{"title":"Influence of Continuous Professional Development for Secondary School Teachers on Academic Performance in Public Secondary Schools in Rwanda. A Case of Karongi District","authors":"","doi":"10.53819/81018102t3094","DOIUrl":"https://doi.org/10.53819/81018102t3094","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83278449","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 study conducted a comprehensive literature-based exploration into the critical role of teacher-student relationships in student motivation and achievement within the Japanese educational context. The foundation of this research pivots around the understanding that these relationships may significantly affect the educational outcomes for students. Drawing upon multiple scholarly sources and empirical studies, the research investigates how the unique cultural and educational environment in Japan impacts these relationships. We found that the Japanese educational system, characterized by a strong teacher authority and a culture that values harmony, shapes unique teacher-student dynamics. The study further analyzed how these dynamics contribute to students' intrinsic motivation and academic performance. Findings suggest that positive teacher-student relationships in Japan, often marked by respect, emotional support, and constructive feedback, are likely to foster a nurturing and motivational learning environment. This supportive atmosphere subsequently promotes student engagement, facilitates cognitive development, and enhances academic achievement. Conversely, less optimal teacher-student relationships may lead to lower motivation levels, hindering students' potential to succeed academically. This study not only highlights the importance of cultivating positive teacher-student relationships in the Japanese context but also underscores the universal applicability of this principle in achieving optimal educational outcomes worldwide. This research contributes to the broader discourse on educational pedagogy, providing valuable insights for policymakers, educators, and researchers. However, it is noteworthy that further empirical investigations are necessary to deepen our understanding of this topic, considering the diverse social, cultural, and individual factors at play. As such, the study concludes with recommendations for future research directions, emphasizing the need for a holistic and inclusive approach to education. Keywords: Teacher-Student Relationships, Student Motivation, Academic Achievement, Japanese Education System, Educational Outcomes
{"title":"The Influence of Teacher-Student Relationships on Student Motivation and Achievement: Perspective from Japan","authors":"Haruki K. Yoshimoto","doi":"10.53819/81018102t4157","DOIUrl":"https://doi.org/10.53819/81018102t4157","url":null,"abstract":"This study conducted a comprehensive literature-based exploration into the critical role of teacher-student relationships in student motivation and achievement within the Japanese educational context. The foundation of this research pivots around the understanding that these relationships may significantly affect the educational outcomes for students. Drawing upon multiple scholarly sources and empirical studies, the research investigates how the unique cultural and educational environment in Japan impacts these relationships. We found that the Japanese educational system, characterized by a strong teacher authority and a culture that values harmony, shapes unique teacher-student dynamics. The study further analyzed how these dynamics contribute to students' intrinsic motivation and academic performance. Findings suggest that positive teacher-student relationships in Japan, often marked by respect, emotional support, and constructive feedback, are likely to foster a nurturing and motivational learning environment. This supportive atmosphere subsequently promotes student engagement, facilitates cognitive development, and enhances academic achievement. Conversely, less optimal teacher-student relationships may lead to lower motivation levels, hindering students' potential to succeed academically. This study not only highlights the importance of cultivating positive teacher-student relationships in the Japanese context but also underscores the universal applicability of this principle in achieving optimal educational outcomes worldwide. This research contributes to the broader discourse on educational pedagogy, providing valuable insights for policymakers, educators, and researchers. However, it is noteworthy that further empirical investigations are necessary to deepen our understanding of this topic, considering the diverse social, cultural, and individual factors at play. As such, the study concludes with recommendations for future research directions, emphasizing the need for a holistic and inclusive approach to education. Keywords: Teacher-Student Relationships, Student Motivation, Academic Achievement, Japanese Education System, Educational Outcomes","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80737938","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 research retrospectively explored the impact of multilingual education on students' cognitive development, with a focus on China's educational system. It illustrated how immersion in multiple languages enhanced cognitive abilities, supported by empirical data collected from schools across various Chinese regions. Distinct improvements were seen in cognitive domains such as problem-solving, attention, memory, and cognitive flexibility. The research underlined a correlation between multilingual education and an enriched cognitive repertoire, showcasing the ability to think divergently and handle complex tasks efficiently. The study also addressed the challenges involved in implementing multilingual education, including the need for specialized resources and trained educators. Despite these hurdles, the findings from China echoed the global consensus supporting multilingualism as a potent tool in fostering cognitive development. This analysis has broad implications for shaping educational policies worldwide, advocating for more significant incorporation of multilingual education to optimize cognitive growth among students. Keywords: Multilingual Education, Cognitive Development, Students, Impact, China.
{"title":"The Impact of Multilingual Education on Students' Cognitive Development: Evidence from the China","authors":"Yan. Z. Tan","doi":"10.53819/81018102t4158","DOIUrl":"https://doi.org/10.53819/81018102t4158","url":null,"abstract":"This research retrospectively explored the impact of multilingual education on students' cognitive development, with a focus on China's educational system. It illustrated how immersion in multiple languages enhanced cognitive abilities, supported by empirical data collected from schools across various Chinese regions. Distinct improvements were seen in cognitive domains such as problem-solving, attention, memory, and cognitive flexibility. The research underlined a correlation between multilingual education and an enriched cognitive repertoire, showcasing the ability to think divergently and handle complex tasks efficiently. The study also addressed the challenges involved in implementing multilingual education, including the need for specialized resources and trained educators. Despite these hurdles, the findings from China echoed the global consensus supporting multilingualism as a potent tool in fostering cognitive development. This analysis has broad implications for shaping educational policies worldwide, advocating for more significant incorporation of multilingual education to optimize cognitive growth among students. Keywords: Multilingual Education, Cognitive Development, Students, Impact, China.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82770403","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 : 2023-06-12DOI: 10.1177/00220574231183140
J. Bempechat, Margarita Jiménez-Silva, Eleonora Villegas-Reimers, Evelyn C. Baca
In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation.
{"title":"“I Haven’t had That Conversation Yet”: How Homework is (or isn’t) Addressed in Teacher Preparation","authors":"J. Bempechat, Margarita Jiménez-Silva, Eleonora Villegas-Reimers, Evelyn C. Baca","doi":"10.1177/00220574231183140","DOIUrl":"https://doi.org/10.1177/00220574231183140","url":null,"abstract":"In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91168840","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 : 2023-06-07DOI: 10.1177/00220574231182328
Tara P. Nicola
For decades the American School Counselor Association has recommended that schools employ one counselor for every 250 students, but there is limited evidence the policy promotes student success. This article investigates the origins of the 60-year-old recommendation, examining how and why it has persisted. Drawing on historical documents, it reconstructs how the 250 number was derived during the 1950s and then uses a framework of institutionalization within organizational fields to explain how the ratio became cemented within and beyond the counseling field. By highlighting how the 250-to-1 recommendation is an anachronism, this article raises questions about its continued relevance.
几十年来，美国学校顾问协会(American School Counselor Association)一直建议学校为每250名学生聘请一名顾问，但这项政策促进学生成功的证据有限。本文调查了这个已有60年历史的建议的起源，研究了它是如何以及为什么被坚持下来的。根据历史文献，它重建了250这个数字是如何在20世纪50年代产生的，然后使用组织领域内的制度化框架来解释这个比例是如何在咨询领域内外得到巩固的。通过强调250比1的推荐是多么的不合时宜，本文提出了关于其持续相关性的问题。
{"title":"Understanding the Recommended Student-To-Counselor Ratio’s Persistence: An Institutional Theory Perspective","authors":"Tara P. Nicola","doi":"10.1177/00220574231182328","DOIUrl":"https://doi.org/10.1177/00220574231182328","url":null,"abstract":"For decades the American School Counselor Association has recommended that schools employ one counselor for every 250 students, but there is limited evidence the policy promotes student success. This article investigates the origins of the 60-year-old recommendation, examining how and why it has persisted. Drawing on historical documents, it reconstructs how the 250 number was derived during the 1950s and then uses a framework of institutionalization within organizational fields to explain how the ratio became cemented within and beyond the counseling field. By highlighting how the 250-to-1 recommendation is an anachronism, this article raises questions about its continued relevance.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78108106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Community Participation and Performance of One Cup Milk Per Child Programme in Rwanda; A Case of Selected School Based Early Childhood Development’s in Gicumbi District","authors":"","doi":"10.53819/81018102t5183","DOIUrl":"https://doi.org/10.53819/81018102t5183","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86837728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teachers’ Competence and Students’ Academic Performance in Secondary Schools in Rwanda","authors":"","doi":"10.53819/81018102t5182","DOIUrl":"https://doi.org/10.53819/81018102t5182","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76972102","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 study was mainly about the effects of correspondence course program and teachers’ achievement in Kigali city and was leaded by the following objectives. To examine the effect of correspondence course program and teachers’ achievement in Kigali city, To examine the problems faced by teachers undertaking correspondence course or learning program in Kigali city and To investigate ways through which we can reduce on the problems facing correspondence course program Kigali city. The study was majorly evaluative and mainly qualitative in nature although for the purposes of accuracy and clarity, some quantitative aspects were used. The study comprised of 227 respondents who included 10 community leaders, 193 students, 17 teachers 3 head teachers, 2 representatives from NGOs 12 civil servants who included chief administrative officers from Gasabo, Kicukiro, Nyarugenge districts and Kigali city development officer 5 education officers who included the district inspector of schools and Kigali city education officer plus 20 parents whom their children were undertaking correspondence course program. Therefore, the target population of 350 selected from three sectors of Kigali city made a sample size of 227 which was selected using purposive sampling and simple random sampling. This reseracher embraced a survey investigate plan which utilized surveys as disobedient of information collection and guided meet. Information were displayed and examined into tables and graphs applying expressive insights (Frequencies, rates and cruel) as well as utilizing SPSS bundle. 95% of the respondents who were inquired said that correspondence course program in Kigali City is confronted by Tall steady loss/ dropout rates. 73% of the respondents whom the analyst caught up with said that correspondence course Advances great learning involvement where by learners are free to connected with other individuals within the communities where they take off and within the dialects that they get it superior. This has made them be advanced to distinctive levels in numerous zones where they work. Keywords: Correspondence course program, teacher achievement
{"title":"Correspondence Course Program and Teacher Achievement at Kigali-Rwanda","authors":"Janvier Kwizera, Olivier Mukurira","doi":"10.53819/81018102t6056","DOIUrl":"https://doi.org/10.53819/81018102t6056","url":null,"abstract":"The study was mainly about the effects of correspondence course program and teachers’ achievement in Kigali city and was leaded by the following objectives. To examine the effect of correspondence course program and teachers’ achievement in Kigali city, To examine the problems faced by teachers undertaking correspondence course or learning program in Kigali city and To investigate ways through which we can reduce on the problems facing correspondence course program Kigali city. The study was majorly evaluative and mainly qualitative in nature although for the purposes of accuracy and clarity, some quantitative aspects were used. The study comprised of 227 respondents who included 10 community leaders, 193 students, 17 teachers 3 head teachers, 2 representatives from NGOs 12 civil servants who included chief administrative officers from Gasabo, Kicukiro, Nyarugenge districts and Kigali city development officer 5 education officers who included the district inspector of schools and Kigali city education officer plus 20 parents whom their children were undertaking correspondence course program. Therefore, the target population of 350 selected from three sectors of Kigali city made a sample size of 227 which was selected using purposive sampling and simple random sampling. This reseracher embraced a survey investigate plan which utilized surveys as disobedient of information collection and guided meet. Information were displayed and examined into tables and graphs applying expressive insights (Frequencies, rates and cruel) as well as utilizing SPSS bundle. 95% of the respondents who were inquired said that correspondence course program in Kigali City is confronted by Tall steady loss/ dropout rates. 73% of the respondents whom the analyst caught up with said that correspondence course Advances great learning involvement where by learners are free to connected with other individuals within the communities where they take off and within the dialects that they get it superior. This has made them be advanced to distinctive levels in numerous zones where they work. Keywords: Correspondence course program, teacher achievement","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88289604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effects of Instructional Materials on Literacy Levels of Learners among Primary Schools in Helsinki, Finland","authors":"","doi":"10.53819/81018102t5154","DOIUrl":"https://doi.org/10.53819/81018102t5154","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90374439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reading Habits and Educational Achievement of Secondary Schools Learners in Bishan, Singapore","authors":"","doi":"10.53819/81018102t5155","DOIUrl":"https://doi.org/10.53819/81018102t5155","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84831184","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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