International Journal of Education最新文献

{"title":"Women's Leadership in Higher Education Barriers and Opportunities in Indonesia","authors":"D. Cahyati","doi":"10.22230/IJEPL.2021V17N9A939","DOIUrl":"https://doi.org/10.22230/IJEPL.2021V17N9A939","url":null,"abstract":"This review analyzes and describes the factors that women in Indonesia consider obstacles to achieving top leadership positions, especially at the college level, by looking at the various obstacles and opportunities women experience in other countries. This research was conducted using a qualitative design with a descriptive approach. The data analysis comprised data collection, data reduction, data presentation, and drawing conclusions. The results showed that women in Indonesia, especially in tertiary institutions, still face obstacles in reaching top leadership positions, even though there is a growing recognition of gender equality. Women do not report experiencing obstacles from institutions but rather from family responsibilities, a patriarchal culture, and a lack of support.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87355339","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":"University Student Core Competencies – China’s Experience","authors":"Yu-mei Wang, Changsong Xue, Tong Hua","doi":"10.5296/ije.v13i3.19057","DOIUrl":"https://doi.org/10.5296/ije.v13i3.19057","url":null,"abstract":"Recent years have witnessed China’s great efforts in promoting student core competencies with the purpose of raising the quality of university graduates. To remain competitive in the global economy, the education system in China is expected to supply highly qualified and highly talented university graduates to the labor market. The present study is designed to investigate university student development of core competencies in China. The purpose of this study is to provide a basic profile of where university students are standing in the development of core competencies. Findings of the research are discussed. Information and insights gleaned through this study are helpful in developing strategies in cultivating university student core competencies to meet challenges of 21st century.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75192829","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":"Strategic Pause on the National Libyan Education Reform Plan: Insights & Enhanced Tactics","authors":"Ageila Ali Elabbar","doi":"10.5296/ije.v13i3.19007","DOIUrl":"https://doi.org/10.5296/ije.v13i3.19007","url":null,"abstract":"Primarily based on the strategic pillars presented in the essential plan titled: \"National Libyan Public Education Reform: Entire Transformative Strategies 2020–2026\" (Published: November 2017), which proposed comprehensive bases for reforming Libyan public education as a reflection on the problems that the whole Libyan public/private education system have faced due to still-existing circumstances. It divided the entire reform strategy into six years of definite procedures designed to solve the revealed problems through gradual, ongoing actions. This essential plan was followed by a detailed executive paper on the same reverence plan titled \"Contextualizing the First Two Years of the Libyan Education Reform Proposed Strategies (2020–2026): Targeted Candidates and Reflective Activities\" (Published: May 2018), which explained in detail the projected (Phase I) actions of the first two years of the plan. (Phase II) of applying such a plan was explained in a paper titled \"Employing the Subsequent Four Years of the Libyan Education Reform Strategy: Administrations and Contributors\" (Published: January 2019), which extensively described the four executive years of the reform strategy with considerations to the constitutional laws or the existing educational regulations in the country.This associated project aimed to obtain a deeper understanding and awareness of the consequences and variables resulting from the remaining state instability for over (10) years (2011-2021) in general, and from (2017-2021) in particular, along with an assessment of the impacts of the coronavirus (COVID-19) on the whole educational system in Libya. This comprehensive work is a result of (16) months of field qualitative study (&), which predominantly depended on the pillars of the suggested plan to professionally determine whether the projected National Reform Plan for the entire Libyan education system is still valuable to apply, or if it needs to be modified, developed, or even changed in some of its aspects or in one/all its phases. The significance of obtaining this field work emerged after the increase of great challenges that revealed problems faced by/facing the entire State of Libya: for instance, the effects of civil wars, a prolonged time of sharp institutional division (East and West), and a tremendous deficit (damage) in most education infrastructures and interferences, in addition to the almost non-existence of QAs, CPD, research, technology, and teaching facilities inside public schools, universities, and even in the vocational sector. This is in addition to the deep effects of the continued lack of a clear policy of education and the approximate non-existence of a clear and authentic Vision, Mission, and Goals (VMG) or sequenced tactics of leadership and lifelong learning for educators, inspectors, social workers, education administrators, TAs, and university lecturers, etc.This field study uncovered profound problems in the entire Libyan education system, whic","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72735033","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 Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils","authors":"A. Hasbi, M. Yunus","doi":"10.5296/ije.v13i3.18808","DOIUrl":"https://doi.org/10.5296/ije.v13i3.18808","url":null,"abstract":"This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90187329","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 Influence of Metacognitive Scaffolding on Learning Academic Writing Online","authors":"Noor Hanim Rahmat, Norhartini Aripin, Zarina Razlan, Zulaikha Khairuddin","doi":"10.5296/ije.v13i3.18902","DOIUrl":"https://doi.org/10.5296/ije.v13i3.18902","url":null,"abstract":"The pandemic has caused a big wave of change in the way teaching is done. One of the many areas of concern is that the teaching that was previously done not only face -to-face but also using hands-on; coupled with one-to-one or group by group conferences, is now done online. How can that be done online? In the traditional face-to-face classroom, the writing teacher monitors the working memory of the writers (planning, translating and reviewing) by marking and making comments of the learners’ drafts. The comments and recommendations for changes made by the teachers acted as scaffolds to the learners to guide them to improve on their writing. When online learning hits the classrooms, writing teachers need to incorporate creative language teaching into the online classrooms. This study explores the use of metacognitive scaffolding on learning academic writing online. Learners were taught metacognitive scaffolding during online classes. They responded to the survey. Findings revealed interesting implications for teaching and learning of academic writing online.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72675283","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 role of extra lessons on the general administration of urban day high density secondary schools","authors":"Richard Bukaliya","doi":"10.31763/IJELE.V3I2.98","DOIUrl":"https://doi.org/10.31763/IJELE.V3I2.98","url":null,"abstract":"The current qualitative inquiry aimed at investigating the role of extra lessons on the general administration of the urban day high density secondary schools in Chegutu, Zimbabwe. The researcher adopted the case study design and in-depth interviews, focus group discussions and document analysis were used for data generation. Interviews were held with teachers, school inspectors and parents. Learners were subjected to a focus group discussion. The researcher accessed and analysed documents which included punishment records as well as learner academic reports. The 23 participants from where data were generated consisted of 8 teachers, 6 learners, 6 parents and 3 school inspectors who were sampled through non-probability critical case purposive sampling. From the findings, it emerged that the general administration of the schools was affected by extra lessons. Extra lessons impact positively on school pass rates, ratings and help build and improve a good image for the schools in the community. More learners enroll in the schools. They assist in the reduction of the teachers` workload. Some negative effects were established from the study. For example, extra lessons have created a dent on teacher professionalism as some teachers have been accused of neglecting formal school work so that they create demand for extra lessons among learners. Extra lessons have also contributed indiscipline among learners, while at school. Tension has been created by extra lessons between teachers taking part and those not, given the extra remuneration coming out of the lessons. Relations between learners and teachers also seem to have strained. Despite these challenges, it is recommended that extra lessons should continue to be offered as they reduce the work load for teachers and provide a conducive working environment at the school since teachers are not over worked. However, it is prudent that MOPSE, school heads and parents monitor work that is being given to learners during the normal working hours to avoid instances where teachers work less in the main stream in order to create artificial demand for extra lessons. There is need for guidance and counselling to learners so that other activities expected of them in the formal school, for example, sports are not affected.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81015405","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":"Transfer of Learning: The Missing Ingredient","authors":"Bassem Kandil","doi":"10.5296/ije.v13i3.18668","DOIUrl":"https://doi.org/10.5296/ije.v13i3.18668","url":null,"abstract":"The achievement scores of the Lebanese students that participated in the international exams such as TIMSS and PISA are unsatisfactory and they are not getting better with time. As a matter of fact, this is the case for many countries in the MENA region. In order to address this challenge, a precursor is to identify the main root causes for such a performance. For this purpose, this study aimed at examining whether a sample of Grade 8 students are able to demonstrate transfer of learning in the context of math and science. The findings showed that the examined students couldn’t answer the questions that require conceptual understanding or higher-order thinking; thus they couldn’t practice transfer of learning. An implication for this study is that transfer of learning is not something that happens by coincidence nor it’s something that can be overlooked.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81756888","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":"Writing a Literature Review Narrative","authors":"B. Schirmer","doi":"10.5296/ije.v13i2.18591","DOIUrl":"https://doi.org/10.5296/ije.v13i2.18591","url":null,"abstract":"The purpose of this paper is to present an approach for translating the copious background material gathered from the professional literature into a coherent and compelling written document. The approach includes steps for weaving together summary information from each study in a way that offers the reader a logical and clear description of pertinent methodological and conceptual issues and the implications for further research. The step-by-step approach enables both the novice and veteran researcher to translate the details of each study into a cogent synthesis that leads to determining the base of knowledge about the topic.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90897635","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":"After the Covid-19 Pandemic: Rethinking the Relationship between Technology and Teacher Training","authors":"M. Simone","doi":"10.5296/ije.v13i2.18792","DOIUrl":"https://doi.org/10.5296/ije.v13i2.18792","url":null,"abstract":"The paper proposes a reflection on the new development trajectories of teacher training in light of the impact with the Covid-19 pandemic. The health emergency is producing, among other aspects, a rethinking of the relationship between those who teach and new technologies. The hypothesis to be demonstrated is that the current experience is configured as an important opportunity for professional growth for the teacher if this profession becomes increasingly open to the demands of the present time, ready to respond to emergencies that may arise in teaching practice, skilled in managing and mastering a conscious and mature relationship with technology. The paper also presents the partial results of a research, carried out in three Italian universities, on the relationship between teachers in the training phase and technologies in this pandemic time.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86547726","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":"Action Research for Exploring Genre Approaches to Writing in Real-World ESP Classrooms","authors":"U. Rajagopalan, Lynda Griffin, P. Trimarco","doi":"10.5296/ije.v13i2.18785","DOIUrl":"https://doi.org/10.5296/ije.v13i2.18785","url":null,"abstract":"This paper investigates how action research can be used to develop genre-approaches to teaching using a case study of teaching research article (RA) abstract writing on a course in Japan for science and technology students. This study involved two pedagogies placed within genre-awareness approaches, with moves being taught at different stages for each classroom. In addition to the teacher’s observations and a questionnaire to evaluate students’ perceptions, written drafts from both groups were analysed at two stages. Our analysis reveals that earlier intervention in teaching moves helped students to better construct their abstracts and that language-based activities played a role in improving students’ abstract writing without moves-based instruction. Moreover, the exercise of conducting this study in an action research framework highlighted the advantages of using a cyclic framework which allows for timely intervention based on teacher observation and critical evaluation of the teaching and learning context as the task progresses.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83521236","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}