Journal of Elementary Education最新文献

{"title":"Parental Involvement in the Educational Process as a Potential Factor in Tachers’ Experience of Work Stress","authors":"Janja Tekavc, Teja Vončina","doi":"10.18690/rei.16.3.3089","DOIUrl":"https://doi.org/10.18690/rei.16.3.3089","url":null,"abstract":"For teachers, working with parents can represent an important source of work stress. The study involved 248 Slovenian primary school teachers, who completed a questionnaire consisting of scales on perceived stress and job satisfaction and a questionnaire on cooperation with parents. The results showed that teachers are satisfied with their job, although they do associate it with high levels of stress. Among the different forms of engagement with parents, the most stressful was the presence of parents during the educational process and parent-teacher association meetings. Teachers also perceive high levels of stress when parents interfere in and control their work.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135794354","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":"Utility of the Questionnaire on Children’s Processing of Sensory Input in Children with Autism Spectrum Disorder","authors":"Nevenka Gričar, David Gosar","doi":"10.18690/rei.16.3.3088","DOIUrl":"https://doi.org/10.18690/rei.16.3.3088","url":null,"abstract":"In addition to difficulties with social communication and behaviour flexibility, children with autism spectrum disorder (ASD) often experience difficulty responding to sensory input. Our aim was to assess the sensitivity of the Questionnaire on Children’s Processing of Sensory Input to sensory issues experienced by children with ASD. Based on the responses of 108 parents of neurotypical children and 27 parents of children with ASD (3 to 10 years), we found that the questionnaire differentiated well between the groups. The questionnaire may be used by health, education or social services professionals and represents a novel tool for recognizing sensory processing difficulties in children. Information gained from it can help plan additional supports for children with sensory challenges.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135794356","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":"Editors’ Introduction","authors":"","doi":"10.18690/rei.16.spec.iss.2994","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2994","url":null,"abstract":"Over the last four decades, the pace of human life has surrendered to an ever-increasing haste, as if our planet had begun to spin at an accelerated rate. The rapid development of technology has made an everyday reality of what, until recently, was an unimaginable situation of connecting people and accessing information, new media with new possibilities of expression, simultaneously, within multiple semiotic systems. It also brings artificial intelligence and its integration into modern communication processes, which can generate feelings of discomfort and uncertainty to humanities scholars. From a technological point of view, communication has proliferated, revealing the lifestyle of modern society. In modern communication, mostly multimodal texts are created, built from different semiotic sources (Kress, van Leeuwen, [1996] 2004). These are not new in the history of mankind, since the text has always multimodal, e.g. spoken texts are composed of language and paralanguage, as Ngo et al. (2022) call the Voice Quality, Facial Affect and body language, which are used to realise meanings associated with language. Also in the written text e.g. both modern texts and ancient manuscripts use colour, size font and initials to create multimodality. In modern times, due to the already mentioned technological development with the possibilities of different printing, multimodal texts are becoming dominant in printed media, in which the verbal message is either replaced by a pictorial one, or the meanings of the pictorial and the verbal are complemented or upgraded. In order to express meaning, film, TV and digital media, (by their very technological design), employ the simultaneous use of several semiotic systems. In this communicative landscape, the individual spontaneously adopts ways of encoding and decoding meanings in complexmultimodal texts, just as he spontaneously adopts his complex mastery of language itself. From this parallelism, the conclusion emerges that, in addition to the development and enhancement mother-tongue language skills, pupils and students in schools should learn and be aware of the characteristics of meaning in multimodal texts, critical evaluation of the selection of appropriate semiotic sources, reading and creative construction of such texts. Text is a phenomenon that arises in the process of communication (Halliday [1977] 2002), multimodal texts offer a greater breadth of communication: more resources, with a greater choice of means of expression, supposedly faster and simpler, but in its own right more demanding and responsible precisely because of the greater openness of meaning. Social and cultural conditions change texts and semiotic systems and texts change social, cultural relations, as many text researchers have claimed (Halliday, ibid., Kress, van Leeuwen, 2004, van Leeuwen, 2005, Bateman, 2008, Martin, White, 2005, Ventola, M. Guijarro, 2009, etc.). As noted by the members of the New London Group (1996) and Kress (2000","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134988990","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":"Online Formative Assessment in Mathematics Education: Prospective Primary Teachers’ Understanding of Rational Numbers","authors":"Zetra Hainul Putra, Intan Kartika Sari, Dahnilsyah Dahnilsyah","doi":"10.18690/rei.16.2.1232","DOIUrl":"https://doi.org/10.18690/rei.16.2.1232","url":null,"abstract":"This study sheds light on prospective primary teachers’ understanding of rational numbers. This is an experimental study that aims to evaluate prospective primary teachers’ mathematical and didactic knowledge of rational numbers through online formative assessment. The participants were 38 prospective primary teachers from a primary teacher education study program at a public university in Pekanbaru, Riau, Indonesia. This study indicates that the prospective teachers have insufficient knowledge of rational numbers, and they possess better mathematical than didactic knowledge. This study also reveals a significant increase in prospective teachers’ mathematical and didactic scores from the first test to the second test.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135442926","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":"Remote Learning Models in Video Corpus Construction: Simulation, Creativity and Remodelling as Pedagogic Tools","authors":"Davide Taibi","doi":"10.18690/rei.16.spec.iss.2987","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2987","url":null,"abstract":"Within online learning environments research, this paper identifies four remote-learning models that have characterised the use of the OpenMWS platform within the processes of selection, transcription, annotation and concordance-like searches characterising video corpus construction and analysis. They relate to student tasks such as the creation of video corpora ex novo when completing dissertations, traineeships, group project work and with remodelling existing video corpora to meet the needs of new audiences such as primary and secondary schoolchildren. The paper makes reference to how analytics records student interactions with the platform, an approach inviting students to reflect on their own learning trajectories.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67770712","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":"Cognitive Efficiency of Slovenian, Indian and Gambian Gifted Students in Performing Mental Tasks","authors":"Mojca Kukanja Gabrijelčič, Ema Šavs, Teja Nemec","doi":"10.18690/rei.16.2.2842","DOIUrl":"https://doi.org/10.18690/rei.16.2.2842","url":null,"abstract":"In this paper, we present a comparative analysis between registered gifted Slovenian, Gambian, and Indian students in which we sought to find out how they perform in solving selected mental tasks, where we were focused on logical-mathematical and spatial intelligence as a function of the social environment from which the students came. We found that the results for the test groups differed. Out of ten task sets, Slovenian students performed better than their Indian and Gambian peers in as many as seven task sets; in four tasks we found a statistically significant difference between Slovenian and Indian children, and a comparison between Slovenian and Gambian students shows that Slovenian children scored better on mental task sets in all groups.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135442921","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":"Attitudes of Secondary School Students Towards Teaching Styles Before and During the COVID–19 Pandemic","authors":"Marijana Škutor","doi":"10.18690/rei.16.2.2504","DOIUrl":"https://doi.org/10.18690/rei.16.2.2504","url":null,"abstract":"The aim of this paper was to examine students’ attitudes towards teaching styles before and during the COVID-19 pandemic. Mean values were calculated using descriptive statistics, and the T-test for independent samples was used to determine the existence of statistically significant differences between groups. After testing the difference in student assessment of the teachers’ style in two different school years, no statistically significant difference was found, potentially owing to student adaptation to the situation. A positive- sign correlation coefficient between the democratic and laissez-faire styles was recorded at a significance level of p<0.05.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135442922","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":"Learning about Schools in the British Isles Through a Video Corpus: Reflections on an Online Project for Digital Literacy and Multimodal Corpus Construction","authors":"Mariavita Cambria","doi":"10.18690/rei.16.spec.iss.2988","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2988","url":null,"abstract":"Through first-hand experiences undertaken with students using the OpenMWS platform (Taibi 2020), the paper reports on the progress made by second-year language degree students in English linguistics at the University of Messina as regards their use of online corpus construction, annotation and search tools when exploring video genres. The paper describes the ways in which participation in the Messina OVP (Online Video Project) on schools in the British Isles during and after the Covid crisis has proved beneficial for the students in question, both in terms of acquiring textual competences and as regards creating new interactive communities (Vasta and Baldry 2020; Baldry et al 2022).","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67770724","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":"Gender Sensitive Language Perspective in Textbooks for Slovene Language","authors":"Nuša Ščuka, Simona Kranjc","doi":"10.18690/rei.16.spec.iss.2991","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2991","url":null,"abstract":"In the discussion, we are dealing with a sample of textbooks for Slovene language as school subject in elementary school from the point of view of critical discourse analysis and the visual grammar of Kress and van Leeuwen (2020), focusing primarily on the use of gender sensitive language. Despite the fact that in the Slovene (school subject) the emphasis is on the verbal, school texts are multimodal. It means that they consist of verbal and pictorial codes, and make meaning in the interaction of both. The signs of both semiotic codes connect with each other and the reader of the school texts can easily undersand the meaning and the message. The analysis focuses on the concept of genders and the relationship between them.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67770805","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":"Ethics of Artificial Intelligence in Education","authors":"Smiljana Gartner, Marjan Krašna","doi":"10.18690/rei.16.2.2846","DOIUrl":"https://doi.org/10.18690/rei.16.2.2846","url":null,"abstract":"The post-COVID period drastically accelerated the development and increased use of artificial intelligence. These changes have not been limited to industry but have begun to be introduced into education. The digital literacy of all involved in education must also incorporate ethical considerations related to the application of AI in education. The article presents the ethical codes of AI and analyse the four basic building blocks of an ethical attitude towards AI in education (autonomy, privacy, trust and responsibility). Understanding the concepts of AI and their ethical implications is a condition for acting in accordance with them and for their introduction in education.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135442924","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}