In this article, it discusses the marketization of higher education, during which a metaphor of students appears. When students are viewed as customers of universities, the teaching of teachers will be influenced and students themselves will be deprived opportunities of being critical learners. The marketization in Chinese context is specifically analyzed to further demonstrate it is unnecessary to treat students as university customers. Although it will be hard and impossible for higher education to become complete public goods, there is no need to offer students some identities in advance which may cause the deprivation of students’ own choices and pure learning motivations. This article argues the unnecessity of viewing students as customers of university and urges more research to focus on students’ and teachers’ voices about their identities in higher education.
{"title":"Students are not Customers of the University – The Analysis of Marketization and the Metaphor of Students in Higher Education","authors":"Xinhe Yu","doi":"10.11114/ijce.v7i2.6848","DOIUrl":"https://doi.org/10.11114/ijce.v7i2.6848","url":null,"abstract":"In this article, it discusses the marketization of higher education, during which a metaphor of students appears. When students are viewed as customers of universities, the teaching of teachers will be influenced and students themselves will be deprived opportunities of being critical learners. The marketization in Chinese context is specifically analyzed to further demonstrate it is unnecessary to treat students as university customers. Although it will be hard and impossible for higher education to become complete public goods, there is no need to offer students some identities in advance which may cause the deprivation of students’ own choices and pure learning motivations. This article argues the unnecessity of viewing students as customers of university and urges more research to focus on students’ and teachers’ voices about their identities in higher education.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998915","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}
This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.
{"title":"Bridging the Digital Divide: The Role of Online Education in Promoting Equity","authors":"Denise E Greaves","doi":"10.11114/ijce.v7i2.6768","DOIUrl":"https://doi.org/10.11114/ijce.v7i2.6768","url":null,"abstract":"This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":" 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998384","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}
International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE 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 7, Number 1 Aurora Q. Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaClaire Goode, Otago Polytechnic at Te Pūkenga, New ZealandDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyGiuseppe Maugeri, University of Urbino, ItalyInaad M Sayer, University of Human Development, IraqIvan Lenard, Elementary School Ladimirevci, CroatiaMatthew Schatt, University of Florida, USAVassiliki Pliogou, University of Western Macedonia, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
国际当代教育期刊》（IJCE）感谢以下审稿人为本期稿件的同行评审提供的帮助。无论 IJCE 是否发表其作品，许多作者都非常感谢审稿人提供的有益反馈。他们的意见和建议对作者提高论文质量大有帮助。下面列出的每位审稿人都至少为本期回了一篇审稿。第 7 卷第 1 期审稿人 Aurora Q.Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaClaire Goode, Otago Polytechnic at Te Pūkenga, New ZealandDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyGiuseppe Maugeri, University of Urbino, ItalyInaad M Sayer、伊拉克人类发展大学Ivan Lenard，克罗地亚 Ladimirevci 小学Matthew Schatt，美国佛罗里达大学Vassiliki Pliogou，希腊西马其顿大学William Oscar编辑助理《当代教育国际期刊》------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton。#99416Beaverton, OR 97008, US电话：1-503-828-0536 转 509传真：1-503-828-0537电子邮件 1：ijce@redfame.comE-mail 2：ijce@redfame.orgURL：http://ijce.redfame.com
{"title":"Reviewer Acknowledgements for International Journal of Contemporary Education, Vol. 7, No. 1","authors":"W. Oscar","doi":"10.11114/ijce.v7i1.6828","DOIUrl":"https://doi.org/10.11114/ijce.v7i1.6828","url":null,"abstract":"International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE 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 7, Number 1 Aurora Q. Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaClaire Goode, Otago Polytechnic at Te Pūkenga, New ZealandDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyGiuseppe Maugeri, University of Urbino, ItalyInaad M Sayer, University of Human Development, IraqIvan Lenard, Elementary School Ladimirevci, CroatiaMatthew Schatt, University of Florida, USAVassiliki Pliogou, University of Western Macedonia, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":" 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384360","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}
The native teachers of Chinese are often perceived as lacking in critical thinking and creativity when it comes to employing culturally appropriate and relatable learning content in their lesson delivery to foreign Chinese language learners. However, there is little research pertaining to the methods that native teachers of Chinese can use to critically and creatively transform their instructional materials, strategies, and beliefs towards localizing the Chinese language curriculum to better suit students coming from diverse educational and cultural backgrounds. In an attempt to address this issue, a case study methodology, combined with photo-elicitation interviews, was adopted for data collection. It investigated a bilingual Chinese teacher-researcher who critically and flexibly utilized his cultural and linguistic repertoires in enacting translanguaging pedagogy practices in the Australian education context. This study reveals that the native Chinese teacher-researcher, was able to use his critical thinking and creative abilities backed by his indigenous Chinese linguistic and cultural concepts and metaphors to source and select appropriate localized content that facilitates student learning. Such translanguaging practices demonstrated that the native Chinese teacher-researcher’s critical thinking capability helped shape up intercultural pedagogy giving rise to a localized Chinese language curriculum in the Australian education context.
{"title":"Critical Translanguaging Capability as an Intercultural Pedagogy for Localizing Chinese Language Education","authors":"Kunpeng Zhao","doi":"10.11114/ijce.v7i1.6732","DOIUrl":"https://doi.org/10.11114/ijce.v7i1.6732","url":null,"abstract":"The native teachers of Chinese are often perceived as lacking in critical thinking and creativity when it comes to employing culturally appropriate and relatable learning content in their lesson delivery to foreign Chinese language learners. However, there is little research pertaining to the methods that native teachers of Chinese can use to critically and creatively transform their instructional materials, strategies, and beliefs towards localizing the Chinese language curriculum to better suit students coming from diverse educational and cultural backgrounds. In an attempt to address this issue, a case study methodology, combined with photo-elicitation interviews, was adopted for data collection. It investigated a bilingual Chinese teacher-researcher who critically and flexibly utilized his cultural and linguistic repertoires in enacting translanguaging pedagogy practices in the Australian education context. This study reveals that the native Chinese teacher-researcher, was able to use his critical thinking and creative abilities backed by his indigenous Chinese linguistic and cultural concepts and metaphors to source and select appropriate localized content that facilitates student learning. Such translanguaging practices demonstrated that the native Chinese teacher-researcher’s critical thinking capability helped shape up intercultural pedagogy giving rise to a localized Chinese language curriculum in the Australian education context.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"126 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078806","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}
With the increase in globalization, intercultural competence is considered a key proficiency for educators. While many theoretical frameworks of intercultural competence exist, none have explained the development of this competence from the perspective of a self-regulated learner. The self-regulated intercultural learning process capitalizes on the advantages of self-assessment, self-directed learning, and reflection on unique experience. In alignment with a research-based self-regulated learning model, a series of evidence based interconnected activities was developed to guide and assess the intercultural learning for educators. Each phase within the sequential self-regulated learning process is facilitated by purposefully selected readings and media and originally designed semi-structured activities that are subsequently augmented by guided reflections and self-evaluations. The adaptability and cost-consciousness of the series allows for integrating it as an efficient and effective component of intercultural pre-service coursework and/or in-service professional development, for both individuals and teams.
{"title":"Developing Intercultural Competence of Educators: Self-Regulated Learning Perspective","authors":"Dorota Celinska","doi":"10.11114/ijce.v7i1.6762","DOIUrl":"https://doi.org/10.11114/ijce.v7i1.6762","url":null,"abstract":"With the increase in globalization, intercultural competence is considered a key proficiency for educators. While many theoretical frameworks of intercultural competence exist, none have explained the development of this competence from the perspective of a self-regulated learner. The self-regulated intercultural learning process capitalizes on the advantages of self-assessment, self-directed learning, and reflection on unique experience. In alignment with a research-based self-regulated learning model, a series of evidence based interconnected activities was developed to guide and assess the intercultural learning for educators. Each phase within the sequential self-regulated learning process is facilitated by purposefully selected readings and media and originally designed semi-structured activities that are subsequently augmented by guided reflections and self-evaluations. The adaptability and cost-consciousness of the series allows for integrating it as an efficient and effective component of intercultural pre-service coursework and/or in-service professional development, for both individuals and teams.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140434364","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}
The purpose of this study is to investigate otherness, voices, and answerability of an L2 preschooler using Bakhtin’s dialogism. This approach allows for a deeper understanding of how young children are becoming the self and authoring voices in relation to others. Despite its significance, insufficient research has been conducted in the field. This case study explored a preschooler’s heteroglossia of voices and varied answerability based on his consciousness and otherness. The analysis focused on language use, including embodied language acts, actions, and emotional-volitional tone and intonation, in “a contact zone” (Bakhtin, 1981, p. 345) where interlocutors create a dialogical conversation. The results highlighted the preschooler’s unique participation in being (Bakhtin, 1993) and “endless becomings” (Morson, 2004, p. 331) by creatively interacting with others in his preschool classroom.
{"title":"Dialogism: An L2 Preschooler’s Otherness, Voices, and Answerability","authors":"Youngae Choi","doi":"10.11114/ijce.v7i1.6719","DOIUrl":"https://doi.org/10.11114/ijce.v7i1.6719","url":null,"abstract":"The purpose of this study is to investigate otherness, voices, and answerability of an L2 preschooler using Bakhtin’s dialogism. This approach allows for a deeper understanding of how young children are becoming the self and authoring voices in relation to others. Despite its significance, insufficient research has been conducted in the field. This case study explored a preschooler’s heteroglossia of voices and varied answerability based on his consciousness and otherness. The analysis focused on language use, including embodied language acts, actions, and emotional-volitional tone and intonation, in “a contact zone” (Bakhtin, 1981, p. 345) where interlocutors create a dialogical conversation. The results highlighted the preschooler’s unique participation in being (Bakhtin, 1993) and “endless becomings” (Morson, 2004, p. 331) by creatively interacting with others in his preschool classroom.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"40 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435900","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}
Online learning is the best learning strategy during the Covid-19 pandemic. However, it has obstacles for students who are still learning to adapt to internet technology. This research aims to determine the effect of using online learning strategies on students' active learning and creative thinking. The subjects of this study were 52 students of the Indonesian Language Education Study Program at the Indonesian Catholic University of Saint Paul. They are taught using the Moodle application. The experimental class was taught using media assistance in the form of WhatsApp, while the control class was not taught. Data collection uses tests and observation sheets. Data analysis used ANOVA with the help of SPSS version 27. The results showed that 1) there were significant differences in student learning activities in online learning with media assistance and students without media assistance; 2) there is no significant difference in creative thinking between students who are taught using media and students who are not given media assistance. Based on the results, findings and conclusions, suggestions will be explained for implementing future learning and further research. Especially the creation of an online learning environment for students who are still adapting to advances in internet technology.
{"title":"Effects of Assistance Media on Active Learning and Creative Thinking in Online Learning","authors":"Hendrikus Midun, Oswaldus Bule, Mikael Nardi","doi":"10.11114/ijce.v7i1.6432","DOIUrl":"https://doi.org/10.11114/ijce.v7i1.6432","url":null,"abstract":"Online learning is the best learning strategy during the Covid-19 pandemic. However, it has obstacles for students who are still learning to adapt to internet technology. This research aims to determine the effect of using online learning strategies on students' active learning and creative thinking. The subjects of this study were 52 students of the Indonesian Language Education Study Program at the Indonesian Catholic University of Saint Paul. They are taught using the Moodle application. The experimental class was taught using media assistance in the form of WhatsApp, while the control class was not taught. Data collection uses tests and observation sheets. Data analysis used ANOVA with the help of SPSS version 27. The results showed that 1) there were significant differences in student learning activities in online learning with media assistance and students without media assistance; 2) there is no significant difference in creative thinking between students who are taught using media and students who are not given media assistance. Based on the results, findings and conclusions, suggestions will be explained for implementing future learning and further research. Especially the creation of an online learning environment for students who are still adapting to advances in internet technology.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"29 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140450229","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}
International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE 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 6, Number 2 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBlessing Dwumah Manu, Jiangsu University, GhanaCarme Pinya, University of Balearic Islands, SpainClaire Goode, Otago Polytechnic at Te Pūkenga, New ZealandDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyIvan Lenard, Elementary School Ladimirevci, CroatiaMatthew Schatt, University of Florida, USANesrin Ozturk, Izmir Democracy University, TurkeyVassiliki Pliogou, Metropolitan College of Thessaloniki, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
{"title":"Reviewer Acknowledgements for International Journal of Contemporary Education, Vol. 6, No. 2","authors":"William Oscar","doi":"10.11114/ijce.v6i2.6413","DOIUrl":"https://doi.org/10.11114/ijce.v6i2.6413","url":null,"abstract":"International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE 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 6, Number 2 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBlessing Dwumah Manu, Jiangsu University, GhanaCarme Pinya, University of Balearic Islands, SpainClaire Goode, Otago Polytechnic at Te Pūkenga, New ZealandDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyIvan Lenard, Elementary School Ladimirevci, CroatiaMatthew Schatt, University of Florida, USANesrin Ozturk, Izmir Democracy University, TurkeyVassiliki Pliogou, Metropolitan College of Thessaloniki, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926196","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}
At present, China’s career education displays a lack of cultural awareness. From the perspective of Constructivism, narrative career counseling focuses on the process of individual construction, while Bruner’s narrative view of cultural psychology highlights the perspective of social culture. Learners can acquire the ability needed for career development from culture to cope with the complexity and changeability of society. Bruner’s narrative view of cultural psychology emphasizes the meanings, metaphors and mutations in culture. The enlightenment on career education will be discussed from two aspects in this paper: one is that career education should be developed from a cultural perspective because culture is a resource and tool of career education; the other is that the narrative method should be adopted in career education.
{"title":"Enlightenment on Career Education from Bruner’s Narrative View of Cultural Psychology","authors":"Mengxu Fan, He Li","doi":"10.11114/ijce.v6i2.6304","DOIUrl":"https://doi.org/10.11114/ijce.v6i2.6304","url":null,"abstract":"At present, China’s career education displays a lack of cultural awareness. From the perspective of Constructivism, narrative career counseling focuses on the process of individual construction, while Bruner’s narrative view of cultural psychology highlights the perspective of social culture. Learners can acquire the ability needed for career development from culture to cope with the complexity and changeability of society. Bruner’s narrative view of cultural psychology emphasizes the meanings, metaphors and mutations in culture. The enlightenment on career education will be discussed from two aspects in this paper: one is that career education should be developed from a cultural perspective because culture is a resource and tool of career education; the other is that the narrative method should be adopted in career education.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926002","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}
In the past decades, College Algebra has become a big hurdle for students to graduate or further pursue STEM or related careers. For most of the student population, College Algebra is a terminal course and only a small portion of students take it for further mathematics courses. The traditional content of College Algebra does not serve either group of students well (Mathematical Association of America, 2004; Mathematical Association of America & National Council of Teachers of Mathematics, 2012). In recent years, at a large Hispanic-serving university, the course design for liberal arts students has been changed. An active-learning curriculum has been implemented, namely Quantitative Reasoning. This curriculum engages students with opportunities to learn math concepts from relevant everyday sources and even their own personally collected data. Students build their own understanding of mathematics by relevant data-based situations experienced through preview activities designed to prepare students for class, collaboration in class discussion and discovery through relevant problem situations, and practice activities extending learning after each lesson. The purpose of this study was to investigate student perceptions of their learning outcomes from an active-learning structured course. That is, what impact does a course design with pre-assignment tasks, authentic problem solving through collaboration in class, and practice assignments after lessons have on diverse student populations in a quantitative reasoning course?
在过去的几十年里，大学代数已经成为学生毕业或继续从事STEM或相关职业的一大障碍。对于大多数学生来说，大学代数是一门终极课程，只有一小部分学生将其作为进一步的数学课程。《大学代数》的传统内容不能很好地服务于这两类学生(Mathematical Association of America, 2004;美国数学协会全国数学教师委员会，2012)。近年来，在一所面向西班牙裔学生的大型大学，文科学生的课程设计发生了变化。实施了主动学习课程，即定量推理。本课程让学生有机会从相关的日常来源甚至他们自己个人收集的数据中学习数学概念。学生通过预习活动体验相关的基于数据的情境，为课堂做准备，通过相关的问题情境在课堂讨论和发现中进行合作，以及每节课后扩展学习的实践活动，建立自己对数学的理解。本研究的目的是调查学生对主动学习结构化课程学习成果的看法。也就是说，在定量推理课程中，作业前任务、课堂上通过合作真正解决问题、课后练习作业的课程设计对不同的学生群体有什么影响?
{"title":"A Preliminary Report on Students’ Reflections about Their Learning in an Active Learning Classroom","authors":"Su Liang, Tina Vega","doi":"10.11114/ijce.v6i2.6393","DOIUrl":"https://doi.org/10.11114/ijce.v6i2.6393","url":null,"abstract":"In the past decades, College Algebra has become a big hurdle for students to graduate or further pursue STEM or related careers. For most of the student population, College Algebra is a terminal course and only a small portion of students take it for further mathematics courses. The traditional content of College Algebra does not serve either group of students well (Mathematical Association of America, 2004; Mathematical Association of America & National Council of Teachers of Mathematics, 2012). In recent years, at a large Hispanic-serving university, the course design for liberal arts students has been changed. An active-learning curriculum has been implemented, namely Quantitative Reasoning. This curriculum engages students with opportunities to learn math concepts from relevant everyday sources and even their own personally collected data. Students build their own understanding of mathematics by relevant data-based situations experienced through preview activities designed to prepare students for class, collaboration in class discussion and discovery through relevant problem situations, and practice activities extending learning after each lesson. The purpose of this study was to investigate student perceptions of their learning outcomes from an active-learning structured course. That is, what impact does a course design with pre-assignment tasks, authentic problem solving through collaboration in class, and practice assignments after lessons have on diverse student populations in a quantitative reasoning course?","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913143","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}
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