This research is done in an educational organization of a master education. The goal of the research is to find out how students can learn from summative feedback and authentic judging and how assessors can learn how to deliver sustainable feedback and authentic judgments. The research question is ‘What is the effect of education of lecturers in making sustainable judgments and delivering sustainable summative feedback on the satisfaction of students to continue their learning development?
{"title":"Learning from Assessments and Feedback, A Teacher and Student Perspective.","authors":"Piet Koppejan","doi":"10.30845/JESP.V6N2P5","DOIUrl":"https://doi.org/10.30845/JESP.V6N2P5","url":null,"abstract":"This research is done in an educational organization of a master education. The goal of the research is to find out how students can learn from summative feedback and authentic judging and how assessors can learn how to deliver sustainable feedback and authentic judgments. The research question is ‘What is the effect of education of lecturers in making sustainable judgments and delivering sustainable summative feedback on the satisfaction of students to continue their learning development?","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116311262","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 Information and Communication Technologies (ICTs) impact positively on students’ attainment in primary school mathematics classrooms, depending on the nature of the pedagogy used (Higgins, Xiao, & Katsipataki, 2012). However, how ICTs are used pedagogically depends on how teachers perceive them (Bray & Tangney, 2017). Over the past decade, South Africa has invested heavily in ICTs in education, in the hopes that their use may impact positively on extremely low outcomes that are recorded in mathematics and reading in the country (Spaull, 2013). This investment, however, has not paid dividends, calling into question exactly how ICTs are used in teaching/learning in this context. This paper seeks to address teachers’ perceptions of teaching with ICTs in order to ascertain whether teachers do indeed use ICTs in their classrooms and whether they believe this changes their pedagogy thereby impacting positively on outcomes in mathematics at a grade 6 level. Interviews with 6 teachers across 4 non-fee-paying schools, using Cultural Historical Activity Theory as a frame, indicated that teachers do indeed believe that their pedagogy has shifted with the use of ICTs and that this has had a positive impact on mathematics learning.
{"title":"Teachers’ Perceptions of Pedagogical Change with Information Communication Technologies in No-fee Primary Schools in a Developing Context: A Cultural Historical Activity Theory Analysis","authors":"J. Hardman","doi":"10.30845/jesp.v6n3p16","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p16","url":null,"abstract":"Research indicates that Information and Communication Technologies (ICTs) impact positively on students’ attainment in primary school mathematics classrooms, depending on the nature of the pedagogy used (Higgins, Xiao, & Katsipataki, 2012). However, how ICTs are used pedagogically depends on how teachers perceive them (Bray & Tangney, 2017). Over the past decade, South Africa has invested heavily in ICTs in education, in the hopes that their use may impact positively on extremely low outcomes that are recorded in mathematics and reading in the country (Spaull, 2013). This investment, however, has not paid dividends, calling into question exactly how ICTs are used in teaching/learning in this context. This paper seeks to address teachers’ perceptions of teaching with ICTs in order to ascertain whether teachers do indeed use ICTs in their classrooms and whether they believe this changes their pedagogy thereby impacting positively on outcomes in mathematics at a grade 6 level. Interviews with 6 teachers across 4 non-fee-paying schools, using Cultural Historical Activity Theory as a frame, indicated that teachers do indeed believe that their pedagogy has shifted with the use of ICTs and that this has had a positive impact on mathematics learning.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125141590","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}
We propose, starting with this work, presenting a way to achieve a systemic vision of a certain mathematical notional content, vision to motivate and mobilize the work of those who teach in class, thus facilitating teaching and assimilation of notions, concepts, scientific theories approached by educational disciplines that present phenomena and processes in nature. We present here a systemic approach to solving a Diophantine equation, namely a Pythagorean equation in the set of natural numbers, then in Z, to then "submerged" such an equation in a ring of matrices and try to find as many matrices solutions as possible. Thus, first we will present a didactic solution to the Pythagorean equation, after which we will determine all the matrix solutions of such an equation in the M ring. These matrices will be called pitagorean matrices. We will limit ourselves only to the second-order matrices, because for larger matrices the calculations are more and more complicated. But we will also present matrix solutions of at least 3.
{"title":"From Diofantian Equations to Matricial Equations (I) - Equations and Pythagorean Matrices","authors":"Teodor-Dumitru Vălcan","doi":"10.30845/JESP.V6N1P9","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P9","url":null,"abstract":"We propose, starting with this work, presenting a way to achieve a systemic vision of a certain mathematical notional content, vision to motivate and mobilize the work of those who teach in class, thus facilitating teaching and assimilation of notions, concepts, scientific theories approached by educational disciplines that present phenomena and processes in nature. We present here a systemic approach to solving a Diophantine equation, namely a Pythagorean equation in the set of natural numbers, then in Z, to then \"submerged\" such an equation in a ring of matrices and try to find as many matrices solutions as possible. Thus, first we will present a didactic solution to the Pythagorean equation, after which we will determine all the matrix solutions of such an equation in the M ring. These matrices will be called pitagorean matrices. We will limit ourselves only to the second-order matrices, because for larger matrices the calculations are more and more complicated. But we will also present matrix solutions of at least 3.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128307356","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":"Sabores y Saberes Para La Educación: Propuesta Metodológica integral Para La Alimentación","authors":"Maria Fernanda Santos Altamirano","doi":"10.30845/jesp.v6n1p7","DOIUrl":"https://doi.org/10.30845/jesp.v6n1p7","url":null,"abstract":"","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128783843","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}
Safe and comfortable classroom environment and positive teacher‐ student relationships encourage academic learning and social emotional learning (SEL). In addition, after incorporating SEL into classrooms and schools, teachers' social-emotional abilities and health status significantly affect learning conditions. Research has been consistent in showcasing the benefits to students, teachers, and schools in which SEL is prioritized. Specific practices facilitated by the teacher in the classroom provide smoother transitions and secure, predictable classrooms. These practices can jointly lay a solid foundation of safety, consistency and joy in classrooms.
{"title":"Adult Social & Emotional Learning: Establishing Campus Cultures of Well-Being","authors":"Terry A. Silver","doi":"10.30845/jesp.v7n3p10","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p10","url":null,"abstract":"Safe and comfortable classroom environment and positive teacher‐ student relationships encourage academic learning and social emotional learning (SEL). In addition, after incorporating SEL into classrooms and schools, teachers' social-emotional abilities and health status significantly affect learning conditions. Research has been consistent in showcasing the benefits to students, teachers, and schools in which SEL is prioritized. Specific practices facilitated by the teacher in the classroom provide smoother transitions and secure, predictable classrooms. These practices can jointly lay a solid foundation of safety, consistency and joy in classrooms.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116963703","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}
For higher education’s e-learning (online and hybrid) courses, this paper shares a four-step pedagogical process titled, “360-Degree Accessibility.” Process implementation helps to improve success for disabled students; specifically, students with visual and auditory impairments that require the use of assisted technology devices for course comprehension. An effective e-learning environment with equal opportunity and reasonable accommodation is promoted. The steps expand upon instructor-based accessibility guidelines so that, all class participants learn and practice accessibility standards, inside and outside of a classroom. Accessibility knowledge gained provides enhancements to students’ social awareness and social responsibility. The differences between compliant and noncompliant practices are explained. Assisted technology, accessibility, discriminatory practices along with, elearning parameters is defined. Examples of syllabus passages and student lesson plans are provided. Process success is recognized within a pilot study. Final comments encourage the instructional use of 360-Degree Accessibility within higher education’s e-learning courses.
{"title":"Implement a Four-Step Process to Achieve 360-Degree E-learning Accessibility","authors":"Cynthia Schreihans","doi":"10.30845/JESP.V6N1P2","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P2","url":null,"abstract":"For higher education’s e-learning (online and hybrid) courses, this paper shares a four-step pedagogical process titled, “360-Degree Accessibility.” Process implementation helps to improve success for disabled students; specifically, students with visual and auditory impairments that require the use of assisted technology devices for course comprehension. An effective e-learning environment with equal opportunity and reasonable accommodation is promoted. The steps expand upon instructor-based accessibility guidelines so that, all class participants learn and practice accessibility standards, inside and outside of a classroom. Accessibility knowledge gained provides enhancements to students’ social awareness and social responsibility. The differences between compliant and noncompliant practices are explained. Assisted technology, accessibility, discriminatory practices along with, elearning parameters is defined. Examples of syllabus passages and student lesson plans are provided. Process success is recognized within a pilot study. Final comments encourage the instructional use of 360-Degree Accessibility within higher education’s e-learning courses.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133489013","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 is part of a doctoral research, which aim is to prove that reflective thinking can be developed and scaffolded during teacher training, through the introduction of diverse active methodologies practice in the university classroom; such as writing a reflective diary, dialoguing with in-service teachers, and becoming a teacher assistant. Consequently, the researchers applied the action research cycle to motivate future teachers to keep a reflective journal about their experiences throughout their career. As a conclusion, all the strategies applied have contributed to accomplish the research’s main goal.
{"title":"Reflective Thinking, A New Skill in English Pedagogy Curriculum at Playa Ancha’s University","authors":"M. E. Diaz, Mg. Amanda Isabel Vasquez","doi":"10.30845/JESP.V6N1P10","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P10","url":null,"abstract":"This study is part of a doctoral research, which aim is to prove that reflective thinking can be developed and scaffolded during teacher training, through the introduction of diverse active methodologies practice in the university classroom; such as writing a reflective diary, dialoguing with in-service teachers, and becoming a teacher assistant. Consequently, the researchers applied the action research cycle to motivate future teachers to keep a reflective journal about their experiences throughout their career. As a conclusion, all the strategies applied have contributed to accomplish the research’s main goal.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125749446","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 review is to capture the scope of literature with regard to the current state of supports addressing student resilience. More specifically, this researcher is interested in those structures and interventions that are in place for post-baccalaureate students in higher education plans of study. In its infancy, research and intervention addressing this topic occurred at the K-12 level of education and later moved into baccalaureate programs of study for the most part. In addition, this research investigates the literature in order to explore the desired state in terms of student resilience. A deeper understanding of these two factors will drive future research in terms of the development and evaluation of appropriate interventions to address post-baccalaureate student resilience in higher education.
{"title":"Addressing Student Resilience in Post-Baccalaureate Programs: A Review of the Literature","authors":"Mitzi S. Brammer","doi":"10.30845/JESP.V6N1P4","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P4","url":null,"abstract":"The purpose of this review is to capture the scope of literature with regard to the current state of supports addressing student resilience. More specifically, this researcher is interested in those structures and interventions that are in place for post-baccalaureate students in higher education plans of study. In its infancy, research and intervention addressing this topic occurred at the K-12 level of education and later moved into baccalaureate programs of study for the most part. In addition, this research investigates the literature in order to explore the desired state in terms of student resilience. A deeper understanding of these two factors will drive future research in terms of the development and evaluation of appropriate interventions to address post-baccalaureate student resilience in higher education.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115438413","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}
There has been substantial research into different aspects of teaching accounting at the undergraduate level. However, a substantial part of the research has focussed on only one part of the process, the understanding of students. The findings of the research have improved our knowledge of the student’s learning issues but have done little to illuminate the connections in the entire educational process, including such factors as lecturing styles and the quality of printed materials. This paper explains communication theory and reviews the research that has been conducted into various aspects of that theory. A conceptual framework is constructed that identifies and incorporates all the different aspects and identifies the importance of their relationships. The paper is completed with a proposal for further research based on the conceptual framework . course in a New Zealand University. The results show that three factors (personal, referents, and control) are determinants of students‟ intention to major in accounting or other business disciplines. Further analysis revealed that the students‟ major intentions are influenced by important referents‟ perceptions. In particular, parents appear to have a strong influence on students‟ intentions to major in accounting. Comparisons of differential personal perceptions by accounting and non-accounting majors revealed that accounting majors hold positive perceptions of some of the qualities of the study of accounting and the accounting profession.
{"title":"A Conceptual Framework for Accounting Education Research","authors":"Dr Audra Ong, Dr. R. W. Hussey","doi":"10.30845/jesp.v7n2p4","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p4","url":null,"abstract":"There has been substantial research into different aspects of teaching accounting at the undergraduate level. However, a substantial part of the research has focussed on only one part of the process, the understanding of students. The findings of the research have improved our knowledge of the student’s learning issues but have done little to illuminate the connections in the entire educational process, including such factors as lecturing styles and the quality of printed materials. This paper explains communication theory and reviews the research that has been conducted into various aspects of that theory. A conceptual framework is constructed that identifies and incorporates all the different aspects and identifies the importance of their relationships. The paper is completed with a proposal for further research based on the conceptual framework . course in a New Zealand University. The results show that three factors (personal, referents, and control) are determinants of students‟ intention to major in accounting or other business disciplines. Further analysis revealed that the students‟ major intentions are influenced by important referents‟ perceptions. In particular, parents appear to have a strong influence on students‟ intentions to major in accounting. Comparisons of differential personal perceptions by accounting and non-accounting majors revealed that accounting majors hold positive perceptions of some of the qualities of the study of accounting and the accounting profession.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116445014","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}
Τhe issue of early school leaving consists one of the most important problems in contemporary educational systems. Although the rate of early school leaving in Greece remains below the European average, it is significant to face this social pathogeny both drastically and decisively. Undoubtedly, the problem of early school leaving is connected with a wider social pathology depicting the deficit of social protection through schools. Additionally, we need to theorize this issue as an urgent problem because of the emerging value that education has as a human and socialright in modern societies. In this paper through the general topic of the early school leaving, we will focus on the specific issue of nationality. Specifically, we will observe the dimension of nationality at primary, low secondary and upper secondary education according to the official data for the pupils’ generation 2015-2016. Moreover, using the theoretical and sociological analytical tools, we will examine the issue of early school leaving focusing on the nationality dimension in a period in which, due to the influx of refugees and migrants, the pupils’ mobility is increasing rapidly.
{"title":"Early School Leaving by Nationality in Contemporary Greece Sociological Interpretations of Recent data","authors":"Fotopoulos Νikos, Pandis Prokopis","doi":"10.30845/jesp.v7n1p10","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p10","url":null,"abstract":"Τhe issue of early school leaving consists one of the most important problems in contemporary educational systems. Although the rate of early school leaving in Greece remains below the European average, it is significant to face this social pathogeny both drastically and decisively. Undoubtedly, the problem of early school leaving is connected with a wider social pathology depicting the deficit of social protection through schools. Additionally, we need to theorize this issue as an urgent problem because of the emerging value that education has as a human and socialright in modern societies. In this paper through the general topic of the early school leaving, we will focus on the specific issue of nationality. Specifically, we will observe the dimension of nationality at primary, low secondary and upper secondary education according to the official data for the pupils’ generation 2015-2016. Moreover, using the theoretical and sociological analytical tools, we will examine the issue of early school leaving focusing on the nationality dimension in a period in which, due to the influx of refugees and migrants, the pupils’ mobility is increasing rapidly.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129884868","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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