Creative education最新文献_第5页

Impact of Cultural Diversity in Classrooms of Secondary Schools 中学课堂文化多样性的影响

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.141014

K. Marvi

引用次数: 2

Implementation of Education 5.0 in Developed and Developing Countries: A Comparative Study 发达国家和发展中国家实施教育5.0的比较研究

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.145059

A. Alharbi

引用次数: 3

“Sustainable” Is Synonymous to “Eco-Friendly”: Student Perceptions about Sustainability and Sustainable Behavior “可持续”是“生态友好”的同义词:学生对可持续发展和可持续行为的看法

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.146082

Sonja T. Fiedler, Thomas Heyne, F. Bogner

引用次数: 1

Study on Online Learning Behavior Analysis and Performance Prediction Based on Improved Random Forest Algorithm 基于改进随机森林算法的在线学习行为分析与性能预测研究

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.148097

Dongxu Liu

引用次数: 0

A Ten-Step Art-Based Program to Mitigate Exhaustion among Students and Teachers—What Would Our Ancestors Say? 以艺术为基础的十步计划减轻学生和教师的疲惫——我们的祖先会怎么说?

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.148099

E. B. Horwitz, David Thyrén

引用次数: 0

Analysis of the Application Effect of the New Model for Graduate Education in Traditional Chinese Medicine (TCM) Basic Disciplines 中医药基础学科研究生教育新模式的应用效果分析

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.149108

Xin Huang, Zhiming Zang, Han Liu, Man Zhang, Xiaowei He, Li Wu

引用次数: 0

Comparing Time Allocation for Teaching Science as Inquiry in Two Educator Preparation Science Methods Courses 两门教育家准备科学方法课程中科学探究教学时间分配的比较

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.149109

Lori A. Dira, Jennie Carr

{"title":"Comparing Time Allocation for Teaching Science as Inquiry in Two Educator Preparation Science Methods Courses","authors":"Lori A. Dira, Jennie Carr","doi":"10.4236/ce.2023.149109","DOIUrl":"https://doi.org/10.4236/ce.2023.149109","url":null,"abstract":"How much time an institution allocates to content can indicate its overall importance and intended value to the educator preparation program. For decades there have been calls to integrate more authentic science inquiry experiences into not only undergraduate elementary science courses, but into all elementary educator preparation courses. Many elementary educators do not receive training on effective methods for teaching science, they will not feel comfortable and will likely have low self-efficacy. This study investigated the amount of time allocated to teaching science as inquiry and the knowledge participants had prior to and after taking an elementary teaching science me-thods course. The critical incidents within two science methods courses that assisted participants in developing a deeper understanding of teaching science as inquiry were also analyzed. Over three academic semesters, a purposive sample of 58 college pre-service teacher candidate participants from the mid-Atlantic region of the United States were surveyed to answer the research question to what extent, if any, does time allocation have on teacher candidates’ understanding of teaching science as inquiry? Results suggest it would be of great benefit for educator preparation programs to require a science teaching methods course, with an emphasis on the teaching of science as inquiry. Participants indicated the most useful critical incidents were labs, more assignments that require lesson/unit planning, and teaching lessons to elementary students.","PeriodicalId":90814,"journal":{"name":"Creative education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70432795","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

Does Internet Access Mitigate the Impact of COVID-19 on School Re-Enrollment Rates? Evidence from Mexico 互联网接入是否能减轻新冠肺炎疫情对学校重新入学率的影响?来自墨西哥的证据

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.1411136

Megan Binnis, Amira Davalos

{"title":"Does Internet Access Mitigate the Impact of COVID-19 on School Re-Enrollment Rates? Evidence from Mexico","authors":"Megan Binnis, Amira Davalos","doi":"10.4236/ce.2023.1411136","DOIUrl":"https://doi.org/10.4236/ce.2023.1411136","url":null,"abstract":"COVID-19 has affected all areas of society, including education. Nearly 1.6 billion students in more than 190 countries had their face-to-face education interrupted due to the closure of educational institutions during the peak of the pandemic, forcing many to resort to online schooling. However, not all students, families or schools could support this new form of schooling, leading to many choosing not to re-enroll. This raised the research question that we aimed to address and explore—did internet access mitigate the impact of COVID-19 on school re-enrollment rates? The aim of this study was to investigate the impact of COVID-19 on school re-enrollment rates, focusing on the role of internet access and an additional independent variable—the duration of school closures. Our research sought to determine whether internet access mitigates the effects of COVID-19 on school re-enrollment rates in Mexican municipalities. Looking at data from 2012 to 2022, the findings highlight the significant role of connectivity in mitigating the impact of COVID-19-related school closures on primary school re-enrollment rates. While the study offers valuable insights for Mexico, it also opens the door for comparative studies with similar countries and further investigations into the digital divide’s nuances.","PeriodicalId":90814,"journal":{"name":"Creative education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135506576","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

Impact of Knowledge Sharing, Self Efficacy and Social Media Collaborative Learning on Student Engagement: A Study of Saudi University Students 知识共享、自我效能感和社交媒体协同学习对学生敬业度的影响:一项沙特大学生的研究

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.149112

Tariq Saeed Mian, Abeer Al Lihabi

{"title":"Impact of Knowledge Sharing, Self Efficacy and Social Media Collaborative Learning on Student Engagement: A Study of Saudi University Students","authors":"Tariq Saeed Mian, Abeer Al Lihabi","doi":"10.4236/ce.2023.149112","DOIUrl":"https://doi.org/10.4236/ce.2023.149112","url":null,"abstract":"Saudi Vision 2030 is a transformative roadmap which encompasses all aspects of the social life. The roadmap has strong emphasis on improving the higher education system, turning society in a knowledge and digital economy. The prime objective of the present study is to examine the relationship between Knowledge sharing self-efficacy, Social media collaborative learning, Perceived ease of use of Technology and students engagement through the mediation of Online Knowledge sharing behaviour. This study is cross-sectional and quantitative in nature. The data was collected from the students studying at the universities of the Kingdom of Saudi Arabia. For this purpose, convenience sampling was used to reach 318 students. The feedback was taken from the respondents in the form of questionnaires developed from past studies. The questionnaire was developed by using the Likert 5 scale. The collected data was analyzed using AMOS 25. The results pointed out that students’ engagement is positively and significantly linked to the online knowledge- sharing behaviour. On the other hand, knowledge-sharing self-efficacy, perceived ease of use of Technology and social media are important predictors of online knowledge-sharing. The mediating role of online knowledge-sharing behaviour is also supported by the results of the study. These findings are helpful for the decision-makers of the education sector in engaging students through online means.","PeriodicalId":90814,"journal":{"name":"Creative education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135446705","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

Perceptions of Burundian Fundamental School English Teachers about the Adequacy of Their Training 布隆迪基础学校英语教师对培训充分性的看法

Creative education Pub Date : 2023-01-01 DOI: 10.4236/ce.2023.149119

Consolation Mugisha, Barthélemy Cimpaye, Nicolas Kirehane, Lucien Nahishakiye, Dyna Kwizera, Claudine Nibitanga, Etienne Katabirora, Agrippine Dukundimana, Daniel Nsanzubukire, Abraham Ntwengerabansi, Vénuste Niyongabo

{"title":"Perceptions of Burundian Fundamental School English Teachers about the Adequacy of Their Training","authors":"Consolation Mugisha, Barthélemy Cimpaye, Nicolas Kirehane, Lucien Nahishakiye, Dyna Kwizera, Claudine Nibitanga, Etienne Katabirora, Agrippine Dukundimana, Daniel Nsanzubukire, Abraham Ntwengerabansi, Vénuste Niyongabo","doi":"10.4236/ce.2023.149119","DOIUrl":"https://doi.org/10.4236/ce.2023.149119","url":null,"abstract":"The purpose of this study was to investigate the perceptions of 5th and 6th grades English teachers in Burundi fundamental school about their pre- service and in-service training and their adequacy to teach English. Quantitative and qualitative data were collected via questionnaires administered to teachers in Bujumbura, the economic capital and a focus group with teachers in Gitega, the political capital. Teachers were asked about their own skills in speaking, understanding, writing and reading English and their ability to teach these skills. Teachers were also asked what skills and resources they need to become better English teachers. Findings reveal that teachers perceive they do not have proficiency in English and are not skilled enough to teach it. There is a need to reform the fundamental school teacher-training program in English and provide adequate and continuous in-service training for all the practicing English teachers to provide them with the necessary knowledge, skills, competence and methods to teach English.","PeriodicalId":90814,"journal":{"name":"Creative education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135749046","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