Canadian Journal of Educational and Social Studies最新文献

Ghana’s New Physical Education Curriculum for Primary Schools: An Analysis and Future Directions 加纳小学体育新课程:分析与未来发展方向

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i6.182

引用次数: 0

Socratic Wisdom for the Modern Youth: Relevance and Application in Contemporary Society 现代青年的苏格拉底智慧:在当代社会的相关性与应用

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i6.191

引用次数: 0

Community of Inquiry Perspectives in English Language Practice and Social Media 英语语言实践与社交媒体中的探究视角共同体

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i6.188

{"title":"Community of Inquiry Perspectives in English Language Practice and Social Media","authors":"","doi":"10.53103/cjess.v3i6.188","DOIUrl":"https://doi.org/10.53103/cjess.v3i6.188","url":null,"abstract":"In the 21st century, the digital revolution has transformed all of society and social media has become flexible teaching spaces, metamorphosizing the learning process in online learning communities in developed and developing countries. In the field of English language skills acquisition, this educational metamorphosis offers new learning opportunities from a traditional in person learning environment. Learners take away new skills in a learning community of inquiry, led according to communicative and collaborative sharing, according to the techno-pedagogical learning approach. This paper aims to analyze and describe the practices of English Language learners on WhatsApp according to the Community of Inquiry (CoI) Framework. Through a multisite ethnography, observation, and conversational analysis, data was collected in two WhatsApp groups (169 learners interacted to empower each other and improve English as a foreign language skills mastery). Findings revealed that CoI initiatives from learners helped participants to apply 21st century pedagogy skills effectively during their online interactions and provide an environment to grow together in language proficiency. This virtual space required participants to be actively involved in organized activities to increase the learners confidence in the daily language use. Recommendations mentioned that the next generation of educational leaders should foster CoI perspectives in lingua-didactic environments incorporating teachers and learners as facilitators in online blended learning for effective foreign language learning, and education systems.","PeriodicalId":477481,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"1 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":"135711249","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

Validating the Digital Competence (Dig-Comp 2.1) Framework in Higher Education Using Confirmatory Factor Analysis: Non-Western Perspective 用验证性因素分析验证高等教育中的数字能力(Dig-Comp 2.1)框架:非西方视角

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i6.184

{"title":"Validating the Digital Competence (Dig-Comp 2.1) Framework in Higher Education Using Confirmatory Factor Analysis: Non-Western Perspective","authors":"","doi":"10.53103/cjess.v3i6.184","DOIUrl":"https://doi.org/10.53103/cjess.v3i6.184","url":null,"abstract":"This Pilot study aimed at validating the Digital Competence (Dig-Comp 2.1) Framework instrument within the context of a non-Western developing country. With the rapid advancements in technology and the increasing integration of digital tools in various domains, evaluating learners’ digital competencies is crucial to ensure the effective utilisation of digital resources in educational settings. However, existing frameworks often lack validation in developing and non-western country contexts. Therefore, this study addresses this gap by assessing the reliability and validity of the Dig-Comp 2.1 Framework Questionnaire in a higher education context, involving a sample of ninety-nine (99) university students from Uganda. By implementing a quantitative design, we collected data through an online survey administered to the selected student samples. The analyses employed confirmatory factor analysis (CFA) and confirmatory composite analysis (CCA). The findings indicated that the Dig-Comp framework portrayed an excellent fit with pilot data as indicated by various model fit indices through CFA. Moreover, the CCA demonstrated satisfactory reliability and validity of the Dig-Comp 2.1 framework, suggesting that the instrument’s measures are appropriate and reliable for future investigations. The results of this study can contribute to enhancing the understanding of digital competence and its measurement in non-western countries, thereby informing policies and interventions to bridge the digital divide.","PeriodicalId":477481,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"66 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":"135711260","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

Does Jean Piaget Have a Theory about Dreams and Symbolic Representation? 皮亚杰有关于梦和符号表征的理论吗?

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i6.190

{"title":"Does Jean Piaget Have a Theory about Dreams and Symbolic Representation?","authors":"","doi":"10.53103/cjess.v3i6.190","DOIUrl":"https://doi.org/10.53103/cjess.v3i6.190","url":null,"abstract":"Appreciating and critiquing Sigmund Freud's contributions and psychoanalysis, Jean Piaget explored children's dreams from the perspective of developmental cognitive psychology. Jean Piaget's concern is to arrive at a meaningful theory of cognitive development, and he proposed a comprehensive theory about the nature and development of human intelligence. For him, dreams are part of our cognitive processes. And they are a reflection of our thoughts and experiences. Piaget's fundamental aim is to comprehend what meaning children get from their dreams and how they understand the genesis, character, and nature of dreams. Piaget examined childhood dreams and explained how they develop in children's growing competence in symbolic reasoning. One of the central theses of Jean Piaget is that children arrive at diverse conceptualizations and meaning constructions concerning dreams on their own. He strongly believed that to understand children's dreams, it is necessary to explore their conceptions of dreams in relation to their other characteristics, like egocentrism, animism, moral heteronomy, dreams as external, a lack of classification and conservation abilities, etc. Jean Piaget explains dreams by referring to the child's mental processes and associating thinking with their dreams. This paper attempts to reconstruct Piaget's theory of dreaming and symbolism.","PeriodicalId":477481,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"34 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":"135711253","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

Assessment of Government Teacher’s Awareness of Quality Assurance Guidelines in Curriculum Implementation in Secondary Schools in Nsukka L.G.A, Enugu State 埃努古州Nsukka L.G.A中学教师对课程实施质量保证指南意识的评估

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i6.196

{"title":"Assessment of Government Teacher’s Awareness of Quality Assurance Guidelines in Curriculum Implementation in Secondary Schools in Nsukka L.G.A, Enugu State","authors":"","doi":"10.53103/cjess.v3i6.196","DOIUrl":"https://doi.org/10.53103/cjess.v3i6.196","url":null,"abstract":"The study investigated the extent to which Government teachers are aware of the quality assurance guidelines for effective implementation of Government subject in senior secondary schools. The study was guided by three research questions and two hypotheses tested at 0.05 level of significance. The study employed a descriptive survey research design. The sample consists of 39 Government teachers from Nsukka Education Zone. The instrument used to collect data was a questionnaire. Research questions were answered using mean and standard deviation while hypotheses were tested using independent t-test statistics. The findings of the study showed that Government teachers were aware of the quality assurance guidelines for effective teaching of Government in secondary schools to a high extent and that teaching experience and location had a significant influence on teachers’ awareness of the quality assurance guidelines for effective implementation of senior secondary school Government curriculum. Hence, the problem with the achievement of the objectives of Government at secondary school could be as a result of other factors not directly related to teachers such as social, environmental or student-related factors. However, the study recommended, among others, that workshops and seminars be organized by the Ministry of Education regularly for teachers to keep them abreast of innovative teaching strategies for effective curriculum implementation in secondary schools.","PeriodicalId":477481,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"44 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":"135711810","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

Capitalist Reproduction and Student Politics in Higher Education: Pete Seeger Meets the Young Liberals, Hegemonic Stasis, and the Contemporary University 高等教育中的资本主义再生产和学生政治:皮特·西格遇见年轻的自由主义者、霸权停滞和当代大学

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i6.195

{"title":"Capitalist Reproduction and Student Politics in Higher Education: Pete Seeger Meets the Young Liberals, Hegemonic Stasis, and the Contemporary University","authors":"","doi":"10.53103/cjess.v3i6.195","DOIUrl":"https://doi.org/10.53103/cjess.v3i6.195","url":null,"abstract":"In this article I discuss the role of universities in reproducing capitalist society and hegemony. I argue that, while universities were once seen as sites of radical thought, the institutions themselves have largely resisted change and reinforced the status quo. I examine student politics as a microcosm of this, with factions often more focused on political careers than meaningful activism. Even amongst student activists, the organic intellectuals who emerge from subaltern groups have struggled to challenge university hegemony. Drawing on empirical ethnographic study, I highlight the appropriation of working class culture by bourgeois student politicians as an example of this microcosmic relationship. I advance here that, while students bring diverse perspectives, real power has remained with conservative institutional leadership in political society. Moreover, gradually, corporate governance models have further constrained academic freedom and prioritised capitalist ends over social transformation for collective liberation. However, I maintain that higher education still provides hope for change if academics form strong relationships with civil society and centre marginalised voices in our teaching and research, staying humble, open and acknowledging the subaltern struggles, enabling organic intellectuals to thrive and dismantling the oppressive structures rife in higher education through collective action. Ultimately, following in the footsteps of Gramscian and Marxist thinkers before me, I argue that universities serve to reproduce capitalism and hierarchical political society, rather than enable radical thought, social transformation, better conditions for humanity or liberation. I argue, however, for new models of academic activism more genuinely connected to social struggles and able to challenge the destructive nature of capitalism, towards genuine social transformation.","PeriodicalId":477481,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"71 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":"135711238","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

An Assessment of the Impact of Globalization on the Development of the Education System in Nigeria 全球化对尼日利亚教育系统发展的影响评估

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i5.176

{"title":"An Assessment of the Impact of Globalization on the Development of the Education System in Nigeria","authors":"","doi":"10.53103/cjess.v3i5.176","DOIUrl":"https://doi.org/10.53103/cjess.v3i5.176","url":null,"abstract":"The world is a global village. Nigeria as a member of the global community cannot be isolated from globalization, which has contributed to her development and that of several nations. The demand for leverage on globalization for competitive advantage is a challenge that can be felt in all sectors of the Nigerian society, including education. This study investigated the impact of globalization on educational development in Nigeria. To achieve the intended purpose, four research questions and four corresponding hypotheses were formulated. Validated self-structured questionnaire with test-re-test reliability of ‘r’ = 0.87 was administered on the study sample. A total of 110 respondents were randomly selected from the study population, which comprised students of Abrose Alli University, Ekpoma, Edo State, Nigeria. Findings of the study revealed that Information and Communication Technology (ICT) globalization has improved the teaching and learning process, enhanced access to education, improved the quality of educational administration and increased access to foreign aids or intervention funds. The study recommended improved funding, provision of up-to-date facilities and employment of more professionals to plan the education system in line with contemporary global demands for optimal impact of globalization on Nigeria’s education system.","PeriodicalId":477481,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"33 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":"135711434","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

Describing Social Work Students’ Experiences in Outreach Program in a Subanen Community 描述社会工作学生在苏巴嫩社区外展计划中的经验

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i5.156

引用次数: 0

Sociotechnical Systems in the 21st Century: An Analysis of Antecedents and Determinants from a Multivariate Perspective 21世纪的社会技术系统:多变量视角下的前因与决定因素分析

Canadian Journal of Educational and Social Studies Pub Date : 2023-01-01 DOI: 10.53103/cjess.v3i5.171

{"title":"Sociotechnical Systems in the 21st Century: An Analysis of Antecedents and Determinants from a Multivariate Perspective","authors":"","doi":"10.53103/cjess.v3i5.171","DOIUrl":"https://doi.org/10.53103/cjess.v3i5.171","url":null,"abstract":"Through the application of social sciences theories, new socio-technical approaches to information systems seek to overcome traditional shortcomings. Identifying complex problems today requires a deeper understanding of how our lives, traditions, and institutions have become profoundly 'sociotechnical' at any level of human interaction. Flexibility and speed are the primary pillars of future analysis to ensure survival. A change in mindset is the first step towards transforming an organization, since in the future, organizations will need to find a balance between extremes. There will continue to be interest in socio-technical design in the future, and therefore, this field will adapt over time in order to meet the demands of ever-changing conditions. Regardless of changes in their organizational structures, organizations must remain committed to motivation. When implementing disruptive, more advanced technologies within an organization, both long and short-term considerations are required. Several findings of this paper indicate that any new technology can pose a significant disruption to an organization and society in general if not implemented properly. As a consequence, organizations should investigate new technologies from all angles within their organization. This paper presents a conceptual framework for engineering socio-technical systems that is required in order to integrate socio-technical considerations into existing technology research and development processes in a progressive manner. This study employs a qualitative approach to examine the antecedents and determinants of sociotechnical systems. A focus group discussion was conducted with 310 professionals from 40 organizations working in fields such as technology and society and managing sociotechnical systems in general. This discussion led to the recommendations and conclusions resulting from the study.","PeriodicalId":477481,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"19 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":"135711644","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