International Journal on Studies in Education最新文献_第2页

A Qualitative Analysis of Experienced Teachers’ Ongoing Need for Mentors 资深教师对导师持续需求的定性分析

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.149

Vannessa Smith-Washington

{"title":"A Qualitative Analysis of Experienced Teachers’ Ongoing Need for Mentors","authors":"Vannessa Smith-Washington","doi":"10.46328/ijonse.149","DOIUrl":"https://doi.org/10.46328/ijonse.149","url":null,"abstract":"Teacher mentoring strategies provide new teachers (and experienced teachers, too) with crucial supports when they enter the real world of the classroom, attempt classroom management and instructional skills, improve their goals to remain in the classroom and the teaching profession, and help students to learn. The central research question, “Do experienced teachers still need mentors?” Data collection included an individual interview with a former study participant. Data analysis was thematic analysis by manual coding. Themes emanated were e-mentoring programs, high-quality mentorship programs, mentor roles and responsibilities, middle school teachers’ attitudes toward the inclusion of students with disabilities, administrators’ support for mentoring programs, and feedback for special education teachers. The findings were administrative support with a negative co-teaching experience and learning independently occur with and without a mentor. A limitation was a veteran teacher who was interviewed. The implication was that veteran teachers, especially special education teachers need mentors from the first-year of teaching and beyond. Social change was improving induction and mentoring programs to ensure that novice and veteran special education teachers continue teaching and remain in the teaching profession for a lifetime.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128011414","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

What Do Students Perceive from the Syllabus? The Importance of Syllabi to Communicate Belonging and Promote Engagement 学生从教学大纲中了解到什么?教学大纲对交流归属感和促进参与的重要性

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.174

Jessica Sunds, Sydney Rohrbach, Alicia Drais-Parrillo

{"title":"What Do Students Perceive from the Syllabus? The Importance of Syllabi to Communicate Belonging and Promote Engagement","authors":"Jessica Sunds, Sydney Rohrbach, Alicia Drais-Parrillo","doi":"10.46328/ijonse.174","DOIUrl":"https://doi.org/10.46328/ijonse.174","url":null,"abstract":"Syllabi are introductions and, like first impressions, can affect one’s outlook. The current study is part of a larger evaluation of diversity, equity, and inclusion (DEI) in academic spaces; here we hoped to determine if research aligns with students’ perceptions. Prior studies suggest syllabus qualities that signal belonging and increase engagement, especially for underrepresented students. Participants rated syllabi from different years. We anticipated that 2015-16 syllabi, before DEI objectives were enacted, would have fewer identity safety cues, less emphasis on inclusion, and focus less on diversity concepts compared to 2021-22 syllabi, after DEI objectives were prioritized. The latter were rated as more inclusive, more engaging, promoting greater belonging, and having a more approachable instructor. In comparisons by group, POC and white students did not differ in their perceptions of syllabi from 2015-16 nor did traditional and non-traditional students. Perceived changes from 2015-16 to 2021-22 syllabi revealed differences by social identities. White students perceived greater changes in instructor attributes and belonging over POC students, and traditional students rated greater changes in belonging, engagement, and instructor attributes than non-traditional students. These outcomes suggest that our DEI efforts are not being perceived equally among students, which ultimately may affect student motivation and outcomes.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127059219","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

Implementing Curriculum “More or Less” in Timor-Leste 在东帝汶实施“或多或少”课程

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.148

M. Quinn

引用次数: 0

Open Educational Resource Textbooks and Teacher Education: A Descriptive Analysis of Student in Language/Literacy Development Courses 开放教育资源教材与教师教育:语言/素养发展课程学生的描述性分析

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.158

Amanda Rutter, David Black, S. Ali, Margaret A. Berg

引用次数: 0

A Study on the Employment of Metacognitive Reading Strategies among University-Level Preparatory Class Students 大学预科生元认知阅读策略运用研究

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.157

Ferda Tokcalar, Eda Gurlen

{"title":"A Study on the Employment of Metacognitive Reading Strategies among University-Level Preparatory Class Students","authors":"Ferda Tokcalar, Eda Gurlen","doi":"10.46328/ijonse.157","DOIUrl":"https://doi.org/10.46328/ijonse.157","url":null,"abstract":"The purpose of this study is to find out how much the students are aware of the metacognitive reading strategies that can be applied while reading and whether there are any differences in the usage of these strategies in terms of gender, level at the university, and department in the high school. In this case, the research was descriptive in nature and used the general survey model. The study group of the research was made up of 474 students from the preparatory classes at a foundation university for the academic year of 2021–2022. This study sought to ascertain the degree to which students, who are students at the Department of Foreign Languages at a foundation university in Ankara, read academic literature using metacognitive reading strategies. To measure the degree of the usage of metacognitive reading strategies and determine if there were any connections between students' reading comprehension and the strategies, Metacognitive Reading Strategies Questionnaire (MRSQ), developed by Taraban, Rynearson, and Kerr (2004), was chosen as a tool to determine which metacognitive reading strategies students employ while they are reading. The MRSQ questionnaire was deemed to be appropriate for usage because it was translated into Turkish by Çöğmen and Saracaloğlu (2010) and after conducting validity and reliability tests it was proved to be appropriate to be used in the research. According to the data obtained from the questionnaire, a statistically significant difference was found in the students’ scores in terms of their genders and the high school departments they attended, but there was not a statistically significant difference in terms of their university grade levels. The research's findings may shed light on the reading strategies that students at the Department of Foreign Languages make use of when reading texts in English, academic papers, and school-related resources.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"5 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115675269","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

Exploring Effective Teaching Approaches for English as a Foreign Language (EFL) Instructors: Best Practices and Future Directions 探索有效的教学方法为英语作为外语(EFL)教师:最佳实践和未来的方向

International Journal on Studies in Education Pub Date : 2023-06-27 DOI: 10.46328/ijonse.170

S. Achieng

引用次数: 1

Improving Student Performance with ILS Based Student-Teacher Pairings 基于语用教学法的师生配对提高学生表现

International Journal on Studies in Education Pub Date : 2023-04-11 DOI: 10.46328/ijonse.133

Devon Zillmer, Thomas Mussmann

引用次数: 1

The Effects of Internationalization on Cultural Sensitivity: A Research among Higher Education Students 国际化对高等教育学生文化敏感性的影响

International Journal on Studies in Education Pub Date : 2023-04-11 DOI: 10.46328/ijonse.131

Júlia Szőke

{"title":"The Effects of Internationalization on Cultural Sensitivity: A Research among Higher Education Students","authors":"Júlia Szőke","doi":"10.46328/ijonse.131","DOIUrl":"https://doi.org/10.46328/ijonse.131","url":null,"abstract":"The internationalization of higher education has become a focal point in Hungary during the past few years. Consequently, all Hungarian higher education institutions aim to increase the number of international students. It is because one positive and multiplicative effect of internationalization is perceived to be an increase in the level of cultural sensitivity of both the international and the Hungarian students. The present paper, therefore, investigates this auspicious effect by presenting the rationale, the purposes, the contents as well as the findings of a small-scale quantitative research which aims to uncover how the cultural sensitivity of the respondents has changed after they began their tertiary studies in an international environment. The research was conducted among Hungarian and international students studying on English-taught programmes in the field of social and economic sciences at a Hungarian university, namely Széchenyi István University. Findings reveal that the cultural sensitivity of the respondents (both international and Hungarian) was indeed enhanced during their tertiary studies and this was as a result of the international learning environment. However, due to the limitations of the research, these findings remain tentative rather than conclusive.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130876666","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

Impact of Designed Task-Based Interventions on K-8 Preservice Teachers’ Knowledge and Ability to Solve Measurement Unit Conversion Problems 设计任务型干预对职前教师解决测量单位转换问题的知识和能力的影响

International Journal on Studies in Education Pub Date : 2023-04-11 DOI: 10.46328/ijonse.126

Ha Nguyen, Tuyin An, Eryn M. Maher

{"title":"Impact of Designed Task-Based Interventions on K-8 Preservice Teachers’ Knowledge and Ability to Solve Measurement Unit Conversion Problems","authors":"Ha Nguyen, Tuyin An, Eryn M. Maher","doi":"10.46328/ijonse.126","DOIUrl":"https://doi.org/10.46328/ijonse.126","url":null,"abstract":"Converting two-dimensional measurement units presents challenges for K-8 preservice teachers (PSTs) (e.g., 9 ft2 = __ yd2). Place value deficiency, lack of understanding of metric system measurement units, misconceptions about relationships between measurement units, and uncertain knowledge of ratios have been identified as causes of student error in one-dimensional analysis (e.g., Livy Vale, 2011; Morris, 2001; Southwell Penglase, 2005). However, PSTs’ strategies for solving two-dimensional measurement unit conversion problems (MUCPs) and possible interventions for improvement are rarely investigated in research. The purpose of this study is to design and test a set of tasks that may help students develop correct conceptions and skills for solving MUCPs with the emphasis on two-dimensional problems. The research question is: What is the potential impact of designed task-based interventions on K-8 preservice teachers’ knowledge and ability to solve MUCPs? Data participants are 40 K-8 PSTs enrolled in a Foundations of Data and Geometry course. PSTs completed four MUCPs each in a pre-test and a post-test. Analysis of PSTs’ results from both control and treatment groups show an improvement in the treatment group.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123842959","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

Exploring Learning Loss in Mathematics for Lebanese Secondary School Students during Economic and Health Crisis 探讨经济和健康危机期间黎巴嫩中学生的数学学习损失

International Journal on Studies in Education Pub Date : 2023-04-11 DOI: 10.46328/ijonse.132

S. Shehayeb

{"title":"Exploring Learning Loss in Mathematics for Lebanese Secondary School Students during Economic and Health Crisis","authors":"S. Shehayeb","doi":"10.46328/ijonse.132","DOIUrl":"https://doi.org/10.46328/ijonse.132","url":null,"abstract":"The purpose of this research is to explore the effect of school closure during the economic and health crises on the learning loss of mathematics concepts of secondary students in public and private schools in Lebanon. This mixed research study used concurrent exploratory design involving quantitative data collection through teachers’ questionnaires and qualitative through a comparison of the official examinations in mathematics and CERD documents before and after the crisis. Data analysis was conducted along descriptive and inferential statistics for the questionnaire while document analysis was used to compare suspended concepts between 2019-2022 as well as a thorough analysis of the official exams for grade 12 – General Sciences. A parallel study following the same methodology was implemented for biology. The results showed that there is a significant learning loss in mathematics content along the three targeted years. The official national exams analysis grounded on Bloom’s taxonomy showed a decline in quality. Based on the teachers’ perspectives, there is a discrepancy between learning loss in private and public schools as well as between different regions. The results of this study will inspire the policymakers to implement plans for remedy and holistic measures for mathematics learning loss.","PeriodicalId":331457,"journal":{"name":"International Journal on Studies in Education","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116008844","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