Journal of education and training studies最新文献

{"title":"How Teacher and Student Leader Collaboration Contribute to Learning","authors":"Ololade Shonubi","doi":"10.11114/jets.v12i1.6494","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6494","url":null,"abstract":"The collaboration between teacher and student leader as a possible factor contributing to learning outcomes remains under-researched. To understand the combined efforts of teachers and student leaders toward attaining teaching outcomes, this paper addresses the following questions: What are the value-added dimensions of the teacher toward achieving learning outcomes? How do student leader activities contribute to the achievement of learning outcomes? Without making any claim to tight causal relationships, this paper argues that the effective involvement of student leaders in the teaching process has considerable effects on learning. These effects do not only revolve around student development (for example leadership skills, and citizenship awareness in terms of rights, duties, and responsibilities), but also on the teaching and learning output (Heck, & Hallinger, 1999). Undeniably a common acceptance is that the teacher is permanently the leader while students are mere followers, who do not share teaching and learning behavior when it comes to the exhibition of power and authority within the classroom social environment. Nevertheless, this research reveals how collaboration between teachers and student leaders may improve students’ academic outcomes.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"6 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322840","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":"A Creative Writing Intervention for Second Language Acquisition Development in Multilingual Students","authors":"Christina Kalaitzi, Dimitrios Theocharis","doi":"10.11114/jets.v12i1.6375","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6375","url":null,"abstract":"The primary goal of this research is to examine how creative writing-based methods impact the development of narrative skill in students who are learning Greek as a second language at the A1-A2 proficiency levels. More specifically, this study aims to evaluate the extent to which the writing abilities of A1-A2 level Second Language Learners (SLL) can progress from basic, structured stories to more complex narratives at higher proficiency levels. In this study, a total of fifty-four A1-A2 level SLL were divided into two groups: the Experimental Group (E.G.) and the Control Group (C.G.). Both groups underwent a pretest and a posttest assessment. An intervention, consisting of six class hours per week over a three-month period, was exclusively administered to the E.G. When designing the creative writing activities, the research considered the A1-A2 level writing criteria and writing competencies outlined in the Common Application Text for European Languages. The results of the study reveal that, following the intervention, there was a statistically significant difference between the two groups. The C.G. displayed only a marginal improvement across all measurement scales, while the E.G. performance reached the levels of B1-B2 in terms of written narrative skill. These findings confirm previous research indicating that creative writing, as an engaging teaching approach, empowers A1-A2 level SLL to employ specific narrative techniques, thus elevating their narrative writing skill to B1-B2 proficiency levels. As a result, the discussion underscores the importance of enriching teaching practices with effective tools such as creative writing to enhance the narrative skill of multilingual students, ultimately facilitating their acquisition of a second language.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"59 5-6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135266228","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 Integrated Project-Based Approach to Learning (IPBAL) and the Acquisition of Lifelong Learning Skills in Pupils of Government Bilingual Primary Schools in Mbouda Sub-Division","authors":"Enjei Joan Tembei, Kibinkiri Eric Len","doi":"10.5296/jet.v11i1.21400","DOIUrl":"https://doi.org/10.5296/jet.v11i1.21400","url":null,"abstract":"This study was designed to investigate the relationship between the integrated project-based approach to learning and the acquisition of lifelong learning skills in pupils of Government bilingual nursery and primary schools in the Mbouda sub-division. The study was guided by the cognitive development theory of Jean Piaget and the experiential theory of John Dewey. The study adopted a cross-sectional survey design. The sample population for the study was made up of respondents that were Headteachers, and teachers. The population and sample were selected using the purposive sampling technique. The instruments used were closed-ended questionnaires. Data was collected from a sample of 14 head teachers and 80 teachers. Data were analyzed using descriptive and inferential statistics. The hypotheses of the study were tested using a non-parametric Spearman’s rho test. Findings showed that there was a significant, positive, and relatively strong relationship between the identification of problems and learners' acquisition of lifelong skills (R-value 0.504**). Similarly, findings revealed that there was a significant, positive, and strong relationship between the use of appropriate instructional methodologies and learners' acquisition of lifelong skills (R-value 0.630**). Furthermore, findings showed that there was a significant, positive, and relatively strong relationship between collaboration learning and learners' acquisition of lifelong skills (R-value 0.515**). Findings equally revealed that there is a significant, positive, and strong relationship between the integration of ICT in the teaching-learning process and learners' acquisition of lifelong skills (R-value 0.556**). It was concluded that an integrated project-based approach to learning influences the lifelong learning skills in some government bilingual primary schools in Mbouda Sub Division. Based on the findings: it was recommended that teachers should be given the impunities and facilities that can help them identify pupils’ problems and provide possible solutions. Teachers and the community should work together on appropriate instructional methodologies, integrating ICT into the teaching-learning process so that pupils can acquire lifelong learning skills.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"67 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462083","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":"Psychosocial Health Education Within Community Mental Health Inpatient Recovery Wards In UK: Patients’ Voices","authors":"Joy M. Rooney, Phil Brain","doi":"10.11114/jets.v12i1.6453","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6453","url":null,"abstract":"Societies include people vulnerable to mental health distress; such people may find themselves detained. Mental health recovery wards seek to rehabilitate individuals who suffer severe, and enduring mental health distress, through community living, to re-establish, or learn new life-skills. The National Institute of Clinical Excellence (NICE) recommended more structured group activity to improve interpersonal functioning, including psychologically informed approaches. Psychosocial health education is qualified teacher-led, rather than psychoeducation, psychology, or interventions implemented by other health professionals, peer support workers, or storytelling by patients to each other. This study outlines patients’ evaluations of psychosocial education within inpatient recovery/rehabilitation wards during 2016-2021. Patients (87%; n=82) who opted to attend 12 courses, provided anonymous voices through use of a numerical rating scale, manuscript written free text (n=93), and completed a short questionnaire (n=10), across two National Health Service (NHS) wards in the West Midlands, England, UK. Patients’ voices were qualitatively analysed thematically. Ten distinguished themes suggested that psychosocial education was interesting, enjoyable, sociable, transformative, of decent quality, and projected to be of much benefit to patients’ future lives. Ratings (n=270) were hierarchically analysed using GENSTAT to distinguish patients’ preferences. Preferences for courses from patients’ voices were exercise and mental health, wellness planning, feelings and emotions, Tai chi, mood and food, steps to confidence, stress busting, hearing voices, peer recovery, self-esteem, motivation, and bite size psychology. Patients believed education, with goal setting supported by all staff, provided new embedded knowledge, applicable to integration into society, with improved interpersonal functioning.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294451","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":"A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC Teachers in Institutions of Higher Education in the North of China","authors":"Liqin Tang, Erica Allen, John Matt","doi":"10.11114/jets.v12i1.6438","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6438","url":null,"abstract":"Viewed as one of the essential skills needed to succeed in the 21st Century, advancing student's critical thinking (CT) is a significant focus in higher education. This study utilized a non-experimental causal-comparative methodology with an explanatory mixed methods research design. The purpose of this study was to explore the status quo (current situation) of Chinese teachers’ (including ISEC and non-ISEC teachers) CT, as well as the perception, attitude, and practice of CT among them in institutions of higher education in the north of China. There were 102 participants took the California Critical Thinking Skills Test (CCTST). The results from the quantitative research showed the CT skills of Chinese teachers fell in the upper range of moderate level. There were no significant differences or relationships in CT skills for ISEC and non-ISEC teachers based on the variables: gender, professional rank, educational background, discipline taught, age, and years of teaching. Twelve participants were interviewed. The core phenomenon or theory emerged from the qualitative data: Chinese teachers advocated and supported CT instruction, but they had a varied and fragmented perception about CT. Although they held a positive attitude towards CT and CT instruction, they applied limited CT teaching strategies in their practice. All participants displayed a strong desire to participate in CT training programs. The findings from the qualitative paradigm supported, complemented, and deepened the findings from the quantitative paradigm.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646120","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":"Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 11, No. 4","authors":"Robert Smith","doi":"10.11114/jets.v11i4.6427","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6427","url":null,"abstract":"Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 11, Number 4 Alphonce John Amuli, ADEM, TanzaniaAshraf Elsafty, Eslsca University, EgyptChris Mutseekwa, Bindura University of Science Education, ZimbabweIntakhab Khan, King Abdulaziz University, Saudi ArabiaJacinthe Rihan, Ain Shams University, EgyptJane Liang, California Department of Education, USAJingwu Yao, Business School of Yulin Normal University, ChinaJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesMustafa Çakır, Marmara University, TurkeyNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASamson Chama, Alabama A & M University, USASarah Nabih Nasif, October University, EgyptStamatis Papadakis, University of Crete, GreeceWong Ken Keong, Inspectorate of School Sabah, Malaysia Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL: http://jets.redfame.com","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425221","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":"Explorationof Undergraduate Vocational Education in China: Process, Experience and Strategy","authors":"Shijie Wang","doi":"10.11114/jets.v11i4.6426","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6426","url":null,"abstract":"Undergraduate vocational education focuses on the cultivation of students' comprehensive technical ability, problem-solving ability and technical innovation ability. The development of undergraduate vocational education in China is the result of a combination of factors such as national strategies and regional missions. In this article, we sort out the policy documents and development history of China's vocational education and elaborate the current development, orientations, talent goals and faculty structures of undergraduate vocational education in various regions,. By the end of the article, several suggestions are proposed based on international experience and China's national conditions. China's undergraduate vocational education needs to take the\"China mode\" and follow the main purpose of \"dual-track parallel, conditional integration\". It's also highlighted that relevant departments should gradually promote the standardization of undergraduate vocational education, development of special features and standardization of governance in order to truly realize the high-quality development of undergraduate vocational education in China.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425223","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 Opinions of Mathematics Teacher Candidates Regarding the Usage of Gamified Digital Education Platform “Dersigo”","authors":"Ümit Karabıyık","doi":"10.11114/jets.v11i4.6331","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6331","url":null,"abstract":"In the present day, as technology merges with education, various tools, and applications are widely used in both classroom and outside learning experiences. In this context, in Turkey as well, a digital education application named \"DERSİGO\" aims to reach students by adopting a fully immersive learning model and a gamified approach. DERSİGO is an innovative educational platform offering visually supported topic explanations, content from question to topic, educational videos, and other supportive learning materials. The use of this educational application is increasingly gaining attention. The purpose and importance of this research are to examine how the digital education application named DERSIGO is evaluated by pre-service mathematics teachers and to understand the advantages that the use of this application for educational purposes can provide for students. The positive evaluation of the digital education application DERSIGO by pre-service Mathematics teachers shows that such technology-based education tools can potentially play a valuable role in the education process. This study examined the views of Mathematics teacher candidates regarding the educational use of the paid application DERSİGO. The research was conducted with the participation of 27 Mathematics teacher candidates, who were provided with access codes to experience Mathematics lessons and the gamification process within the DERSİGO application. The data collected from the participants were obtained through a semi-structured student opinion form and analyzed using the content analysis method. According to the findings of the study, teacher candidates express that the educational use of DERSİGO can make Mathematics lessons more engaging and fun, increase student participation, teach lesson content through gamification, boost student motivation, enable assessment of student performance, and assist in reinforcing learned subjects. A significant portion of the teacher candidates states that the DERSİGO application can be effectively used in mathematics education, while some teacher candidates emphasize its suitability for non-mathematics verbal subjects. The research reveals that DERSİGO can offer students advantages such as increasing class participation, improving student interaction, reinforcing learning processes, and increasing student motivation. Based on the obtained findings, various recommendations are provided for researchers and educators.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425224","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":"An Investigation of the Relationship among High School Students' Self-Regulation, Free Time Management, and Self-Esteem","authors":"Gaye Erkmen Hadi, Mehmet Denktaş","doi":"10.11114/jets.v11i4.6306","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6306","url":null,"abstract":"This study aimed to investigate the relationship between self-regulation, free time management, and self-esteem variables among high school students. The research sample consisted of 193 girls and 276 boys, totaling 469 students studying in different types of high schools. The Personal Information Form, the Adolescent Self-Regulatory Inventory, the Free Time Management Scale, and the Two-Dimensional Self-Esteem Scale were used to collect data. Independent samples t-test analysis was conducted to compare the self-regulation, free time management, and self-esteem scores of the students in terms of gender and status of doing sports. One-way analysis of variance (ANOVA) was performed to compare the scores based on grade level, type of high school, and types of leisure time activities. In addition, correlation analysis was conducted to test whether there is a relationship between self-regulation, free time management, and self-esteem scores of the students. The results of the analyses indicated that there was a significant difference in self-regulation scores among the students based on gender, while no significant difference was found in free time management and self-esteem scores. However, significant differences were found in self-regulation, free time management, and self-esteem scores based on the status of doing sports. There was a significant difference in self-regulation scores according to grade level, while no significant differences were found in free time management and self-esteem scores. A significant difference was found in self-regulation and free time management scores based on the type of high school, but no significant difference was found in self-esteem scores. When examined in terms of leisure time activity type, significant differences were found in self-regulation, free time management, and self-esteem scores. The grade point averages of the students showed a negative correlation with their daily average free time, yet a positive correlation with their self-regulation scores. Self-regulation scores were found to be positively related to free time management and self-esteem scores. In conclusion, it is believed that the exploration of the relationships between high school students' grade point averages, free time, self-regulation skills, free time management, and self-esteem scores may play a significant role in helping high school students achieve positive outcomes.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425220","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":"Project-Based Learning and Perceived Overlap of Self-Regulation and Project-based Learning Techniques for Students with Adverse Childhood Experiences: A Case Study","authors":"Manda S. Foster, Michael Shriner","doi":"10.11114/jets.v11i4.6360","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6360","url":null,"abstract":"The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning (PBL). Teachers’ perception of student self-regulation in ages from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school throughout Missouri. Additional data were collected from daily logs, participant interviews, behavioral logs, and regulation logs from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Daily logs, regulation logs, behavioral logs, and participant interview responses were manually coded twice and then coded a third time using electronic coding via NVivo to ensure bias from Dr Foster was not present. This study supports using project-based learning units with students who have a history of  adverse childhood experiences (ACEs). While study findings support the teacher perception that project-based learning activities increase self-regulation from interview responses, regulation logs, and daily logs data could not triangulate this perceived relationship. These findings support the importance of relationships with students with ACEs during PBL to increase self-regulation.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45981652","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}