The European Renaissance brought important developments in science and at the same time in the studies of the language, history and culture of nations. Due to the Ottoman occupation and the geographical position, the language and history of the Albanians for a long time were unknown to German and European scholars in general. For these reasons, the first studies of Europeans focused on the study of Albanians as a separate entity within the empire. Albanians, being part of a region through which empires spread, conquered, strengthened, fought each other, promiscuous, weakened and replaced each other, had been part of the contributions to those developments. Albanians had lost part of their identity and gained at the same time, managing to preserve some distinctive features of the nationality such as language and historical and cultural heritage. An important contribution to the language, history and culture of the Albanians was made by German researchers. German albanologs have made a special contribution to albanology, language, history and culture of Albanians. Among German albanologs, Paul Kretschmer and Hansjorg Frommer are studied. Mainly their studies focus on archaeological finds, old writings, works of ancestors, oral heritage and linguistic, cultural and historical specifics.
{"title":"Paul Kretschmer and Hansjorg Frommer About the language and Education of the Illyrians","authors":"Fatmire Vrapi, Asllan Vrapi","doi":"10.32861/rje.102.30.34","DOIUrl":"https://doi.org/10.32861/rje.102.30.34","url":null,"abstract":"The European Renaissance brought important developments in science and at the same time in the studies of the language, history and culture of nations. Due to the Ottoman occupation and the geographical position, the language and history of the Albanians for a long time were unknown to German and European scholars in general. For these reasons, the first studies of Europeans focused on the study of Albanians as a separate entity within the empire. Albanians, being part of a region through which empires spread, conquered, strengthened, fought each other, promiscuous, weakened and replaced each other, had been part of the contributions to those developments. Albanians had lost part of their identity and gained at the same time, managing to preserve some distinctive features of the nationality such as language and historical and cultural heritage. An important contribution to the language, history and culture of the Albanians was made by German researchers. German albanologs have made a special contribution to albanology, language, history and culture of Albanians. Among German albanologs, Paul Kretschmer and Hansjorg Frommer are studied. Mainly their studies focus on archaeological finds, old writings, works of ancestors, oral heritage and linguistic, cultural and historical specifics.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"59 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742296","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}
L. Nadelson, Allison Freed, Odunola Oyeniyi, et. al.
As shortages of teachers increase and student standardized test scores remain low and unchanged, there is a push for increasing instructional effectiveness using scripted curriculum and direct instruction. However, scripted curriculum is likely inconsistent with teachers’ professional visions and needs, leading to conflicting goals for adopting scripted curriculum and teachers’ professional goals. We determined the gaps in the literature support the need to collectively explore how teachers define and consider scripted curriculum, particularly the extent to which they think the curriculum is culturally responsive, motivates students to learn, are involved in adopting the curriculum, and their preferences for teaching with scripted curriculum. Using a cross-section survey design, we gathered quantitative and qualitative data from 292 K-12 teachers working in the south-central United States. We found teachers did not perceive scripted curriculum as culturally responsive, did not think the curriculum motivates students to learn, did not like teaching with the curriculum or preferred to use it as a resource, and tended to be marginally involved in selecting the curriculum. Our research empirically documents the narrative teachers tend to share about scripted curriculum. We conclude our report by discussing our results, implications for our findings, and recommendations for future research.
{"title":"Teachers’ Perceptions, Knowledge, and Interactions with Scripted Curriculum","authors":"L. Nadelson, Allison Freed, Odunola Oyeniyi, et. al.","doi":"10.32861/rje.101.13.29","DOIUrl":"https://doi.org/10.32861/rje.101.13.29","url":null,"abstract":"As shortages of teachers increase and student standardized test scores remain low and unchanged, there is a push for increasing instructional effectiveness using scripted curriculum and direct instruction. However, scripted curriculum is likely inconsistent with teachers’ professional visions and needs, leading to conflicting goals for adopting scripted curriculum and teachers’ professional goals. We determined the gaps in the literature support the need to collectively explore how teachers define and consider scripted curriculum, particularly the extent to which they think the curriculum is culturally responsive, motivates students to learn, are involved in adopting the curriculum, and their preferences for teaching with scripted curriculum. Using a cross-section survey design, we gathered quantitative and qualitative data from 292 K-12 teachers working in the south-central United States. We found teachers did not perceive scripted curriculum as culturally responsive, did not think the curriculum motivates students to learn, did not like teaching with the curriculum or preferred to use it as a resource, and tended to be marginally involved in selecting the curriculum. Our research empirically documents the narrative teachers tend to share about scripted curriculum. We conclude our report by discussing our results, implications for our findings, and recommendations for future research.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140223599","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 Greece, the school subject of geography is used as a tool to integrate Disaster Risk Reduction (DRR) in the national school curriculum. In order to investigate the content development of DRR in the Greek school geography curricula, this study analyzed the primary and secondary geography curricula from 2003 to 2023, using the five dimensions of the DRR learning system (knowledge, reaction , action, participation and integration) as platforms and conceptual assumptions. Qualitative content analysis indicated the following: (a) the DRR-relevant content in the geography curricula used for analysis underwent minimal changes from 2003 to 2023; (b) the changes in the DRR-relevant content in the primary and secondary school curricula presented almost identical characteristics. Therefore, should the geography curriculum be revised in the future, it is necessary to understand that the term “disaster” does not only describe the natural event per se but also its impact on and the consequences for infrastructure and society. Such revisions in the school geography curriculum are bound to add more DRR-relevant content that belongs to the “action” and “participation” dimensions, and as they should systematically incorporate the DRR-relevant content of the “integration” dimension.
{"title":"Disaster Risk Reduction Education in Geography at Schools in Greece","authors":"Passadelli Anthoula Styliani, Klonari Aikaterini, Nikolarea Ekaterini","doi":"10.32861/rje.101.1.12","DOIUrl":"https://doi.org/10.32861/rje.101.1.12","url":null,"abstract":"In Greece, the school subject of geography is used as a tool to integrate Disaster Risk Reduction (DRR) in the national school curriculum. In order to investigate the content development of DRR in the Greek school geography curricula, this study analyzed the primary and secondary geography curricula from 2003 to 2023, using the five dimensions of the DRR learning system (knowledge, reaction , action, participation and integration) as platforms and conceptual assumptions. Qualitative content analysis indicated the following: (a) the DRR-relevant content in the geography curricula used for analysis underwent minimal changes from 2003 to 2023; (b) the changes in the DRR-relevant content in the primary and secondary school curricula presented almost identical characteristics. Therefore, should the geography curriculum be revised in the future, it is necessary to understand that the term “disaster” does not only describe the natural event per se but also its impact on and the consequences for infrastructure and society. Such revisions in the school geography curriculum are bound to add more DRR-relevant content that belongs to the “action” and “participation” dimensions, and as they should systematically incorporate the DRR-relevant content of the “integration” dimension.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"123 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139786192","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 Greece, the school subject of geography is used as a tool to integrate Disaster Risk Reduction (DRR) in the national school curriculum. In order to investigate the content development of DRR in the Greek school geography curricula, this study analyzed the primary and secondary geography curricula from 2003 to 2023, using the five dimensions of the DRR learning system (knowledge, reaction , action, participation and integration) as platforms and conceptual assumptions. Qualitative content analysis indicated the following: (a) the DRR-relevant content in the geography curricula used for analysis underwent minimal changes from 2003 to 2023; (b) the changes in the DRR-relevant content in the primary and secondary school curricula presented almost identical characteristics. Therefore, should the geography curriculum be revised in the future, it is necessary to understand that the term “disaster” does not only describe the natural event per se but also its impact on and the consequences for infrastructure and society. Such revisions in the school geography curriculum are bound to add more DRR-relevant content that belongs to the “action” and “participation” dimensions, and as they should systematically incorporate the DRR-relevant content of the “integration” dimension.
{"title":"Disaster Risk Reduction Education in Geography at Schools in Greece","authors":"Passadelli Anthoula Styliani, Klonari Aikaterini, Nikolarea Ekaterini","doi":"10.32861/rje.101.1.12","DOIUrl":"https://doi.org/10.32861/rje.101.1.12","url":null,"abstract":"In Greece, the school subject of geography is used as a tool to integrate Disaster Risk Reduction (DRR) in the national school curriculum. In order to investigate the content development of DRR in the Greek school geography curricula, this study analyzed the primary and secondary geography curricula from 2003 to 2023, using the five dimensions of the DRR learning system (knowledge, reaction , action, participation and integration) as platforms and conceptual assumptions. Qualitative content analysis indicated the following: (a) the DRR-relevant content in the geography curricula used for analysis underwent minimal changes from 2003 to 2023; (b) the changes in the DRR-relevant content in the primary and secondary school curricula presented almost identical characteristics. Therefore, should the geography curriculum be revised in the future, it is necessary to understand that the term “disaster” does not only describe the natural event per se but also its impact on and the consequences for infrastructure and society. Such revisions in the school geography curriculum are bound to add more DRR-relevant content that belongs to the “action” and “participation” dimensions, and as they should systematically incorporate the DRR-relevant content of the “integration” dimension.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846035","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 "General High School Biology Curriculum Standards (2017 Edition, 2020 Revision)" requires teachers to learn to use real-life materials for teaching, to present the curriculum content in a situational manner, and to lay a solid foundation for students’ lifelong development. By investigating the current application of scenario creation in high school biology classroom teaching, it was found that teachers have a one-sided understanding of scenario creation and there are misconceptions in their teaching use. Students’ learning methods are not flexible enough, their autonomous learning ability is weak, and classroom learning efficiency is low. Therefore, teachers should follow the principles of objectivity, authenticity, emotion, and development when creating situations. Teachers can use pictures, videos, life phenomena, explore practice, and create scenarios through research cases. This article analyzes the current application status of scenario creation and develops a set of principles and strategies for scenario creation, which can provide reference and inspiration for biology teachers in frontline high schools.
{"title":"The Application Status, Principles and Strategies of Situation Creation in High School Biology","authors":"Bo Peng, Zhuanqing Yang, Quanxiu Wang, et. al.","doi":"10.32861/rje.23.40","DOIUrl":"https://doi.org/10.32861/rje.23.40","url":null,"abstract":"The \"General High School Biology Curriculum Standards (2017 Edition, 2020 Revision)\" requires teachers to learn to use real-life materials for teaching, to present the curriculum content in a situational manner, and to lay a solid foundation for students’ lifelong development. By investigating the current application of scenario creation in high school biology classroom teaching, it was found that teachers have a one-sided understanding of scenario creation and there are misconceptions in their teaching use. Students’ learning methods are not flexible enough, their autonomous learning ability is weak, and classroom learning efficiency is low. Therefore, teachers should follow the principles of objectivity, authenticity, emotion, and development when creating situations. Teachers can use pictures, videos, life phenomena, explore practice, and create scenarios through research cases. This article analyzes the current application status of scenario creation and develops a set of principles and strategies for scenario creation, which can provide reference and inspiration for biology teachers in frontline high schools.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127361304","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}
Muhammad Abubakar Ndagi, Nafiu Lukman Abiodun, Mirembe Rebecca
The study examined the effect of teachers’ capacity building strategies on the pupils’ academic performance in muslim public primary schools in Namutumba district, Uganda. The specific objectives were to: establish the effect of in service training strategies on pupils’ academic performance; find out the influence of teachers’ collaboration on pupils’; and ascertain the influence of teacher’s mentoring on pupils’ academic performance in muslim funded public primary schools in Namutumba District. The study employed a descriptive survey design. Cluster sampling method was employed to select one hundred and thirty four (134) teachers from the schools for the study, while census was used to select the DEO and the ten (10) Head teachers. The study used questionnaire and structured interview guide to collect the data. The value of CVI obtained was 0.78 while the values of reliability obtained were 0.767, 0.755 and 0.787 for in- service training, collaboration and mentoring respectively, which indicates that the questionnaire items were relevant and suitable. One hundred and thirty four (134) questionnaires were administered while a total of ninety eight (98) teachers returned giving a return rate of 73.1%. The data was analyzed using both quantitative and qualitative analysis approaches. The quantitative data were descriptively and inferentially analyzed. Frequencies and percentages were used and Pearson Product Moment correlation statistics was used to establish the level of the relationship. On the other hand, the qualitative data were thematically analyzed using data collected from interviewing the head teachers and DEO. Majority 54.1% of the teachers were males, majority 57.1% of the teachers were below 38 years, and overwhelming majority 92.8% of the teachers did not hold University degree. The study concluded that teachers’ in-service training, teachers’ collaboration in teaching and teachers’ coaching strategy improves the pupils’ academic performance in Muslim primary schools in Namutumba district. Finally, the study recommended that government should hold in-service training to include themes on professional skills and subject matter to enable all teachers benefit and be able to help learners improve in their performance; school administration should setup academic committees in schools where teachers discuss learners’ challenges and ways of helping learners improve; and school management should identify the teachers’ competencies in their teaching areas and assign them responsibilities of coaching other teachers.
{"title":"Teachers’ Capacity Building Strategies and Pupils’ Academic Performance in Muslim Public Primary Schools in Namutumba District of Uganda","authors":"Muhammad Abubakar Ndagi, Nafiu Lukman Abiodun, Mirembe Rebecca","doi":"10.32861/rje.93.15.22","DOIUrl":"https://doi.org/10.32861/rje.93.15.22","url":null,"abstract":"The study examined the effect of teachers’ capacity building strategies on the pupils’ academic performance in muslim public primary schools in Namutumba district, Uganda. The specific objectives were to: establish the effect of in service training strategies on pupils’ academic performance; find out the influence of teachers’ collaboration on pupils’; and ascertain the influence of teacher’s mentoring on pupils’ academic performance in muslim funded public primary schools in Namutumba District. The study employed a descriptive survey design. Cluster sampling method was employed to select one hundred and thirty four (134) teachers from the schools for the study, while census was used to select the DEO and the ten (10) Head teachers. The study used questionnaire and structured interview guide to collect the data. The value of CVI obtained was 0.78 while the values of reliability obtained were 0.767, 0.755 and 0.787 for in- service training, collaboration and mentoring respectively, which indicates that the questionnaire items were relevant and suitable. One hundred and thirty four (134) questionnaires were administered while a total of ninety eight (98) teachers returned giving a return rate of 73.1%. The data was analyzed using both quantitative and qualitative analysis approaches. The quantitative data were descriptively and inferentially analyzed. Frequencies and percentages were used and Pearson Product Moment correlation statistics was used to establish the level of the relationship. On the other hand, the qualitative data were thematically analyzed using data collected from interviewing the head teachers and DEO. Majority 54.1% of the teachers were males, majority 57.1% of the teachers were below 38 years, and overwhelming majority 92.8% of the teachers did not hold University degree. The study concluded that teachers’ in-service training, teachers’ collaboration in teaching and teachers’ coaching strategy improves the pupils’ academic performance in Muslim primary schools in Namutumba district. Finally, the study recommended that government should hold in-service training to include themes on professional skills and subject matter to enable all teachers benefit and be able to help learners improve in their performance; school administration should setup academic committees in schools where teachers discuss learners’ challenges and ways of helping learners improve; and school management should identify the teachers’ competencies in their teaching areas and assign them responsibilities of coaching other teachers.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"95 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128693960","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}
Tanner Dauphinais, Luna Højgaard, Julie Leggett-Epp, et. al.
This course-based research study explored CYC students’ thinking about the relationship between hair, self-perception, and identity. It focuses on CYC students for two reasons. First, the ability to form meaningful relationships with youth of many different cultural backgrounds and diverse lifestyles is an essential skill of CYC practitioners. Second, CYC students are encouraged to engage in discovery learning aimed at uncovering their unrecognized assumptions, cultural biases, attitudes, assumptions, stereotypes, prejudices, and privileges to ensure respect for the dignity of every person, regardless of their unique characteristics. Data was collected through online interviews and an arts-based activity. From the data analysis, the following four main themes were extracted: a) the power of hair as a symbol of beauty, b) the relationship between hair and self-esteem, c) hair oppression is real, and d) changing hair styles and life transitions. The findings of this course-based study support the existing literature on the significance of hair as a signifier of culture, identity, resistance, and social inclusion.
{"title":"Handle with Hair: A Qualitative Course-Based Inquiry into How CYC Students Think About the Relationship between Hair, Identity, and Self-Perception","authors":"Tanner Dauphinais, Luna Højgaard, Julie Leggett-Epp, et. al.","doi":"10.32861/rje.92.8.14","DOIUrl":"https://doi.org/10.32861/rje.92.8.14","url":null,"abstract":"This course-based research study explored CYC students’ thinking about the relationship between hair, self-perception, and identity. It focuses on CYC students for two reasons. First, the ability to form meaningful relationships with youth of many different cultural backgrounds and diverse lifestyles is an essential skill of CYC practitioners. Second, CYC students are encouraged to engage in discovery learning aimed at uncovering their unrecognized assumptions, cultural biases, attitudes, assumptions, stereotypes, prejudices, and privileges to ensure respect for the dignity of every person, regardless of their unique characteristics. Data was collected through online interviews and an arts-based activity. From the data analysis, the following four main themes were extracted: a) the power of hair as a symbol of beauty, b) the relationship between hair and self-esteem, c) hair oppression is real, and d) changing hair styles and life transitions. The findings of this course-based study support the existing literature on the significance of hair as a signifier of culture, identity, resistance, and social inclusion.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121080178","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}
Online education is provided by fewer universities in Africa than the western world. However, during the outbreak of COVID 19 many universities were forced to embrace online teaching and learning, even those who were against it. The outbreak of COVID 19 opened new ways of teaching and learning that most of universities had to adopt for their survival. This study was carried out to explore the beliefs of Tanzanian lecturers and students on online teaching and learning during the outbreak of COVID 19. This study is anchored on the Technology Acceptance Model by applying a concurrent triangulation design, which helped the researcher to collect both qualitative and quantitative data. The study targeted university lecturers, Deputy Vice Chancellors, academics, and students in selected full- fledged universities in the northern part of Tanzania. The findings indicate that lecturers and students were positive about the use of online teaching and learning, and there is no statistically significant difference in perceptions mean scores between lecturers and university students on the use of online learning during the outbreak of COVID 19. However, various challenges were identified that hamper the smooth running of online teaching and learning, such as lack of adequate resources, poor connectivity of internet and lack of knowledge and skills on how to use the online platforms. This study recommends that universities have to improve the availability of resources for online teaching and learning and to invest in staff capacity building to motivate the lecturers to use online teaching more effectively.
{"title":"University Lecturers and Students’ Perceptions about Online Teaching and Learning during the Outbreak of COVID 19 in Northern Zone of Tanzania","authors":"Victorini Salema","doi":"10.32861/rje.91.1.7","DOIUrl":"https://doi.org/10.32861/rje.91.1.7","url":null,"abstract":"Online education is provided by fewer universities in Africa than the western world. However, during the outbreak of COVID 19 many universities were forced to embrace online teaching and learning, even those who were against it. The outbreak of COVID 19 opened new ways of teaching and learning that most of universities had to adopt for their survival. This study was carried out to explore the beliefs of Tanzanian lecturers and students on online teaching and learning during the outbreak of COVID 19. This study is anchored on the Technology Acceptance Model by applying a concurrent triangulation design, which helped the researcher to collect both qualitative and quantitative data. The study targeted university lecturers, Deputy Vice Chancellors, academics, and students in selected full- fledged universities in the northern part of Tanzania. The findings indicate that lecturers and students were positive about the use of online teaching and learning, and there is no statistically significant difference in perceptions mean scores between lecturers and university students on the use of online learning during the outbreak of COVID 19. However, various challenges were identified that hamper the smooth running of online teaching and learning, such as lack of adequate resources, poor connectivity of internet and lack of knowledge and skills on how to use the online platforms. This study recommends that universities have to improve the availability of resources for online teaching and learning and to invest in staff capacity building to motivate the lecturers to use online teaching more effectively.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131547808","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}
A. Passadelli, Aikaterini Klonari, Ekaterini Nikolarea
Internationally, curriculums emphasize the importance of spatial abilities development in school, and it has been proven that teaching geography can help improve spatial thinking. The main goal of this study was to investigate the spatial thinking of Secondary Education students. The research sample was 474 Junior High school students (246 students from the 7th grade and 248 students from the 8th grade), aged 13-14 years, coming from 49 different public schools all over Greece. A questionnaire was distributed to students that included questions based on the categories of spatial thinking of Gersmehl and Gersmehl (2011). The findings of the research have identified a weakness in the students’ spatial perception, with satisfactory performances only in the floor plans. There is no statistical difference between boys and girls, but the total score in most questions was low.
{"title":"Spatial and Geospatial Thinking of Secondary Education Students in Greece","authors":"A. Passadelli, Aikaterini Klonari, Ekaterini Nikolarea","doi":"10.32861/rje.84.80.85","DOIUrl":"https://doi.org/10.32861/rje.84.80.85","url":null,"abstract":"Internationally, curriculums emphasize the importance of spatial abilities development in school, and it has been proven that teaching geography can help improve spatial thinking. The main goal of this study was to investigate the spatial thinking of Secondary Education students. The research sample was 474 Junior High school students (246 students from the 7th grade and 248 students from the 8th grade), aged 13-14 years, coming from 49 different public schools all over Greece. A questionnaire was distributed to students that included questions based on the categories of spatial thinking of Gersmehl and Gersmehl (2011). The findings of the research have identified a weakness in the students’ spatial perception, with satisfactory performances only in the floor plans. There is no statistical difference between boys and girls, but the total score in most questions was low.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129861474","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 suspension of the educational process imposed in all educational levels in many countries due to the rapid spread of the Covid-19 pandemic, together with the need for access to safe teaching, imposed an emergency and massive turn towards online education. This new condition came as a surprise to teachers, who were obliged to use new technologies for the design and the implementation of their teaching, as well as for the communication with and support to their students, changing thus not only the manner of teaching and learning but also the roles they were asked to respond to. The present paper, using semi-structured interview as a tool, studies the views of ten Greek teachers of primary education regarding their role in remote education in the emergency caused by this pandemic, the skills that helped them respond to these roles, the obstacles but also the assistance they encountered in their efforts. The research findings demonstrate that the teachers, with their patience and their persistence, utilized the limited knowledge they had and the ex post facto-acquired training they received, and - in cooperation with students, parents, but, above all, colleagues – made an effort to respond to the various roles they were asked to play.
{"title":"Emergency Remote Education (ERE) Due to COVID-19 Pandemic: Teachers’ Perceptions on the Roles They Were Asked To Play","authors":"M. Kougiourouki, Zinovia Masali","doi":"10.32861/rje.83.58.69","DOIUrl":"https://doi.org/10.32861/rje.83.58.69","url":null,"abstract":"The suspension of the educational process imposed in all educational levels in many countries due to the rapid spread of the Covid-19 pandemic, together with the need for access to safe teaching, imposed an emergency and massive turn towards online education. This new condition came as a surprise to teachers, who were obliged to use new technologies for the design and the implementation of their teaching, as well as for the communication with and support to their students, changing thus not only the manner of teaching and learning but also the roles they were asked to respond to. The present paper, using semi-structured interview as a tool, studies the views of ten Greek teachers of primary education regarding their role in remote education in the emergency caused by this pandemic, the skills that helped them respond to these roles, the obstacles but also the assistance they encountered in their efforts. The research findings demonstrate that the teachers, with their patience and their persistence, utilized the limited knowledge they had and the ex post facto-acquired training they received, and - in cooperation with students, parents, but, above all, colleagues – made an effort to respond to the various roles they were asked to play.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134190645","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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