Pub Date : 2024-01-01DOI: 10.56397/jare.2024.01.07
Dehui Feng, Wei Zhang, Wen Gao, Yaoyuan Li
The landscape of junior high school English teaching in China has evolved significantly due to educational reforms and changing global dynamics. This transformation aims to shift the focus from traditional rote learning towards practical language use and communicative competence. English proficiency is increasingly vital in a globalized world, demanding new strategies to prepare students for success. This research explores the multifaceted impacts of educational reform on English teaching, delving into curriculum changes, pedagogical shifts, assessment methods, and technology integration. It uncovers the challenges that educators face, including balancing traditional and modern approaches, inadequate teacher training, assessment-centered teaching, English proficiency variances, and technology accessibility. To address these issues, a set of strategies is proposed, to enhance the quality of junior high school English teaching in China and align it with the goals of 21st-century education.
{"title":"Research on Junior High School English Teaching in the Context of Educational Reform","authors":"Dehui Feng, Wei Zhang, Wen Gao, Yaoyuan Li","doi":"10.56397/jare.2024.01.07","DOIUrl":"https://doi.org/10.56397/jare.2024.01.07","url":null,"abstract":"The landscape of junior high school English teaching in China has evolved significantly due to educational reforms and changing global dynamics. This transformation aims to shift the focus from traditional rote learning towards practical language use and communicative competence. English proficiency is increasingly vital in a globalized world, demanding new strategies to prepare students for success. This research explores the multifaceted impacts of educational reform on English teaching, delving into curriculum changes, pedagogical shifts, assessment methods, and technology integration. It uncovers the challenges that educators face, including balancing traditional and modern approaches, inadequate teacher training, assessment-centered teaching, English proficiency variances, and technology accessibility. To address these issues, a set of strategies is proposed, to enhance the quality of junior high school English teaching in China and align it with the goals of 21st-century education.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"53 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139633720","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}
Pub Date : 2024-01-01DOI: 10.56397/jare.2024.01.03
Vinod Kumar
India is well-progressing towards digital education, backed by rising adoption of digitalization by universities and colleges, increasing internet penetration and soaring demand from students. As per Red Seer Consulting, the online education market (higher education and lifelong learning market) in India is forecast to reach ~ US$ 5 billion by 2025, driven by the government’s focus on designing online education programmes, strengthening digital infrastructure across the country and catering to the rising demand for up skilling among students. This paper presents key initiatives taken by the Indian government to boost digital education in Higher Education.
随着大专院校数字化程度的提高、互联网普及率的增加以及学生需求的激增，印度的数字化教育发展势头良好。根据 Red Seer 咨询公司的预测，到 2025 年，印度在线教育市场（高等教育和终身学习市场）的规模将达到约 50 亿美元，这主要得益于政府对在线教育项目设计的重视、在全国范围内加强数字化基础设施建设以及满足学生日益增长的技能提升需求。本文介绍了印度政府为促进高等教育数字化教育所采取的主要举措。
{"title":"Digitalization Higher Education in India","authors":"Vinod Kumar","doi":"10.56397/jare.2024.01.03","DOIUrl":"https://doi.org/10.56397/jare.2024.01.03","url":null,"abstract":"India is well-progressing towards digital education, backed by rising adoption of digitalization by universities and colleges, increasing internet penetration and soaring demand from students. As per Red Seer Consulting, the online education market (higher education and lifelong learning market) in India is forecast to reach ~ US$ 5 billion by 2025, driven by the government’s focus on designing online education programmes, strengthening digital infrastructure across the country and catering to the rising demand for up skilling among students. This paper presents key initiatives taken by the Indian government to boost digital education in Higher Education.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139635440","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}
Pub Date : 2024-01-01DOI: 10.56397/jare.2024.01.06
Yuan Gao
Through the investigation of the current situation of the rule of law literacy of primary and secondary school students, this study finds that the overall level of the rule of law literacy of primary and secondary school students is on the low side, and that the rule of law literacy of senior high school students is on the low side in comparison with that of students in the compulsory education stage. It is suggested that the teaching method of rule of law education in primary and secondary schools should be revolutionized, the teaching content of rule of law education in primary and secondary schools should be enriched, and a sound system of rule of law education in senior high schools should be established to connect with the compulsory education stage, so as to effectively cultivate primary and secondary school students’ rule of law literacy.
{"title":"Study on the Current Situation and Strategies of Cultivating Rule of Law Literacy Among Primary and Secondary School Students","authors":"Yuan Gao","doi":"10.56397/jare.2024.01.06","DOIUrl":"https://doi.org/10.56397/jare.2024.01.06","url":null,"abstract":"Through the investigation of the current situation of the rule of law literacy of primary and secondary school students, this study finds that the overall level of the rule of law literacy of primary and secondary school students is on the low side, and that the rule of law literacy of senior high school students is on the low side in comparison with that of students in the compulsory education stage. It is suggested that the teaching method of rule of law education in primary and secondary schools should be revolutionized, the teaching content of rule of law education in primary and secondary schools should be enriched, and a sound system of rule of law education in senior high schools should be established to connect with the compulsory education stage, so as to effectively cultivate primary and secondary school students’ rule of law literacy.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"18 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139631506","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}
Pub Date : 2024-01-01DOI: 10.56397/jare.2024.01.04
Dinah Kory Garret, Alva Myranda Haward
This comprehensive review explores the correlation between emotional intelligence (EI) and academic achievement in the context of UK secondary schools. Grounded in a thorough examination of emotional intelligence, its theoretical foundations, and influencing factors during adolescence, the analysis synthesizes existing studies to establish a robust link between EI and academic success. The impact of school culture, teacher-student relationships, and familial influences on emotional intelligence is explored, emphasizing the pivotal role of the school environment in shaping socio-emotional growth. Empirical evidence highlights the mediating role of EI in the complex interplay of socio-emotional factors and academic achievement. Practical implications include targeted educational strategies to enhance emotional intelligence, recognizing its potential to positively influence various academic outcomes. The exploration concludes by emphasizing the significance of recognizing and prioritizing emotional intelligence in fostering holistic educational approaches for secondary school students in the UK.
{"title":"Investigating the Correlation Between Emotional Intelligence and Academic Achievement: A Multifaceted Analysis in UK Secondary Schools","authors":"Dinah Kory Garret, Alva Myranda Haward","doi":"10.56397/jare.2024.01.04","DOIUrl":"https://doi.org/10.56397/jare.2024.01.04","url":null,"abstract":"This comprehensive review explores the correlation between emotional intelligence (EI) and academic achievement in the context of UK secondary schools. Grounded in a thorough examination of emotional intelligence, its theoretical foundations, and influencing factors during adolescence, the analysis synthesizes existing studies to establish a robust link between EI and academic success. The impact of school culture, teacher-student relationships, and familial influences on emotional intelligence is explored, emphasizing the pivotal role of the school environment in shaping socio-emotional growth. Empirical evidence highlights the mediating role of EI in the complex interplay of socio-emotional factors and academic achievement. Practical implications include targeted educational strategies to enhance emotional intelligence, recognizing its potential to positively influence various academic outcomes. The exploration concludes by emphasizing the significance of recognizing and prioritizing emotional intelligence in fostering holistic educational approaches for secondary school students in the UK.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"16 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139637328","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}
Pub Date : 2024-01-01DOI: 10.56397/jare.2024.01.05
Aleks Matevos Vartanian
This review explores the integration of STEM education with a focus on environmental responsibility in U.S. K-12 settings. Examining case studies, theoretical frameworks, and best practices, the paper emphasizes the transformative potential of this approach. The theoretical foundation conceptualizes environmental responsibility in education, emphasizing the connection between STEM concepts and real-world environmental challenges. The literature review traces the historical evolution of environmental education in U.S. K-12 schools, highlighting the urgency for transformative approaches like STEM integration. Comparing STEM integration strategies through case studies underscores the importance of a holistic approach, including interdisciplinary curricula, project-based learning, professional development, sustainable initiatives, and community engagement. Derived best practices offer practical guidance, emphasizing ongoing professional development, curricular alignment, project-based learning, resource allocation, community engagement, and collaboration. These recommendations form a roadmap for effective STEM integration with environmental responsibility. In conclusion, this review highlights the transformative potential of STEM integration in fostering environmentally responsible citizens. By embracing these principles, educational institutions can cultivate a generation capable of addressing complex environmental challenges, ensuring a sustainable and resilient future.
{"title":"Fostering Environmental Responsibility in U.S. K-12 Education: A Comparative Study of Strategies Integrating STEM","authors":"Aleks Matevos Vartanian","doi":"10.56397/jare.2024.01.05","DOIUrl":"https://doi.org/10.56397/jare.2024.01.05","url":null,"abstract":"This review explores the integration of STEM education with a focus on environmental responsibility in U.S. K-12 settings. Examining case studies, theoretical frameworks, and best practices, the paper emphasizes the transformative potential of this approach. The theoretical foundation conceptualizes environmental responsibility in education, emphasizing the connection between STEM concepts and real-world environmental challenges. The literature review traces the historical evolution of environmental education in U.S. K-12 schools, highlighting the urgency for transformative approaches like STEM integration. Comparing STEM integration strategies through case studies underscores the importance of a holistic approach, including interdisciplinary curricula, project-based learning, professional development, sustainable initiatives, and community engagement. Derived best practices offer practical guidance, emphasizing ongoing professional development, curricular alignment, project-based learning, resource allocation, community engagement, and collaboration. These recommendations form a roadmap for effective STEM integration with environmental responsibility. In conclusion, this review highlights the transformative potential of STEM integration in fostering environmentally responsible citizens. By embracing these principles, educational institutions can cultivate a generation capable of addressing complex environmental challenges, ensuring a sustainable and resilient future.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139632706","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}
Pub Date : 2024-01-01DOI: 10.56397/jare.2024.01.02
Huan Wang
This article critically examines the impact of blended teaching on the ideological and political integration within the Social Security Curriculum. It aims to elucidate the knowledge, skills, and values objectives of blended teaching in the context of Social Security Curriculum, particularly its intersection with ideological and political education. The paper further delves into specific reform elements, encompassing alterations in pedagogical methodologies, realignment of educational goals, amalgamation of instructional resources, pioneering teaching strategies, and refinement of assessment methodologies.
{"title":"The Application of Blended Teaching in the Ideological and Political Reform of the Social Security Curriculum","authors":"Huan Wang","doi":"10.56397/jare.2024.01.02","DOIUrl":"https://doi.org/10.56397/jare.2024.01.02","url":null,"abstract":"This article critically examines the impact of blended teaching on the ideological and political integration within the Social Security Curriculum. It aims to elucidate the knowledge, skills, and values objectives of blended teaching in the context of Social Security Curriculum, particularly its intersection with ideological and political education. The paper further delves into specific reform elements, encompassing alterations in pedagogical methodologies, realignment of educational goals, amalgamation of instructional resources, pioneering teaching strategies, and refinement of assessment methodologies.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139634266","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.11
Elsa Philippos, Orrin Alesya, Jorge Tatiana
This paper explores the implementation of smart device-assisted educational strategies to enhance inclusivity for visually impaired students in Brazil. The Brazilian education system, with its commitment to inclusivity, serves as the backdrop for understanding the challenges faced by visually impaired students. Leveraging technology, particularly educational apps and software, is examined as a means to overcome these challenges. The benefits of smart device-assisted learning are discussed, shedding light on the transformative potential of these strategies. The paper concludes by addressing implementation strategies and potential future directions, emphasizing the importance of technology in creating inclusive educational environments.
{"title":"Smart Device-Assisted Educational Strategies for Visually Impaired Students in Brazil","authors":"Elsa Philippos, Orrin Alesya, Jorge Tatiana","doi":"10.56397/jare.2023.11.11","DOIUrl":"https://doi.org/10.56397/jare.2023.11.11","url":null,"abstract":"This paper explores the implementation of smart device-assisted educational strategies to enhance inclusivity for visually impaired students in Brazil. The Brazilian education system, with its commitment to inclusivity, serves as the backdrop for understanding the challenges faced by visually impaired students. Leveraging technology, particularly educational apps and software, is examined as a means to overcome these challenges. The benefits of smart device-assisted learning are discussed, shedding light on the transformative potential of these strategies. The paper concludes by addressing implementation strategies and potential future directions, emphasizing the importance of technology in creating inclusive educational environments.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"186 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139294370","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.09
Shanshan Fan
This study explores the role of conversation in fostering democratic education, highlighting the limitations of traditional indoctrination methods and advocating for active student engagement. It positions the discussion method as a means to advance democracy in education, underscoring the significance of listening, speaking, and student-centered pedagogy. Drawing on John Dewey’s educational philosophy, it probes the symbiotic relationship between democracy and the discussion method, emphasizing its capacity to enhance cognitive flexibility, social aptitude, and knowledge construction. Practical classroom applications of this method, along with strategies to address implementation challenges, are also examined. In conclusion, the study underscores the need for continued research and refinement of the discussion method.
{"title":"A Focus on the Discussion Method with Democracy in Education","authors":"Shanshan Fan","doi":"10.56397/jare.2023.11.09","DOIUrl":"https://doi.org/10.56397/jare.2023.11.09","url":null,"abstract":"This study explores the role of conversation in fostering democratic education, highlighting the limitations of traditional indoctrination methods and advocating for active student engagement. It positions the discussion method as a means to advance democracy in education, underscoring the significance of listening, speaking, and student-centered pedagogy. Drawing on John Dewey’s educational philosophy, it probes the symbiotic relationship between democracy and the discussion method, emphasizing its capacity to enhance cognitive flexibility, social aptitude, and knowledge construction. Practical classroom applications of this method, along with strategies to address implementation challenges, are also examined. In conclusion, the study underscores the need for continued research and refinement of the discussion method.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"24 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135510491","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.12
Xinying Lin
The International Large Scale Assessment (ILSA) is now widely recognized as an important tool for capturing the quality of education in a country or region, and it provides a platform for both developed and developing countries to reflect on and improve education. However, the effectiveness of ILSA has been criticized for underrepresentation due to domestic and international complexity, which also poses risks and inequities for some developing countries. This paper critically analyzes the benefits and drawbacks of ILSAs for developing countries with the example of the Programme for International Student Assessment (PISA) in China and attempts to establish a link with Bourdieu’s Capital Theory. This essay concludes with suggestions for ILSAs and further studies that more effort needs to be put into compatibility with internationalization and localization.
{"title":"Analysis of the Advantages and Disadvantages of ILSAs in Developing Countries: A Case Study of China","authors":"Xinying Lin","doi":"10.56397/jare.2023.11.12","DOIUrl":"https://doi.org/10.56397/jare.2023.11.12","url":null,"abstract":"The International Large Scale Assessment (ILSA) is now widely recognized as an important tool for capturing the quality of education in a country or region, and it provides a platform for both developed and developing countries to reflect on and improve education. However, the effectiveness of ILSA has been criticized for underrepresentation due to domestic and international complexity, which also poses risks and inequities for some developing countries. This paper critically analyzes the benefits and drawbacks of ILSAs for developing countries with the example of the Programme for International Student Assessment (PISA) in China and attempts to establish a link with Bourdieu’s Capital Theory. This essay concludes with suggestions for ILSAs and further studies that more effort needs to be put into compatibility with internationalization and localization.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139304387","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.06
Menghan Gu
The percentage of male primary school teachers participating in the classroom has been a very small fraction. Only about 30% of primary school teachers are male compared to female teachers. In fact, the over-reliance on female teachers in primary schools has led to some psychological problems among some students. These include stereotypes of male teachers as “hard” and unapproachable. From the perspective of male students, they are more likely to be labelled as “feminine”. As more and more primary schools have increased their emphasis on the participation of male teachers in the classroom, student achievement has not only improved, but their perceptions of gender identity have also become more holistic. In addition to this, a reasonable ratio of male to female teachers will also have a more positive impact on the composition and behaviour of parents in the family. Therefore, the lack of male teachers in primary schools can be effectively balanced through reasonable training methods and fair recruitment channels. It will also contribute to the more comprehensive development of students.
{"title":"Should the Presence of Male Teachers in Classroom Be Increased?","authors":"Menghan Gu","doi":"10.56397/jare.2023.11.06","DOIUrl":"https://doi.org/10.56397/jare.2023.11.06","url":null,"abstract":"The percentage of male primary school teachers participating in the classroom has been a very small fraction. Only about 30% of primary school teachers are male compared to female teachers. In fact, the over-reliance on female teachers in primary schools has led to some psychological problems among some students. These include stereotypes of male teachers as “hard” and unapproachable. From the perspective of male students, they are more likely to be labelled as “feminine”. As more and more primary schools have increased their emphasis on the participation of male teachers in the classroom, student achievement has not only improved, but their perceptions of gender identity have also become more holistic. In addition to this, a reasonable ratio of male to female teachers will also have a more positive impact on the composition and behaviour of parents in the family. Therefore, the lack of male teachers in primary schools can be effectively balanced through reasonable training methods and fair recruitment channels. It will also contribute to the more comprehensive development of students.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"46 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455671","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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