Journal of education and training studies最新文献_第4页

Project-Based Learning and Perceived Effect on Behaviors for Students with Adverse Childhood Experiences: A Case Study 基于项目的学习和感知对有不良童年经历的学生行为的影响：一个案例研究

Journal of education and training studies Pub Date : 2023-09-01 DOI: 10.11114/jets.v11i4.6359

Manda S. Foster, Michael Shriner

{"title":"Project-Based Learning and Perceived Effect on Behaviors for Students with Adverse Childhood Experiences: A Case Study","authors":"Manda S. Foster, Michael Shriner","doi":"10.11114/jets.v11i4.6359","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6359","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 activity environment. Teachers’ perceptions of student behaviors ranging in age 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 for children and youth throughout Missouri. Additional data were collected from lesson reflections, lesson plans, behavioral logs, regulation logs, and supplemental data from critical incident reports 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. Study findings support the teacher's perception that project-based learning activities decrease negative behaviors for students with adverse childhood experiences while increasing engagement, academic skills, and self-regulation. Further, implications from these findings support that project-based learning activities increase student choice, allowing students within a residential mental health classroom to have control.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47146543","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

Reviewer Acknowledgements for Journal of Education and Training, Vol. 10, No. 2 《Journal of Education and Training》第10卷第2期审稿人致谢

Journal of education and training studies Pub Date : 2023-08-31 DOI: 10.5296/jet.v10i2.21271

Dora Wang

引用次数: 0

Apprenticeship Learning and Adolescents’ Acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda: Implications for Situated Learning 巴门达裁缝作坊学徒学习与青少年社会认知技能习得:情境学习的启示

Journal of education and training studies Pub Date : 2023-08-29 DOI: 10.5296/jet.v10i2.21267

Nji Roland Angu, Ambei Moses Chu

{"title":"Apprenticeship Learning and Adolescents’ Acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda: Implications for Situated Learning","authors":"Nji Roland Angu, Ambei Moses Chu","doi":"10.5296/jet.v10i2.21267","DOIUrl":"https://doi.org/10.5296/jet.v10i2.21267","url":null,"abstract":"This study aimed at investigating situated learning and adolescents’ acquisition of social and cognitive skills in Bamenda in the North West Region of Cameroon. In this regard the researchers sought to provide answers to two important research questions namely: 1) How does modeling influence the acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda?; 2) How does coaching influence the acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda? The study anchored on three theories which are: Lave and Wenger’s (1991) situated Learning theory, Brown, Allan Collins and Paul Duguid’s (1989) Situated learning cognition and Vygotsky’s (1978) sociocultural perspective of learning. A concurrent nested mixed method design with the help of questionnaire and interviews was used for data collection from some 20 adolescent apprentices learning their trade at tailoring workshops in Bamenda. Findings of the study revealed that modeling influences adolescents’ acquisition of social and cognitive skills. It was also revealed that coaching had a significant influence on the acquisition of social and cognitive skills among adolescent apprentices. A number of recommendations were made to masters/expert tailors, apprentices and the government. As far as master/expert tailors are concerned, they should understand that learning within such an informal context does not always require direct instruction but that it is usually accidental. In this regard, the onus is on them to ensure that they demonstrate clearly the tasks they would eventually expect the novice apprentices to perform so that they can keenly pay attention, observe and eventually perform to the best of their abilities.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81829761","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

Discovery-Based Approach Combined with Active Learning to Improve Student Learning Experiences for STEM Students 基于发现的方法与主动学习相结合，改善STEM学生的学习体验

Journal of education and training studies Pub Date : 2023-08-08 DOI: 10.11114/jets.v11i4.6205

E. Karan

引用次数: 0

Teacher Education and Internship: An Evaluation of Alignment Between Preparation, Practice, and the Necessity of Engagement with Social Emotional Learning 教师教育与实习:对社会情绪学习的准备、实践和参与必要性之间一致性的评估

Journal of education and training studies Pub Date : 2023-07-27 DOI: 10.11114/jets.v11i4.6149

E. Wilkins, Simone Nance, Ilfa Zhulamanova, Kelly Sparks

引用次数: 0

The Learnability of Cognitive and Metacognitive Reading Strategies in Moroccan Higher Education: A Quasi-experimental Study 摩洛哥高等教育中认知和元认知阅读策略的可学习性:一项准实验研究

Journal of education and training studies Pub Date : 2023-07-20 DOI: 10.5296/jet.v10i2.21164

Mohammed Msaddek

{"title":"The Learnability of Cognitive and Metacognitive Reading Strategies in Moroccan Higher Education: A Quasi-experimental Study","authors":"Mohammed Msaddek","doi":"10.5296/jet.v10i2.21164","DOIUrl":"https://doi.org/10.5296/jet.v10i2.21164","url":null,"abstract":"Constituting a substantive part of my unpublished Doctoral Dissertation that was defended in 2015, the present study probes into the impact of (meta) cognitive reading strategy training on Moroccan EFL students’ strategic processing of textual content. In principle, it draws parallels between the (meta) cognitive strategic act implemented by the English department first-semester university learners (Control group: N=50; Experimental group: N=63) before the metacognitive strategy intervention and the one enacted by these two targeted groups after the intervention. To put to the test this straightforwardly stated assumption, such research instruments as reading comprehension texts, reading strategy training, and retrospective questionnaire were resorted to for eliciting the relevant data. The results reveal that the delivery of explicit (meta) cognitive strategy training is deemed a contributive factor in culminating in improved (meta) cognitive strategy application among the treatment group. Thus, a panoply of recommendations that are germane to education and research as well as a range of limitations which confronted the current research study are tacitly put forth.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86405878","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

Development of a Questionnaire to Assess Self-Esteem in the Teaching Profession 教师职业自尊评估问卷的编制

Journal of education and training studies Pub Date : 2023-07-18 DOI: 10.11114/jets.v11i4.6150

K. Yamasaki, K. Uchida

{"title":"Development of a Questionnaire to Assess Self-Esteem in the Teaching Profession","authors":"K. Yamasaki, K. Uchida","doi":"10.11114/jets.v11i4.6150","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6150","url":null,"abstract":"Schoolteachers in Japan frequently suffer from mental health problems, resulting in a high rate of leaves of absence from work. Considering the poor condition of Japanese teachers, this study aimed to develop a questionnaire to assess self-esteem in the teaching profession for students in teacher training courses at university. As self-esteem is generally associated with health and adaptation, improving teachers’ working conditions and enhancing their self-esteem are expected. First, we created an original version of the questionnaire taking into consideration the content validity. Thereafter, a web-based survey was conducted among registered participants of a survey company in Japan. The final sample for analysis consisted of 422 participants (176 males and 246 females). The results showed factorial validity through exploratory and confirmatory factor analyses, along with internal consistency and an undistorted distribution of scores for the normal distribution. Thus, the “Self-Esteem Questionnaire in the Teaching Profession (SEQ-TP)” that includes twelve items with the score range of 12 to 84 was completed for future study. Finally, the limitations of this study are discussed, along with possibilities for future research.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178963","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

Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 11, No. 3 《教育与培训研究杂志》第11卷第3期审稿人致谢

Journal of education and training studies Pub Date : 2023-06-28 DOI: 10.11114/jets.v11i3.6197

Robert Smith

{"title":"Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 11, No. 3","authors":"Robert Smith","doi":"10.11114/jets.v11i3.6197","DOIUrl":"https://doi.org/10.11114/jets.v11i3.6197","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 3Alphonce John Amuli, ADEM, TanzaniaChris Mutseekwa, Bindura University of Science Education, ZimbabweGuilherme Tucher, Universidade Federal do Rio de Janeiro (UFRJ), BrazilHassan Shaaban, Atomic energy Authority, EgyptHelena Reis, Polytechnic Institute of Leiria, PortugalIntakhab Khan, King Abdulaziz University, Saudi ArabiaJane Liang, California Department of Education, USAJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAKendall Hartley, University of Nevada, USAMaria Rachel Queiroz, Universidade do Estado da Bahia, BrazilMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMichail Kalogiannakis, University of Crete, GreeceNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASabrine Chbichib, The Higher Institute of Computing&Multimedia Gabes Tunisia, TunisiaSarah Nabih Nasif, October University, EgyptSelloane Pitikoe, University of Eswatini, EswatiniSenem Seda Şahenk Erkan, Marmara University, TurkeyWong Ken Keong, Inspectorate of School Sabah, MalaysiaYuChun Chen, Louisiana Tech University, USA 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":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43699224","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 Role of Institutions of Higher Education in Preparing Students to Write in the Workplace: Suggestions for Writing Curricula and Pedagogy 高等教育机构在培养学生职场写作能力中的作用:对写作课程和教学的建议

Journal of education and training studies Pub Date : 2023-06-25 DOI: 10.5296/jet.v10i2.21027

Matthew R. Hodgman

引用次数: 0

Technology Use Among Ghanaian Junior High School Mathematics Teachers in the Ahafo – Ano South District Ahafo-Ano南区加纳初中数学教师的技术使用情况

Journal of education and training studies Pub Date : 2023-06-03 DOI: 10.11114/jets.v11i3.6066

Samuel Ahenkora, Emmanuel Boakye Adubofour, Emmanuel Gyimah Osei, Amina Mustapha Ibrahim

{"title":"Technology Use Among Ghanaian Junior High School Mathematics Teachers in the Ahafo – Ano South District","authors":"Samuel Ahenkora, Emmanuel Boakye Adubofour, Emmanuel Gyimah Osei, Amina Mustapha Ibrahim","doi":"10.11114/jets.v11i3.6066","DOIUrl":"https://doi.org/10.11114/jets.v11i3.6066","url":null,"abstract":"The study sought to investigate technology use among Ghanaian Junior High School mathematics teachers in the Ahafo-Ano South District of Ghana. Descriptive survey (cross-sectional survey) design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all JHS mathematics teachers in Ahafo-Ano South District, Ashanti region. A stratified sampling technique was used to select 60 JHS mathematics teachers from rural, peri-urban and urban schools in the district. The findings revealed that mathematics teachers technology use in teaching Mathematics at the Junior High School level in the district was low (2.048 ± .85388). These technologies were grouped into manipulatives, digital/computer-based and audio-visual technologies. The results established that most of the teachers used manipulates in teaching Mathematics (3.120 ± 1.063). On the contrary, the results also showed that digital/computer-based technologies such as virtual protractors, calculators, geometry pad, stepping stones 2.0 comprehensive mathematics and computer game programs such as Globaloria etc., were never used by mathematics teachers in the district (1.621 ± .840). Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ± .712).","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44058465","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