International Journal of Educational Reform最新文献_第5页

Effects of Digital Pedagogical Skills of Mathematics Teachers on Academic Performance 数学教师数字化教学技能对学业成绩的影响

International Journal of Educational Reform Pub Date : 2023-03-22 DOI: 10.1177/10567879231164615

D. Joshi, Bishnu Khanal, K. Adhikari

引用次数: 3

A Roadmap for Change: Charting the Course of Gifted Educational Provision in Lebanon 改变的路线图:绘制黎巴嫩资优教育提供的课程

International Journal of Educational Reform Pub Date : 2023-03-22 DOI: 10.1177/10567879231163538

Maya Antoun, M. Plunkett

{"title":"A Roadmap for Change: Charting the Course of Gifted Educational Provision in Lebanon","authors":"Maya Antoun, M. Plunkett","doi":"10.1177/10567879231163538","DOIUrl":"https://doi.org/10.1177/10567879231163538","url":null,"abstract":"This article reviews and further develops understandings gleaned from an investigation of public and private school teachers’ perceptions of talent development and their ability to implement specialized approaches for gifted students in a country without specific educational policies for this population. Through a discussion of findings from a previous study investigating the perceptions and practices of more than 280 Lebanese teachers, new insights to inform future policy are provided into how talent development is perceived and responded to within the Lebanese educational context. These understandings helped inform the development of a culturally appropriate conceptual framework, derived from Gagné's Differentiated Model of Giftedness and Talent (2008). The resultant framework addresses how the broader socio-economic cultural context within Lebanon appears to have influenced teachers’ perceptions and practices and the choices made in terms of gifted provision in classrooms. This framework could assist educational leaders in Lebanon to implement changes that would not only benefit gifted learners but also have potential flow on benefits for the country as a whole.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133093634","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

Evaluation of Humanistic Curriculum Within “Accepted” Movie “被接受”电影中的人文课程评价

International Journal of Educational Reform Pub Date : 2023-03-02 DOI: 10.1177/10567879231159380

Emel Okur-Berberoglu

{"title":"Evaluation of Humanistic Curriculum Within “Accepted” Movie","authors":"Emel Okur-Berberoglu","doi":"10.1177/10567879231159380","DOIUrl":"https://doi.org/10.1177/10567879231159380","url":null,"abstract":"Humanism is a perspective which centers upon human interests and values. It asks learners what they want to be and how they want to be. Recently there have been dominant traditional and technological perspectives to education and this situation causes some problems because these perspectives service to society's expectations, not learners’ expectations. Humanistic curriculum might be a kind of antidote for technological and traditional perspectives. These perspectives mostly focus on cognitive development while humanistic perspective focuses on affective development. The aim of this study is to evaluate humanistic perspective and curriculum within the “Accepted” movie because the students are asked what they want to learn and how they want to learn in the movie. The methodology of this research is a case study within qualitative approach. The data are collected by discourse analysis. At the end of the study, three themes are defined in the movie: Materialistic expectations and disappointments; humanistic curriculum development; traditional curriculum vs humanistic curriculum. There is no pure humanistic curriculum so far therefore it is not known yet the outputs of it in the real world. New educational programmes based on humanistic curriculum might be developed and applied. There might be new studies to combine traditional curriculum and humanistic curriculum.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131151449","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

How Teachers View Inclusion of Special Education Students: A Case From South Texas 教师如何看待特殊教育学生的包容性:来自南德克萨斯州的案例

International Journal of Educational Reform Pub Date : 2023-03-02 DOI: 10.1177/10567879231159083

Ashwini Tiwari

引用次数: 0

A Systematic Review of Critical Systems Thinking (CST) in the Education Field: Gaps and Opportunities for Systemic Change Toward Racial Equity 批判性系统思维(CST)在教育领域的系统回顾:种族平等的系统变革的差距和机会

International Journal of Educational Reform Pub Date : 2023-02-19 DOI: 10.1177/10567879231157372

Raquel Muñiz, Melissa Woolsey, Sarah Keffer, Sergio Barragán

引用次数: 0

Technology Enhanced Active Learning: A Promising Model for Low Language Readiness to Study at an EMI University 技术增强主动学习:EMI大学低语言准备学习的一种有前途的模式

International Journal of Educational Reform Pub Date : 2023-02-14 DOI: 10.1177/10567879231155872

Serpil Tekir

引用次数: 0

Do Heutagogical Activities Influence Self-Determined Learning of Postgraduate Students? A Mediation Analysis VIA PLS-SEM Approach 课外活动对研究生自主学习有影响吗?透过PLS-SEM方法之中介分析

International Journal of Educational Reform Pub Date : 2023-02-14 DOI: 10.1177/10567879231153628

Τiew Chia Chun, Melissa Ng Lee Yen Abdullah

{"title":"Do Heutagogical Activities Influence Self-Determined Learning of Postgraduate Students? A Mediation Analysis VIA PLS-SEM Approach","authors":"Τiew Chia Chun, Melissa Ng Lee Yen Abdullah","doi":"10.1177/10567879231153628","DOIUrl":"https://doi.org/10.1177/10567879231153628","url":null,"abstract":"The purpose of this study is to shed light on the mediating effect of heutagogical activities on the relationships between (1) social learning environment & self-determined learning and (2) students’ psychological needs & self-determined learning. The proposed model hypothesised that self-determined learning is dependent on the social learning environment, student psychological needs, and heutagogical activities. This study fills the knowledge gap by applying the partial least squares structural equation modelling (PLS-SEM) to test the proposed model based on a sample of 626 postgraduate students from a higher education institution in Malaysia. The findings revealed that heutagogical activities had mediating effect on postgraduates’ self-determined learning. These are new insights on self-determined learning as no studies have examined the mediating effect of heutagogical activities through structural equation modelling analysis. Overall, this study offers valuable contributions to the empirical evidence and body of literature on heutagogy by providing an extended understanding of the mediating role of heutagogical activities in postgraduates’ self-determined learning. The findings suggest that more efforts are needed to refine the learning activities in postgraduate education for the postgraduates’ development of self-determined learning. The theoretical and practical implications, limitations, and suggestions for future research are also discussed.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114011351","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

Research on the Integration Model of Moral Education in Group Schools: A Case Study of H Education Group in China 集团学校德育整合模式研究——以中国H教育集团为例

International Journal of Educational Reform Pub Date : 2023-02-09 DOI: 10.1177/10567879231153627

Huiling Wang

{"title":"Research on the Integration Model of Moral Education in Group Schools: A Case Study of H Education Group in China","authors":"Huiling Wang","doi":"10.1177/10567879231153627","DOIUrl":"https://doi.org/10.1177/10567879231153627","url":null,"abstract":"Group schools are increasingly emerging as a school-running model that balances and improves school quality. The integrated model can promote the connection within the group school, and is an ideal way to promote the improvement of the school's moral education effect. The research adopts qualitative research, collects data information such as documents through observation method and interview method, and conducts data processing through text analysis method. The study selected four representative affiliated schools in the H Education Group, observed their open classes and teaching and research; meanwhile, conducted open talk with a total of eight front-line teachers in four schools to understand the current status of the integration of moral education in the group school. The study found that the integration of moral education in group schools mainly involves three main bodies, namely universities, member schools and local teaching and research offices. The interaction of the three main bodies forms three elements: content, resources, and culture. Group schools should strive to form a unique school-based moral education curriculum, and at the same time build a long-term interoperable teaching and research platform, and generate a harmonious and diverse group culture, thereby achieving integration.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129043373","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

Research Skills as the Student Learning Achievement 研究技能作为学生学习成果

International Journal of Educational Reform Pub Date : 2023-02-09 DOI: 10.1177/10567879231155874

Gulzhan K. Bapanova, Natalya V. Orekhova, Shynar Kadirsizova, G. Kasbayeva, G. Sholpankulova

引用次数: 0

Eighth-grade Students’ Content Learning and STEM Identity as a Result of Design-Based Learning 基于设计学习的八年级学生内容学习与STEM认同

International Journal of Educational Reform Pub Date : 2023-02-03 DOI: 10.1177/10567879231153626

Luecha Ladachart, Visit Radchanet, W. Phornprasert, Wilawan Phothong

引用次数: 0