ECE Official Conference Proceedings最新文献_第6页

A Systematic Approach to Mastering Life – The Five-Step Motivation Method 掌握生活的系统方法——五步激励法

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.3

M. Horverak, Gerd Martina Langeland

{"title":"A Systematic Approach to Mastering Life – The Five-Step Motivation Method","authors":"M. Horverak, Gerd Martina Langeland","doi":"10.22492/issn.2188-1162.2022.3","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.3","url":null,"abstract":"‘There’s a voice in my head saying you’re not good enough, you’re stupid, you won’t manage anything’. This is a quote from a student in the current study, reporting on challenges young people attending upper secondary school face. Over years in Norway, there has been a 25 % dropout rate, and students have reported low motivation and an increasing number of mental health issues. If this is not taken seriously, there is a risk that dropout numbers will become even higher, and that more young people risk failing to become integrated in working-life and social life at an early stage of adulthood. This study presents a method that facilitates for students in upper secondary school to reflect on their own lives and how they can take charge to determine their own development in school and life in general. By identifying values, success factors and obstacles, students become aware of resources within themselves, and also in the environment, so they develop resilience to handle possible obstacles in life. Based on written reflections from students in upper secondary school, a content analysis has been carried out, showing that many of the students struggled with worries or anxiety, stress and pressure, low confidence, and negative thoughts. Evaluations of the method show that 86 % (n=51) were satisfied, 63 % felt they had become better at planning and 56 % had become more motivated. The conclusion is that the method applied in this study may support students to handle struggles in life.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124708785","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

Introducing Virtual Writing Centers in Japanese High Schools to Support Teachers Implementing Changes to the English Curriculum 在日本高中引入虚拟写作中心以支持教师实施英语课程改革

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.42

C. Harwood

{"title":"Introducing Virtual Writing Centers in Japanese High Schools to Support Teachers Implementing Changes to the English Curriculum","authors":"C. Harwood","doi":"10.22492/issn.2188-1162.2022.42","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.42","url":null,"abstract":"The recent and coming changes to the Japanese Ministry of Education English Course of Study and English requirements of the Japanese University Entrance Exam system have shifted the focus of the teaching and learning of English in Japanese high schools away from reading and listening towards writing extended texts in English. These changes have increased the workload of busy Japanese high school English teachers who were already struggling to create the time to provide individual feedback to their students. This paper considers the feasibility of introducing virtual writing centers into Japanese high schools to provide a resource for Japanese students of English to receive feedback on their English writing and support for high school teachers tasked with teaching L2 writing. The impact of Japanese Ministry of Education policy documents regarding the teaching of writing in high schools is briefly explained. Then, the role virtual writing centers could play in Japanese high schools and the English curriculum is discussed. The analysis considers how a virtual writing center model could be implemented to support the teaching of English writing in Japanese high schools.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134118669","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

Demand for and Supply of Trade/Entrepreneurship Subjects Teachers in Public Secondary Schools in Oyo State, Nigeria 尼日利亚奥约州公立中学贸易/创业学科教师的需求和供应

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.12

A. Adekunle

引用次数: 0

A Comparative Study of the Changes of the Language Policy From Colonised India to Independent India 殖民印度与独立印度语言政策变迁之比较研究

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.37

R. El-Haddad

引用次数: 0

Preparing Higher Education Teachers for Successful Online Teaching: Where Does Your Students’ Motivation Come From? 为高等教育教师准备成功的在线教学:学生的动机从何而来?

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.14

Doaa Hamam

{"title":"Preparing Higher Education Teachers for Successful Online Teaching: Where Does Your Students’ Motivation Come From?","authors":"Doaa Hamam","doi":"10.22492/issn.2188-1162.2022.14","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.14","url":null,"abstract":"The present study aims to 1) discover the source of higher education (HE) students’ motivation and explore the basis of their motivation from their point of view, and 2) discuss the best practices and strategies employed by HE teachers to motivate their students in online or remote learning environments. The study's objective is to listen to the students’ voices and suggest adding the best practices of motivating students to the teachers’ professional development programs. For this purpose, the researcher organized a focus group of six experienced HE teachers from several HE institutions to find the best practices in online teaching environments and designed a students’ survey to find the source of students’ motivation from their point of view. A sample of 344 students responded to the survey, and the general results revealed that certain factors affected the students’ motivation, such as their need for the course or the teachers’ way of instruction. The results also showed that HE teachers found specific motivation strategies to be more successful than others in the online learning environment, these strategies include but are not limited to online collaboration, technology utilization and gamification, as well as other strategies. Based on the study's findings, it is recommended to update the HE teachers’ professional development programs in terms of understanding the source of their students’ motivation to cope with future teaching and learning challenges and changes with the overall aim to increase their students’ motivation, especially in the online environments.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122669857","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 Drives Parents to Be More Involved in Their Child’s Online Activities? 是什么促使父母更多地参与孩子的在线活动?

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.59

R. Tutian, M. Kalman-Halevi, Y. Peled, Shani Rosengarten

{"title":"What Drives Parents to Be More Involved in Their Child’s Online Activities?","authors":"R. Tutian, M. Kalman-Halevi, Y. Peled, Shani Rosengarten","doi":"10.22492/issn.2188-1162.2022.59","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.59","url":null,"abstract":"In recent years, information has been accumulating from various sources around the world and in Israel indicating a continuous increase in children's accessibility to smartphones. The use of these devices, which enable access to the Internet, leads to a continuous increase in children's exposure to various dangers arising from surfing the Internet and introduces challenges regarding the role of parents and their technological knowledge. Hence, research questions arise as to whether a parent’s general involvement in the child’s life predicts his or her involvement in his or her child’s online experiences and whether there are other variables that explain parental involvement. The participants in this study were 153 Israeli parents to children aged eight to 18 years old. An online questionnaire was developed based on the EU Kids Online 2020 Survey. Results show that not all parents involved in their child’s life are necessarily involved in their child’s online experiences. Technological knowledge has an essential contribution to parents’ involvement in their child’s online experiences. Also, parental involvement in the child's online experiences was found to be higher among parents of younger children.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130754295","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

Harnessing the Unspeakable: Effect of Using Creative Methodological Tools to Speak About Emotions in Higher Education 驾驭不可言说:在高等教育中使用创造性方法论工具谈论情感的效果

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.44

Doha M. Abualsaud

{"title":"Harnessing the Unspeakable: Effect of Using Creative Methodological Tools to Speak About Emotions in Higher Education","authors":"Doha M. Abualsaud","doi":"10.22492/issn.2188-1162.2022.44","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.44","url":null,"abstract":"In recent years, emotionality studies and emotional burnout has gained interest among researcher, especially while trying to understand emotions in the workplace. Many people are reluctant to share their true emotions or, in some instances, are unaware of the emotions they constantly feel while encountering difficult situations. Individuals are expected to ‘swallow’ their feelings in the workplace and only show positive emotions when faced with challenges. Ultimately, the notion of unspeakable emotions is unconsciously immersed into their practice. Consequently, this ethnographic study will explore faculty members’ day to day life situations in higher education, their emotional experiences, both negative and positive, and their physical environment. The process of helping faculty members speak about emotions involves three phases adopted from the phenomenological approaches to emotions. During the first phase, participants are asked to talk about their experiences using metaphors which helped them reflect on their emotional experiences. In the second phase, semi-structured interviews are conducted to understand their day-to-day practice. Lastly, during the third phase, participants are provided with images of the BLOB tree which helped them reflect on their emotional responses and occupational practice. This discussion is motivated by a desire to understand true emotional responses as experienced by the individual. The emphasis on understanding the daily lived experiences and emotions in higher education opens possibilities for providing better care and acknowledgment to both teachers and students. The findings show that creative methods in emotionality study yielded more emotionally charged responses from the participants.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128948606","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

Mathematics in Southern Europe: Mathematics Education and Performance, Through the Prism of PISA, in Greece, Italy, Portugal and Spain 《南欧的数学:通过PISA的棱镜看数学教育与表现》，在希腊、意大利、葡萄牙和西班牙

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.24

Eleni Nolka, C. Sofianopoulou

{"title":"Mathematics in Southern Europe: Mathematics Education and Performance, Through the Prism of PISA, in Greece, Italy, Portugal and Spain","authors":"Eleni Nolka, C. Sofianopoulou","doi":"10.22492/issn.2188-1162.2022.24","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.24","url":null,"abstract":"A mathematically literate student, according to PISA and OECD, recognizes the role that mathematics plays in the world in order to make well-founded judgments and decisions needed by constructive, engaged and reflective citizens. Among European countries who have participated in PISA since 2000 till today, the top performing countries in mathematical literacy are concentrated more in East and North Europe and as a consequence, researchers are showing more interest in these European regions. The analysis and research pertinent to the Southern European countries’ mathematical literacy competences of their 15-year-old students and their mathematics education systems is relatively scarce. The four Southern European countries that we will focus on this research are Greece, Italy, Portugal and Spain. More specific, Italy, Portugal and Spain scored at a similar level in mathematics over the period 2009-2018. On the other hand, Portugal and Italy have both showed a significant improvement in mathematics performance of their students throughout their participation to PISA. In contrast, Greece appears to have a stable mean performance and has a difference of more than 30 points ranking below the other three countries over the period 2012-2018. This paper aims to record Greek, Italian, Portuguese and Spanish students’ mathematics achievements in PISA as they are formed over time. At the same time, it attempts to identify the similarities and differences of their educational systems with regard to their mathematics education and some reasons or factors that have led Southern European countries to these positions in PISA’s ranking.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115399648","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

Orphans and School Vulnerabilities in Selected States in Nigeria 尼日利亚部分州的孤儿和学校脆弱性

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.63

O. O. Ojo, M. Afolabi, O. Ekundayo, A. Akintomide, Oyeyemi Olubukola Babalola, Kolawole Taofeek Aliyu, J. O. Salami

{"title":"Orphans and School Vulnerabilities in Selected States in Nigeria","authors":"O. O. Ojo, M. Afolabi, O. Ekundayo, A. Akintomide, Oyeyemi Olubukola Babalola, Kolawole Taofeek Aliyu, J. O. Salami","doi":"10.22492/issn.2188-1162.2022.63","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.63","url":null,"abstract":"This study investigated the issues that relate with schooling of orphans in Nigeria. The descriptive survey research was undertaken in Lagos, Osun, Akwa Ibom, and Abuja. Sampling was done in multi-stages. A validated questionnaire was administered to collect data using Open Data Kit (ODK). Orphans aged 10-17 years, resident in orphanages and family settings, participated in the study. Data collected were analysed using descriptive statistics. Results showed that about 240 orphans in family settings and 48 in orphanages are not in school. It was also discovered that 625 orphans in family settings and 680 in orphanages did not complete their primary school education. Furthermore, orphans in family settings 824 and 576 in orphanages did not attend secondary schools. So also 790 in family settings and 496 in orphanages did not complete their secondary school education. It was noted that about 499 orphans in family settings and 72 in orphanages occasionally miss school and the reasons given were house chores, economic activity such as hawking, labour work, sickness, lack of learning materials and non-payment of school fees. In addition, some of the orphans in family settings (315) and 146 in orphanages are not happy with their performance in school and 223 in family setting and 109 in orphanages believe they are below average in class. It was therefore recommended that government, development partners and various organisations should come up with aids and intervention programmes that can assist orphans’ schooling irrespective of residential placement.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127527890","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

Instructor Exchange as a Continuous Professional Development Activity: Are we Ready to Change? 教师交换作为一项持续的专业发展活动:我们准备好改变了吗?

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.48

Nilüfer Ülker, Pınar Kır

{"title":"Instructor Exchange as a Continuous Professional Development Activity: Are we Ready to Change?","authors":"Nilüfer Ülker, Pınar Kır","doi":"10.22492/issn.2188-1162.2022.48","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.48","url":null,"abstract":"Continuous Professional Development (CPD) has been conducted through different activities for more than three decades in the field of education. However, due to various reasons, institutions have encountered major issues in the application processes of commonly accepted CPD activities, leading to modification of existing and creation of new forms of activities in line with contextual requirements and needs. With this in mind, this study aimed to explore the process and outcomes of a new form of CPD activity, namely instructor exchange, specifically developed for a School of Foreign Languages in one of the top-tier state universities in Turkiye employing a qualitative case study methodology. Analyse-apply-evaluate cycle was followed in the study considering contextual factors of the institution including but not limited to the requirements of international accreditation. Data was collected from 22 English instructors through classroom exchanges, semi-structured interviews and document analysis, followed by creation of themes according to participants’ responses. For the development of the form used in semi-structured interviews, a comprehensive literature review was conducted and expert opinion and advice were obtained. Following the exchange activity, interviews were conducted by 10 of the whole population of participating instructors. The results indicated that the instructor exchange activity helped instructors to improve themselves professionally despite some challenges and it is possible to implement this activity as a school-wide practice. The emerging themes may be used to bring a new dimension to design future CPD activities based on instructors’ suggestions.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131108839","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