International Journal of Education最新文献_第5页

Social and Emotional Competencies of Elementary School Teachers in México 云南省小学教师的社会能力与情感能力

International Journal of Education Pub Date : 2022-06-20 DOI: 10.5296/ije.v14i2.19697

Noé Manuel García-Pérez, Victoria Eugenia Gutiérrez-Marfileño

{"title":"Social and Emotional Competencies of Elementary School Teachers in México","authors":"Noé Manuel García-Pérez, Victoria Eugenia Gutiérrez-Marfileño","doi":"10.5296/ije.v14i2.19697","DOIUrl":"https://doi.org/10.5296/ije.v14i2.19697","url":null,"abstract":"Over the last few decades, interest in investigating teachers´ socio-emotional well-being has had considerable growth. There is strong evidence that demonstrates that the implementation of programs aimed at these purposes positively impacts teachers (educators) in different aspects, for example, in coping responses, life satisfaction, or work engagement. Despite what research suggests, there is a necessity for more rigorous studies that indicate the level of development of these competencies in teachers (school staff) and possible factors that influence their achievement. This study aimed to analyze the social and emotional competencies of a sample of 378 elementary school teachers from Zacatecas, Mexico, as well as to observe the mediating effect that some socio-demographic variables have in that process. Teachers completed the Cuestionario de Competencias Socioemocionales (CCSE), a self-report measure that showed a high teacher rating in the socio-emotional dimension of self-awareness, and a lower teacher rating in the socio-emotional dimensions of autonomy and empathy compared to selfawareness, self-regulation, and collaboration. In addition to that, the results of this study showed that variables such as years as an in-service teacher, experience in the implementations of social and emotional learning programs, and training background in the area altogether had a significant impact on the competencies development. These findings are considered to be relevant for the design of future interventions for both pre-service and in-service teachers.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74955649","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

Recruiting Highly Effective Teachers in Rural Schools: An Appreciative Inquiry 农村学校高效教师招聘:一种欣赏式探究

International Journal of Education Pub Date : 2022-06-18 DOI: 10.5296/ije.v14i2.19552

Juhee Kim, William Phillips

引用次数: 0

Character Education to Improve Students’ Sense of Relatedness: Preliminary Findings from the Positivity Project 品格教育对提高学生归属感的作用:来自“正性计划”的初步发现

International Journal of Education Pub Date : 2022-06-17 DOI: 10.5296/ije.v14i2.19981

J. Garwood

引用次数: 2

Equal Opportunity to Selective Colleges: Assessments Through the Admissions Process 择优大学的平等机会:通过录取过程进行评估

International Journal of Education Pub Date : 2022-04-29 DOI: 10.5296/ije.v14i2.19614

Brian P. An

引用次数: 0

Contextualizing Vocabulary Teaching Practices in Benin EFL Classes 贝宁英语课堂语境化词汇教学实践

International Journal of Education Pub Date : 2022-04-29 DOI: 10.5296/ije.v14i2.19819

Arlette J. Viviane Hounhanou

引用次数: 0

Effectiveness of Systematic Procedures for Parents’ Involvement in Interactive Science Homework 家长参与互动科学作业的系统程序的有效性

International Journal of Education Pub Date : 2022-03-21 DOI: 10.5296/ije.v14i1.19508

Salbihana Samsudin, L. Halim, Wan Nor Fadzilah Wan Husin, Nurazidawati Mohamad Arsad

{"title":"Effectiveness of Systematic Procedures for Parents’ Involvement in Interactive Science Homework","authors":"Salbihana Samsudin, L. Halim, Wan Nor Fadzilah Wan Husin, Nurazidawati Mohamad Arsad","doi":"10.5296/ije.v14i1.19508","DOIUrl":"https://doi.org/10.5296/ije.v14i1.19508","url":null,"abstract":"Home-based Teaching and Learning (PdPR) is an alternative learning approach in many countries, including Malaysia, and is in line with the new normal. It emphasizes parental roles in helping children learn effectively at home. This study aims to examine the effectiveness of parental involvement through a systematic procedure in the implementation of Interactive Science Homework (KRIS). Using a Quasi-Experimental design, this study involved a total of 69 Year Three elementary school children with their parents. Children in the treatment group (n=37) underwent the KRIS intervention with homework systematic completion procedures. Meanwhile, children in the control group (n=32) underwent a KRIS intervention without the systematic procedures. Data were collected through the review of returned assignments from both groups. Semi-structured interviews were also conducted with the children’s parents. The data from the returned assignments and records of the children and parents’ involvement were analyzed using descriptive analyses. The interview transcripts were analyzed thematically. The findings show that assigning KRIS with systematic procedures has a positive effect on the children, where the assignment return rate and parents’ involvement were higher compared with the intervention without systematic procedures. In this light, parents have the opportunity to guide their children in learning more systematically and are able to keep track of their children’s performance in school. The main implication of this study is that the development of guidelines for parental involvement in the science curriculum will encourage the children to learn science together with their parents.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74669608","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

Gamification in Vocational Teaching and Learning: Perception and Readiness among Lecturers 职业教学中的游戏化:教师的认知与准备

International Journal of Education Pub Date : 2022-03-21 DOI: 10.5296/ije.v14i1.19507

Marlissa Omar, D. Ali, Nur Azlin Idayu Md Adam @ Mohd Adnan, Mohd Aizuddin Saari

{"title":"Gamification in Vocational Teaching and Learning: Perception and Readiness among Lecturers","authors":"Marlissa Omar, D. Ali, Nur Azlin Idayu Md Adam @ Mohd Adnan, Mohd Aizuddin Saari","doi":"10.5296/ije.v14i1.19507","DOIUrl":"https://doi.org/10.5296/ije.v14i1.19507","url":null,"abstract":"Sustainable economic growth and socioeconomic stability can be achieved through technical and vocational education (TVET). Improving TVET education can help empower students to play a significant role in achieving sustainable growth in their country. Teaching and learning in TVET institutions need to be reformed to achieve the international standard and increase students' understanding and motivation. Recently, gamification appears to be an emerging trend in education due to its conviction that it can support learning and motivate students. Thus, this study aims to identify vocational lecturers' perceptions and readiness to implement gamification in their teaching and learning. The findings have shown a high mean score in lecturers' perception and a moderate mean score in their readiness to implement the gamification approach in their teaching and learning. The findings from this study show that vocational teachers need to be trained and ready to use this method in their teaching and learning as a way to deal with the post-pandemic era, where teaching and learning should be more interactive by using the right technology.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83420300","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: 5

The Effect of Awareness Level on Digital Game Addiction 意识水平对数字游戏成瘾的影响

International Journal of Education Pub Date : 2022-03-21 DOI: 10.5296/ije.v14i1.19692

Bekir Çar, H. Güler, N. Konar

{"title":"The Effect of Awareness Level on Digital Game Addiction","authors":"Bekir Çar, H. Güler, N. Konar","doi":"10.5296/ije.v14i1.19692","DOIUrl":"https://doi.org/10.5296/ije.v14i1.19692","url":null,"abstract":"Digital gaming is the key activity that young people prefer, especially to fulfill several responsibilities that are given to players with technology today and to give them an advantage over those who are competing against them. In this study, mindfulness of digital game addiction of secondary school students was investigated according to their gender, age group, grade level, high school type, education status of the mother, daily technology exposure time, and regular physical activity status. 456 female and 329 male secondary school students who study in the Pursaklar district of Ankara province participated in the study, during the 2020–2021 academic period. As the data collection tools “Personal Information Form” and “Mindfulness of Digital Game Addiction Scale (MDGAS)” that was developed by Tekkurşun-Demir and Cicioğlu (2020) were used. t-test and one-way ANOVA multi-comparison tests were used in the analysis of data from secondary school students participating in the study. Research found significant differences in gender, class level, and daily technology exposure time of secondary school students, while a significant difference was not detected concerning age group, high school type, education status of the mother, and regular physical activity status variables. It was determined that the levels of awareness, internal awareness levels, and external awareness of secondary school students' digital gaming dependency are at a moderate level.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74313501","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

Gender, Test Anxiety and Self-concept as Factors in Basic Science Achievement of Junior Secondary School Students in Ikom Education Zone, Cross River State 性别、考试焦虑和自我概念对克罗斯河州Ikom教育区初中生基础科学成绩的影响

International Journal of Education Pub Date : 2022-03-21 DOI: 10.5296/ije.v14i1.19691

Stephen Akomaye Adah, Mary Ideba Anari

{"title":"Gender, Test Anxiety and Self-concept as Factors in Basic Science Achievement of Junior Secondary School Students in Ikom Education Zone, Cross River State","authors":"Stephen Akomaye Adah, Mary Ideba Anari","doi":"10.5296/ije.v14i1.19691","DOIUrl":"https://doi.org/10.5296/ije.v14i1.19691","url":null,"abstract":"This study examined the influence of Gender, test anxiety and self-concept on Basic Science achievement of Junior Secondary School Students in Ikom Education Zone of Cross River State, Nigeria. The study sample comprised 490 Junior Secondary three students drawn from a population of 3,317 using the stratified and simple random sampling technique. Three (3) research questions and three (3) corresponding hypotheses guided the study. The ex-post facto design was employed in the study and data collection was by means of Test Anxiety and Self-concept Questionnaire (TASCQ) as well as Basic Science Achievement Test (BSAT). Both TASCQ and BSAT were validated by two experts in Measurement and Evaluation and two in Basic Science. The reliability indices of TASCQ and BSAT were established using Cronbach alpha and KR-20 method respectively and this yielded 0.69 for TASCQ and 0.76 for BSAT. The hypotheses were tested using descriptive statistics and independent t-test. Results of data analysis showed significant influence of test anxiety and self-concept on Junior Secondary School Students’ Basic Science achievement but non for gender. Based on the findings, the paper recommended that Science teachers should employ effective teaching methods in Science classroom to improve students’ self-concept and also reduce test anxiety.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86252275","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

Transformational Processes in the Activity System and in the Educator/Designer through Design Procedure under CHAT 通过CHAT下的设计程序在活动系统和教育者/设计师中的转换过程

International Journal of Education Pub Date : 2022-03-20 DOI: 10.5296/ije.v14i1.19628

Marianthi Nikolaos Nastou, K. Plakitsi

{"title":"Transformational Processes in the Activity System and in the Educator/Designer through Design Procedure under CHAT","authors":"Marianthi Nikolaos Nastou, K. Plakitsi","doi":"10.5296/ije.v14i1.19628","DOIUrl":"https://doi.org/10.5296/ije.v14i1.19628","url":null,"abstract":"This study analyses the role of design procedures under Cultural Historical Activity Theory (CHAT) in the system of the activity and in the educator/designer’s professional and personal skills. Our effort has come as metacognitive outcome of a research that took place at a Contemporary Art Museum and in a classroom for students (11 years old). The purpose of the initial research was to highlight how an educational program under CHAT in a Contemporary Art Museum with the Life Cycle of Materials, as its Object, could affect students’ sustainable literacy, motives and relationships. As a metacognitive process the educator/researcher, who was simultaneously the designer, also studied the transformational processes of all Subjects of the activity system as well as her professional and personal transformations as an internal study for self-literacy. This paper describes trajectories of strategies, interactions, and expansions to the activity system, and puts forward for discussion the use of theoretical tools and epistemological principles of expansive learning for metacognitive analysis. Practical engagements with the theoretical framework of CHAT, came out as an important factor in the development of transformative agency and self-literacy at a professional level.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86066571","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