International Journal of Changes in Education最新文献

{"title":"Unexcused Absences and Failures: Dissecting the Variability in Course Credit Policies and Freshman Course Failure","authors":"S. Morris, Sarah McKenzie","doi":"10.47852/bonviewijce42023078","DOIUrl":"https://doi.org/10.47852/bonviewijce42023078","url":null,"abstract":"This policy analysis examines the implementation of A.C.A. 6-18-222, a statewide policy in Arkansas that addresses unexcused absences and the subsequent consequences for course credit among students. Utilizing anonymized student-level data from the 2020-21 and 2021-22 school years, which includes a total of 65,651 freshmen, the study investigates the variability in policy implementation across districts. It also examines the differing language used to dictate the consequences of exceeding unexcused absence thresholds. Our multivariate logistic regression models demonstrate that students eligible for Free and Reduced Lunch (FRL) are notably more likely to fail a course after surpassing their district's absence threshold. Moreover, the data reveal that upon reaching this threshold, students are significantly more likely to fail core courses as opposed to non-core courses. These findings illuminate the variations in local policy implementation and their impact on student academic outcomes, emphasizing the importance of uniform policy enforcement to ensure equitable educational opportunities.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"7 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141816384","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}

{"title":"Influence of Culture on Chinese University Students' Interaction with Feedback","authors":"Vladislav Ilin, Jiaming Ke, Sunantana Nuanla-or","doi":"10.47852/bonviewijce42022828","DOIUrl":"https://doi.org/10.47852/bonviewijce42022828","url":null,"abstract":"Feedback is a powerful learning tool, however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom, however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649283","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}

{"title":"Visual Thinking Strategies as Humanistic Education: A Qualitative Study of Teachers Using VTS","authors":"Christina Connors, Jody S. Piro","doi":"10.47852/bonviewijce42022990","DOIUrl":"https://doi.org/10.47852/bonviewijce42022990","url":null,"abstract":"Previous research has suggested that Visual Thinking Strategies (VTS) practices positively impact student performance and if so, they may also, affect teacher performance. The purpose of this study was to explore Visual Thinking Strategies (VTS) on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the Visual Thinking Strategies Organization and the Watershed Collaborative. The two cases – teachers practicing VTS in Kindergarten-Grade 12 (K-12) setting and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a cross-case analysis. An analysis of the data indicated that using VTS in teaching relates to a humanistic teaching style. These findings have implications for educators and educational institutions wishing to implement humanistic teaching practices and raise further questions pertaining to VTS and humanistic education practices that might be explored through future research.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141668701","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}

{"title":"The Interplay Between Attitude Towards Intelligence, Ambiguity Tolerance, and Job Burnout: The Case of Afghan EFL Teachers","authors":"Mohammad Bagheri","doi":"10.47852/bonviewijce42022958","DOIUrl":"https://doi.org/10.47852/bonviewijce42022958","url":null,"abstract":"The present study seeks to examine how and to what extent Afghan English as a Foreign Language (EFL) teachers' attitude towards intelligence and their ambiguity tolerance affected their levels of burnout in the teaching profession. To conduct the study, 154 Afghan EFL teachers were requested to answer the items in three questionnaires: Language Teachers' Conceptions of Intelligence Scale (LTCI-S), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Maslach Burnout Inventory (MBI). The obtained data was examined using descriptive statistics, inferential statistics, correlation, and path analysis. Findings of the analyses indicated there were significant relationships among teachers' attitude to intelligence, their tolerance of ambiguity, and their perceived level of job burnout. In addition, our findings revealed that two dimensions of attitude about intelligence—increasibility and applied English language teaching (ELT)—were negatively correlated with two aspects of burnout—emotional exhaustion and reduced personal accomplishment. Besides, it was found that teachers with higher levels of tolerance for ambiguity experienced significantly lower levels of all three dimensions of teacher burnout. Implications of the research for the teaching profession will be discussed.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"43 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347468","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}

{"title":"Thematic Analysis and Poetic Inquiry of Educators' Meaning-Making and Sense-Making of Social Justice","authors":"Ishwarya N. Iyer, Sridhar Ramachandran","doi":"10.47852/bonviewijce42023003","DOIUrl":"https://doi.org/10.47852/bonviewijce42023003","url":null,"abstract":"This paper presents a qualitative study that explores how educators in higher education construct their meaning of social justice. The data consists of transcripts of personal stories shared by three subjects in a public panel discussion. The data analysis employs two complementary methods: thematic analysis and poetic inquiry and analysis. The thematic analysis identifies two main themes: reflection from life events and heightened self-awareness, which illustrate how the subjects' life experiences and perceptions have shaped their understanding of social justice. The poetic inquiry and analysis transform the subjects' voices into narrative and lyrical poems that evoke the emotional and experiential aspects of their stories. The paper explores the consequences of the findings for campus programming and social justice education. This paper also reflects on the benefits and challenges of using thematic analysis and poetic inquiry as qualitative research methods.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141271529","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}

{"title":"The Effect of the Advocacy Social-Emotional Learning Program on Emotional Competence","authors":"T. L. Morgan, Amie B. Cieminski, Suzanne Marmo, K. K. Morgan","doi":"10.47852/bonviewijce42022852","DOIUrl":"https://doi.org/10.47852/bonviewijce42022852","url":null,"abstract":"School leaders are integrating social and emotional skills content into their academic curriculum to create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students' social-emotional competence, college and career readiness, and academic success. Overall, the GSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for pre-assessment variables of social-emotional competence, the analysis of covariance (ANCOVA) revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program's multi-component approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group's acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students' social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students' academic success and equips them with the skills and attitudes necessary for success beyond the classroom.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"61 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141102166","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}

{"title":"Teacher Training Program on Secondary Mathematics and Science Teachers’ Attitude and Confidence of Teaching","authors":"Aimable Sibomana, Josiane Mukagihana, Joseph Ndiritu","doi":"10.47852/bonviewijce42022797","DOIUrl":"https://doi.org/10.47852/bonviewijce42022797","url":null,"abstract":"When teachers are confident in their ability to teach Mathematics and Science, it can inspire students to have confidence in their own abilities. Students are more likely to engage with and enjoy these subjects when they see their teacher's interest and belief in the material. This study aiming at exploring teachers' confidence of teaching Mathematics and science as result of Continuous Professional Development (CPD) by the African Institute for Mathematical Science (AIMS Rwanda) through its Teacher Training Program (AIMS-TTP). It employed an ex-post facto research design targeting 351 secondary school teachers. The findings revealed a positive and significant relationship (p<.05) between AIMS-TTP interventions and teachers’ confidence to teach Mathematics and science. Besides, linear regression model indicated that the dependent variable Teachers’ Confidence to teach Mathematics and science was regressed on predicting variables of improved capacity to plan, adapting teaching to the level of learners, ICT integrated in teaching and learning; learning from peers; addressing cross-cutting issues; effective implementation of the competence-based curriculum (CBC); and the application of bloom’s taxonomy. The independent variables significantly predict teachers’ confidence of teaching Mathematics and science, F (7,326) =183.843, p<.001, which indicates that the factors under study have a significant impact on teachers’ confidence of teaching Mathematics and science. Moreover, the findings (Adjusted R2 = .822, F (8, 342) = 197.055, p= .000 p<.05) indicated that 82.2 % of the variance in improved teachers’ attitude in teaching Mathematics and science evidences a significant influence on the total variance. Our research suggests that policy makers should consider developing and endorsing training on innovative teaching and learning methods to boost teachers’ confidence and attitude when it comes to instructing Mathematics and science at basic levels. Trainings should also be extended to Technical Secondary School (TSS) STEM teachers.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"2 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141100121","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}

{"title":"Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data","authors":"Kerri Evans","doi":"10.47852/bonviewijce42022498","DOIUrl":"https://doi.org/10.47852/bonviewijce42022498","url":null,"abstract":"Immigrant and foreign-born students are one of the fastest growing populations in higher education across the US, and yet there is a dearth of research around their sense of belonging on campus and in the classroom. Therefore, this paper will cover the development and evaluation process for a scale designed to evaluate the perception of college welcome provided to immigrant students. Data from 94 college students was used to conduct a series of factor analyses to assess the survey questions and their utility for measuring college welcome. The scale is made up of four factors. The Cognitive awareness of college welcome factor showed a Cronbach's alpha of 0.72, the Emotional college welcome factor showed a Cronbach's alpha of 0.732 Behaviors of college welcome showed a Cronbach's alpha of 0.75 and the Relational college welcome showed a Cronbach's alpha 0.767. Overall, Cronbach's alpha is 0.864 for the perception of college welcome which is excellent. While the results are promising that this scale could indeed be measuring college welcome, it is important that more data be collected, reflect a higher percentage of immigrant students, and that future research be done to continue to assess the reliability and validity of this scale. This scale is the first step in better understanding the perception of welcome provided to foreign-born students, which is critical so that social workers can intervene and help improve the social and emotional well-being of students.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"47 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141007564","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}

{"title":"Enhancing Freshman English Learning: A Study of Solo vs Collaborative Educational Gameplay Effects on Achievement and Motivation","authors":"Lin Lu, Lin Dan","doi":"10.47852/bonviewijce42022615","DOIUrl":"https://doi.org/10.47852/bonviewijce42022615","url":null,"abstract":"This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty students were randomly assigned to play educational games either individually or in small groups over ten weeks. While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20 multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a MANOVA showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"23 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140754672","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}

{"title":"Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges","authors":"Edwin Creely","doi":"10.47852/bonviewijce42022495","DOIUrl":"https://doi.org/10.47852/bonviewijce42022495","url":null,"abstract":"Contemporary advances in generative AI technology have sparked considerable interest regarding its application in language education. This article explores the innovative impact that AI-powered linguistic educational tools may have, such as customised learning journeys, dynamic content, and individualised feedback mechanisms, which collectively have the potential to enhance language acquisition and literacy. At the same time, it is important to recognise the constraints associated with such technologies in the educational sphere. Concern about maintaining precision and genuineness within AI-crafted language texts is a concern in the literature. There is also caution about AI's current inclination to standardise language expression and to propagate limited cultural narratives, alongside the risks of over-reliance on technology which may diminish analytical thought and inventiveness. This article examines the ethical considerations involving generative AI, such as the authenticity of creative work and the ownership of intellectual output. Emphasising the necessity for clarity and conscientious in the application of AI, this conceptual article outlines the opportunities, limitations and ethical concerns associated with generative AI in language instruction. The core message of the article advocates for a well-rounded strategy that leverages the positive aspects of generative AI within language education, while also addressing possible drawbacks and championing an ethical and equitable approach to language learning in the emerging AI-centric digital landscape. A model for forging thinking in this new research and practice space is designed to synthesise many of the possibilities of generative AI in language education.","PeriodicalId":515643,"journal":{"name":"International Journal of Changes in Education","volume":"487 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140784874","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}