In compulsory education, homework is considered a key means to help students consolidate the knowledge acquired in class. The introduction of the Double Reduction Policy in 2021 sets new requirements for assigning homework to students in the compulsory education phase. This study investigates the impacts of the Double Reduction Policy on the design and amount of English homework in primary schools as well as students’ perceived willingness to do the homework before and after the implementation of the new policy in a third-tiered city in Guangdong Province, China. Through the method of questionnaire and the statistics generated from paired samples t-tests, the study found that there was significant difference in terms of English teachers’ weekly class hours, students’ average time on doing English homework, English teachers’ practice of assigning unified and stratified homework before and after the Double Reduction Policy was implemented. In other words, students do less homework after the Policy was introduced. However, there was no significant difference in students’ perceived willingness to do English homework before and after the Policy. These findings may have practical implications for the Double Reduction Policy to be truly effective in its implementation.
{"title":"Teachers’ Perceptions of the Impact of the Double Reduction Policy on the Design and Amount of English Homework in Primary Schools – An Empirical Study","authors":"Weijia Chen, Chunming Wu, Yanhong Zeng","doi":"10.5430/jct.v12n4p9","DOIUrl":"https://doi.org/10.5430/jct.v12n4p9","url":null,"abstract":"In compulsory education, homework is considered a key means to help students consolidate the knowledge acquired in class. The introduction of the Double Reduction Policy in 2021 sets new requirements for assigning homework to students in the compulsory education phase. This study investigates the impacts of the Double Reduction Policy on the design and amount of English homework in primary schools as well as students’ perceived willingness to do the homework before and after the implementation of the new policy in a third-tiered city in Guangdong Province, China. Through the method of questionnaire and the statistics generated from paired samples t-tests, the study found that there was significant difference in terms of English teachers’ weekly class hours, students’ average time on doing English homework, English teachers’ practice of assigning unified and stratified homework before and after the Double Reduction Policy was implemented. In other words, students do less homework after the Policy was introduced. However, there was no significant difference in students’ perceived willingness to do English homework before and after the Policy. These findings may have practical implications for the Double Reduction Policy to be truly effective in its implementation.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133362171","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}
Economics is a subject offered at the Further Education and Training (FET) section in South Africa, the subject has recorded performance that is not impressive, and the low enrolment and statistics of pass rate are of major concern. Therefore this paper explores the teachers’ content knowledge and strategies used to teach Economics in some selected schools in South Africa. The paper adopts a qualitative approach to phenomenological research design. Purposive sampling techniques were used to select 12 teachers from six schools, two teachers from each school in Buffalo City Municipality in East London, South Africa. A semi-structured interview was used to elicit information from the respondents. The findings among others revealed that Economics is very useful to be a better citizen and to make rational life decisions, the use of the right pedagogy can improve performance, and the content knowledge with adequate on-the-job training will be a match in delivering the content of the subject. It is concluded that a low level of understanding of the basic Economics concepts could be attributed to less professional development training of Economics teachers in content knowledge and pedagogy. It is recommended among others that the Economics teacher have to strike a balance between theory and practice. Teachers should be innovative and improvise by using technological skills, they should move towards the use of technology as a tool to enable learners to become creative, empathetic and high-order thinkers in this digital world.
{"title":"Economics Teachers' Content Knowledge and Teaching Strategies Used to Teach Economics in Selected South African Schools","authors":"E. Adu","doi":"10.5430/jct.v12n4p1","DOIUrl":"https://doi.org/10.5430/jct.v12n4p1","url":null,"abstract":"Economics is a subject offered at the Further Education and Training (FET) section in South Africa, the subject has recorded performance that is not impressive, and the low enrolment and statistics of pass rate are of major concern. Therefore this paper explores the teachers’ content knowledge and strategies used to teach Economics in some selected schools in South Africa. The paper adopts a qualitative approach to phenomenological research design. Purposive sampling techniques were used to select 12 teachers from six schools, two teachers from each school in Buffalo City Municipality in East London, South Africa. A semi-structured interview was used to elicit information from the respondents. The findings among others revealed that Economics is very useful to be a better citizen and to make rational life decisions, the use of the right pedagogy can improve performance, and the content knowledge with adequate on-the-job training will be a match in delivering the content of the subject. It is concluded that a low level of understanding of the basic Economics concepts could be attributed to less professional development training of Economics teachers in content knowledge and pedagogy. It is recommended among others that the Economics teacher have to strike a balance between theory and practice. Teachers should be innovative and improvise by using technological skills, they should move towards the use of technology as a tool to enable learners to become creative, empathetic and high-order thinkers in this digital world.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129254450","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 conducted with the purpose of deriving a heterogeneous potential profile through the results of university lecture evaluation, which is students' perception of class and the product of professor-student interaction in the classroom, and identified the factors that affect it. In addition, the degree of learning flow for each potential profile was investigated and the difference was verified. For the analysis, 83,069 cases were used because of the university A course evaluation organized in the second semester of 2020, and a total of 12,919 subjects were studied. As a result of analyzing the aspects of course evaluation through class plan, content delivery, communication, response, and evaluation system, that were the sub-factors of course evaluation, the miscellaneous material profiles were classified in four. It was named as the upper group. As factors determining the latent profile using physiological data analysis. It was discovered that significant differences existed between student features (grade, major field), professor features (position), and lecture variables (category of accomplishment, lecture size). Students with lesser grades have a greater chance of succeeding quickly in the top group than do those in the humanities and social sciences, science, or engineering professions. The likelihood of being in the upper group in a course assessment as well as the likelihood of being in the upper group with higher course evaluation outcomes for general education lectures as opposed to major lectures and smaller lecture sizes increases with decreasing professor status. The level of academic obligation was then examined by potential profile based on the course evaluation outline, and the results revealed that the greater the course evaluation result, the greater the level of educational obligation. This is a significant study because it examines the variables that affect the outcomes of the university's course evaluations, which are done at the end of every semester, as well as the relationship between the outcomes of the course evaluations and academic commitment. This study established a scientific basis for colleges to prepare measures to improve the quality of education through lecture evaluation and emphasized the importance of preparing concrete measures to improve students' learning outcomes in college education.
{"title":"The Relationship between Course Evaluation and Academic Achievement of University Students Using Latent Profile Analysis","authors":"Ju-kyoung Kim","doi":"10.5430/jct.v12n3p179","DOIUrl":"https://doi.org/10.5430/jct.v12n3p179","url":null,"abstract":"This study was conducted with the purpose of deriving a heterogeneous potential profile through the results of university lecture evaluation, which is students' perception of class and the product of professor-student interaction in the classroom, and identified the factors that affect it. In addition, the degree of learning flow for each potential profile was investigated and the difference was verified. For the analysis, 83,069 cases were used because of the university A course evaluation organized in the second semester of 2020, and a total of 12,919 subjects were studied. As a result of analyzing the aspects of course evaluation through class plan, content delivery, communication, response, and evaluation system, that were the sub-factors of course evaluation, the miscellaneous material profiles were classified in four. It was named as the upper group. As factors determining the latent profile using physiological data analysis. It was discovered that significant differences existed between student features (grade, major field), professor features (position), and lecture variables (category of accomplishment, lecture size). Students with lesser grades have a greater chance of succeeding quickly in the top group than do those in the humanities and social sciences, science, or engineering professions. The likelihood of being in the upper group in a course assessment as well as the likelihood of being in the upper group with higher course evaluation outcomes for general education lectures as opposed to major lectures and smaller lecture sizes increases with decreasing professor status. The level of academic obligation was then examined by potential profile based on the course evaluation outline, and the results revealed that the greater the course evaluation result, the greater the level of educational obligation. This is a significant study because it examines the variables that affect the outcomes of the university's course evaluations, which are done at the end of every semester, as well as the relationship between the outcomes of the course evaluations and academic commitment. This study established a scientific basis for colleges to prepare measures to improve the quality of education through lecture evaluation and emphasized the importance of preparing concrete measures to improve students' learning outcomes in college education.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126165209","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}
Objective: Collaborative coursework may improve student engagement but is often viewed as problematic by both students and faculty, particularly in the online classroom. The aim of this research is to present results of a retrospective, qualitative content analysis of student related perceptions about group work in the online classroom. Methods: Data analysis was completed with the use of qualitative content analysis (QCA), a valid research method for describing the meaning of qualitative data in a systematic way. QCA was used to inform the following research question: What perceptions do students have about working with a group in the online classroom? Data were collected through a retrospective analysis of student responses posted to discussion board forums. Responses of students (N = 192) enrolled in three different courses, over two semesters were analyzed by a team of two researchers. Results: Findings included student reflections about group work being a stressful, negative experience, with the asynchronous environment of the online classroom increasing student anxiety about group work. Students reported different academic goals and lack of participation among group members as common issues. In addition, students reported concern with group management or organization and the fairness of group work grading practices. Conclusions: These results inform a discussion of best practices, skills and technology faculty can use to transform online group work into a positive learning experience for all students. Online education needs to be meaningful and responsive to meet students’ needs. Research has shown group work can improve student engagement and facilitate accomplishment; however, the negotiation of group work processes can be stressful for students and faculty, particularly in the online classroom.
{"title":"Student Perceptions about Online Collaborative Coursework","authors":"Tracia M. Forman, Ava S. Miller","doi":"10.5430/jct.v12n3p224","DOIUrl":"https://doi.org/10.5430/jct.v12n3p224","url":null,"abstract":"Objective: Collaborative coursework may improve student engagement but is often viewed as problematic by both students and faculty, particularly in the online classroom. The aim of this research is to present results of a retrospective, qualitative content analysis of student related perceptions about group work in the online classroom. Methods: Data analysis was completed with the use of qualitative content analysis (QCA), a valid research method for describing the meaning of qualitative data in a systematic way. QCA was used to inform the following research question: What perceptions do students have about working with a group in the online classroom? Data were collected through a retrospective analysis of student responses posted to discussion board forums. Responses of students (N = 192) enrolled in three different courses, over two semesters were analyzed by a team of two researchers. Results: Findings included student reflections about group work being a stressful, negative experience, with the asynchronous environment of the online classroom increasing student anxiety about group work. Students reported different academic goals and lack of participation among group members as common issues. In addition, students reported concern with group management or organization and the fairness of group work grading practices. Conclusions: These results inform a discussion of best practices, skills and technology faculty can use to transform online group work into a positive learning experience for all students. Online education needs to be meaningful and responsive to meet students’ needs. Research has shown group work can improve student engagement and facilitate accomplishment; however, the negotiation of group work processes can be stressful for students and faculty, particularly in the online classroom.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116019048","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}
V. Lytvynenko, G. Perova, Nataliia Myroniuk, Andriy Krys, Natalia Koresandovych, A. Morozov
The purpose of this article is to analyze current trends in choreographic art through the challenges posed by digitalization. The realization of the goal relies on the use of a number of approaches and methods integrated with pedagogical, art history, and social cognition. The results investigated digitalization as a way of creative choreographic communication, the role of synchronous and multimedia technologies in the system of digital learning, identified the main features of the multimedia environment, emphasized the use of video hosting and educational platforms for synchronous learning, drawing attention to the scheme of using educational materials during video classes. The conclusions indicate the importance of the further study of this problem (through the active development of digital technology) and emphasize the benefits of digitalization and its impact on choreographic art.
{"title":"Analysis of Modern Trends in Contemporary Choreographic Art: The Challenges of Digitalization","authors":"V. Lytvynenko, G. Perova, Nataliia Myroniuk, Andriy Krys, Natalia Koresandovych, A. Morozov","doi":"10.5430/jct.v12n3p198","DOIUrl":"https://doi.org/10.5430/jct.v12n3p198","url":null,"abstract":"The purpose of this article is to analyze current trends in choreographic art through the challenges posed by digitalization. The realization of the goal relies on the use of a number of approaches and methods integrated with pedagogical, art history, and social cognition. The results investigated digitalization as a way of creative choreographic communication, the role of synchronous and multimedia technologies in the system of digital learning, identified the main features of the multimedia environment, emphasized the use of video hosting and educational platforms for synchronous learning, drawing attention to the scheme of using educational materials during video classes. The conclusions indicate the importance of the further study of this problem (through the active development of digital technology) and emphasize the benefits of digitalization and its impact on choreographic art.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122736609","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 study was to investigate the effects of university teaching competency, professor-student relationship, professor-colleague relationship, and self-disclosure on professors’ job stress, as well as check the relationship between these variables and use it as basic data for preparing measures to reduce university professors' job stress. This study was conducted on university professors working at universities across the country who could understand and judge the contents of the survey and agreed to participate in this study. Data collection was from July 1 to July 31, 2021, after IRB approval, and a total of 129 data were used for the final analysis. The factors affecting the stress of teaching jobs are the director and dean (β=.259, p= .001), age (β=.258, p= .001), Professor-Co-Professor Relationship (β=.256, p=.001), self-opening (β= .178, p=.016), Faculty Competency Execution (β=.170, p=.It appeared in the order of 024), and among them, it was confirmed that the position (chief and dean) was the biggest influencing factor on the stress of the professors’ job. The explanatory power was 36.3%. Support for reducing job stress for university professors should be prepared, and more systematic and empirical discussions on the entire university professors need to be conducted.
{"title":"The Effects of University Teaching Competency, Professor-Student Relationship, Professor-Colleague Relationship, and Self-Disclosure on Professors’ Job Stress","authors":"N. Je, Meera Park, Jiwon Yoon","doi":"10.5430/jct.v12n3p115","DOIUrl":"https://doi.org/10.5430/jct.v12n3p115","url":null,"abstract":"The purpose of this study was to investigate the effects of university teaching competency, professor-student relationship, professor-colleague relationship, and self-disclosure on professors’ job stress, as well as check the relationship between these variables and use it as basic data for preparing measures to reduce university professors' job stress. This study was conducted on university professors working at universities across the country who could understand and judge the contents of the survey and agreed to participate in this study. Data collection was from July 1 to July 31, 2021, after IRB approval, and a total of 129 data were used for the final analysis. The factors affecting the stress of teaching jobs are the director and dean (β=.259, p= .001), age (β=.258, p= .001), Professor-Co-Professor Relationship (β=.256, p=.001), self-opening (β= .178, p=.016), Faculty Competency Execution (β=.170, p=.It appeared in the order of 024), and among them, it was confirmed that the position (chief and dean) was the biggest influencing factor on the stress of the professors’ job. The explanatory power was 36.3%. Support for reducing job stress for university professors should be prepared, and more systematic and empirical discussions on the entire university professors need to be conducted.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127957106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to nurture nursing talents with good interest in learning as well as adaptability to the field, it is necessary to have conditions for self-directed learning, this study aimed to the creation of an educational environment and teaching-learning methods; thus, developing a model suitable for nursing students is essential. A snowball teaching-learning model based on flipped learning was developed and applied to nursing students' basic nursing practice classes in order to understand the effect on self-directed learning ability, interpersonal ability, and personality. For the study period, from September 1, 2015 to July 31, 2016, 21 second-year students in the Department of Nursing at University D, located in B city, Busan were recruited through convenience sampling. The collected data were analyzed using SPSS WIN (Ver. 21.0). The results of the study indicated there was a significant difference in the self-directed learning ability score from 3.16±0.28 points before the teaching-learning model application to 3.99±0.49 points after the application of the teaching-learning model. There was a significant difference in from 3.67±0.49 points before application to 3.90±0.43 points after application. There was also a significant difference in the personality score, from 3.69±0.49 points before application of the teaching-learning model to 4.06±0.46 points after application. Therefore, since the flipped learning-based snowball teaching-learning model is helpful in improving job competency, repeated experimental studies are suggested to verify the effectiveness.
{"title":"Development and Effect of a SnowBall Teaching-Learning Model based on Flipped Learning","authors":"Kim, Soon Hee","doi":"10.5430/jct.v12n3p216","DOIUrl":"https://doi.org/10.5430/jct.v12n3p216","url":null,"abstract":"In order to nurture nursing talents with good interest in learning as well as adaptability to the field, it is necessary to have conditions for self-directed learning, this study aimed to the creation of an educational environment and teaching-learning methods; thus, developing a model suitable for nursing students is essential. A snowball teaching-learning model based on flipped learning was developed and applied to nursing students' basic nursing practice classes in order to understand the effect on self-directed learning ability, interpersonal ability, and personality. For the study period, from September 1, 2015 to July 31, 2016, 21 second-year students in the Department of Nursing at University D, located in B city, Busan were recruited through convenience sampling. The collected data were analyzed using SPSS WIN (Ver. 21.0). The results of the study indicated there was a significant difference in the self-directed learning ability score from 3.16±0.28 points before the teaching-learning model application to 3.99±0.49 points after the application of the teaching-learning model. There was a significant difference in from 3.67±0.49 points before application to 3.90±0.43 points after application. There was also a significant difference in the personality score, from 3.69±0.49 points before application of the teaching-learning model to 4.06±0.46 points after application. Therefore, since the flipped learning-based snowball teaching-learning model is helpful in improving job competency, repeated experimental studies are suggested to verify the effectiveness.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114703047","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}
Lauren B. Birney, Brian R. Evans, Vibhakumari Solanki, Elmer-Rico Mojica, C. Scharff, Joyce Kong
The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration led by Pace University. One of Pace University’s NSF projects is STEM+C (Science, Technology, Engineering, and Mathematics plus Computing) designed to work with teachers and students in New York City public schools. This article presents results of a study conducted on the STEM Summer Institute at Pace University in Summer 2022. The purpose was to engage both teachers and students in harbor restoration and experiential learning in New York City including learning about vital ecology projects related to New York’s harbor such as oyster restoration, which is critical to cleaning pollutants in the New York Harbor. Findings revealed that students indicated improved oyster knowledge and restoration skills, scientific skills, collecting and analyzing data, and knowledge about STEM careers. Participating teachers indicated a positive impact on their knowledge of content and harbor restoration, pedagogical knowledge used to engage students in hands-on scientific learning, and methods of engaging and motivating their own students. Moreover, teachers indicated a positive outcome for exposing their students to STEM career options.
{"title":"The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum: STEM+C Summer Institute Experiential Learning","authors":"Lauren B. Birney, Brian R. Evans, Vibhakumari Solanki, Elmer-Rico Mojica, C. Scharff, Joyce Kong","doi":"10.5430/jct.v12n3p207","DOIUrl":"https://doi.org/10.5430/jct.v12n3p207","url":null,"abstract":"The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration led by Pace University. One of Pace University’s NSF projects is STEM+C (Science, Technology, Engineering, and Mathematics plus Computing) designed to work with teachers and students in New York City public schools. This article presents results of a study conducted on the STEM Summer Institute at Pace University in Summer 2022. The purpose was to engage both teachers and students in harbor restoration and experiential learning in New York City including learning about vital ecology projects related to New York’s harbor such as oyster restoration, which is critical to cleaning pollutants in the New York Harbor. Findings revealed that students indicated improved oyster knowledge and restoration skills, scientific skills, collecting and analyzing data, and knowledge about STEM careers. Participating teachers indicated a positive impact on their knowledge of content and harbor restoration, pedagogical knowledge used to engage students in hands-on scientific learning, and methods of engaging and motivating their own students. Moreover, teachers indicated a positive outcome for exposing their students to STEM career options.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134297512","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 investigated the ability of vocational education (VE) teachers to do practical activities in the VE course in the light of delivering distance education in Jordan. It explored this ability from. The descriptive analytical and quantitative approaches were adopted. The study’s sample consists from two hundred (200) VE teachers who were chosen randomly from several public schools in Amman. To meet the goals of this study, the researcher developed a questionnaire. This questionnaire consists from two parts. The first part obtains data about gender and experience (i.e. demographic data). The second part obtains data about the study’s areas (i.e. teachers, VE curricula, and grade). SPSS was used. In addition, several descriptive statistical methods were used. The researcher found that the ability of vocational education (VE) teachers to do practical activities in the VE course in the light of delivering distance education in Jordan is poor. He found that there isn’t any significant difference –at the significance level of (a=0.05) between the respondents’ attitudes which can be attributed to gender or experience. He provided several recommendations. He recommends using e-learning platforms that are more interactive when delivering online education during any crisis.
{"title":"The Extent to Which Vocational Education (VE) Teachers Are Able to Perform Practical Activities in the Vocational Education Course in Light of the Provision of Distance Education in Jordan","authors":"Sameer Aowad Kassab Shdaifat","doi":"10.5430/jct.v12n3p125","DOIUrl":"https://doi.org/10.5430/jct.v12n3p125","url":null,"abstract":"This study investigated the ability of vocational education (VE) teachers to do practical activities in the VE course in the light of delivering distance education in Jordan. It explored this ability from. The descriptive analytical and quantitative approaches were adopted. The study’s sample consists from two hundred (200) VE teachers who were chosen randomly from several public schools in Amman. To meet the goals of this study, the researcher developed a questionnaire. This questionnaire consists from two parts. The first part obtains data about gender and experience (i.e. demographic data). The second part obtains data about the study’s areas (i.e. teachers, VE curricula, and grade). SPSS was used. In addition, several descriptive statistical methods were used. The researcher found that the ability of vocational education (VE) teachers to do practical activities in the VE course in the light of delivering distance education in Jordan is poor. He found that there isn’t any significant difference –at the significance level of (a=0.05) between the respondents’ attitudes which can be attributed to gender or experience. He provided several recommendations. He recommends using e-learning platforms that are more interactive when delivering online education during any crisis.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"69 1-3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132977338","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 objective of the study was to investigate the problems and needs in the learning management of computational thinking among teachers at the lower secondary level in private schools in the province of Maha Sarakham, Thailand. This current study comprised 42 participants. The research tools were 1) questionnaires about problem situations in learning management for computational thinking and 2) recordings of group discussions. 1) The findings revealed that teachers had limited knowledge and understanding of learning management in computational thinking (xത = 2.43, S.D. = 0.44). In this regard, teachers believe that computational thinking is regarded as knowledge in addition to literacy, and they recognize that computational thinking, together with reading, writing, and calculating, is the cornerstone of learning in the 21st century. The best way to foster and develop teachers in teaching and learning computational thinking skills is through training and collaboration with the technology that should be used in teaching and learning computational thinking (i.e., computers, computer programs, smartphones, and multimedia). 2) Teachers indicated a strong need for self-improvement in terms of learning management in computational thinking (xത = 4, S.D. = 0.63). Through training, teachers want to improve their control of computational thinking. The development of learning management abilities that enhance computational thinking involves the following five steps: 1) Educating teachers; 2) Having a speaker or mentor instruct them in the creation of activities; 3) providing activities for teachers to practice together until proficiency is attained; 4) enabling each teacher to present the outcomes of the activities; and 5) teachers collectively summarizing the results of the activities.
{"title":"Problems and Needs Assessment to Learning Management of Computational Thinking of Teachers at the Lower Secondary Level","authors":"Chowwalit Chookhampaeng, Chantraporn Kamha, Sumalee Chookhampaeng","doi":"10.5430/jct.v12n3p172","DOIUrl":"https://doi.org/10.5430/jct.v12n3p172","url":null,"abstract":"The objective of the study was to investigate the problems and needs in the learning management of computational thinking among teachers at the lower secondary level in private schools in the province of Maha Sarakham, Thailand. This current study comprised 42 participants. The research tools were 1) questionnaires about problem situations in learning management for computational thinking and 2) recordings of group discussions. 1) The findings revealed that teachers had limited knowledge and understanding of learning management in computational thinking (xത = 2.43, S.D. = 0.44). In this regard, teachers believe that computational thinking is regarded as knowledge in addition to literacy, and they recognize that computational thinking, together with reading, writing, and calculating, is the cornerstone of learning in the 21st century. The best way to foster and develop teachers in teaching and learning computational thinking skills is through training and collaboration with the technology that should be used in teaching and learning computational thinking (i.e., computers, computer programs, smartphones, and multimedia). 2) Teachers indicated a strong need for self-improvement in terms of learning management in computational thinking (xത = 4, S.D. = 0.63). Through training, teachers want to improve their control of computational thinking. The development of learning management abilities that enhance computational thinking involves the following five steps: 1) Educating teachers; 2) Having a speaker or mentor instruct them in the creation of activities; 3) providing activities for teachers to practice together until proficiency is attained; 4) enabling each teacher to present the outcomes of the activities; and 5) teachers collectively summarizing the results of the activities.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126932692","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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