Date : 2019-10-10 DOI: 10.22521/edupij.2019.84.4

Maria Rosenberg, Yunjo An

{"title":"Supporting Science Teachers’ Learner-Centered Technology Integration through Situated Mentoring","authors":"Maria Rosenberg, Yunjo An","doi":"10.22521/edupij.2019.84.4","DOIUrl":"https://doi.org/10.22521/edupij.2019.84.4","url":null,"abstract":"Learner-centered technology integration is a challenging task for many teachers. In an attempt to support science teachers’ learner-centered technology integration efforts, this study developed a situated mentoring program and examined its impact on teachers’ attitudes, technology integration practices, and perceived barriers. Further, the study explored ways to improve the situated mentoring program. Qualitative data were collected from pre-mentoring interviews, observations, and post-mentoring interviews. The results revealed that most participants were teacher-centered and somewhat skeptical about the value of technology for learning prior to the mentoring program. The situated mentoring program had a positive effect on the participants’ attitudes toward learner-centered technology integration. However, in terms of changes in technology integration practices, the results were mixed and varied from teacher to teacher. The personalized professional development and support appeared to be one of the major strengths of the situated mentoring program. Findings from the participants’ program evaluation data provide useful insights into professional development for learner-centered technology integration.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44627991","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: 4

Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation 底层-顶层课程变革中的幼儿教师激励与实施

Educational Process International Journal Pub Date : 2019-10-01 DOI: 10.22521/edupij.2019.84.2

Reuben Sitonik Olkishoo, Francis Maina Gichuru, C. Khayeka–Wandabwa, Methody Florian Owaki, S. Wamalwa, P. Marinda, Tianxi Xu

{"title":"Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation","authors":"Reuben Sitonik Olkishoo, Francis Maina Gichuru, C. Khayeka–Wandabwa, Methody Florian Owaki, S. Wamalwa, P. Marinda, Tianxi Xu","doi":"10.22521/edupij.2019.84.2","DOIUrl":"https://doi.org/10.22521/edupij.2019.84.2","url":null,"abstract":"With Kenya having rolled out the Competence-Based Curriculum effective as from 2019, anchoring in it preschool education as an integral component, there is still a level of indistinctness as to the role of the preschool teacher in the core domains of curriculum development and reform. The perspective brings to light insights of preschool teacher engagement and interlinkage in effecting the much-desired curriculum development and reform through learner growth, creating an enabling environment, the need for preschool teacher involvement in curriculum evaluations, reforms and adaptability to transformation. The perspective examination integrates documentary analysis as well as discourse analysis. Evidently, progressive implementation of the Competence-Based Curriculum in preschool education alongside any desired adaptations in a timely, expertise and pragmatic manner driven by classroom realities is considered core in ensuring seamless successive transition of learners. It is not only the basis for foundational skills of literacy and numeracy, but also life skills grounding for learners. The findings examination posits for well-anchored and dynamic policy transition considerations at the governmental level on preschool teacher capacity development. As informed by the core domains of curriculum development, it is recommended that reform thought processes and ideologies ignited by preschool teachers from the grass-root levels should encourage a bottom-top channel of curriculum adjustment recommendations rather than a top-down, unilateral and bureaucratic system.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42085058","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

Game-Based Learning Practices in Austrian Elementary Schools 奥地利小学基于游戏的学习实践

Educational Process International Journal Pub Date : 2019-09-15 DOI: 10.22521/EDUPIJ.2019.83.4

Eliza Avdiu

{"title":"Game-Based Learning Practices in Austrian Elementary Schools","authors":"Eliza Avdiu","doi":"10.22521/EDUPIJ.2019.83.4","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2019.83.4","url":null,"abstract":"Contemporary literature studies show constant changes in the world of learning and teaching, and over the years game-based learning has been considered one of the most effective ways to learn something new. The purpose of this research was to understand the teaching practices used in game-based learning, and its importance in the elementary school teaching process. The study involved 24 teachers from six elementary schools in Austria. Semi-structured interviews were used. The research extended over a two-month period, including the researcher’s observations and participation in classes. The results of this study are based on the descriptive analysis of teachers’ views. According to the study’s findings, but also from the researcher’s observations, it is understood that game-based learning in Austrian elementary schools is a common teaching practice, which establishes the context of game-based learning that is fun and productive for children. Also, the results from this study illustrate the activities that teachers apply in different subjects, and show the different capacities and skills that children develop through games. According to teachers, game-based learning presents ongoing challenges related to finding and designing diverse game activities, and adapting their learning to the needs and interests of pupils.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44202859","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: 12

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up 改革开放视野下的肯尼亚汉语教学

Educational Process International Journal Pub Date : 2019-09-09 DOI: 10.22521/EDUPIJ.2019.83.2

Methody Florian Owaki, M. Kathina, C. Khayeka–Wandabwa, Francis Maina Gichuru, Eunice Amimo

{"title":"Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up","authors":"Methody Florian Owaki, M. Kathina, C. Khayeka–Wandabwa, Francis Maina Gichuru, Eunice Amimo","doi":"10.22521/EDUPIJ.2019.83.2","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2019.83.2","url":null,"abstract":"Teaching and learning of Chinese as a foreign language and its culture is complex for Kenyan learners. It requires them to consider contrasting intellectual, policy and economic dimensions that instead of aiding its propagation among Kenyan learners, could even facilitate a hindrance to its progression. Potential measures that could be embraced are examined in this study based on the current context in lieu of proper guidelines or policy for foreign language learning, and in the midst of China’s reform and opening-up. The study adopts Stern’s second language learning theoretical approach, documentary and discourse analysis as complementary to a preliminary exploratory survey. Chinese and Kenyan partnering institutions in higher education and its intersections through Chinese language development and cultural exchange are well-attuned towards attaining a competitive cadre of bilingually educated Kenyans who are appreciative of the cultural diversity between the two nations. This affords Chinese and Kenyan nationals the opportunity to engage with each other in efficient bidirectional exchanges for common intellectual and economic prosperity founded on various exchange agreements. In the quest for greater Chinese language and culture propagation, increased bidirectional participation of stakeholders in curriculum-related policymaking and implementation processes are sought. The mobilization of strategic resources through exchanges between China and Kenya hold the promise to a more certain cooperative future for all. Avenues on resource mobilization with a focus on efficient human resource management, together with an opportunities linkage framework, would benefit both countries, and thereby reinforce a common intellectual and economic prosperity.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42652483","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

Exploring Parents’ and Teachers’ Perspectives about School-Based Sexuality Education in a Multicultural Context: A Case Study in Mauritius 多元文化背景下探究家长和教师对学校性教育的看法——以毛里求斯为例

Educational Process International Journal Pub Date : 2019-08-01 DOI: 10.22521/EDUPIJ.2019.83.3

Wajiihah Banu Shah Emambokus, B. Oogarah-Pratap

{"title":"Exploring Parents’ and Teachers’ Perspectives about School-Based Sexuality Education in a Multicultural Context: A Case Study in Mauritius","authors":"Wajiihah Banu Shah Emambokus, B. Oogarah-Pratap","doi":"10.22521/EDUPIJ.2019.83.3","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2019.83.3","url":null,"abstract":"The importance of school-based Sexuality Education (SE) programs is widely recognized. Effective implementation of such programs require that due consideration be given to sociocultural factors that can constitute enablers and potential barriers. Numerous research studies on these aspects have been conducted in developed countries. However, there is a lack of such studies in developing countries, especially studies involving school-aged adolescents from a multicultural context and from socioeconomically deprived areas. Therefore, this small-scale study uses a qualitative approach to research conducted in Mauritius, a developing country with a significantly multicultural population, and where SE is addressed in a fragmented manner within the school curriculum, despite changes noted in the sexual behaviors of the country’s adolescents. The aim of the study was to explore parents’ and teachers’ perspectives of sociocultural factors that can act as enabling factors or potential barriers. The study involved semi-structured interviews of two parents and two teachers selected through purposive sampling at a secondary school which has students from diverse cultural backgrounds and mostly from socioeconomically deprived areas. Analysis of the interview transcripts revealed that the enabling factors were perceived as the importance of school-based SE by parents and teachers, contribution of external organizations, and a two-way communication process with adolescents. The potential barriers were perceived as a resistance from some teachers and students, the gender of the parent, and religion. Generation gap and ICT were found to be both enablers and barriers. The findings have implications for the design and implementation of school-based SE within a multicultural context and pave the way for similar studies on","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48995899","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

Learning Outcomes – A Good Idea, Yet with Problems and Lost Opportunities 学习成果-一个好主意，但有问题和失去的机会

Educational Process International Journal Pub Date : 2019-07-10 DOI: 10.22521/EDUPIJ.2019.83.1

Andrew G D Holmes

引用次数: 14

Professional Training of Border Guards in Ukraine: Challenges and Opportunities Related to Emerging Security Threats 乌克兰边防部队的专业培训：与新出现的安全威胁有关的挑战和机遇

Educational Process International Journal Pub Date : 2019-01-15 DOI: 10.22521/edupij.2019.81.5

N. Bhinder

{"title":"Professional Training of Border Guards in Ukraine: Challenges and Opportunities Related to Emerging Security Threats","authors":"N. Bhinder","doi":"10.22521/edupij.2019.81.5","DOIUrl":"https://doi.org/10.22521/edupij.2019.81.5","url":null,"abstract":"Professional training of border guards is closely connected with Ukraine’s national development, its stability and economic prosperity. Due to emerging security threats, the training of future border guards in Ukraine has recently undergone radical changes including the reconsideration of professional competence. According to its reviewed profile, professional competence of border guards means integral unity of knowledge, skills, personal qualities, and values that help them perform their professional duties. Professional competence of border guards is the desired result of their training. The content of professional training for border guards is therefore an important aspect. Changes in the tasks facing the border agency has caused significant rethinking of training content for border guards, resulting in new subjects, sections, modules and topics. As information has to be transferred effectively to trainees, a range of teaching techniques was innovated in order to achieve the pedagogical intention. The innovative techniques include simulation technologies, horizontal learning, innovative lectures, training courses, information and communication technologies, interactive technologies, as well as game-based and project-based learning. These techniques are proven to be more effective in comparison to traditional methods. Despite some unresolved issues, the system of professional training for border guards in Ukraine has shown outstanding results. Further development and improvement will lead to the formation of professional competence of border guards at the desired high level.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42645328","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

The Problem of Ethnic Tolerance Development among Students 学生的民族宽容发展问题

Educational Process International Journal Pub Date : 2019-01-15 DOI: 10.22521/EDUPIJ.2019.81.6

A. Koriakina

引用次数: 0

Coaching in an Educational Setting Utilizing “Techniques of Change”: Enhancing Engagement with Learning in a Post-16 Educational Setting 利用“改变的技术”在教育环境中指导:在16岁后的教育环境中加强学习的参与

Educational Process International Journal Pub Date : 2019-01-15 DOI: 10.22521/EDUPIJ.2019.81.1

Voldis Kudliskis

{"title":"Coaching in an Educational Setting Utilizing “Techniques of Change”: Enhancing Engagement with Learning in a Post-16 Educational Setting","authors":"Voldis Kudliskis","doi":"10.22521/EDUPIJ.2019.81.1","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2019.81.1","url":null,"abstract":"The purpose of this study was to explore whether or not Techniques of Change associated with Neuro-linguistic Programming (NLP) could enhance engagement with learning for boys in the post-16 education setting. This was an action research case study that utilized a mixed methods approach. Participants were coached by a qualified NLP practitioner and used NLP workbooks to aid and enhance understanding of “Techniques of Change” associated with NLP. Participants also engaged with a pretest and posttest questionnaire and participated in semi-structured interviews. The study predominantly sits within the interpretivist paradigm. It is a single-site, multivoice study. “Positions of Consensus” are presented in relation to Techniques of Change enhancing boys’ engagement with learning. The outcome of this research provides some speculative evidence that Techniques of Change can enhance engagement with learning for Year 13 males. This study provides educationalists, managers, teachers and parents with an opportunity to consider how a specific form of coaching may encourage enhanced engagement and enriched learning outcomes for boys in post-16 education. This, in turn, may lead to greater positivity in their specific educational context and broader social interactions.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45023633","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