This paper is based on a case study conducted on the international students’ agentic choices and actions in response to such significant others’ impact on their competency, confidence and achievements towards Chinese learning through being engaged in translanguaging pedagogical practices. In the study, the data was collected from a photo-elicitation interview in the form of a focus group among the student participants. The data analysis revealed that the participants tended to display peer-directed, teacher-facilitated and community member-reinforced agency towards speeding up their self-understanding competency in class, improving self-learning efficacy after class, and enhancing self-awareness of tones, as a result of interacting with diverse significant others in translanguaging space. Correspondingly, this study illustrated three categories of significant others, including class peers, native Chinese teachers and members of Chinese-speaking communities who can exert the influences on enacting international students’ agency towards Chinese learning in a flexible, efficient and critical way. These findings offer an insight into shaping an overseas learners’ agency-oriented approach to make Chinese as a learnable language from a translanguaging perspective. Furthermore, the concept of significant others is linked to the field of international Chinese language education. Thus, it is expected to provide some contributory implications to native and non-native Chinese teachers, educators and researchers, particularly on paying more attention to such emergent interactions between significant others and international students’ agentic emotions, feelings and attitudes towards learning of Chinese language in different circumstances.
{"title":"The Role of Significant Others on International Students’ Agency in Chinese Learning: Translanguaging Lens","authors":"K. Zhao","doi":"10.11114/ijce.v6i1.5778","DOIUrl":"https://doi.org/10.11114/ijce.v6i1.5778","url":null,"abstract":"This paper is based on a case study conducted on the international students’ agentic choices and actions in response to such significant others’ impact on their competency, confidence and achievements towards Chinese learning through being engaged in translanguaging pedagogical practices. In the study, the data was collected from a photo-elicitation interview in the form of a focus group among the student participants. The data analysis revealed that the participants tended to display peer-directed, teacher-facilitated and community member-reinforced agency towards speeding up their self-understanding competency in class, improving self-learning efficacy after class, and enhancing self-awareness of tones, as a result of interacting with diverse significant others in translanguaging space. Correspondingly, this study illustrated three categories of significant others, including class peers, native Chinese teachers and members of Chinese-speaking communities who can exert the influences on enacting international students’ agency towards Chinese learning in a flexible, efficient and critical way. These findings offer an insight into shaping an overseas learners’ agency-oriented approach to make Chinese as a learnable language from a translanguaging perspective. Furthermore, the concept of significant others is linked to the field of international Chinese language education. Thus, it is expected to provide some contributory implications to native and non-native Chinese teachers, educators and researchers, particularly on paying more attention to such emergent interactions between significant others and international students’ agentic emotions, feelings and attitudes towards learning of Chinese language in different circumstances.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"68 Supplement 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124276379","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 5, Number 2 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesInaad M Sayer, University of Human Development, IraqIvan Lenard, Elementary School Ladimirevci, CroatiaLi Li, Bath Spa University, UKNesrin Ozturk, Izmir Democracy University, TurkeyNoelia Navarro Gómez, Universidad de Almería, SpainSuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, Indonesia 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. 5, No. 2","authors":"W. Oscar","doi":"10.11114/ijce.v5i2.5721","DOIUrl":"https://doi.org/10.11114/ijce.v5i2.5721","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 5, Number 2 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesInaad M Sayer, University of Human Development, IraqIvan Lenard, Elementary School Ladimirevci, CroatiaLi Li, Bath Spa University, UKNesrin Ozturk, Izmir Democracy University, TurkeyNoelia Navarro Gómez, Universidad de Almería, SpainSuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, Indonesia 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":"989 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133270921","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}
Language skills and cultural knowledge are essential in a globalized and interconnected world, and in an increasingly multilingual society. US students lag behind in language learning, partly due to lack of access and opportunity, and educators can play a key role in empowering all interested students to develop their language skills. Language educators and college faculty can play a leadership role in support of heritages languages and heritage language learning, the development of independent study skills for all, and the development of free online language learning materials. Online programs can play a significant role in increasing access and affordability of language learning for all. Language educators can work both within their institutions and in partnership with language stakeholder groups, including parents, to increase sustainable motivation for languages, language learning, and language use, both in-person and online.
{"title":"Language Learning on Campus and Beyond – Heritage Languages, Independent Learning, and 21st Century Skills for All","authors":"K. S. Smith","doi":"10.11114/ijce.v5i2.5713","DOIUrl":"https://doi.org/10.11114/ijce.v5i2.5713","url":null,"abstract":"Language skills and cultural knowledge are essential in a globalized and interconnected world, and in an increasingly multilingual society. US students lag behind in language learning, partly due to lack of access and opportunity, and educators can play a key role in empowering all interested students to develop their language skills. Language educators and college faculty can play a leadership role in support of heritages languages and heritage language learning, the development of independent study skills for all, and the development of free online language learning materials. Online programs can play a significant role in increasing access and affordability of language learning for all. Language educators can work both within their institutions and in partnership with language stakeholder groups, including parents, to increase sustainable motivation for languages, language learning, and language use, both in-person and online.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114931364","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}
Flipped learning approach in the classroom is gaining popularity in many schools in developed countries. This approach makes teaching materials available online to students such as perverted class or deferred instruction, an easy way to investigate homework by connecting technology. Gradually it is attracting the attention of teachers, students and school administrators. In this regard, this quality study examines the views of English teachers and the success of the flipped learning approach in high schools. The purpose of this study was to explore the ideas of English secondary school teachers using a transformed learning approach in the Nepalese classroom. In order to get ideas, research was done thinking that those schools could introduce a more flexible approach to providing quality education. They were asked if they had any information about the modified reading method. A study on flipped learning was conducted among teachers who were preparing for flipped classes. The study followed a descriptive and narrative type of phenomenological qualitative research design. The researcher designed a set of open-ended questions for teachers in each school to gather research data. In this study, the researcher focused on the effectiveness and importance of a flipped learning approach by examining the barriers, challenges and recommendations of English-speaking teachers in high schools. Therefore, this study follows the descriptive design of the study and is interpreted by interpretation. The results of this study revealed that teachers are more active in flipped learning .Despite various challenges such as new technologies, editing courses and projects, video tutorials and more, most teachers seemed ready and willing to take on the challenges and interact with the new teaching method of this age of science and technology; it provides new inventions and techniques for both teacher and students.
{"title":"Exploring the Effectiveness of Flipped Learning Approach in the Nepalese classroom: A Descriptive Study","authors":"Hiranya Lal Lamsal","doi":"10.11114/ijce.v5i2.5615","DOIUrl":"https://doi.org/10.11114/ijce.v5i2.5615","url":null,"abstract":"Flipped learning approach in the classroom is gaining popularity in many schools in developed countries. This approach makes teaching materials available online to students such as perverted class or deferred instruction, an easy way to investigate homework by connecting technology. Gradually it is attracting the attention of teachers, students and school administrators. In this regard, this quality study examines the views of English teachers and the success of the flipped learning approach in high schools. The purpose of this study was to explore the ideas of English secondary school teachers using a transformed learning approach in the Nepalese classroom. In order to get ideas, research was done thinking that those schools could introduce a more flexible approach to providing quality education. They were asked if they had any information about the modified reading method. A study on flipped learning was conducted among teachers who were preparing for flipped classes. The study followed a descriptive and narrative type of phenomenological qualitative research design. The researcher designed a set of open-ended questions for teachers in each school to gather research data. In this study, the researcher focused on the effectiveness and importance of a flipped learning approach by examining the barriers, challenges and recommendations of English-speaking teachers in high schools. Therefore, this study follows the descriptive design of the study and is interpreted by interpretation. The results of this study revealed that teachers are more active in flipped learning .Despite various challenges such as new technologies, editing courses and projects, video tutorials and more, most teachers seemed ready and willing to take on the challenges and interact with the new teaching method of this age of science and technology; it provides new inventions and techniques for both teacher and students.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134269913","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}
Haroon M. Malak, A. Rundio, Bushra Mirza, Bob Carhart, Majid Mirza
This study sought to determine the main leadership style used by clinical professors and other educational leaders in academic settings as well as the leadership style they used when teaching in clinical settings. There were eight (n = 8) voluntary interprofessional educational leaders who took part in this study. It was determined that the servant leadership style was predominantly being practiced among these clinical professors in the healthcare setting; whereas, the coaching leadership style was preferred for educational purposes. This research demonstrated that there was a consistent pattern among professors who practiced in the health sector relied on the servant leadership style predominantly and this stemmed from their clinical background and experiences. It was unanimous that while teaching and interacting with a student in the academic environment, all participants practiced the coaching leadership style.
{"title":"Leadership Styles of Educational Leaders in Healthcare & Academia","authors":"Haroon M. Malak, A. Rundio, Bushra Mirza, Bob Carhart, Majid Mirza","doi":"10.11114/ijce.v5i2.5667","DOIUrl":"https://doi.org/10.11114/ijce.v5i2.5667","url":null,"abstract":"This study sought to determine the main leadership style used by clinical professors and other educational leaders in academic settings as well as the leadership style they used when teaching in clinical settings. There were eight (n = 8) voluntary interprofessional educational leaders who took part in this study. It was determined that the servant leadership style was predominantly being practiced among these clinical professors in the healthcare setting; whereas, the coaching leadership style was preferred for educational purposes. This research demonstrated that there was a consistent pattern among professors who practiced in the health sector relied on the servant leadership style predominantly and this stemmed from their clinical background and experiences. It was unanimous that while teaching and interacting with a student in the academic environment, all participants practiced the coaching leadership style.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132133582","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}
Psycho-social Support (PSS) is a practical approach to improve people's well-being affected by humanitarian crises. However, empirical research on how it can improve engagement within academic settings is still limited. To address this gap, the current study investigates the impact of the PSS Program in improving the stakeholders' engagement within the school community in Lebanon by implementing counseling and supportive activities or services. The study selected a mixed research design and a cross-sectional survey to answer the research questions and to test the hypotheses. In April 2021, a sample of 446 respondents was selected from among the school stakeholders in Lebanon using the convenience and purposive sampling techniques. Data collected was coded, cleaned, and entered into Statistical Package for Social Sciences (SPSS) for analysis. The study confirmed that PSS significantly influences stakeholder engagement that lead into stakeholder belongingness, and quality and equity of education. Based on the outcomes, the researcher recommended adopting the PSS program to better the quality of education and assist administrations with more details that improve stakeholder engagement in their schools. The study also shows best practices in the utilization of the PSS to inspire stakeholder engagement during emergencies. Findings are necessary to the ministry of education, school administrators, students, parents, and researchers interested in using PSS in school settings.
{"title":"Influence of Psycho-social Support on Stakeholder Engagement in Lebanon’s School Community","authors":"Fidaa Nimer Hourani, M. Kotob","doi":"10.11114/ijce.v5i2.5561","DOIUrl":"https://doi.org/10.11114/ijce.v5i2.5561","url":null,"abstract":"Psycho-social Support (PSS) is a practical approach to improve people's well-being affected by humanitarian crises. However, empirical research on how it can improve engagement within academic settings is still limited. To address this gap, the current study investigates the impact of the PSS Program in improving the stakeholders' engagement within the school community in Lebanon by implementing counseling and supportive activities or services. The study selected a mixed research design and a cross-sectional survey to answer the research questions and to test the hypotheses. In April 2021, a sample of 446 respondents was selected from among the school stakeholders in Lebanon using the convenience and purposive sampling techniques. Data collected was coded, cleaned, and entered into Statistical Package for Social Sciences (SPSS) for analysis. The study confirmed that PSS significantly influences stakeholder engagement that lead into stakeholder belongingness, and quality and equity of education. Based on the outcomes, the researcher recommended adopting the PSS program to better the quality of education and assist administrations with more details that improve stakeholder engagement in their schools. The study also shows best practices in the utilization of the PSS to inspire stakeholder engagement during emergencies. Findings are necessary to the ministry of education, school administrators, students, parents, and researchers interested in using PSS in school settings.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122376469","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}
Education plays a key role in the global political attempts to promote sustainability and to tackle climate change. The Sustainable Development Goal (SDG) 4.7 ‘Education for sustainable development and global citizenship’ calls on the states to ensure that learners acquire the knowledge and the necessary skills to promote sustainable development. The European Union, under the leadership of Ursula von der Leyen, through its Green Deal puts forward the ambitious goal to make Europe, by 2035, the first climate neutral continent in the world – an ambition which remains at the core of its political agenda. How can education contribute to this goal, what initiatives are taken at EU level to support sustainable development and how do the SDGs shape education policy itself? This article discusses the EU’s approach on environmental sustainability education and presents the most important policy initiatives aiming at supporting Member States’ education systems in addressing climate change and sustainability. It will be clear that the strategic aim goes far beyond slight adaptions of existing curricula - it puts sustainability at the heart of the European education policy reform agenda.
{"title":"Education and the European Green Deal: Strengthening Sustainability Education in the EU","authors":"S. Zotti","doi":"10.11114/ijce.v5i2.5544","DOIUrl":"https://doi.org/10.11114/ijce.v5i2.5544","url":null,"abstract":"Education plays a key role in the global political attempts to promote sustainability and to tackle climate change. The Sustainable Development Goal (SDG) 4.7 ‘Education for sustainable development and global citizenship’ calls on the states to ensure that learners acquire the knowledge and the necessary skills to promote sustainable development. The European Union, under the leadership of Ursula von der Leyen, through its Green Deal puts forward the ambitious goal to make Europe, by 2035, the first climate neutral continent in the world – an ambition which remains at the core of its political agenda. How can education contribute to this goal, what initiatives are taken at EU level to support sustainable development and how do the SDGs shape education policy itself? This article discusses the EU’s approach on environmental sustainability education and presents the most important policy initiatives aiming at supporting Member States’ education systems in addressing climate change and sustainability. It will be clear that the strategic aim goes far beyond slight adaptions of existing curricula - it puts sustainability at the heart of the European education policy reform agenda.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115670493","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 a globalized and interconnected world, language skills are more important than ever, yet US students lag behind those in many countries, and foreign language enrollment has declined, especially at the elementary and postsecondary levels. In order to build language skills in the US, it is necessary not only to embrace interdisciplinary collaborations, but also partnerships with communities. However, in addition to developing sustainable interest in languages and cultures and sustainable motivation for language learning, it is also necessary to address the issues of accessibility and affordability. Accessibility issues include availability of both in-person and online programs, and affordability includes fees and tuition at all levels, including after-school and weekend programs, and summer camps. Online learning and community partnerships, along with increased funding, play a vital role in make language learning accessible and affordable for all interested students. A language advocacy partnership among all stakeholders can play a significant role in resolving accessibility and affordability issues and making language learning available to all.
{"title":"Rethinking Language Education in the US – A New Paradigm for Language Educators, Advocates, and Stakeholders","authors":"Kathleen Stein-Smith","doi":"10.11114/ijce.v5i1.5477","DOIUrl":"https://doi.org/10.11114/ijce.v5i1.5477","url":null,"abstract":"In a globalized and interconnected world, language skills are more important than ever, yet US students lag behind those in many countries, and foreign language enrollment has declined, especially at the elementary and postsecondary levels. In order to build language skills in the US, it is necessary not only to embrace interdisciplinary collaborations, but also partnerships with communities. However, in addition to developing sustainable interest in languages and cultures and sustainable motivation for language learning, it is also necessary to address the issues of accessibility and affordability. Accessibility issues include availability of both in-person and online programs, and affordability includes fees and tuition at all levels, including after-school and weekend programs, and summer camps. Online learning and community partnerships, along with increased funding, play a vital role in make language learning accessible and affordable for all interested students. A language advocacy partnership among all stakeholders can play a significant role in resolving accessibility and affordability issues and making language learning available to all.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133240095","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}
Plant biology, as a significant compulsory course for biological science students, is intuitive and practical, which plays a unique role in improving students' comprehensive quality and cultivating their innovation ability. Because of its strong practical characteristics, the experimental course is of great necessity in the study of this course. This paper analyzes the traditional teaching mode of plant biology experiment, as well as its shortcomings in modern teaching, and puts forward diversified reform methods based on the development of contemporary plant biology to promote the teaching mode of plant biology experiment to meet the needs of contemporary students on this subject. Based on the rapid development of modern science and technology, this paper includes the teaching contents, teaching methods, and assessment system of plant biology experiments, and discusses them respectively. This paper aims to improve the teaching efficiency of modern plant biology experiments and help to achieve the goal of efficiently improving students' innovation and scientific research ability.
{"title":"Plant Biology Experimental Courses in Universities: Status Quo, Limitations and Prospects","authors":"Zibin Huang","doi":"10.11114/ijce.v5i1.5449","DOIUrl":"https://doi.org/10.11114/ijce.v5i1.5449","url":null,"abstract":"Plant biology, as a significant compulsory course for biological science students, is intuitive and practical, which plays a unique role in improving students' comprehensive quality and cultivating their innovation ability. Because of its strong practical characteristics, the experimental course is of great necessity in the study of this course. This paper analyzes the traditional teaching mode of plant biology experiment, as well as its shortcomings in modern teaching, and puts forward diversified reform methods based on the development of contemporary plant biology to promote the teaching mode of plant biology experiment to meet the needs of contemporary students on this subject. Based on the rapid development of modern science and technology, this paper includes the teaching contents, teaching methods, and assessment system of plant biology experiments, and discusses them respectively. This paper aims to improve the teaching efficiency of modern plant biology experiments and help to achieve the goal of efficiently improving students' innovation and scientific research ability.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114574928","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}
Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.
{"title":"Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation","authors":"Benjamin Farrow, Tom Leathem, Amna Salman","doi":"10.11114/ijce.v5i1.5403","DOIUrl":"https://doi.org/10.11114/ijce.v5i1.5403","url":null,"abstract":"Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122480360","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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