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International Journal of Educational Reform最新文献

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The Effect of Age, International Experience, Disciplinary Specialization, and Global Knowledge on Pre-Service Teachers’ Motivation to Learn Global Education 年龄、国际经验、学科专业化和全球知识对职前教师学习全球教育动机的影响
International Journal of Educational Reform Pub Date : 2022-11-07 DOI: 10.1177/10567879221137575
Liat Biberman-Shalev
{"title":"The Effect of Age, International Experience, Disciplinary Specialization, and Global Knowledge on Pre-Service Teachers’ Motivation to Learn Global Education","authors":"Liat Biberman-Shalev","doi":"10.1177/10567879221137575","DOIUrl":"https://doi.org/10.1177/10567879221137575","url":null,"abstract":"The current study examines the motivation of 105 Israeli pre-service teachers to pursue a study program oriented toward global education (GE), with age, disciplinary specialization, international experience, and self-reported level of global knowledge (SLGK) as potentially predictive factors. Analysis of hierarchical regressions ruled out the salience of age and international experience as motivational factors, but found that discipline and SLGK did have such an effect. The study points to a need to focus on pre-service teachers’ SLGK across all disciplines within teacher training programs.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126603736","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 Changes Remain? Teacher Perspectives on Changes Made to U.S. Schools During the COVID-19 Pandemic 还有什么变化?教师对2019冠状病毒病大流行期间美国学校变化的看法
International Journal of Educational Reform Pub Date : 2022-10-17 DOI: 10.1177/10567879221132536
David T. Marshall
{"title":"What Changes Remain? Teacher Perspectives on Changes Made to U.S. Schools During the COVID-19 Pandemic","authors":"David T. Marshall","doi":"10.1177/10567879221132536","DOIUrl":"https://doi.org/10.1177/10567879221132536","url":null,"abstract":"The COVID-19 pandemic caused a major disruption to the way schools operated. Schools closed for in-person learning as part of a larger effort to slow the spread of the virus, and several changes were implemented to maintain learning. This paper shares findings from four surveys that explored teacher perceptions and experiences during the pandemic. In each survey, participants were asked about the changes that were being in their schools to accommodate the virus. Findings suggest that changes that persist include increased technology use, changes in the structure of schooling, and the extent to which parental involvement is prioritized.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133493472","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
Back to School After School Closure in the Pandemic: Student Discipline Problems 疫情中学校停课后返校:学生纪律问题
International Journal of Educational Reform Pub Date : 2022-10-09 DOI: 10.1177/10567879221130989
Bilgen Kıral
{"title":"Back to School After School Closure in the Pandemic: Student Discipline Problems","authors":"Bilgen Kıral","doi":"10.1177/10567879221130989","DOIUrl":"https://doi.org/10.1177/10567879221130989","url":null,"abstract":"The study was carried out to determine the disciplinary problems students experienced on returning to school after the pandemic. This is a case study, one of the qualitative research designs conducted with five principals working in high schools in Turkey, who volunteered to participate in the research in the first semester of the 2021–2022 academic year. Principals were selected according to the snowball sampling method. In the research, disciplinary problems were handled as personal, against friends, and disorganizing problems. When the reasons for disciplinary problems are examined, they are psychological, technological, social-emotional, familial, academic, and school orders. The measures by principals taken are reward-punishment and positive language and approaches.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126767087","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
Teachers’ Mental Representations of Educational Change in Female Public Schools in the United Arab Emirates: A Phenomenological Study 阿拉伯联合大公国女子公立学校教师对教育变迁的心理表征:现象学研究
International Journal of Educational Reform Pub Date : 2022-10-06 DOI: 10.1177/10567879221130991
Ameera Almessabi, Mohamed Alhosani
{"title":"Teachers’ Mental Representations of Educational Change in Female Public Schools in the United Arab Emirates: A Phenomenological Study","authors":"Ameera Almessabi, Mohamed Alhosani","doi":"10.1177/10567879221130991","DOIUrl":"https://doi.org/10.1177/10567879221130991","url":null,"abstract":"This study explores how teachers visualize educational change at schools in the United Arab Emirates (UAE). Teachers’ experiences are crucial in understanding their adherence to educational reform implementation and reducing inconsistent behaviors which might occur during the process. Randomized sampling was used to select and interview 19 teachers. The study validated the obtained data using Colaizzi’s phenomenological data method analysis. Six themes emerged from the analysis of 64 statements. The mental representations included imaging educational change as a maze, transplanted organ, and a roller coaster. Clarifying a teacher's image of educational change may help school principals identify appropriate coping strategies and enhance principal–teacher relationships.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121507165","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
Effects of the PEARL “Emotional, Empathetic and Proximal Learning Educational Environment” on the Social-Emotional Development of Children Aged 5–6 Years PEARL“情绪、共情和近端学习教育环境”对5-6岁儿童社会情绪发展的影响
International Journal of Educational Reform Pub Date : 2022-10-05 DOI: 10.1177/10567879221124876
Ü. Deniz, E. Ömeroğlu, Saide Özbey, Ayşe Tüfekçi, Nafia Kübra Karakaya
{"title":"Effects of the PEARL “Emotional, Empathetic and Proximal Learning Educational Environment” on the Social-Emotional Development of Children Aged 5–6 Years","authors":"Ü. Deniz, E. Ömeroğlu, Saide Özbey, Ayşe Tüfekçi, Nafia Kübra Karakaya","doi":"10.1177/10567879221124876","DOIUrl":"https://doi.org/10.1177/10567879221124876","url":null,"abstract":"The PEARL “emotional, empathetic and proximal learning educational environment” is an Erasmus + KA201 Strategic Partnership project. This study examines the effects of PEARL Educational Model which is an educational model is to develop children's social-emotional competencies by using robotic coding on social and emotional development of children aged. The research was conducted with a random quasi-experimental research model with a posttest Control group. Robots were integrated into the activities for the Experimental group and the robot-free version of the same activities was used in Control groups. The PEARL Child Observation Form is used to collect the data. The average of children's scores in Experimental group was determined as higher than the average of Control group's scores.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125653810","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
Synthesizing a Zest for Life With Social Emotional Learning in the Educational System in Japan 日本教育系统中社会情感学习对生活的热情
International Journal of Educational Reform Pub Date : 2022-10-03 DOI: 10.1177/10567879221129623
Lynsey Mori
{"title":"Synthesizing a Zest for Life With Social Emotional Learning in the Educational System in Japan","authors":"Lynsey Mori","doi":"10.1177/10567879221129623","DOIUrl":"https://doi.org/10.1177/10567879221129623","url":null,"abstract":"Perpetual educational reform can feel like a battle between current trends of methodology. It must be accepted that there will never be a perfect universal educational curriculum and teachers can only strive for improvement. In the process of reforming education, it has become no longer possible to discuss pedagogy, academic achievement, or the culture and climate of schools without discussing social emotional competencies under the framework of social and emotional learning (SEL). This fad, as it is sometimes perceived, encompasses the process through which individuals attain and apply the knowledge, attitudes, and skills necessary to manage their emotions, understand others’ perspectives and show empathy for others, to set and achieve positive goals, develop, and sustain positive relationships and make responsible decisions. This pedagogical concept has been welcomed in Western countries such as the U.S. and the U.K., but will it find a place in the educational systems in the East in countries such as Japan and in what capacity? This paper reviews SEL practice and attempts to disclose some of the differences in thinking style, cultural prejudice, and gender discrimination that may cause problems initializing this reform in the Japanese higher educational system.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115995639","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
Hip-Hop History: A Course for Change 嘻哈历史:变革的历程
International Journal of Educational Reform Pub Date : 2022-10-01 DOI: 10.1177/10567879221101570
Sean Ring, D. Cristol
{"title":"Hip-Hop History: A Course for Change","authors":"Sean Ring, D. Cristol","doi":"10.1177/10567879221101570","DOIUrl":"https://doi.org/10.1177/10567879221101570","url":null,"abstract":"Hip-Hop History exposes inequities within the social studies curriculum and the challenges facing those who seek to change it. In this article, we share the process for creating a new social studies course in a suburban high school in central Ohio, the need for the course, and the resources created to assist in its adoption. The article argues for the theoretical need for change in the social studies curriculum. Using Critical Race Theory (CRT) and Hip-Hop Pedagogies, we use Hip-Hop as a medium to shift the lens through which events are viewed. We use this course as an attempt to deconstruct the white, male, privileged version of American history and provide space for voices previously silenced by the dominant narratives. The article also outlines the many challenges educators and local school boards encounter trying to make such changes in current bureaucratic systems designed to perpetuate those narratives.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134391125","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
An Introspection Into Instructional Challenges at a University in Zimbabwe During the COVID-19 Lockdown 对津巴布韦一所大学在COVID-19封锁期间教学挑战的反思
International Journal of Educational Reform Pub Date : 2022-09-27 DOI: 10.1177/10567879221124879
L. Siziba
{"title":"An Introspection Into Instructional Challenges at a University in Zimbabwe During the COVID-19 Lockdown","authors":"L. Siziba","doi":"10.1177/10567879221124879","DOIUrl":"https://doi.org/10.1177/10567879221124879","url":null,"abstract":"At the inception of COVID-19 in Zimbabwe, all institutions of learning were ordered to close and allow learners to receive learning from their homes from the 24th of March 2020 after which universities resorted to remote instruction. This paper is interested in assessing the challenges that were being faced in the Faculty of Arts and Humanities at a university in Zimbabwe when conducting instruction during the lockdown. Data was collected through semi-structured telephone interviews with 28 research participants who comprised four lecturers from each of the seven departments in the Faculty of Arts and Humanities. The results of the study showed that the only possible way of teaching during lockdown was utilization of internet communication. Conclusions of the study showed that while online teaching emerged as the only strategy for remote teaching, there was need to do an intensive pre-assessment of available resources for enabling remote instruction.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132942892","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
Syrian Crisis Impacts on the International Refugee Education Fund in Jordan 叙利亚危机对约旦国际难民教育基金的影响
International Journal of Educational Reform Pub Date : 2022-09-23 DOI: 10.1177/10567879221124882
Raed Al Tal, Safa' Sallam, H. Ali
{"title":"Syrian Crisis Impacts on the International Refugee Education Fund in Jordan","authors":"Raed Al Tal, Safa' Sallam, H. Ali","doi":"10.1177/10567879221124882","DOIUrl":"https://doi.org/10.1177/10567879221124882","url":null,"abstract":"This research evaluates the impacts of the international organizations’ fund on urban Syrian refugees’ educational environment in Jordan. It combines a mixed method theoretical and technical approach to answering the question of the research: what are the impacts of the international agencies’ resilience programmatic response on the refugee educational challenges induced by the Syrian crisis? The findings revealed that the donors have improved school buildings and enhanced the educational environment in terms of academic performance, sense of belonging, safety, and success. The results also show a high correlation between the spatial distribution of projects and the concentration of noncamp Syrian refugees in Jordan. The results revealed that schools and neighboring communities were not fully engaged in decision-making which left a gap in fulfilling the social and cultural needs. This research can be used as an assessment tool of refugee educational strategies especially when promoting education in host-sensitive conflict regions.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122060380","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
Flipped Classroom Models: A Rapid Review From Recent Literatures 翻转课堂模式:从近期文献述评
International Journal of Educational Reform Pub Date : 2022-09-21 DOI: 10.1177/10567879221124878
Navin Poudel, Lekhnath Sharma
{"title":"Flipped Classroom Models: A Rapid Review From Recent Literatures","authors":"Navin Poudel, Lekhnath Sharma","doi":"10.1177/10567879221124878","DOIUrl":"https://doi.org/10.1177/10567879221124878","url":null,"abstract":"This rapid review is based on 14 articles published in the year 2019 and 2020 that report on the flipped classroom. This review study aims to examine underpinning theories to design flipped classroom and the models of the flipped classroom utilized in the different disciplinary, curricular, and technological contexts. The ProQuest database was used to search the articles for the study with the keyword “flipped classroom” and “Flipped learning.” Cochrane rapid review method was used as a methodology to investigate theoretical underpinnings, models, and the disciplinary and technological context of the studies. This study found that flipped classroom approach was practiced in various disciplinary contexts and was mostly based on the theory of constructivism. Technological use in the flipped classroom models ranges from just using videos to fully online using different applications and learning management systems. The findings of the studies showed that there is a positive impact of the flipped classroom on learning, motivation, and anxiety. This study utilized the Cochrane rapid review method in the educational setting.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125519849","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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