Educational Practice & Theory最新文献_第2页

Exploring Student Perceptions of Oral Presentation Assessments in Higher Education 探讨高等教育中学生对口头陈述评估的看法

Educational Practice & Theory Pub Date : 2023-05-01 DOI: 10.7459/ept/45.1.05

Dan Lin

引用次数: 0

Japanese University Students Usage of Global Networks During the Pandemic 日本大学生在疫情期间使用全球网络

Educational Practice & Theory Pub Date : 2023-05-01 DOI: 10.7459/ept/45.1.07

A. Yamada, Douglas Trelfa

引用次数: 0

At School: Second Career English Teachers’ Socialisation Experiences 在校：第二职业英语教师的社会化经历

Educational Practice & Theory Pub Date : 2023-05-01 DOI: 10.7459/ept/45012023_03

S. Leshem, Rivi Carmel, Merav Badash, Beverley Topaz

{"title":"At School: Second Career English Teachers’ Socialisation Experiences","authors":"S. Leshem, Rivi Carmel, Merav Badash, Beverley Topaz","doi":"10.7459/ept/45012023_03","DOIUrl":"https://doi.org/10.7459/ept/45012023_03","url":null,"abstract":"The article examines the second career teachers (SCTs) socialisation into school culture through three theoretical lenses: Bronfenbrenner’s ecological framework of human development, to identify the different environments within school culture that play a role in SCTs perceptions\u0000 of their socialisation, Lave and Wenger’s theory of Legitimate Peripheral Participation and Bridge’s Transition Model (Bridges, 1991; Bridges & Mitchell, 2000) to characterize the modes of transition teachers face. This is likely to guide school administrators to view SCTs\u0000 as a unique group of teachers whose starting point is different from the other novice teachers, due to the knowledge capital they bring with them to the socialisation process. It is argued that school management need to be aware of the fragile ‘transition’ phase of the novice SCTs.\u0000 For some teachers who lack the agency to take initiatives and act proactively, this might be a trying phase of sink or swim. In schools where the interpersonal relationships within the ecological culture of the school were supportive, teachers felt more confident to socialise, while in schools\u0000 where teachers felt lonely and ‘forsaken to manage on their own’, their self-image was vulnerable. Schools should provide opportunities for the teachers to manage the transition effectively by creating a cooperative environment within the school and establishing organisational\u0000 practices.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47103585","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

New Managerialism: The Educational Executives’ Selection Policies in the Educational Administration in Greece 新管理主义:希腊教育行政管理者的选择政策

Educational Practice & Theory Pub Date : 2022-11-01 DOI: 10.7459/ept/44.2.07

V. Andrikopoulos, A. Ifanti

{"title":"New Managerialism: The Educational Executives’ Selection Policies in the Educational Administration in Greece","authors":"V. Andrikopoulos, A. Ifanti","doi":"10.7459/ept/44.2.07","DOIUrl":"https://doi.org/10.7459/ept/44.2.07","url":null,"abstract":"This study attempted to explore the impact of New Public Management policies on the selection process of the educational executives in Greece, in the 1981-2020 period. For this purpose, primary and secondary sources were examined, i.e.: institutional and legislative texts issued by\u0000 the Greek Department of Education during that period as well as the relevant literature on the topic. Data analysis revealed that during the first two decades the selection policies and practices for the educational executives’ post had constantly focused on the teaching experience as\u0000 the main asset for the candidate teachers. The advent of the new millennium coincided with a shift in the country’s educational administration system. In particular, the selection criteria were enriched being complemented with the scientific knowledge and the managerial skills along\u0000 with teachers’ academic qualifications, professional development, and their lifelong learning experiences. In this way, the Greek state appeared to follow the international trends and to adopt specific elements ascribed to the New Public Management approach. In conclusion, the New Managerialism\u0000 challenges on the educational administration in Greece unveiled invisible aspects of the current transformation taking place in the public sector, which unavoidably drove to major configurations or even reversed the status quo of the bureaucratically organized educational systems.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46204528","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

Investigating the Quality of Knowledge Transfer 知识转移质量研究

Educational Practice & Theory Pub Date : 2022-11-01 DOI: 10.7459/ept/44.2.03

M. Fascia, B. Mcintosh, Ellie Koseda

引用次数: 0

Revisiting the Self-Determination Theory-Motivating the Unmotivated 对自我决定理论的再认识激励无动力者

Educational Practice & Theory Pub Date : 2022-11-01 DOI: 10.7459/ept/44.2.02

E. Luria

引用次数: 1

The Development of Critical Thinking in Ukrainian Educational System using Paulo Freire’s Ideas 从保罗·弗雷尔的思想看乌克兰教育体系中批判性思维的发展

Educational Practice & Theory Pub Date : 2022-11-01 DOI: 10.7459/ept/44.2.04

I. Turchyn, Nadiia Smolikevych, N. Zayachkivska

引用次数: 0

The Individualized Education Program: Do Teachers and Parents Collaborate? 个性化教育计划:教师和家长合作吗?

Educational Practice & Theory Pub Date : 2022-11-01 DOI: 10.7459/ept/44.2.05

A. Dor

引用次数: 0

Difficulties Teachers Face When Using an Unfamiliar Language in Rural Lower Primary Classes in Tanzania 坦桑尼亚农村小学低年级教师使用陌生语言面临的困难

Educational Practice & Theory Pub Date : 2022-11-01 DOI: 10.7459/ept/44.2.06

Riziki Charles Nkwiga, Birgit Brock-utne

{"title":"Difficulties Teachers Face When Using an Unfamiliar Language in Rural Lower Primary Classes in Tanzania","authors":"Riziki Charles Nkwiga, Birgit Brock-utne","doi":"10.7459/ept/44.2.06","DOIUrl":"https://doi.org/10.7459/ept/44.2.06","url":null,"abstract":"This study investigated challenges faced by teachers when teaching by using a language unfamiliar to pupils in rural lower primary classes in Tanzania. The study employed a qualitative research approach and a case study design. Interview and observation methods were employed to obtain\u0000 the data. The study involved 58 participants of which 8 were teachers (three heads of schools, two standard one teachers and three pre-primary teachers), and 50 were standard one pupils. We found out that pupils use their ethnic languages in daily communication while teachers do not have knowledge\u0000 and skills to teach by using the ethnic language of the community, a language usually unfamiliar to them. The study revealed the massive use of local languages and few fluent speakers of Kiswahili in the local community. There were few games for children to play in which they could improve\u0000 their skills in Kiswahili, the language of instruction in primary schools. There was a failure among the teachers to manage the time and to follow the syllabus. Pupils failed to express themselves in Kiswahili. They used only ethnic languages at home. Teachers who were teaching by using Kiswahili\u0000 as a medium of instruction a language unfamiliar to pupils saw this as a great challenge. We concluded that using Kiswahili as medium of instructions in lower primary classes in rural areas leaves a lot to be desired. There is a need to standardize, promote and enhance the unveiled pedagogical\u0000 strategies and challenges across rural schools.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44496744","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

School Counselors’ Leadership Experiences in Multi-tiered Systems of Support: A Phenomenological Investigation 学校辅导员在多层次支持系统中的领导经验:现象学研究

Educational Practice & Theory Pub Date : 2022-07-01 DOI: 10.7459/ept/44.1.06

Emily C. Goodman-Scott, Jolie Ziomek-Daigle

引用次数: 1