This research was based on a project to empower teachers to develop their skills as motivational players for their students. It is one of a series of research projects on 21st century skills which was an operation that recognized the importance of the knowledge-based and digital society. It brought together a variety of perspectives on the development of 21st century skills spreading across the Internet. The gathered data were processed through research methodology leading to the attainment of educational innovations that can be used for the development of people who would later develop their own work for the professional betterment. It was expected that if a person has knowledge and put that knowledge into practice, it would empower that people to work more efficiently. By doing so, a working concept is changed from "knowledge is power" to "knowledge and action is power". From this concept had led to the conceptual framework of Research and Development (R&D) methodology used in this research that encourages the use of educational innovations for teacher empowerment then teachers apply the learned knowledge for the student development. The outcome of this current research is an innovation called an online self-learning program for the teacher empowerment and the development of teachers’ skills as student motivator. The online learning program was attested through the research method and proved to have helped the teachers and the students to attain the following criteria: 1) The teacher learning outcome on the posttest score met the standard criteria of 90/90 and the posttest score was significantly higher than the pretest score, and 2) The posttest score from the students' inspirational skill assessment was significantly higher than the pretest score. Based on this finding, it was sufficient to say that the online self-learning program it's efficient to be used for the development of teachers and students in the secondary schools under the jurisdiction of the national commissions of basic education. The application of this online learning program would be beneficial for educational management and encourage freedom of learning where people can learn anywhere anytime.
{"title":"Empowering Teachers' Learning to Develop Students' Inspirational Skills","authors":"Montri Kromthamma, Phramaha Suphachai Supakicco","doi":"10.5430/wje.v13n2p31","DOIUrl":"https://doi.org/10.5430/wje.v13n2p31","url":null,"abstract":"This research was based on a project to empower teachers to develop their skills as motivational players for their students. It is one of a series of research projects on 21st century skills which was an operation that recognized the importance of the knowledge-based and digital society. It brought together a variety of perspectives on the development of 21st century skills spreading across the Internet. The gathered data were processed through research methodology leading to the attainment of educational innovations that can be used for the development of people who would later develop their own work for the professional betterment. It was expected that if a person has knowledge and put that knowledge into practice, it would empower that people to work more efficiently. By doing so, a working concept is changed from \"knowledge is power\" to \"knowledge and action is power\". From this concept had led to the conceptual framework of Research and Development (R&D) methodology used in this research that encourages the use of educational innovations for teacher empowerment then teachers apply the learned knowledge for the student development. The outcome of this current research is an innovation called an online self-learning program for the teacher empowerment and the development of teachers’ skills as student motivator. The online learning program was attested through the research method and proved to have helped the teachers and the students to attain the following criteria: 1) The teacher learning outcome on the posttest score met the standard criteria of 90/90 and the posttest score was significantly higher than the pretest score, and 2) The posttest score from the students' inspirational skill assessment was significantly higher than the pretest score. Based on this finding, it was sufficient to say that the online self-learning program it's efficient to be used for the development of teachers and students in the secondary schools under the jurisdiction of the national commissions of basic education. The application of this online learning program would be beneficial for educational management and encourage freedom of learning where people can learn anywhere anytime.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"141 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74019107","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 project of the "Collaborative Actions to Enhance Effective Teacher Skills in Ban Nong Hua Wua School" was one of the research initiatives that aimed at enhancing the professional development of teachers to align with the new educational paradigms of the 21st Century. The project involved practical activities aimed at fostering collaborative efforts toward improving the skills of teachers at Ban Nong Hua Wua School. The present study employed the Participatory Action Research methodology, which is comprised of four iterative phases of Planning, Acting, Observing, and Reflecting. The study was conducted over two cycles, each comprising one semester of an academic year, specifically during the Academic Year of 2022. There are three goals in research: (1) Positive changes would occur following the implementation of the project, both in terms of the teachers’ professional development practices and the enhancement of the teachers’ skills. (2) Learning outcomes, resulting from the project's participatory approach, would be evident at the individual, group, and school levels. (3) The knowledge gained from the practical experience in the context of Ban Nong Hua Wua School should be used as a model for the continuous self-development of teachers in the future. Six teachers participated in the research project and were the target group for development. The study involved three phases of comparison: before the first cycle of practice, after the first cycle of practice, and after the second cycle of practice. The findings were as follows. Firstly, the implementation of the project had resulted in positive changes as expected. The teacher-researchers had demonstrated a higher level of practice and had improved their Teacher Skills. Secondly, the researcher, the teacher team, and the school recognized the importance of the statement: "Teachers and schools must never stop learning, never stop developing themselves, and never stop developing their teaching practices that impact students' learning." Teachers should be learners themselves, and schools should be organizations that promote learning. Teachers should strive to develop themselves to keep pace with the rapidly changing society, especially changes in the field of digital technology. They should utilize the widely available new knowledge found on the internet to benefit their self-development and work. Thirdly, the knowledge, which was gained from collaborative actions, will be used as a model for continuous self-development in the future. This model illustrates the cause-and-effect relationship between the driving forces for change, the factors that hinder change, and the ways to overcome obstacles until successful results are achieved. It is called the "Collaborative Actions to Enhance Effective Teacher Skills in Ban Nong Hua Wua School Model."
{"title":"Collaborative Actions to Enhance Effective Teacher Skills","authors":"Siriwattana Tornee, Wirot Sanrattana","doi":"10.5430/wje.v13n2p41","DOIUrl":"https://doi.org/10.5430/wje.v13n2p41","url":null,"abstract":"The project of the \"Collaborative Actions to Enhance Effective Teacher Skills in Ban Nong Hua Wua School\" was one of the research initiatives that aimed at enhancing the professional development of teachers to align with the new educational paradigms of the 21st Century. The project involved practical activities aimed at fostering collaborative efforts toward improving the skills of teachers at Ban Nong Hua Wua School. The present study employed the Participatory Action Research methodology, which is comprised of four iterative phases of Planning, Acting, Observing, and Reflecting. The study was conducted over two cycles, each comprising one semester of an academic year, specifically during the Academic Year of 2022. There are three goals in research: (1) Positive changes would occur following the implementation of the project, both in terms of the teachers’ professional development practices and the enhancement of the teachers’ skills. (2) Learning outcomes, resulting from the project's participatory approach, would be evident at the individual, group, and school levels. (3) The knowledge gained from the practical experience in the context of Ban Nong Hua Wua School should be used as a model for the continuous self-development of teachers in the future. Six teachers participated in the research project and were the target group for development. The study involved three phases of comparison: before the first cycle of practice, after the first cycle of practice, and after the second cycle of practice. The findings were as follows. Firstly, the implementation of the project had resulted in positive changes as expected. The teacher-researchers had demonstrated a higher level of practice and had improved their Teacher Skills. Secondly, the researcher, the teacher team, and the school recognized the importance of the statement: \"Teachers and schools must never stop learning, never stop developing themselves, and never stop developing their teaching practices that impact students' learning.\" Teachers should be learners themselves, and schools should be organizations that promote learning. Teachers should strive to develop themselves to keep pace with the rapidly changing society, especially changes in the field of digital technology. They should utilize the widely available new knowledge found on the internet to benefit their self-development and work. Thirdly, the knowledge, which was gained from collaborative actions, will be used as a model for continuous self-development in the future. This model illustrates the cause-and-effect relationship between the driving forces for change, the factors that hinder change, and the ways to overcome obstacles until successful results are achieved. It is called the \"Collaborative Actions to Enhance Effective Teacher Skills in Ban Nong Hua Wua School Model.\"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88486052","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 at empowering teachers' learning to develop innovative skills for students at high schools under the Office of the Basic Education Commission. It is one of the research projects in the research series regarding 21st century skills which are the outcomes of the advancement of digital technology as well as society becoming knowledge-based in the 21st century by processing many different views which have been proposed globally across the Internet and sorting them to create educational innovation. The objective of the research and development methodology is to develop an individual which will then lead to the development of the work; provided that a person who has knowledge is then encouraged to put it in action, it will supposedly result in more efficient work according to the concept of "knowledge + action = power". This concept itself has led to the study's idea of "empowering teachers' learning and applying the results in their teaching". Therefore, the result of the study is an educational innovation called “online self-training program to empower teachers' learning in order to develop students' innovative skills" which has been approved of its quality by the stakeholder teachers who have used this educational innovation and approved through experimental field research which was efficient as hypothesized in the research. As a result, this online self-training program can be publicly disseminated to develop the teachers to afterwards develop their students in high schools under the Office of the Basic Education Commission who were primarily the target group of this study across the country.
{"title":"Empowering Teachers' Learning to Develop Innovative Skills for Students","authors":"Nuengruethai Hatsanmuang, Wirot Sanrattana","doi":"10.5430/wje.v13n2p56","DOIUrl":"https://doi.org/10.5430/wje.v13n2p56","url":null,"abstract":"This research aims at empowering teachers' learning to develop innovative skills for students at high schools under the Office of the Basic Education Commission. It is one of the research projects in the research series regarding 21st century skills which are the outcomes of the advancement of digital technology as well as society becoming knowledge-based in the 21st century by processing many different views which have been proposed globally across the Internet and sorting them to create educational innovation. The objective of the research and development methodology is to develop an individual which will then lead to the development of the work; provided that a person who has knowledge is then encouraged to put it in action, it will supposedly result in more efficient work according to the concept of \"knowledge + action = power\". This concept itself has led to the study's idea of \"empowering teachers' learning and applying the results in their teaching\". Therefore, the result of the study is an educational innovation called “online self-training program to empower teachers' learning in order to develop students' innovative skills\" which has been approved of its quality by the stakeholder teachers who have used this educational innovation and approved through experimental field research which was efficient as hypothesized in the research. As a result, this online self-training program can be publicly disseminated to develop the teachers to afterwards develop their students in high schools under the Office of the Basic Education Commission who were primarily the target group of this study across the country.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"139 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76237999","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":"An Undergraduate Experiment: Detection of three Endocrine Disrupting Phthalates DMP, DEP and DBP in Bottled Camel Milk in the UAE","authors":"Dina Asharf, Mohammed A. Meetani","doi":"10.12691/wjce-11-2-1","DOIUrl":"https://doi.org/10.12691/wjce-11-2-1","url":null,"abstract":"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78244027","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}
Language builds social and economic connections within countries as the most effective communication tool. It has the potential to introduce new opportunities and helps the speakers become world citizens. Although second language teaching focuses more on early education in many countries, it is still crucial for university students to acquire a foreign language. Second language acquisition enables institutional cooperation not just on a domestic but also on an international scale, thus contributing significantly to universal and contemporary growth. This research aims to determine university students' motivations for learning a foreign language, identify the problems during the process, and offer solutions. For this purpose, the opinions of the German Language and Literature department students studying at a state university on language learning were evaluated by taking the "Motivation Scale in Language Learning" and semi-structured interview forms. This study relies on a mixed research method combining the quantitative and the qualitative. The findings point out that students have a good motivation to learn a language, and the motivations are the same regardless of age, gender, grade level, previous educational background, and parents' educational background. According to the findings, students' motivations are living abroad, cultural growth, curiosity, interest, love, and new technologies. On the other hand, the lack of sufficient incentives, linguistic challenge, feelings of inadequacy, and prejudices affect their motivation negatively.
{"title":"A Study on the Motivation Levels and Problems in the Language Learning for the Higher Education Learners","authors":"Onur Yılmaz, Gulsun Sahan","doi":"10.5430/wje.v13n1p1","DOIUrl":"https://doi.org/10.5430/wje.v13n1p1","url":null,"abstract":"Language builds social and economic connections within countries as the most effective communication tool. It has the potential to introduce new opportunities and helps the speakers become world citizens. Although second language teaching focuses more on early education in many countries, it is still crucial for university students to acquire a foreign language. Second language acquisition enables institutional cooperation not just on a domestic but also on an international scale, thus contributing significantly to universal and contemporary growth. This research aims to determine university students' motivations for learning a foreign language, identify the problems during the process, and offer solutions. For this purpose, the opinions of the German Language and Literature department students studying at a state university on language learning were evaluated by taking the \"Motivation Scale in Language Learning\" and semi-structured interview forms. This study relies on a mixed research method combining the quantitative and the qualitative. The findings point out that students have a good motivation to learn a language, and the motivations are the same regardless of age, gender, grade level, previous educational background, and parents' educational background. According to the findings, students' motivations are living abroad, cultural growth, curiosity, interest, love, and new technologies. On the other hand, the lack of sufficient incentives, linguistic challenge, feelings of inadequacy, and prejudices affect their motivation negatively.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89063973","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 concept of number sense first appeared theoretically in the report published by NCTM in 1989. Although it is an important concept that includes the meaning of numbers and the relationship between numbers, it is very difficult to make a clear definition of it. This could also be true for the concept of integer, which we cannot place in our world of meaning in daily life or which we have difficulty in finding an equivalent for. For integers that have an abstract world of meaning, a misconception may occur between the integer sign and the sign used for operation. In this respect, this study aimed to examine the effect of subtraction, which can create pre-learning, on the concept of integers. Moreover, it was requested to demonstrate that the operational knowledge used by students in subtraction can be utilized in teaching integers. A total of 17 students studying in the 5th grade of a secondary school in Turkey participated in the study. As the research design, the action research method, one of qualitative research methods, was used, and the data were collected with the trilogy technique. The data obtained were analyzed using descriptive analysis and content analysis. The findings revealed that the teaching technique of subtraction opened the door for students to form and make sense of the concept of minus. In this context, it is recommended to provide mathematical skills in a cumulative manner.
{"title":"Examining the Effect of Elementary School 5th Grade Subject of Extraction on Readiness for Integers","authors":"Kübra Alan, Elif Akbaş","doi":"10.5430/wje.v13n1p14","DOIUrl":"https://doi.org/10.5430/wje.v13n1p14","url":null,"abstract":"The concept of number sense first appeared theoretically in the report published by NCTM in 1989. Although it is an important concept that includes the meaning of numbers and the relationship between numbers, it is very difficult to make a clear definition of it. This could also be true for the concept of integer, which we cannot place in our world of meaning in daily life or which we have difficulty in finding an equivalent for. For integers that have an abstract world of meaning, a misconception may occur between the integer sign and the sign used for operation. In this respect, this study aimed to examine the effect of subtraction, which can create pre-learning, on the concept of integers. Moreover, it was requested to demonstrate that the operational knowledge used by students in subtraction can be utilized in teaching integers. A total of 17 students studying in the 5th grade of a secondary school in Turkey participated in the study. As the research design, the action research method, one of qualitative research methods, was used, and the data were collected with the trilogy technique. The data obtained were analyzed using descriptive analysis and content analysis. The findings revealed that the teaching technique of subtraction opened the door for students to form and make sense of the concept of minus. In this context, it is recommended to provide mathematical skills in a cumulative manner.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88790640","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}
Athletic trainers are uniquely positioned to provide necessary psychosocial interventions and referral strategies as mental health concerns gain greater attention and prevalence in high school student-athletes. Athletic training education programs require athletic trainers to develop competence in several standards, including: recognizing, referring, and supporting student-athletes with behavioral and mental health concerns. Yet, even with training, many athletic trainers have a perceived lack of knowledge, confidence, and preparation related to the psychosocial content area. This study explored the experiences of certified athletic trainers’ preparedness to address psychosocial concerns in high school student-athletes. Using a qualitative methodology, interviews were conducted with state-licensed and board-certified high school athletic trainers who had lived experiences addressing psychosocial concerns in student-athletes. In addition, a phenomenological approach was utilized to capture the essence of shared experiences by practicing athletic trainers relative to their academic and clinical experiences in identifying and managing mental health concerns. Six major themes and one subtheme emerged from the data: (1) Interactions with Psychosocial Concerns, (1a) Athletic Trainers’ Perceptions of Experiences, (2) Use of Psychosocial Strategies, (3) Collaboration with the Interprofessional Team, (4) Training and Preparation, (5) Enhance Education and Exposure, and (6) Knowledge of Psychosocial Techniques. This phenomenological study helped answer questions related to experiences of athletic trainers’ preparedness to address psychosocial concerns in the secondary school setting and captured their views on training related to psychosocial educational standards. Results of this study can be used to inform athletic trainers and athletic training education program directors of ways to enhance the athletic training profession and educational training.
{"title":"Psychosocial Concerns Following Trauma in High School Student Athletes: Experiences of Certified Athletic Trainers","authors":"S. Aguilar","doi":"10.5430/wje.v13n1p22","DOIUrl":"https://doi.org/10.5430/wje.v13n1p22","url":null,"abstract":"Athletic trainers are uniquely positioned to provide necessary psychosocial interventions and referral strategies as mental health concerns gain greater attention and prevalence in high school student-athletes. Athletic training education programs require athletic trainers to develop competence in several standards, including: recognizing, referring, and supporting student-athletes with behavioral and mental health concerns. Yet, even with training, many athletic trainers have a perceived lack of knowledge, confidence, and preparation related to the psychosocial content area. This study explored the experiences of certified athletic trainers’ preparedness to address psychosocial concerns in high school student-athletes. Using a qualitative methodology, interviews were conducted with state-licensed and board-certified high school athletic trainers who had lived experiences addressing psychosocial concerns in student-athletes. In addition, a phenomenological approach was utilized to capture the essence of shared experiences by practicing athletic trainers relative to their academic and clinical experiences in identifying and managing mental health concerns. Six major themes and one subtheme emerged from the data: (1) Interactions with Psychosocial Concerns, (1a) Athletic Trainers’ Perceptions of Experiences, (2) Use of Psychosocial Strategies, (3) Collaboration with the Interprofessional Team, (4) Training and Preparation, (5) Enhance Education and Exposure, and (6) Knowledge of Psychosocial Techniques. This phenomenological study helped answer questions related to experiences of athletic trainers’ preparedness to address psychosocial concerns in the secondary school setting and captured their views on training related to psychosocial educational standards. Results of this study can be used to inform athletic trainers and athletic training education program directors of ways to enhance the athletic training profession and educational training.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81256626","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 this research is to conduct an operation within the project entitled "Collaborative Practices for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School," which is one of the research project series related to the 21st century education under the Doctoral Program in Educational Administration, Mahamakut Buddhist University, Isan Campus. It employed Participatory Action Research (PAR) methodology and consisted of two cycles of Planning, Acting, Observing, and Reflecting (PAOR) in each academic semester in the 2022 academic year. The expected outcomes of this study included changes in learning and knowledge acquisition resulting from the practical application of the research findings. Moreover, 12 teachers participated both as co-researchers and as the target group for development in this study. The results of the study were evaluated and compared across three phases: before and after the first cycle of PAOR and after the second cycle of PAOR. The findings revealed the followings: 1) a positive change had occurred where a teacher-researcher practiced self-empowerment to develop greater capabilities for the 21st century and both the teacher and their students demonstrated an increased ability to meet the demands of the 21st century. 2) the researcher, co-researchers, and school personnel gained an understanding of the benefits of utilizing the principle of collaborative work, which resulted in more effective outcomes compared to individualistic approaches. This confirmed the significance of the Participative Leadership Theory, which is founded on the idea that combining the thoughts of multiple individuals leads to better decision-making compared to relying solely on an individual's perspective. 3) a grounded theory emerged from practical experience referred to as the "Collaborative Practices Model for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School" in this research work.
{"title":"Collaborative Practices to Empower Teachers’ Capacities for the 21st Century","authors":"Warawut Soipimai, Wirot Sanrattana","doi":"10.5430/wje.v13n1p30","DOIUrl":"https://doi.org/10.5430/wje.v13n1p30","url":null,"abstract":"The objective of this research is to conduct an operation within the project entitled \"Collaborative Practices for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School,\" which is one of the research project series related to the 21st century education under the Doctoral Program in Educational Administration, Mahamakut Buddhist University, Isan Campus. It employed Participatory Action Research (PAR) methodology and consisted of two cycles of Planning, Acting, Observing, and Reflecting (PAOR) in each academic semester in the 2022 academic year. The expected outcomes of this study included changes in learning and knowledge acquisition resulting from the practical application of the research findings. Moreover, 12 teachers participated both as co-researchers and as the target group for development in this study. The results of the study were evaluated and compared across three phases: before and after the first cycle of PAOR and after the second cycle of PAOR. The findings revealed the followings: 1) a positive change had occurred where a teacher-researcher practiced self-empowerment to develop greater capabilities for the 21st century and both the teacher and their students demonstrated an increased ability to meet the demands of the 21st century. 2) the researcher, co-researchers, and school personnel gained an understanding of the benefits of utilizing the principle of collaborative work, which resulted in more effective outcomes compared to individualistic approaches. This confirmed the significance of the Participative Leadership Theory, which is founded on the idea that combining the thoughts of multiple individuals leads to better decision-making compared to relying solely on an individual's perspective. 3) a grounded theory emerged from practical experience referred to as the \"Collaborative Practices Model for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School\" in this research work.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89862659","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 an operation within the research project of “Teachers’ Development to Enhance Their Project Management Skills for Students,” which is also one of the projects in the research plan or research project series regarding 21st-century skills. This project arose from an awareness of the opportunities from the knowledge-based society, as well as from the present digital society, and has processed different views related to project management, which have been published globally via the internet by applying the Research and Development Methodology so that an educational innovation could be created in accordance with the concept of “Knowledge and Action are power.” The aim was to empower the teachers’ learning first and then to have them apply their learning outcomes to develop their students afterwards. Furthermore, it was believed that so long as teachers are stimulated and encouraged to apply their learning outcomes, then the teaching would become more efficient. As a result, an educational innovation called an “Online Self – Training Program for Developing Teachers to Enhance the Project Management Skills of Students” has been created. It was tested by the stakeholder teachers, who used the program, and was also tested through the process of experimental field research. Thus, it was determined to be efficient as it was hypothesized by showing the possibility of disseminating the program for the useful purpose of developing the teachers and then the students in the educational opportunity extension schools under the Office of the Basic Education Commission of the Ministry of Education, which is also the target population to whom the research results will be disseminated.
{"title":"Developing Teachers to Enhance Project Management Skills for Students","authors":"Chawalit Nukoonkan, Phrakru Dhammapissamai","doi":"10.5430/wje.v13n1p58","DOIUrl":"https://doi.org/10.5430/wje.v13n1p58","url":null,"abstract":"This study is an operation within the research project of “Teachers’ Development to Enhance Their Project Management Skills for Students,” which is also one of the projects in the research plan or research project series regarding 21st-century skills. This project arose from an awareness of the opportunities from the knowledge-based society, as well as from the present digital society, and has processed different views related to project management, which have been published globally via the internet by applying the Research and Development Methodology so that an educational innovation could be created in accordance with the concept of “Knowledge and Action are power.” The aim was to empower the teachers’ learning first and then to have them apply their learning outcomes to develop their students afterwards. Furthermore, it was believed that so long as teachers are stimulated and encouraged to apply their learning outcomes, then the teaching would become more efficient. As a result, an educational innovation called an “Online Self – Training Program for Developing Teachers to Enhance the Project Management Skills of Students” has been created. It was tested by the stakeholder teachers, who used the program, and was also tested through the process of experimental field research. Thus, it was determined to be efficient as it was hypothesized by showing the possibility of disseminating the program for the useful purpose of developing the teachers and then the students in the educational opportunity extension schools under the Office of the Basic Education Commission of the Ministry of Education, which is also the target population to whom the research results will be disseminated.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"87 12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84033050","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}
S. Rachuru, P. Sreedhar, D. A. Padmavathi, V. Jagannadham
{"title":"Common Dimer - Responsible for the Trends in pKaHs of Both Pyridazenium Cations and Di-cations: An Educational Perspective","authors":"S. Rachuru, P. Sreedhar, D. A. Padmavathi, V. Jagannadham","doi":"10.12691/wjce-11-1-2","DOIUrl":"https://doi.org/10.12691/wjce-11-1-2","url":null,"abstract":"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75862029","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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