Journal of education and training studies最新文献

{"title":"TRIZ as Innovative Method in English Language Teaching","authors":"Batoul Alkasem, F. Tilfarlioğlu","doi":"10.11114/jets.v11i1.5823","DOIUrl":"https://doi.org/10.11114/jets.v11i1.5823","url":null,"abstract":"Learning English is critical because English is an international language, and it plays a significant role in everyone's life. English serves as a gateway to the world. Education is a tool that allows students to both acquire knowledge and develop their creative thinking skills. The purpose of this study is to investigate the benefits of TRIZ implementation as an innovative method for foreign language teaching and learning, in English lessons to improve students' writing and reading skills. An experimental group and a control group were compared within the framework of a quasi-experimental research design. In the experimental group, English lessons, reshaped within the framework of TRIZ, an innovative teaching method, were held for two months. In the control group, any teaching activities shaped within the framework of the TRIZ method were not carried out. A pre-test and a post-test were used to analyze the effectiveness of the TRIZ method on students' writing and reading skills and to compare the experimental and control groups. In addition, observations (students' interactions with the teacher and their views on the teaching method used) were made to evaluate the participants in both classes and to compare their similarities and differences. In summary, within the framework of this research, it was concluded that the application of the TRIZ method in English lessons improves students' reading and writing skills and can help bring an innovative perspective to English Language Teaching. ","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42452520","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":"Application of OSCE using a Virtual Assessment Platform","authors":"Jeremiah Kim, Muath A. Aldosari, Sang E Park","doi":"10.11114/jets.v11i1.5709","DOIUrl":"https://doi.org/10.11114/jets.v11i1.5709","url":null,"abstract":"Introduction: This study describes the development and implementation of a virtual objective structured clinical examination (OSCE) at the Harvard School of Dental Medicine (HSDM) as an alternative to in-person OSCEs during the COVID-19 pandemic and evaluates its efficacy and reception by students and faculty.Methods: The virtual OSCE was conducted over Zoom (Zoom Video Communications, Inc. San Jose, CA) with students rotating through each discipline via Breakout Rooms. This study examined all 241 OSCE results from the HSDM classes of 2016-2022, with 170 in-person OSCE results and 71 virtual OSCE results. Descriptive and linear regression analysis were used to report the difference in OSCE experience and scores between virtual and in-person OSCEs.Results: Out of 100, the adjusted average score difference was 0.66 higher in virtual OSCE experience compared to in-person assessment, but it was not statistically significant (95%CI=-0.45, 1.78). A total of 35 students (49%) and 14 faculty responded to a survey regarding their virtual OSCE experience. Most students surveyed agreed that the virtual OSCE was effective (94%), accessible (97%), and should be offered post-pandemic (74%). The majority of faculty were neutral regarding the virtual OSCE as a comparable learning experience (76%) and in its accessibility (71%), and only 14% agreed that virtual OSCE should be offered in the future.Conclusion: The results show that the virtual OSCE can be a reasonable alternative to the in-person OSCE when primarily considering its clinical impact and suggest a viable role for virtual OSCE post-pandemic. Technological proficiency training could improve perceptions regarding future virtual OSCE implementation.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45976058","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":"Modifications of Project-Based Learning to Fit Students with Adverse Childhood Experiences","authors":"Michael Shriner, Manda S. Foster","doi":"10.11114/jets.v11i1.5708","DOIUrl":"https://doi.org/10.11114/jets.v11i1.5708","url":null,"abstract":"The purpose of this qualitative case study was to explore the perception of modifications necessary as educators moved away from a traditional learning environment with little movement and high academic stress through the introduction of project-based learning activities specifically for this population of students. Data were collected from 1-1 interviews with five participants teaching within a mental health residential school in Missouri who hold Missouri teacher certification ranging from elementary to high school level working with 175 students, ranging in ages from 8 to 17. Additional data were collected from lesson reflections and lesson plans 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. Interviews, lesson reflections, and lesson plans were manually coded twice and then coded a third time using electronic coding via NVivo to ensure bias from myself was not present. This study supports using project-based learning activities with students across grade levels from elementary to high school who have encountered adverse childhood experiences. Findings from this study support perceived modifications to generate curriculum options that are non-traditional as well as relevant to students within a residential care facility school.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44340084","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":"Perceptions on Hearing Aid Use and Its Influence on Self-Esteem of Learners With Hearing Impairment in Integrated Settings in Nairobi City County, Kenya","authors":"Elizabeth M. Thiga, Beatrice Bunyasi Awori, T. Abuom","doi":"10.5296/jet.v10i1.20301","DOIUrl":"https://doi.org/10.5296/jet.v10i1.20301","url":null,"abstract":"Hearing impairment has been linked to low self-esteem in children. Many teachers have noted that a growing number of students are unwilling to wear hearing aids, even though non-governmental groups such as the Starkey Ear Foundation provide them free of charge. The study aimed to discover how learners with hearing impairment in integrated units in Nairobi City County, Kenya, felt about hearing aid use and how it affected their self-esteem. Peter Burke's Identity Control Theory directed the research. The study was conducted using a descriptive survey design. Headteachers, teachers in charge of learners with hearing impairment, parents, and learners with and without hearing impairment were the target population. A total of 90 participants were surveyed, including 8 headteachers, 15 parents, 8 teachers, 51 learners with hearing impairment who used hearing aids, and 8 learners who did not have hearing problems. Data was gathered by the distribution of questionnaires to learners, parents, and instructors, as well as a complementing interview with the headteachers. Pilot research was undertaken in a Nairobi primary school. Descriptive statistics were used to analyze the quantitative data. The computer programme SPSS version 22.0 was used to do inferential statistics. Thematic analysis was done on qualitative data. The study discovered that learners with hearing loss had generally positive attitudes concerning hearing aid use. Hearing aid use had a weak positive influence on the self-esteem of learners with hearing impairment as per the study's overall findings. The study recommends that the government provide schools with speech therapists/audiologists to follow up on language intervention of learners with hearing impairment who are wearing hearing aids, as well as encourage collaboration of a multi-disciplinary team that includes teachers, parents, headteachers, audiologists/speech therapists to ensure that they benefit from hearing aid use and improve their self-esteem.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82000958","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 Dynamic, Scalable Algorithm to Optimize the Allocation of Athletics Scholarships","authors":"Nizar Zaarour, Basma Bargal","doi":"10.11114/jets.v11i1.5696","DOIUrl":"https://doi.org/10.11114/jets.v11i1.5696","url":null,"abstract":"When a high school student athlete makes the decision to swim collegiately, one of the leading factors in choosing a university is the amount of the scholarship award. These awards are determined by the equivalency category in the National Collegiate Athletic Association (NCAA) Divisions I and II and the National Association of Intercollegiate Athletics (NAIA). Rules govern financial aid and the number of scholarships allowed by a member institution. The exact financial distribution among athletes, however, is mostly the coaches’ responsibility and there is scarcity in the literature on how these scholarships are distributed among athletes in a college/ university, which is why it’s important for Athletics Departments within these colleges and universities to have a model to help distribute the scholarship amounts in an optimal manner that promotes transparency and ethical leadership. This paper provides a model to aid coaches in the distribution of financial award/ scholarships in a women’s swimming in a major urban university; however, the model can be applied and adjusted for financial award distribution for any collegiate sport following any institute specific policies and preferences.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41684863","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. 10, No. 4","authors":"Robert Smith","doi":"10.11114/jets.v10i4.5714","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5714","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 10, Number 4 Chris Mutseekwa, Bindura University of Science Education, ZimbabweFathia Lahwal, Elmergib University, LibyaGianpiero Greco, University of Study of Bari, ItalyHelena Reis, Polytechnic Institute of Leiria, PortugalIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Cowan, Edinburgh Napier University, UKKendall Hartley, University of Nevada, USAKeyla Ferrari Lopes, UNICAMP, BrazilLisa Marie Portugal, American College of Education, USAMaria Rachel Queiroz, Universidade do Estado da Bahia, BrazilMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMuhammad Haris Effendi-Hasibuan, Universitas Jambi, IndonesiaMustafa Çakır, Marmara University, TurkeyRichard Penny, University of Washington Bothell, USASandro Sehic, Oneida BOCES, USASenem Seda Şahenk Erkan, Marmara University, TurkeyWong Ken Keong, Inspectorate of School Sabah, MalaysiaYuChun Chen, Louisiana Tech University, USAYuxi Qiu, Florida International 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":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45623871","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":"Preparing Preservice Teachers by Building Content and Pedagogical Knowledge of Integrating Technologies","authors":"Patrice Morgan","doi":"10.5296/jet.v10i1.20145","DOIUrl":"https://doi.org/10.5296/jet.v10i1.20145","url":null,"abstract":"After the declaration of Covid-19 outbreak in March 2020, the system of education changed from traditional field experiences to virtual environment of online learning. As per the need of time, this paper discusses the methods of online learning that learners and educators use to keep up with the flow of education. With the complete incorporation of technology in the educating system, the challenges and training support provided to preservice and in-service teachers is the vital essence to deliver beneficial impacts. However, delivering education with proper expertise in specialized software such as Google Classrooms, Zoom, TV school, online portals, Microsoft teams, and different social media platforms such as Facebook, Twitter, and Youtube, also requires learning materials to excel in terms of quality and accessibility. Hence, preservice teachers are being assisted by online forums, webinars, courses, and even degree programs to learn and develop their careers in a virtual context to prepare for their futures.  Current research was conducted with over forty preservice teacher respondents which was consistent with a previous study of over one hundred pre service teacher participants. This article aims to highlight the current pandemic scenario and its impacts on the educational sector in the preservice teacher education programs and to discuss methods and measures currently in use to promote the technological way of learning and how the trainers are affected by it.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80078198","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":"Mentoring for Effective Teaching - An Analysis of Austrian Teachers’ School-based Mentoring Practices","authors":"Elisabeth Haas, P. Hudson, Suzanne Hudson","doi":"10.11114/jets.v10i4.5535","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5535","url":null,"abstract":"Mentoring studies worldwide indicate various methods of mentoring yet there are commonalities for mentoring around the classroom and school practices. Gauging a country’s potential for mentoring early-career teachers can provide understandings of current mentoring practices towards initiating advancements. This quantitative study drew upon a validated survey instrument to gain insights on how mentoring occurs in Austria. Participants (mentors, n=63) provided indications on their mentoring experiences across five factors (personal attributes, system requirements, pedagogical knowledge, modelling, and feedback). Results show that these mentors were motivated to support their mentees, particularly with pedagogical knowledge (e.g., classroom management). As a self-reporting instrument, participants claimed they mentored on 9 of the 11 pedagogical knowledge items with percentages greater than 68%, however, only a little more than half mentored content knowledge and assessment. Using the survey provided information on what to focus on for advancing mentoring practices in Austria - especially with questions of support in the areas of planning, implementation, questioning techniques and assessment.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45095121","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":"Mathematics Education Doctoral Students’ Attitudes Toward Statistics","authors":"Tim Jacobbe","doi":"10.11114/jets.v10i4.5564","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5564","url":null,"abstract":"This study examines mathematics education doctoral students’ perspectives of statistics. Several studies have been conducted regarding undergraduate students’ attitudes toward statistics during their experiences in introductory statistics courses (e.g, Gal, Ginsburg, & Schau, 1997; Wise, 1985). Far fewer studies have been conducted regarding teachers’ attitudes toward statistics (e.g, Begg & Edwards, 1999; Greer & Ritson, 1994). One area of research that has not been explored concerns mathematics educators’ and mathematics teacher education faculty members’ attitudes toward statistics. This area of research is especially important given the impediments statistics educators have encountered when trying to increase the depth and quality of statistics education in the K-12 setting. Results show there is a need to emphasize statistics more broadly in the preparation of mathematics education doctoral students.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44954177","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, Vol. 9, No. 2","authors":"D. Wang","doi":"10.5296/jet.v9i2.20248","DOIUrl":"https://doi.org/10.5296/jet.v9i2.20248","url":null,"abstract":"Journal of Education and Training (JET) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JET 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 9, Number 2 Bryan Spiegelberg, Rider University, USACarolyn Stevenson, Kaplan University, USAClaudiu Marian Bunaiasu, University of Craiova, RomaniaJabrane Amaghouss, Cadi Ayyad University, MoroccoJohn Cowan, Edinburgh Napier University, ScotlandLazarus Ndiku Makewa, University of Eastern AfricaBaraton, KenyaMaria Jose Hernandez Serrano, University of Salamanca, SpainMonica B. Glina, University of Oslo, NorwayRania Elsayed Ibrahim, National Authority for Remote Sensing and Space Sciences, EgyptShijuan Liu, Indiana University of Pennsylvania, USAZdravka Blagoeva Kostova, Sofia University \"St Kliment Ohridski\", Bulgaria  Dora WangEditorial AssistantJournal of Education and TrainingMacrothink Institute-----------------------------------------5348 Vegas Dr.#825Las VegasNevada 89108United StatesPhone: 1-702-953-1852 ext.534E-mail 1: jet@macrothink.orgE-mail 2: jet@macrothink.comWebsite: http://jet.macrothink.org","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"516 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75240662","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}