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Educational Practice & Theory最新文献

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Comparison as a Lens: Interpretation of the Cultural Script of a Korean Mathematics Lesson Through the Perspective of International Lesson Study 以比较为镜头:从国际课程研究的角度解读韩国数学课的文化脚本
Educational Practice & Theory Pub Date : 2020-12-01 DOI: 10.7459/EPT/42.2.05
Mohammad Reza Sarkar Arani, Yoshiaki Shibata, Hoseong Cheon, Masanobu Sakamoto, Hiroyuki Kuno
{"title":"Comparison as a Lens: Interpretation of the Cultural Script of a Korean Mathematics Lesson Through the Perspective of International Lesson Study","authors":"Mohammad Reza Sarkar Arani, Yoshiaki Shibata, Hoseong Cheon, Masanobu Sakamoto, Hiroyuki Kuno","doi":"10.7459/EPT/42.2.05","DOIUrl":"https://doi.org/10.7459/EPT/42.2.05","url":null,"abstract":"This study aims to examine how cross cultural analysis can lead to deeper understanding of the cultural script of teaching, and how teachers learn to transform their teaching script through a research-based transnational learning platform. In this study, emphasis is placed on a cross\u0000 cultural analysis to view in depth the cultural script of teaching mathematics in Korea through the eyes of Japanese teachers and critical lenses of researchers’ feedback. The objective herein is to focus on the challenges whereby Korean teachers have to redesign teaching as they look\u0000 at students as problem solvers. This cross cultural analysis attempts to determine the cultural script of teaching mathematics in Korea and improve the quality of teaching from the following two perspectives: 1) teacher teaching, and 2) student learning.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"42 1","pages":"57-78"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022848","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
Examining Testing and Growth Mindset in High School Social Studies Students 高中社会学学生测试与成长心态的考察
Educational Practice & Theory Pub Date : 2020-12-01 DOI: 10.7459/EPT/42.2.04
Stewart Waters, W. Russell, Andrea Newport
{"title":"Examining Testing and Growth Mindset in High School Social Studies Students","authors":"Stewart Waters, W. Russell, Andrea Newport","doi":"10.7459/EPT/42.2.04","DOIUrl":"https://doi.org/10.7459/EPT/42.2.04","url":null,"abstract":"Testing has been a contested aspect of education for decades. The way in which testing, standardized tests, and student motivations correlate is a separate issue. This action research study investigates the relationship between pre-tests and students’ perception of their personal\u0000 growth. Three classes of 11th grade U.S. History were utilized to collect data from a total of 80 students (N=80). Participants completed one pre-test every two weeks throughout the semester. At the end of the semester, students completed a questionnaire to examine their perceptions of frequent\u0000 pre-testing, and of whether assessments influenced their learning and personal growth. The researchers sought to examine if interim testing impacted student motivation towards standardized testing in a social studies classroom.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"42 1","pages":"39-55"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49025732","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
Improving the Training of Primary School Teachers: Agreements and Disagreements Between Active Teachers and University Professors 改进小学教师培训：在职教师与大学教授之间的协议与分歧
Educational Practice & Theory Pub Date : 2020-12-01 DOI: 10.7459/EPT/42.2.06
J. Sureda-Negre, M. Oliver-Trobat, R. Comas-Forgas
{"title":"Improving the Training of Primary School Teachers: Agreements and Disagreements Between Active Teachers and University Professors","authors":"J. Sureda-Negre, M. Oliver-Trobat, R. Comas-Forgas","doi":"10.7459/EPT/42.2.06","DOIUrl":"https://doi.org/10.7459/EPT/42.2.06","url":null,"abstract":"Within an action research framework involving primary teachers and university professors, based on a Delphi study, those in charge of training future primary school teachers (at a Spanish university) identified and agreed upon measures that they thought were appropriate for improving\u0000 the training programs in which they participated. A total of 84 different items were presented and discussed. A reasonable level of consensus was reached regarding 45 of these items. Data gathered includes guidelines on how to improve the training program and shows the benefit of having teachers\u0000 and university professors reflect, contrast and assess their points of view.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49510981","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
The role of ego threat in professional growth: Fulfilling the ethical intentions of the SEED Model 自我威胁在职业成长中的作用：实现SEED模式的伦理意图
Educational Practice & Theory Pub Date : 2020-06-01 DOI: 10.7459/ept/40.1.02
Jess L. Gregory, Karreem A. Mebane
{"title":"The role of ego threat in professional growth: Fulfilling the ethical intentions of the SEED Model","authors":"Jess L. Gregory, Karreem A. Mebane","doi":"10.7459/ept/40.1.02","DOIUrl":"https://doi.org/10.7459/ept/40.1.02","url":null,"abstract":"Schools and education in general have made an implicit and, we would assert, explicit promise to society to educate all the children in their care. Unfortunately, there are achievement gaps that illustrate how schools have broken this promise. Teacher evaluation and other accountability\u0000 measures have been heralded as the answer to this problem. Educator ego threat impedes the implementation of goal-driven teacher evaluation models and, thus, ethical questions arise. To realize the noble goals of educator evaluation, leaders must attend to ethical concerns and to the human\u0000 aspects of ego threat.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/ept/40.1.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47170190","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: 3
Dialogue in Peace Education Theory and Practice1 和平教育理论与实践对话1
Educational Practice & Theory Pub Date : 2020-06-01 DOI: 10.7459/ept/42.1.03
Gülistan Gürsel-Bilgin
{"title":"Dialogue in Peace Education Theory and Practice1","authors":"Gülistan Gürsel-Bilgin","doi":"10.7459/ept/42.1.03","DOIUrl":"https://doi.org/10.7459/ept/42.1.03","url":null,"abstract":"This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue\u0000 as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics\u0000 necessary in the formal school setting to employ Freirean dialogue.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"42 1","pages":"27-46"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47183313","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: 4
A typology of student diversity and an inclusive student learning support system: Insights for higher education 学生多样性的类型学和包容性的学生学习支持系统:对高等教育的见解
Educational Practice & Theory Pub Date : 2020-06-01 DOI: 10.7459/ept/42.1.06
Weng Marc Lim
{"title":"A typology of student diversity and an inclusive student learning support system: Insights for higher education","authors":"Weng Marc Lim","doi":"10.7459/ept/42.1.06","DOIUrl":"https://doi.org/10.7459/ept/42.1.06","url":null,"abstract":"Higher education today is characterized by a highly diversified student population. This, in turn, calls for greater inclusivity in higher education. To answer this call, this paper introduces a typology of student diversity in, and an inclusive student learning support system for,\u0000 higher education. More specifically, the typology of student diversity suggests that students in higher education may comprise of adults, school leavers, indigenous students, low socio-economic background students, and international students. The typology explains each student classification\u0000 in detail using five relevant factors, namely autonomy, anxiety, motivation, discipline, and life experience. Finally, the paper offers some pertinent insights to create an inclusive student learning support system for higher education based on the insights derived from the typology of student\u0000 diversity in higher education.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44093040","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: 3
ACE Tutoring Scholarship: Designing an Incentive to Empower College Students to Effectively Engage with Academic Support ACE辅导奖学金:设计一种激励，使大学生能够有效地参与学术支持
Educational Practice & Theory Pub Date : 2020-06-01 DOI: 10.7459/ept/42.1.05
V. Heidemann
{"title":"ACE Tutoring Scholarship: Designing an Incentive to Empower College Students to Effectively Engage with Academic Support","authors":"V. Heidemann","doi":"10.7459/ept/42.1.05","DOIUrl":"https://doi.org/10.7459/ept/42.1.05","url":null,"abstract":"Research has shown that encouraging choice, self-initiation of behavior, and personal responsibility leads to both cognitive flexibility and self-esteem (McGraw & McCullers, 1979; Deci, Schwartz, et al., 1981). An appreciation for the positive impacts that peer tutoring can have\u0000 on students’ growth, confidence, and academic achievement, coupled with an awareness that many students hesitate to ask for help, led to the creation of a tutoring scholarship at Indiana University South Bend. Self-Determination Theory informed the formulation of the scholarship’s\u0000 essay requirements, with tutoring assessment guidelines and indicators of academic progress providing the baselines for service usage and academic outcomes.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"42 1","pages":"65-80"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/ept/42.1.05","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47833689","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
Affordances of a video examination: Opportunities for pre-service teachers to demonstrate professional knowledge of teaching and learning 视频考试的费用：职前教师展示教学专业知识的机会
Educational Practice & Theory Pub Date : 2020-06-01 DOI: 10.7459/ept/42.1.04
Erik Adalberon
{"title":"Affordances of a video examination: Opportunities for pre-service teachers to demonstrate professional knowledge of teaching and learning","authors":"Erik Adalberon","doi":"10.7459/ept/42.1.04","DOIUrl":"https://doi.org/10.7459/ept/42.1.04","url":null,"abstract":"The present study reports on an alternative examination design where pre-service teachers took part in observation and analysis of a video-recorded classroom situation, and how this affected their opportunities to demonstrate their conceptual knowledge of teaching and learning. The\u0000 findings from analysing 21 written examination reports suggest that the pre-service teachers were able to make use of the video recordings in a meaningful way to discuss professionally relevant issues. However, their responses to the various parts of the examination differed. While the first\u0000 part elicited a wide range of responses and interests, the last part was dominated by clearly academic aspects of knowledge.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"42 1","pages":"47-64"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46462881","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
Unpacking Middle School students’ perceptions regarding influences on academic success 打开中学生对学业成功影响的认知
Educational Practice & Theory Pub Date : 2019-12-01 DOI: 10.7459/EPT/41.2.04
Tracy Worthington
{"title":"Unpacking Middle School students’ perceptions regarding influences on academic success","authors":"Tracy Worthington","doi":"10.7459/EPT/41.2.04","DOIUrl":"https://doi.org/10.7459/EPT/41.2.04","url":null,"abstract":"This single site case study examined influences on student success, as perceived by twelve selected sixth grade students (ages 11-12), at a mid-West U.S. middle school (grades 6-8). Using a strengths-based positivist approach, it examined how and why participants thought they had been\u0000 academically successful during their first year of secondary school. Analysis of the resulting student-centered narrative applied elements of ecological systems theory to determine home, school, and community influences on academic success. This study reinforces the importance of listening\u0000 to students, recognising the role student voice can have to improve the overall teaching and learning environment.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"41 1","pages":"43-64"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49254282","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
Education Demand Versus Work-family Demand: Married Female Graduate Students in a Higher Education Institute in Sri Lanka 教育需求与工作-家庭需求:斯里兰卡某高等院校已婚女研究生
Educational Practice & Theory Pub Date : 2019-12-01 DOI: 10.7459/ept/41.2.05
T. Kodagoda, Damithri Samangika
{"title":"Education Demand Versus Work-family Demand: Married Female Graduate Students in a Higher Education Institute in Sri Lanka","authors":"T. Kodagoda, Damithri Samangika","doi":"10.7459/ept/41.2.05","DOIUrl":"https://doi.org/10.7459/ept/41.2.05","url":null,"abstract":"Changes in the global economy and cultural norms have given the opportunity for women to be employed and attain higher education. This study aims to explore the work-family-education balance of the married female graduate students. It examined how work-family-education affects the daily\u0000 lives of married female graduate students and posed the question whether they manage to balance those three spheres, if so what are the ways they have developed to manage the difficulties emerging from each sphere. The sample comprised of 15 participants who were pursuing graduate degrees\u0000 at a state university. The findings resulted from a qualitative research, using thematic analysis based on in-depth interviews indicated that the daily lives of the married female students are affected in several ways where they are placed in a shortage of time to meet with the demands in\u0000 work, family and education, and they sacrifice their personal satisfaction to meet with the demands of the multiple roles.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"41 1","pages":"65-85"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47243655","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
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