International Journal of Education最新文献_第9页

Reliability and Validity of the Red Flag App: Encouraging Inclusive Education for Children at Risk in the School System 红旗应用程序的可靠性和有效性:鼓励学校系统中有风险的儿童的全纳教育

International Journal of Education Pub Date : 2021-05-24 DOI: 10.5296/IJE.V13I2.18376

F. Coutinho, Sonali Saini

{"title":"Reliability and Validity of the Red Flag App: Encouraging Inclusive Education for Children at Risk in the School System","authors":"F. Coutinho, Sonali Saini","doi":"10.5296/IJE.V13I2.18376","DOIUrl":"https://doi.org/10.5296/IJE.V13I2.18376","url":null,"abstract":"Early identification of ‘risk for disability and mental illness’ has many advantages including better prognosis, and an improved quality of life. Teachers and school management spend long contact hours with children, and are typically among the first to notice developmental delays or behavioural changes. Although they are uniquely poised to identify risks, this often does not occur due to lack of teacher training. In India, there is a dearth of trained therapists for children with special needs. Additionally, many teachers have not been adequately trained in identifying and helping children with mental health issues, neurodevelopmental disabilities, or learning disabilities. The current study seeks to validate an online app which can aid teachers in identifying children at risk across seven areas namely Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder issues (ASD), abuse issues, intellectual deficits, mental health issues, specific learning disorders (SLD), and visual deficits. These buckets have been identified through expert focus group discussions and appropriate literature reviews. The current paper describes the necessity and relevance of such an instrument, and outlines the validation process being conducted.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74909753","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

A New Mathematical Metric for Inclusive Excellence in Teaching Applied Before and During the COVID-19 Era 在COVID-19时代之前和期间应用的包容性卓越教学的新数学指标

International Journal of Education Pub Date : 2021-05-24 DOI: 10.5296/IJE.V13I2.18466

J. T. Ludwig

{"title":"A New Mathematical Metric for Inclusive Excellence in Teaching Applied Before and During the COVID-19 Era","authors":"J. T. Ludwig","doi":"10.5296/IJE.V13I2.18466","DOIUrl":"https://doi.org/10.5296/IJE.V13I2.18466","url":null,"abstract":"In this paper a novel metric for evaluating inclusive excellence in teaching is introduced and applied to students' performance in classes before and during the COVID-19 era. The novel metric, named the Inclusive Excellence Ratio (IER), is designed to simultaneously reflect the two desirable characteristics embraced by inclusive excellence teaching: strong student performance and low variation in performance across all students. The computation of the IER given student test score data is simple and straightforward: it is the statistical sample mean divided by the sample standard deviation. Consequently, the IER is high when the students' test scores are high and variance is low, suggesting it may provide a useful quantitative measure for those educational innovators seeking to experiment with new, effective teaching methodologies that boost inclusive excellence. The IER is applied to evaluate a posteriori student performance taken from cumulative aggregate data from the University of California, Irvine (UCI) undergraduate math finance classes involving 378 students over two academic years (2018 to 2020), spanning five quarters before and one quarter during the COVID-19 era of remote teaching at UCI. Conclusions are drawn and discussed comparing the quality of in-person teaching environments to remote teaching environments.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"120 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73461315","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

Using an iPhone or iPad for Tonal Activities in Teaching Mandarin Chinese 使用iPhone或iPad进行普通话教学中的声调活动

International Journal of Education Pub Date : 2021-05-21 DOI: 10.5296/IJE.V13I2.18675

W. Beasley, L. Wang

引用次数: 0

The Perceived Self-Efficacy of Resource Rooms Teachers on Distance Learning Experience in Amman in Terms of Some Variables 安曼地区远程教育资源教室教师自我效能感的一些变量研究

International Journal of Education Pub Date : 2021-05-20 DOI: 10.5296/IJE.V13I2.18421

Mirvat Y. Amirah, Khaldoun A. Najadat, Sara Mubarak Joma’a Mahboub Mubarak

{"title":"The Perceived Self-Efficacy of Resource Rooms Teachers on Distance Learning Experience in Amman in Terms of Some Variables","authors":"Mirvat Y. Amirah, Khaldoun A. Najadat, Sara Mubarak Joma’a Mahboub Mubarak","doi":"10.5296/IJE.V13I2.18421","DOIUrl":"https://doi.org/10.5296/IJE.V13I2.18421","url":null,"abstract":"This study aimed to examine the perceived self-efficacy of the resource room teachers for the distance learning experience in the capital Amman, Jordan in terms of some variables. To achieve this goal, 124 female resource teachers in government schools in the capital governorate were selected. The perceived self-efficacy measure was used to collect data. It is a valid and reliable measure that contains 25 items. The results showed that the level of perceived self-efficacy of the resource room teachers for the distance learning experience was moderate, as the mean of the overall tool was (3.16) with a moderate evaluation score. Table (3) shown that the averages of the tool's items ranged between (2.15-4.07). These averages didn't indicate statistically significant differences at (α≤0.05) for the variables: specialization, teacher's educational level, and number of students who receive service in the room. The data showed statistically significant differences at the (α≤0.05) for teacher's age variable in favor of the younger group. Also, the data showed statistically significant differences at the (α≤0.05) for the variable years of experience in favor of the least experience, less than 5 years.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"38 1","pages":"19"},"PeriodicalIF":0.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82132275","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

Will Saudi's 2030 Vision Raise the Students’ Awareness to National Literature? Saudi Literature and Identity 沙特2030愿景会提高学生对民族文学的认识吗?沙特文学与身份认同

International Journal of Education Pub Date : 2021-05-17 DOI: 10.46300/9109.2021.15.10

Mubarak Altwaiji, Majed Alenezi, S. Gayathrri, E. Alwuraafi, Maryam Naif Alanazi

{"title":"Will Saudi's 2030 Vision Raise the Students’ Awareness to National Literature? Saudi Literature and Identity","authors":"Mubarak Altwaiji, Majed Alenezi, S. Gayathrri, E. Alwuraafi, Maryam Naif Alanazi","doi":"10.46300/9109.2021.15.10","DOIUrl":"https://doi.org/10.46300/9109.2021.15.10","url":null,"abstract":"Forming national identity is placed on top of the seven aspects of High-Impact Educational Practices (HIEPs) in Northern Border University. Similarly, the concept of academic awareness to national literature has been one of the main challenges to national literature in the Middle East. Just as the strong presence of national identity in Saudi’s 2030 vision has initiated re-evaluations of how national identity is shaped, Saudi novel has similar concerns that inform social constructs of national identity through overarching themes and comprehensive representations of cultural issues. This study investigates the ways in which two Saudi novelists interrogate the intertwined issues shared by 2030 vision and national novel which address the archetypal Saudi identity: first, that the construction of modern identity requires much cultural openness with the world; second, that construction of Saudi identity needs exclusion of otherness; and third, that national identity depends on the rich history of two historical regions – Najd and Hijaz - that binds identity to a unified territory. The study focuses on how these novels give visibility to issues that are at the core of 2030 vision’s social and cultural aspect such as life style, appearance behaviours, attitudes, accepting differences and willingness to work and volunteer. Drawing on this narrative analysis, the study advocates for the utility of introducing national novel for undergraduate students to help them perceive identity as a position and support their identity enactment.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"44 1","pages":"95-105"},"PeriodicalIF":0.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83669705","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

Operationalizing and Measuring Personalized Learning in K-12 Schools: Development and Implementation of an Innovation Configuration Map K-12学校个性化学习的实施与衡量:创新配置图的开发与实施

International Journal of Education Pub Date : 2021-05-13 DOI: 10.22230/IJEPL.2021V17N3A977

H. Arrowsmith, Gary W. Houchens, Trudy-Ann Crossbourne-Richards, Jenni L. Redifer, Jie Zhang, Antony D. Norman

引用次数: 1

Role of Telephone Counseling in Facing the Problems of the Adolescents Suffering from Cyberbullying from the Perspective of Student Counselors 从学生辅导员的角度看电话咨询在面对青少年网络欺凌问题中的作用

International Journal of Education Pub Date : 2021-05-10 DOI: 10.18488/JOURNAL.61.2021.92.440.455

Aljawharah A. Alzamil

引用次数: 1

Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources 解决英国小学索马里裔学生的英语阅读理解困难:利用家长作为资源

International Journal of Education Pub Date : 2021-04-27 DOI: 10.31763/IJELE.V3I1.162

Shamsudin Abikar

{"title":"Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources","authors":"Shamsudin Abikar","doi":"10.31763/IJELE.V3I1.162","DOIUrl":"https://doi.org/10.31763/IJELE.V3I1.162","url":null,"abstract":"The question of whether classroom reading activities in primary schools in England can be solely relied on to be sufficient for English as additional language (EAL) pupils to comprehend English text was the focus of the paper. Two case studies where Somali origin EAL pupils involved in learning English reading comprehension were utilized as a springboard to develop my argument that parents are an intrinsic part of developing pupils’ English comprehension as they may constitute financially less expensive and rich resources in terms of cultural experiences. Furthermore, England’s education policy regarding EAL pupils, reading for comprehension, and factors that influence it: vocabulary knowledge, teacher -students ratio in England school and parental involvement in schools were explored to provide an answer for the question of whether only reading for comprehension activities in the classroom is enough to promote the understanding of EAL Somali origin. It was argued that only those activities are not sufficient, and there is a need for the use of parents as resources to enrich the text input, which potentially increases the comprehension skills of Somali origin EAL pupils.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"144 1","pages":"56-64"},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77939537","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

The Use of First Language (L1) in EFL Classrooms: Teachers’ Practices and Perspectives 第一语言在英语课堂中的使用:教师的实践和观点

International Journal of Education Pub Date : 2021-04-07 DOI: 10.17509/ije.v14i1.26375

Hanna Sundari, Rina Husnaini Febriyanti

{"title":"The Use of First Language (L1) in EFL Classrooms: Teachers’ Practices and Perspectives","authors":"Hanna Sundari, Rina Husnaini Febriyanti","doi":"10.17509/ije.v14i1.26375","DOIUrl":"https://doi.org/10.17509/ije.v14i1.26375","url":null,"abstract":"Teaching English in the context of foreign language needs vigorous efforts and strong commitment, especially for non-native English-speaking teachers to maintain professionalism and to achieve the success of learning language. Generally, it is believed that a teacher should be a language model for the learners by providing a great deal of input in the target language and applying the L2 only policy. However, some teachers finally decide to use their first language (L1) or mix it with the target language (L2) while teaching. This qualitative study investigated the frequencies, functions, and teachers’ perceptions of their L1 use in EFL classes. Twenty English teachers from lower secondary schools in Jakarta, Indonesia were asked to participate. The data were collected through classroom observations, in-depth interviews, and focus group discussions. The finding obtained that the frequency of the L1 was seemingly noticeable but not overused. Moreover, teachers used first language mostly for activity objective, translation, comprehension check, and activity instruction. The finding also revealed that the majority of the teachers decided to mix first language and target language with different proportions. Meanwhile, the others decided to use a small portion of target language. Only few teachers consistently tried to instruct mostly in target language. The finding implies the need for teachers to reduce the usage of first language (L1) during the teaching process to get maximal result.","PeriodicalId":31806,"journal":{"name":"International Journal of Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82478505","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

Promoting the Empowerment of Young Saudi Women through digital art Events in Light of the Kingdom of Saudi Arabia’s 2030 根据沙特阿拉伯王国的2030，通过数字艺术活动促进沙特年轻女性的赋权

International Journal of Education Pub Date : 2021-04-07 DOI: 10.46300/9109.2021.15.6

Abdulaziz R. Alamro, Nouf Alsuwaida, Nancy Abdelmaboad Elsawy, Usama M. Ibrahem

引用次数: 1