European Journal of Education and Pedagogy最新文献_第2页

Online Study versus Face-to-Face Study During COVID-19: Perceived Students’ Feelings Before and After Their First Online Course COVID-19 期间的在线学习与面对面学习：学生在首次学习在线课程前后的感受

European Journal of Education and Pedagogy Pub Date : 2024-03-15 DOI: 10.24018/ejedu.2024.5.2.792

Moncef Bari, Thi Ai Minh Nguyen

引用次数: 0

Power of Synergy: Unlocking the Potential of Group Dynamics Through Team-Building Practices in Junior High School 协同的力量：通过初中团队建设实践释放小组动力潜能

European Journal of Education and Pedagogy Pub Date : 2024-03-15 DOI: 10.24018/ejedu.2024.5.2.803

Maria-Sofia Georgopoulou

引用次数: 0

Impact of Cognitive Load Theory on the Effectiveness of Microlearning Modules 认知负荷理论对微型学习模块有效性的影响

European Journal of Education and Pedagogy Pub Date : 2024-03-15 DOI: 10.24018/ejedu.2024.5.2.799

Sandeep Lopez

引用次数: 1

Examining the Effects of Language Competencies on Academic Achievements of Special Needs Students and Their Peers Using Standardized Test Scores 用标准化测试成绩检验语言能力对特需学生及其同龄人学习成绩的影响

European Journal of Education and Pedagogy Pub Date : 2024-03-05 DOI: 10.24018/ejedu.2024.5.2.717

S. Maarouf

{"title":"Examining the Effects of Language Competencies on Academic Achievements of Special Needs Students and Their Peers Using Standardized Test Scores","authors":"S. Maarouf","doi":"10.24018/ejedu.2024.5.2.717","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.2.717","url":null,"abstract":"The purpose of this study is to investigate the impact of academic language on the standardized test scores of special needs students and their peers in elementary (n = 1140) and middle (n = 451) public schools across the state of Georgia. Several univariate (ANOVA) and multivariate (MANOVA) analyses of variance are conducted on student classification (English language learners “ELL”, non-ELL, students with disabilities “SWD,” non-SWD, economically disadvantaged students “EDA”, and non-EDA) and student test scores in ELA, math, science, and social studies. Univariate (ANCOVA) and multivariate (MANCOVA) analyses of covariance are also conducted where ELA is treated as a predictor of students’ test scores in math, science, and social studies. MANOVA results reveal that the combined-subjects modeling of student test scores is significantly different by student classification with relatively large effect sizes (0.44 to 0.63) for all grade levels. Follow-up ANOVAs indicate that individual modeling of core subjects is significantly different by student classification, with effect sizes between 0.37 and 0.61. The results of ANCOVA and MANCOVA suggest a statistically significant effect of ELA on student test scores results. SWD and ELL groups benefit the most when controlling ELA test scores.","PeriodicalId":503832,"journal":{"name":"European Journal of Education and Pedagogy","volume":"129 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078763","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

Learning Fun English through Pop-Up QR Book: An Audio-Visual Aid for Early Childhood Foreign Language Development 通过 Pop-Up QR Book 学习趣味英语：幼儿外语发展的视听辅助工具

European Journal of Education and Pedagogy Pub Date : 2024-01-04 DOI: 10.24018/ejedu.2024.5.1.788

Mozes Kurniawan, Yolanda Anggiana Putri, Gissela Cahya Alianti

{"title":"Learning Fun English through Pop-Up QR Book: An Audio-Visual Aid for Early Childhood Foreign Language Development","authors":"Mozes Kurniawan, Yolanda Anggiana Putri, Gissela Cahya Alianti","doi":"10.24018/ejedu.2024.5.1.788","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.788","url":null,"abstract":"English is a language that has been widely studied at almost every level of education. Especially at the PAUD level, English can be introduced in portions that are appropriate to the child’s level of language development. Introduction to English for children can start with the introduction of simple English vocabulary and expressions. In practice, English language learning in PAUD does not go completely well due to various factors. This research aims to respond to the needs of English language learning in PAUD, namely by implementing Pop-Up QR Book media, which has been developed within the framework of classroom action research. This research uses classroom action research by applying the Kemmis and McTaggart (1988) model. This model is often quoted in books and articles and consists of four stages: plan, act, observe, and reflect. The research consisted of 2 cycles, each cycle consisting of 2 meetings. This research was carried out at a preschool in Salatiga, Indonesia. The class used to conduct research was Kindergarten A class, consisting of 5 children with an age range of 3–4 years. The data collection uses observational techniques by observing ongoing activities. Activities are performed as needed to achieve goals. The results of the observations are recorded in anecdotal records summarizing key events or processes for use as documents for analyzing the development of children’s English skills in terms of vocabulary recognition. To analyze the data from this classroom action research, there were four criteria related to children’s vocabulary recognition ability using the Pop-Up QR Book learning media as a reference: ‘attracted’, ‘active’, ‘remember’ and ‘understand’. The result of this study shows that the Pop-Up QR Book “Trip to Grandparents’ House” is very good to use as a medium for learning English vocabulary for children aged 3–4 years. It stimulates students’ interest and the ability to remember and understand English vocabulary.","PeriodicalId":503832,"journal":{"name":"European Journal of Education and Pedagogy","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139536463","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

Pandemic Learning Loss Recovery Strategy in the New Normal Period 新常态时期的大流行病学习损失恢复战略

European Journal of Education and Pedagogy Pub Date : 2024-01-03 DOI: 10.24018/ejedu.2024.5.1.731

Raharjo, Aziza Nurhayati

{"title":"Pandemic Learning Loss Recovery Strategy in the New Normal Period","authors":"Raharjo, Aziza Nurhayati","doi":"10.24018/ejedu.2024.5.1.731","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.731","url":null,"abstract":"The Education Emergency during the COVID-19 period has had a major impact on the decline in the quality of education in Indonesia. This study aims to uncover: 1) how is learning during Covid-19? 2) What are the aspects of learning loss? and 3) how is learning loss recovery in post-COVID-19 learning? This research data was obtained from teachers and students in six Central Java, East Java, and Lampung schools. The data was collected through questionnaires, interviews, and documentation techniques. The data analysis of this study includes three stages. Namely data reduction, data presentation, and conclusions, as formulated by Miles and Huberman. Based on the data analysis that has been carried out, it shows that there has been a learning loss in learning during the COVID-19 pandemic. This is characterized by a decrease in student motivation, participation, and learning outcomes. There are several strategies that teachers can do to recover from pandemic learning loss in the new normal era, including 1) using various strategies, media, and learning resources, 2) doing remedial/enrichment, 3) requiring students to actively ask questions, 4) involving the role of parents.","PeriodicalId":503832,"journal":{"name":"European Journal of Education and Pedagogy","volume":"124 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387772","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

College Students’ Academic Online Engagement, Creative Self-Efficacy, Self-Regulation and Wellbeing During the Pandemic 大流行病期间大学生的在线学术参与、创新自我效能感、自我调节和幸福感

European Journal of Education and Pedagogy Pub Date : 2023-12-19 DOI: 10.24018/ejedu.2023.4.6.701

Karman Kurban Alteshehr, Selcuk Acar, Adam Sahin, Yetkin Yildirim, Faruk Taban

{"title":"College Students’ Academic Online Engagement, Creative Self-Efficacy, Self-Regulation and Wellbeing During the Pandemic","authors":"Karman Kurban Alteshehr, Selcuk Acar, Adam Sahin, Yetkin Yildirim, Faruk Taban","doi":"10.24018/ejedu.2023.4.6.701","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.701","url":null,"abstract":"The COVID-19 pandemic forced students’ learning to shift rapidly to an exclusively online environment. This led to an increase in issues such as anxiety and stress that may have negatively impacted student wellbeing. The present study was designed to investigate college students’ creative self-efficacy, self-regulation, and online academic engagement in relation to their wellbeing during the COVID-19 pandemic. The study utilized a survey method to analyze data from 461 respondents, examining the academic, psycho-social, and demographic factors associated with changes in students’ wellbeing during COVID-19. The results show that the changes in students’ wellbeing during the pandemic were significantly and positively related to their engagement in e-learning, self-regulation, and creative self-efficacy. Students’ engagement in e-learning and self-regulation was significantly changed by students’ gender and academic grade levels. Race was a significant predictor of creative self-efficacy. Engagement in e-learning and self-regulation scores were highest among English Language Learners (ELL) students. Freshman students scored the lowest in creative self-efficacy. Compared to athletic students, non-athletes reported significantly higher engagement in e-learning, self-regulation, and creative self-efficacy. Discussions and recommendations are presented based on the results.","PeriodicalId":503832,"journal":{"name":"European Journal of Education and Pedagogy","volume":"89 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139171622","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

Success and Learning Strategies: A Survey of Students at the Faculty of Dentistry in Casablanca 成功与学习策略：卡萨布兰卡牙科学院学生调查

European Journal of Education and Pedagogy Pub Date : 2023-12-19 DOI: 10.24018/ejedu.2023.4.6.756

S. Benfaida, Zineb Al Jalil, Souad Chaouir, Anas Bennani

{"title":"Success and Learning Strategies: A Survey of Students at the Faculty of Dentistry in Casablanca","authors":"S. Benfaida, Zineb Al Jalil, Souad Chaouir, Anas Bennani","doi":"10.24018/ejedu.2023.4.6.756","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.756","url":null,"abstract":"Objective: The present study aimed to evaluate the learning strategies used by the students of the 2nd year of the Faculty of Dentistry in Casablanca. Methodology: A cross-sectional study was conducted among second-year dental students after informed consent. A modified WOLF questionnaire, “My intellectual work tools,” was distributed. It included 37 closed questions on self-reported study practices in four categories: cognitive, metacognitive, affective, and resource management. Data entry and statistical analysis were performed using SPSS software in the Laboratory of Community Health Epidemiology and Biostatistics. Results: 86.9% of students were active in meaning-making, reformulation, and exemplification. 9.7% mastered highlighting relationships and structuring. 42.8% reorganized information according to personal criteria. For memorization, the students used both types with a predominance of the appropriative form. For metacognitive, affective, and management strategies, 21.4% systematically anticipated evaluation situations. For time management, 12.4% planned and managed their time regularly. In terms of self-confidence, 17.2% stated that they had complete self-confidence. Conclusion: Except for memorization and comprehension strategies, all the tools assessed were little used and/or not mastered by the students. To help students master these strategies, increased use of differentiated pedagogies such as flipped classrooms and MOOCS, and OSCE assessments should take place. Workshops and seminars on learning strategies should be provided to reinforce the course administered in the first year.","PeriodicalId":503832,"journal":{"name":"European Journal of Education and Pedagogy","volume":"24 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139171318","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

Language as Communication Barrier for Foreign Students: Evidence from Gujarat State Universities 语言是外国学生的交流障碍：来自古吉拉特邦立大学的证据

European Journal of Education and Pedagogy Pub Date : 2023-12-17 DOI: 10.24018/ejedu.2023.4.6.697

Francis Ennin, Elvis Manariyo

引用次数: 0

Barriers to Early Identification and Intervention for Children with Special Education Needs (SEN) in Public Kindergartens (KGs) in the Sagnarigu District of the Northern Region, Ghana 加纳北部萨格纳里古地区公立幼儿园早期识别和干预有特殊教育需求（SEN）儿童的障碍

European Journal of Education and Pedagogy Pub Date : 2023-11-26 DOI: 10.24018/ejedu.2023.4.6.519

Abdallah Soma, K. Kissiedu, Isaac Nyame

{"title":"Barriers to Early Identification and Intervention for Children with Special Education Needs (SEN) in Public Kindergartens (KGs) in the Sagnarigu District of the Northern Region, Ghana","authors":"Abdallah Soma, K. Kissiedu, Isaac Nyame","doi":"10.24018/ejedu.2023.4.6.519","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.519","url":null,"abstract":"This descriptive study examines the barriers to early identification of pupils with Special Education Needs (SEN) and its related intervention in 25 public Kindergartens (KGs) randomly selected within the Sagnarigu District of Northern Ghana. A total of 50 KG1&2 teachers and 25 Headteachers answered our questionnaires. The data collected were cleaned, presented in a tabulated form, and analysed using descriptive statistics and thematic analysis. The study revealed that only 12 learners with SEN were identified and supported in 7 schools out of a total of 25 schools. This shows that there were more children with SEN in those schools. Yet, they were not identified because most teachers had inadequate knowledge of special education and relied mostly on observational techniques to identify such children in their classes. Also, most Heads of schools and teachers were unconcerned. They had no plan to identify SEN children in their schools because the inclusive education policy in Ghana only proclaims the rights of SEN children but does not make any provision for their identification and integration in the regular classroom. The study recommended, among others, that the National Teaching Council (NTC) should review the teacher education curriculum in Ghana to include some core courses in SEN in order to equip all teachers with the needed knowledge to identify and handle learners with SEN at all levels in Ghanaian basic schools. Also, the Ministry of Education and Ghana Education Service should provide sustainable funding for early identification and support systems for SEN learners in public KGs.","PeriodicalId":503832,"journal":{"name":"European Journal of Education and Pedagogy","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236459","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