Studies in educational management最新文献

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Stakeholder Perception of Extracurricular Activities at the Tertiary Level in Vietnam 利益相关者对越南高等教育课外活动的看法

Studies in educational management Pub Date : 2024-01-01 DOI: 10.32038/sem.2024.15.03

Tran Thi Ngoc Lien

{"title":"Stakeholder Perception of Extracurricular Activities at the Tertiary Level in Vietnam","authors":"Tran Thi Ngoc Lien","doi":"10.32038/sem.2024.15.03","DOIUrl":"https://doi.org/10.32038/sem.2024.15.03","url":null,"abstract":"The statement of NCES on its website that \"extracurricular activities (ECAs) provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-world context, and are thus considered part of a well-rounded education\" has further consolidated the significance of this component in a school's curriculum development. No matter how important these activities are, they have seemingly not received due attention and investment from universities in Vietnam. This study was conducted at four universities in Vietnam to examine the perceptions of three stakeholders, namely administrators, teachers, and students about ECAs. Survey questionnaires and informal interviews were used for data collection. Descriptive statistics was used to analyse quantitative data while qualitative data were approached by deductive content analysis. Major findings reveal both matches and mismatches in the perceptions of the participants, and there was an association between the encouragement of extracurricular activities and students' engagement as well as improvement in their academic performance; however, an unwelcome fact remained regarding students' participation rate, teachers’ belief, and administrators' engagement.","PeriodicalId":485526,"journal":{"name":"Studies in educational management","volume":"16 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140521037","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

Troublesome Knowledge and Liminality in ELT Threshold Concepts: A mirror reflecting how knowledge is processed on the minds of students 英语入门概念中的疑难知识与阈限性:反映知识如何在学生头脑中加工的一面镜子

Studies in educational management Pub Date : 2023-08-01 DOI: 10.32038/sem.2023.14.05

Marwan Alyafaee

{"title":"Troublesome Knowledge and Liminality in ELT Threshold Concepts: A mirror reflecting how knowledge is processed on the minds of students","authors":"Marwan Alyafaee","doi":"10.32038/sem.2023.14.05","DOIUrl":"https://doi.org/10.32038/sem.2023.14.05","url":null,"abstract":"Troublesome knowledge, being an essential characteristic of threshold concepts, emerges when university students find it too difficult to understand concepts. According to Perkins (2006), the causes of concepts becoming troublesome are when they are perceived ritual, inert, conceptually difficult, alien and/or tacit. As a result, students crossing a threshold concept go through the liminality of four modes of variation, which are preliminal, liminal, postliminal and subliminal (Land & Meyer, 2010; Meyer & Land, 2003, 2006a). Interestingly, investigating troublesome knowledge in tertiary disciplines reveals how students cognitively interact with concepts within the subject matter of a discipline. The aim of this paper, based on a mixed method EdD research study, is to focus on what concepts ELT Omani student teachers perceived as troublesome knowledge, how they processed troublesome knowledge and what types of strategies they used to overcome troublesome knowledge. The findings revealed a huge variety of different concepts that were perceived as troublesome knowledge. They also showed that the strategies of asking others to help, asking my teachers to help and reading more about the concepts were the three top strategies ELT Omani student teachers used.","PeriodicalId":485526,"journal":{"name":"Studies in educational management","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135004828","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

The Effects of Using MALL Applications to Teach Vocabulary to EFL Learners in UTAS, Oman 使用MALL应用程序对阿曼UTAS英语学习者进行词汇教学的效果

Studies in educational management Pub Date : 2023-07-01 DOI: 10.32038/sem.2023.14.04

Hisham Bakhit Al Shahri

{"title":"The Effects of Using MALL Applications to Teach Vocabulary to EFL Learners in UTAS, Oman","authors":"Hisham Bakhit Al Shahri","doi":"10.32038/sem.2023.14.04","DOIUrl":"https://doi.org/10.32038/sem.2023.14.04","url":null,"abstract":"This study aims to evaluate the effectiveness of incorporating different types of smartphone applications i.e., game-based, flashcards and self-paced applications in vocabulary teaching and learning at a public university in Oman. Past research indicated that Mobile Assisted Language Learning (MALL) applications facilitated second language learning (Stockwell, 2010). As a result, many teachers have opted to use smartphone-based applications such as Kahoot, Quizlet, and Memrise to engage their learners in the classroom and motivate them to learn lexical items. This paper investigates how deep is the influence and effectiveness of teachers’ use of mobile applications on the students' learning of Academic vocabulary and how these applications should be utilized to be as effective as possible. The study uses semi-structured interviews with 8 interviewees who are lecturers at UTAS, Oman. The interviews focused on frequency of usage, efficiency, personal experiences and ideas for effective implementation of such applications in the future. Results indicate that smartphone applications used for vocabulary learning have a positive impact on vocabulary teaching and learning, enhancement of academic learning skills and advancement of academic vocabulary retention levels. The study also provides recommendations for effective use of mobile applications in vocabulary learning and teaching.","PeriodicalId":485526,"journal":{"name":"Studies in educational management","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135812859","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