Objective: Understanding the body's anatomical structures is critical for surgical safety and a crucial pillar of medical curricula, whether integrated or traditional. The students need to comprehend and memorize a significant amount of Anatomical information that seems to burden them. Hence, the paper modelling strategy is designed to help better learning with proper knowledge retention. Our study aims to assess the effectiveness of the modeling technique; concerning the students' performance and feedback at the module's conclusion. Methods: The study used a quasi-experimental study involving 88 medical students who performed the paper modeling for seven weeks and included two weekly activity sessions. We used overhead projector sheets, color markers, and measuring tape for the students to create the muscle models and stick them to the skeleton with poster tack. Results: Data analysis revealed that the students in the treatment groups achieved significantly higher scores (72.7%) than their peers (21.3 %), with a substantial disparity in the mean ratings between the two groups, p<0.001. Moreover, the students' feedback about this method showed that 70 to 73% agreed that the new approach helped them to comprehend and retain information about muscle locations, attachment sites, and actions and allowed them to have in-depth discussions with their peers. Conclusions: The modeling method used in the current study was well appreciated by the students and enhanced their performance because it relied on the benefits of peer-to-peer instruction and embraced combined visual and kinesthetic learning styles.
{"title":"Evaluating the Effectiveness of Paper Modelling as an Active Learning Approach in the Musculoskeletal Module for the MBBS Students","authors":"M. N. F. Salama, Ramya Rathan, Anusha Sreejith","doi":"10.5430/jct.v12n6p338","DOIUrl":"https://doi.org/10.5430/jct.v12n6p338","url":null,"abstract":"Objective: Understanding the body's anatomical structures is critical for surgical safety and a crucial pillar of medical curricula, whether integrated or traditional. The students need to comprehend and memorize a significant amount of Anatomical information that seems to burden them. Hence, the paper modelling strategy is designed to help better learning with proper knowledge retention. Our study aims to assess the effectiveness of the modeling technique; concerning the students' performance and feedback at the module's conclusion. Methods: The study used a quasi-experimental study involving 88 medical students who performed the paper modeling for seven weeks and included two weekly activity sessions. We used overhead projector sheets, color markers, and measuring tape for the students to create the muscle models and stick them to the skeleton with poster tack. Results: Data analysis revealed that the students in the treatment groups achieved significantly higher scores (72.7%) than their peers (21.3 %), with a substantial disparity in the mean ratings between the two groups, p<0.001. Moreover, the students' feedback about this method showed that 70 to 73% agreed that the new approach helped them to comprehend and retain information about muscle locations, attachment sites, and actions and allowed them to have in-depth discussions with their peers. Conclusions: The modeling method used in the current study was well appreciated by the students and enhanced their performance because it relied on the benefits of peer-to-peer instruction and embraced combined visual and kinesthetic learning styles.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"37 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139260441","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 was to compare the effects of blended learning that integrates child-adolescent nursing clinical practice and virtual reality simulation. The aim of this study was to evaluate the effectiveness of blended learning in parallel clinical practice of child-adolescent nursing and virtual reality simulation of child-adolescent nursing by comparison of critical thinking, problem-solving processes, and clinical performance in both education groups before and after the educational intervention. The participants were 48 nursing college students. The experimental group (n=22) exposed a blended learning using virtual reality simulation, combining child-adolescent nursing clinical practice education, while the control group (n=26) received only child-adolescent nursing clinical practice curriculum course. The data collection period was from March 8 to November 26, 2021. The general characteristics of subject’s were analyzed by number, percentage, mean and standard deviation. And clinical practice fused with virtual reality simulation, that is, homogeneity verification of the blended learning education group was analyzed by x2 test and independent t-test. Whether there is a differences between pretest and posttest critical thinking tendency, problem-solving process, and clinical performance ability of the blended learning and the clinical practice education group was analyzed by independent t-test. The pretest & posttest results of each group showed statistically significant improvements in critical thinking, problem-solving processes, and clinical performance. In a comparison of the results of the two groups, the only statistically significant difference was found for critical thinking. Furthermore blended learning, combining a v-sim and a clinical nursing practice, into the nursing curriculum may contribute to the further development of nursing education.
{"title":"The Effects of Blended Learning Using Virtual Reality Simulation in Pediatrics-adolescent Nursing Clinical Practice","authors":"Seok-Young Han","doi":"10.5430/jct.v12n6p356","DOIUrl":"https://doi.org/10.5430/jct.v12n6p356","url":null,"abstract":"This study was to compare the effects of blended learning that integrates child-adolescent nursing clinical practice and virtual reality simulation. The aim of this study was to evaluate the effectiveness of blended learning in parallel clinical practice of child-adolescent nursing and virtual reality simulation of child-adolescent nursing by comparison of critical thinking, problem-solving processes, and clinical performance in both education groups before and after the educational intervention. The participants were 48 nursing college students. The experimental group (n=22) exposed a blended learning using virtual reality simulation, combining child-adolescent nursing clinical practice education, while the control group (n=26) received only child-adolescent nursing clinical practice curriculum course. The data collection period was from March 8 to November 26, 2021. The general characteristics of subject’s were analyzed by number, percentage, mean and standard deviation. And clinical practice fused with virtual reality simulation, that is, homogeneity verification of the blended learning education group was analyzed by x2 test and independent t-test. Whether there is a differences between pretest and posttest critical thinking tendency, problem-solving process, and clinical performance ability of the blended learning and the clinical practice education group was analyzed by independent t-test. The pretest & posttest results of each group showed statistically significant improvements in critical thinking, problem-solving processes, and clinical performance. In a comparison of the results of the two groups, the only statistically significant difference was found for critical thinking. Furthermore blended learning, combining a v-sim and a clinical nursing practice, into the nursing curriculum may contribute to the further development of nursing education.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261881","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}
T. Sinar, T. T. Zein, T. Syarfina, Mahriyuni Mahriyuni, R. Rangkuti
This study investigates the content words and readability in bachelor’s thesis findings in the English Literature Program at the University of Sumatera Utara. Qualitative analysis was applied in this study. The data for this study were content words and sentences taken from the data sources of 13 bachelor’s thesis findings. The content words were collected using a lexical density online tool, and the data for readability was collected and analyzed using an online Flesch Reading Ease tool. The results show that the lexical density of the content words ranges from 50.47% – 57.5%. Whilst the readability of the 13 texts range from 19.1 – 61.7. The average score of content word density indicates that the theses’ findings present concise information as represented in scientific writing, and the readability style ranges from "very difficult to read” to “standard readable”. In conclusion, these findings can be categorized as densely written language and content words, supported by college students' increasingly intricate choice of words and sentences frequently read.
{"title":"Content Words and Readability in Students’ Thesis Findings","authors":"T. Sinar, T. T. Zein, T. Syarfina, Mahriyuni Mahriyuni, R. Rangkuti","doi":"10.5430/jct.v12n6p347","DOIUrl":"https://doi.org/10.5430/jct.v12n6p347","url":null,"abstract":"This study investigates the content words and readability in bachelor’s thesis findings in the English Literature Program at the University of Sumatera Utara. Qualitative analysis was applied in this study. The data for this study were content words and sentences taken from the data sources of 13 bachelor’s thesis findings. The content words were collected using a lexical density online tool, and the data for readability was collected and analyzed using an online Flesch Reading Ease tool. The results show that the lexical density of the content words ranges from 50.47% – 57.5%. Whilst the readability of the 13 texts range from 19.1 – 61.7. The average score of content word density indicates that the theses’ findings present concise information as represented in scientific writing, and the readability style ranges from \"very difficult to read” to “standard readable”. In conclusion, these findings can be categorized as densely written language and content words, supported by college students' increasingly intricate choice of words and sentences frequently read.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"44 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261800","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}
One of the most important aspects of learning a new language is comprehension, so teachers must promote language comprehensibility by implementing the finest instructional strategies to help students in understanding the target language. Therefore, this research aimes to develop an instructional model to enhance Japanese reading comprehension skills among university students. To identify the extent that the teachers employ language comprehensibility practices in Japanese reading comprehension, experimental study was employed. The research methodology was divided into three phases which involved investigating the current problems through contextual study, construct tentative model and implementation. From the input, this study constructed the tentative instruction based on reading comprehension skills model named as CLAS model. Finally, the model was implemented to 36 students. The findings show the students were unable to read long sentences in Japanese due to their lack of knowledge on vocabulary and grammar, as well as the awareness of understanding sentences. Then, the implementation of the CLAS model includes focus, rationale, syntax, social system, support system, and application and effects has been conducted in order to enhance Japanese reading skills among students. The data shows that the score in the experimental groups is more than the control group score. This result indicates that the CLAS model has enhanced the Japanese reading comprehension skills among university students who needs more attention.
{"title":"Enhancing Japanese Reading Comprehension Skills among Students: An Instructional Model Perspective","authors":"Mingming Liu, Jiraporn Chano, Menglan Luo","doi":"10.5430/jct.v12n6p318","DOIUrl":"https://doi.org/10.5430/jct.v12n6p318","url":null,"abstract":"One of the most important aspects of learning a new language is comprehension, so teachers must promote language comprehensibility by implementing the finest instructional strategies to help students in understanding the target language. Therefore, this research aimes to develop an instructional model to enhance Japanese reading comprehension skills among university students. To identify the extent that the teachers employ language comprehensibility practices in Japanese reading comprehension, experimental study was employed. The research methodology was divided into three phases which involved investigating the current problems through contextual study, construct tentative model and implementation. From the input, this study constructed the tentative instruction based on reading comprehension skills model named as CLAS model. Finally, the model was implemented to 36 students. The findings show the students were unable to read long sentences in Japanese due to their lack of knowledge on vocabulary and grammar, as well as the awareness of understanding sentences. Then, the implementation of the CLAS model includes focus, rationale, syntax, social system, support system, and application and effects has been conducted in order to enhance Japanese reading skills among students. The data shows that the score in the experimental groups is more than the control group score. This result indicates that the CLAS model has enhanced the Japanese reading comprehension skills among university students who needs more attention.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268997","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}
Jesse D. Troy, Gina-Maria Pomann, Megan L. Neely, S. Grambow, Gregory P. Samsa
This report describes an innovative and evidence-based approach to implementing coding interviews as an examination format for non-professional programmers: namely, students in a Master of Biostatistics program taking a course in the language of SAS. In addition to its academic purpose, the coding interview examination also serves as practice for what our students will likely encounter when interviewing for jobs after graduation. We discuss our experience with coding interviews as an examination format in light of two questions: "Is it fair?" and "Is it practical?". We propose that the answer to both questions is "yes". A detailed description of the exam goals and structure is provided, along with sample questions, model answers, and a brief discussion of the rationale for each question. We also review student feedback from the course evaluation and summarize our conclusions related to fairness and practicality.
本报告介绍了一种以实证为基础的创新方法，将编码面试作为非专业程序员（即生物统计学硕士课程中学习 SAS 语言课程的学生）的考试形式。除学术目的外，编码面试考试还可作为学生毕业后求职面试时可能遇到的问题的练习。我们将从两个问题出发，讨论我们将编码面试作为一种考试形式的经验："它公平吗？"和 "它实用吗？"。我们认为这两个问题的答案都是 "是"。我们详细介绍了考试的目标和结构，同时还提供了样题、示范答案，并简要讨论了每个问题的理由。我们还回顾了课程评估中学生的反馈意见，并总结了与公平性和实用性相关的结论。
{"title":"Are Simulated Coding Interviews a Fair and Practical Examination Format for Non-professional Programmers Enrolled in a Master’s Degree Program in Biostatistics?","authors":"Jesse D. Troy, Gina-Maria Pomann, Megan L. Neely, S. Grambow, Gregory P. Samsa","doi":"10.5430/jct.v12n6p253","DOIUrl":"https://doi.org/10.5430/jct.v12n6p253","url":null,"abstract":"This report describes an innovative and evidence-based approach to implementing coding interviews as an examination format for non-professional programmers: namely, students in a Master of Biostatistics program taking a course in the language of SAS. In addition to its academic purpose, the coding interview examination also serves as practice for what our students will likely encounter when interviewing for jobs after graduation. We discuss our experience with coding interviews as an examination format in light of two questions: \"Is it fair?\" and \"Is it practical?\". We propose that the answer to both questions is \"yes\". A detailed description of the exam goals and structure is provided, along with sample questions, model answers, and a brief discussion of the rationale for each question. We also review student feedback from the course evaluation and summarize our conclusions related to fairness and practicality.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139273700","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 paper is an attempt to come to a broader understanding of the term ‘curriculum.’ To that end, tens of curriculum definitions from language teaching and education literature were collected and analyzed using a proposed analytical formula. The ‘theme-rheme’ or ‘trunk-branch’ (as described and explained in the methodology) formula proposed here was utilized from Halliday’s (1985) systemic functional linguistics (SFL). This formula helps identify the part of the definition in which the topic is stated and the part of the definition in which Schwab’s (1973) commonplaces (main ideas) or some of them are discursively represented. This formula is not only helpful for analyzing definitions but also for writing definitions. Based on the analysis of definitions collected, the study defines curriculum as prescriptive content that illustrates what will be taught in a given educational program, who will teach, who will be taught, with what tools and in what context, with what effect, and how learners will be assessed.
{"title":"What is Curriculum? Building a Broader Understanding of the Term","authors":"Mohammed El-Astal","doi":"10.5430/jct.v12n6p188","DOIUrl":"https://doi.org/10.5430/jct.v12n6p188","url":null,"abstract":"This paper is an attempt to come to a broader understanding of the term ‘curriculum.’ To that end, tens of curriculum definitions from language teaching and education literature were collected and analyzed using a proposed analytical formula. The ‘theme-rheme’ or ‘trunk-branch’ (as described and explained in the methodology) formula proposed here was utilized from Halliday’s (1985) systemic functional linguistics (SFL). This formula helps identify the part of the definition in which the topic is stated and the part of the definition in which Schwab’s (1973) commonplaces (main ideas) or some of them are discursively represented. This formula is not only helpful for analyzing definitions but also for writing definitions. Based on the analysis of definitions collected, the study defines curriculum as prescriptive content that illustrates what will be taught in a given educational program, who will teach, who will be taught, with what tools and in what context, with what effect, and how learners will be assessed.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271752","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 importance of strengthening Pancasila values in vocational students necessitates a holistic learning approach; one such effort is to integrate Indonesian language learning with local wisdom to instil national identity in students and prepare the younger generation to face global challenges. As a result, the purpose of this research was to describe the implementation of Indonesian language learning based on local wisdom in Vocational High Schools to raise the profile of Pancasila students. This study is part of a qualitative research design using the case study method. Residents of vocational high schools in Central Java made up the research respondents. Data was gathered by interview and observation techniques, then interactively and descriptively analysed. The findings of the study revealed that school management, from the principal to the teachers, was completely dedicated to adopting the Merdeka curriculum as a pilot project by incorporating local wisdom-based Indonesian language learning processes. Even though there are some flaws, the learning process based on local wisdom that has been applied thus far appears to be functioning almost perfectly. Furthermore, students benefit from local wisdom-based learning since it is seen as an adaptive model for accommodating competencies that strengthen the student profile of Pancasila as the foundation and identity of the Indonesian nation. However, improvements and optimisation are still required to implement this Merdeka curriculum to ensure the results can be even better in assisting students in mastering subject matter, particularly the Indonesian language subject matter, and providing a foundation and knowledge of Indonesian wisdom culture.
{"title":"Implementation of Local Wisdom-Based Indonesian Learning to Strengthen Pancasila Student Profiles (P5): Case Studies in Vocational High Schools","authors":"Firda Nurul Fauziah, K. Saddhono, Edy Suryanto","doi":"10.5430/jct.v12n6p283","DOIUrl":"https://doi.org/10.5430/jct.v12n6p283","url":null,"abstract":"The importance of strengthening Pancasila values in vocational students necessitates a holistic learning approach; one such effort is to integrate Indonesian language learning with local wisdom to instil national identity in students and prepare the younger generation to face global challenges. As a result, the purpose of this research was to describe the implementation of Indonesian language learning based on local wisdom in Vocational High Schools to raise the profile of Pancasila students. This study is part of a qualitative research design using the case study method. Residents of vocational high schools in Central Java made up the research respondents. Data was gathered by interview and observation techniques, then interactively and descriptively analysed. The findings of the study revealed that school management, from the principal to the teachers, was completely dedicated to adopting the Merdeka curriculum as a pilot project by incorporating local wisdom-based Indonesian language learning processes. Even though there are some flaws, the learning process based on local wisdom that has been applied thus far appears to be functioning almost perfectly. Furthermore, students benefit from local wisdom-based learning since it is seen as an adaptive model for accommodating competencies that strengthen the student profile of Pancasila as the foundation and identity of the Indonesian nation. However, improvements and optimisation are still required to implement this Merdeka curriculum to ensure the results can be even better in assisting students in mastering subject matter, particularly the Indonesian language subject matter, and providing a foundation and knowledge of Indonesian wisdom culture.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"132 1-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271355","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}
J. H. Nunaki̇, Fransiska Ferlin Lettu, J. Jeni̇, Ristika Sari, Nicole Ester Sahertian, Insar Damopoli̇i̇, Masra Latjompoh
Using learning books for students related to everyday problems and their solutions is important to support the empowerment of students' thinking. This research aims to encourage students' critical thinking (CT) using a problem-based book integrated with daily problems related to environmental pollution. Quasi-experimental-based research was used to investigate the CT of 103 junior high school students. Forty-nine students were given an intervention using a problem-based book integrated with daily problems about environmental pollution. A total of 54 students were not given intervention (control class). Students' CT was collected using tests validated by experts and empirically and met reliability. CT n-gain was calculated based on pre- and post-CT values. Students' CT priors show differences, so the calculation of the intervention effect uses n-gain data. The t-test calculates CT differences in the intervention and nonintervention classes. Data analysis shows that using a problem-based book integrated with daily problems about environmental pollution affects increasing students' CT, which is significant (Sig. n-gain < 0.05). Students in the experimental class showed a moderate increase, while students in the control class showed a low CT increase. Presenting daily problems related to the environment around students has increased critical discussion during learning. This condition causes CT students to be encouraged to be better during learning.
{"title":"Encouraging Students’ Critical Thinking Using Problem-Based Book Integrated Daily Problems and Solutions about Environmental Pollution","authors":"J. H. Nunaki̇, Fransiska Ferlin Lettu, J. Jeni̇, Ristika Sari, Nicole Ester Sahertian, Insar Damopoli̇i̇, Masra Latjompoh","doi":"10.5430/jct.v12n6p218","DOIUrl":"https://doi.org/10.5430/jct.v12n6p218","url":null,"abstract":"Using learning books for students related to everyday problems and their solutions is important to support the empowerment of students' thinking. This research aims to encourage students' critical thinking (CT) using a problem-based book integrated with daily problems related to environmental pollution. Quasi-experimental-based research was used to investigate the CT of 103 junior high school students. Forty-nine students were given an intervention using a problem-based book integrated with daily problems about environmental pollution. A total of 54 students were not given intervention (control class). Students' CT was collected using tests validated by experts and empirically and met reliability. CT n-gain was calculated based on pre- and post-CT values. Students' CT priors show differences, so the calculation of the intervention effect uses n-gain data. The t-test calculates CT differences in the intervention and nonintervention classes. Data analysis shows that using a problem-based book integrated with daily problems about environmental pollution affects increasing students' CT, which is significant (Sig. n-gain < 0.05). Students in the experimental class showed a moderate increase, while students in the control class showed a low CT increase. Presenting daily problems related to the environment around students has increased critical discussion during learning. This condition causes CT students to be encouraged to be better during learning.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275567","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 aims to examine the current state of inclusive teaching for children with disabilities in primary schools within the South-Central region, Vietnam. A survey involving administrators, teachers, and parents was conducted across 30 primary schools in Da Nang City, Phu Yen Province, and Ninh Thuan Province. The study investigates participants’ perceptions of inclusive teaching activities, the realization of inclusive teaching objectives, content alignment, teaching methods, and assessment practices. Survey data from 390 participants was analyzed to extract insights and patterns. The data collection took from December 2020 to August 2021. The study explored perceptions of inclusive teaching importance, revealing that 7.95% found it “very important”, 8.97% deemed it “important”, 13.85% considered it “less important”, and 69.23% found it “not important”. The assessment of correctness yielded mean scores ranging from 1.65 to 3.50. The achievement of inclusive teaching objectives scored between 3.37 and 3.47. Integrating inclusive teaching content received mean scores from 3.35 to 3.50. Various teaching forms scored between 1.60 and 2.36, indicating potential improvements. Inclusive teaching methods scored between 1.76 and 3.40. Evaluation and assessment mean scores ranged from 1.70 to 2.22. This research contributes to the ongoing dialogue on inclusive education, offering a comprehensive understanding of the challenges and opportunities in providing effective and inclusive learning experiences for children with disabilities in the South-Central region, Vietnam.
{"title":"Perspectives of Individuals Engaged in Inclusive Teaching Activities for Children with Disabilities in Primary Schools","authors":"Long Kim Vo, Bach Xuan Tran","doi":"10.5430/jct.v12n6p174","DOIUrl":"https://doi.org/10.5430/jct.v12n6p174","url":null,"abstract":"This research aims to examine the current state of inclusive teaching for children with disabilities in primary schools within the South-Central region, Vietnam. A survey involving administrators, teachers, and parents was conducted across 30 primary schools in Da Nang City, Phu Yen Province, and Ninh Thuan Province. The study investigates participants’ perceptions of inclusive teaching activities, the realization of inclusive teaching objectives, content alignment, teaching methods, and assessment practices. Survey data from 390 participants was analyzed to extract insights and patterns. The data collection took from December 2020 to August 2021. The study explored perceptions of inclusive teaching importance, revealing that 7.95% found it “very important”, 8.97% deemed it “important”, 13.85% considered it “less important”, and 69.23% found it “not important”. The assessment of correctness yielded mean scores ranging from 1.65 to 3.50. The achievement of inclusive teaching objectives scored between 3.37 and 3.47. Integrating inclusive teaching content received mean scores from 3.35 to 3.50. Various teaching forms scored between 1.60 and 2.36, indicating potential improvements. Inclusive teaching methods scored between 1.76 and 3.40. Evaluation and assessment mean scores ranged from 1.70 to 2.22. This research contributes to the ongoing dialogue on inclusive education, offering a comprehensive understanding of the challenges and opportunities in providing effective and inclusive learning experiences for children with disabilities in the South-Central region, Vietnam.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271628","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}
Fernando Riera, Diana Estrada, Solange E. Guerrero, Edwin Pacheco, Sofia Guevara, Raúl Arreaga
This case study examines the impact of real-world teaching experience on future teachers' preparedness and understanding of the teaching profession. The study utilized a mixed methods approach, with future teachers teaching classes to children and adapting their lesson plans for online scenarios. The research focused on two courses that prepare individuals for a career in teaching. It involved three phases, and pre-and post-surveys assessed the participants' progress and expectations regarding motivation, preparedness, familiarity with teaching methods, and ability to manage classroom situations. The findings revealed significant improvements in future teachers' motivation, familiarity with teaching methods, and preparedness to face students in a classroom. Integrating real-world teaching experience facilitated a deeper understanding of teaching approaches, critical thinking skills development, and the ability to adapt teaching strategies to different contexts. The study emphasizes the importance of providing prospective teachers with a well-rounded skill set, fostering the confidence to navigate the dynamic realm of teaching adeptly. By engaging in practical teaching experiences during their higher education, future teachers gain valuable insights into the profession, enhance their teaching methods, and develop the necessary skills to become proficient educators. The study provides valuable insights for English Higher Education Programs seeking to enhance teacher preparation and improve the quality of education. It underscores the importance of constructivist approaches and the fusion of theoretical knowledge with hands-on experience. English Higher Education programs must adapt to bridge the gap between theory and practice, nurturing capable educators who are committed to lifelong learning and the creation of meaningful learning environments.
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