Pub Date : 2024-08-10DOI: 10.33422/worldte.v3i1.359
Susannah L. Brown, Jillian R. Powers, Ann Musgrove, Susan Gay Wemette
An interdisciplinary research team consisting of university professors and elementary school educators examined the impact of Science, Technology, Engineering, Arts, and Mathematics (STEAM) programs at an elementary school in Florida, United States, and the elementary school students' knowledge, identities, and attitudes toward STEAM learning experiences. In this paper, researchers discuss the findings of this explanatory mixed methods study (Fraenkel et al., 2012), by following up the quantitative analysis with qualitative inquiry to gain deeper insight into of participants' responses on a pre-activity questionnaire and a post-activity questionnaire. Open-ended responses on the pre- and post-questionnaire were thematically coded independently by three researchers using a priori codes and discussed collaboratively to connect to quantitative analysis. Research questions include: what are participants' self-reported STEAM knowledge, identity, and attitudes before and after participating in the lessons, and how did the STEAM lessons impact participants' STEAM knowledge, identity, and attitudes? Results indicate an increase in knowledge of figuring out how devices and applications work and solving problems with technology. Concerning identity, students indicated higher recognition in programming robots and utilizing technology while attitudes increased in multiple dimensions, including a desire to consider future STEAM careers. Teaching and learning strategies for reforming elementary school Science, Technology, Engineering, and Mathematics (STEM) and STEAM education in the United States as a dependable human resource for a competitive workforce is a significant part of the study and impacts the field of education.
{"title":"Science, Technology, Engineering, Arts, and Mathematics (STEAM) Integrated Curriculum in the Elementary School","authors":"Susannah L. Brown, Jillian R. Powers, Ann Musgrove, Susan Gay Wemette","doi":"10.33422/worldte.v3i1.359","DOIUrl":"https://doi.org/10.33422/worldte.v3i1.359","url":null,"abstract":"An interdisciplinary research team consisting of university professors and elementary school educators examined the impact of Science, Technology, Engineering, Arts, and Mathematics (STEAM) programs at an elementary school in Florida, United States, and the elementary school students' knowledge, identities, and attitudes toward STEAM learning experiences. In this paper, researchers discuss the findings of this explanatory mixed methods study (Fraenkel et al., 2012), by following up the quantitative analysis with qualitative inquiry to gain deeper insight into of participants' responses on a pre-activity questionnaire and a post-activity questionnaire. Open-ended responses on the pre- and post-questionnaire were thematically coded independently by three researchers using a priori codes and discussed collaboratively to connect to quantitative analysis. Research questions include: what are participants' self-reported STEAM knowledge, identity, and attitudes before and after participating in the lessons, and how did the STEAM lessons impact participants' STEAM knowledge, identity, and attitudes? Results indicate an increase in knowledge of figuring out how devices and applications work and solving problems with technology. Concerning identity, students indicated higher recognition in programming robots and utilizing technology while attitudes increased in multiple dimensions, including a desire to consider future STEAM careers. Teaching and learning strategies for reforming elementary school Science, Technology, Engineering, and Mathematics (STEM) and STEAM education in the United States as a dependable human resource for a competitive workforce is a significant part of the study and impacts the field of education.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920863","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}
Pub Date : 2024-07-28DOI: 10.33422/worldte.v3i1.396
Nonzukiso Tyilo, Thobeka Matshoba
Early Childhood Care and Education provide opportunities for children to develop holistically to flourish after their early years. Families and preschool environments influence children's development. However, preschool experiences are not the primary factor in a child's development during early learning, hence the foundations laid by the family matter most during the children’s early years. Hence, communities, parents, and caregivers need to ensure that children's holistic development is realized and this begins from conception. During the early years, community collaborations that benefit children are often encouraged. Children may miss out on learning and developmental chances, and their brain development and capacity to thrive later in life may be jeopardized if partnerships between communities and early childhood centres are not realized and achieved. Research suggests that caregivers, parents, and communities are not completely involved in their children's early learning, and this impacts negatively on the provision of ECCE services. Hence, this paper investigates how early childhood education is conceptualized to empower communities. The cooperation theory which emphasizes interpersonal contact among various stakeholders with varied roles to achieve a shared goal, was adopted. Ten communities from Chris Hani District Municipality were purposefully chosen to be included in the study using the qualitative research approach and interpretive paradigm. Data collection tools included focus group discussions and semi-structured interviews. The findings revealed that stakeholders are working in silos for the ECCE provisioning as the research participants were not aware of the services rendered by other stakeholders. Practitioners mentioned lack of parental involvement as another factor compromising the provision of ECCE. Parents seemed to be unaware of their responsibility when it comes to early learning. In empowering communities about their involvement in the provision of ECCE, the paper suggests community dialogues with the cooperation of other stakeholders, including government departments. In addition, parents need to be engaged in their children’s early learning by providing caring and nurturing environments that support children’s holistic development from their early years for them to thrive even beyond their childhood years.
{"title":"Reconceptualizing Early Childhood Care and Education Provisioning: Towards Empowered Communities","authors":"Nonzukiso Tyilo, Thobeka Matshoba","doi":"10.33422/worldte.v3i1.396","DOIUrl":"https://doi.org/10.33422/worldte.v3i1.396","url":null,"abstract":"Early Childhood Care and Education provide opportunities for children to develop holistically to flourish after their early years. Families and preschool environments influence children's development. However, preschool experiences are not the primary factor in a child's development during early learning, hence the foundations laid by the family matter most during the children’s early years. Hence, communities, parents, and caregivers need to ensure that children's holistic development is realized and this begins from conception. During the early years, community collaborations that benefit children are often encouraged. Children may miss out on learning and developmental chances, and their brain development and capacity to thrive later in life may be jeopardized if partnerships between communities and early childhood centres are not realized and achieved. Research suggests that caregivers, parents, and communities are not completely involved in their children's early learning, and this impacts negatively on the provision of ECCE services. Hence, this paper investigates how early childhood education is conceptualized to empower communities. The cooperation theory which emphasizes interpersonal contact among various stakeholders with varied roles to achieve a shared goal, was adopted. Ten communities from Chris Hani District Municipality were purposefully chosen to be included in the study using the qualitative research approach and interpretive paradigm. Data collection tools included focus group discussions and semi-structured interviews. The findings revealed that stakeholders are working in silos for the ECCE provisioning as the research participants were not aware of the services rendered by other stakeholders. Practitioners mentioned lack of parental involvement as another factor compromising the provision of ECCE. Parents seemed to be unaware of their responsibility when it comes to early learning. In empowering communities about their involvement in the provision of ECCE, the paper suggests community dialogues with the cooperation of other stakeholders, including government departments. In addition, parents need to be engaged in their children’s early learning by providing caring and nurturing environments that support children’s holistic development from their early years for them to thrive even beyond their childhood years.\u0000 ","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796603","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}
Pub Date : 2024-07-28DOI: 10.33422/worldte.v3i1.373
David Murphy
Narrative is a foundational element to understanding human learning. Our inherent capacity to tell and process stories allows us to communicate and remember complex information to improve and adapt to our environments. This paper presents stories of experience as a pedagogical approach that can enliven curriculum in an age of technological dominance by providing a theoretical foundation of experience, narrative, and autobiography. Together with pedagogies of listening, storytelling, and care, they suggest an alternative transformative engagement with learning.
{"title":"Stories of Experience: Learning and Teaching by Creating and Listening","authors":"David Murphy","doi":"10.33422/worldte.v3i1.373","DOIUrl":"https://doi.org/10.33422/worldte.v3i1.373","url":null,"abstract":"Narrative is a foundational element to understanding human learning. Our inherent capacity to tell and process stories allows us to communicate and remember complex information to improve and adapt to our environments. This paper presents stories of experience as a pedagogical approach that can enliven curriculum in an age of technological dominance by providing a theoretical foundation of experience, narrative, and autobiography. Together with pedagogies of listening, storytelling, and care, they suggest an alternative transformative engagement with learning.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"7 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797119","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}
Pub Date : 2023-10-22DOI: 10.33422/worldte.v2i1.90
Tony Cripps, Takao Imai, Sean Toland
This paper elucidates a research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior and senior high schools in Japan. Each day, novice English teachers who work in the Japanese public school system are facing challenges for which their pre-service training has failed to prepare them. Regrettably, the support structure for English teachers in the public system is sadly lacking. As part of this research project pre-service teachers of English (n=20) were asked through an online questionnaire to identify what topics they would like to be included in teacher-training workshops designed to address their needs. A series of one-day workshops were then developed based on these perceived needs. This paper explores the efficacy of the first two workshops based on the participants’ (n=28) informal and written feedback. The authors map out the design of future workshops and argue that practical support is essential considering the current teacher-training structure in Japan. This research project aims to provide realistic solutions to many of the common problems that Japanese teachers of English encounter in their professional practice. It is hoped that fellow educators will find this paper useful when considering making changes to their own educational contexts.
{"title":"Constructing Effective Teacher-Training Workshops for Japanese Pre-Service English Teachers","authors":"Tony Cripps, Takao Imai, Sean Toland","doi":"10.33422/worldte.v2i1.90","DOIUrl":"https://doi.org/10.33422/worldte.v2i1.90","url":null,"abstract":"This paper elucidates a research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior and senior high schools in Japan. Each day, novice English teachers who work in the Japanese public school system are facing challenges for which their pre-service training has failed to prepare them. Regrettably, the support structure for English teachers in the public system is sadly lacking. As part of this research project pre-service teachers of English (n=20) were asked through an online questionnaire to identify what topics they would like to be included in teacher-training workshops designed to address their needs. A series of one-day workshops were then developed based on these perceived needs. This paper explores the efficacy of the first two workshops based on the participants’ (n=28) informal and written feedback. The authors map out the design of future workshops and argue that practical support is essential considering the current teacher-training structure in Japan. This research project aims to provide realistic solutions to many of the common problems that Japanese teachers of English encounter in their professional practice. It is hoped that fellow educators will find this paper useful when considering making changes to their own educational contexts.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"29 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461392","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}
Pub Date : 2023-10-22DOI: 10.33422/worldte.v2i1.91
Richard Miles
Due to a rapidly globalizing world, there has been a recent resurgence in the demand for university graduates entering the workforce who understand and utilize spoken English rhetorical strategies and techniques. These rhetorical skills are necessary in a wide range of fields (e.g., advertising, communication, international relations, politics, psychology, etc.), yet rhetoric rarely features in EFL or ESL curriculums. With the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan emphasizing the need for English education to specifically foster the development of oral communication skills through the Global Human Resources (GHR) project (2018), there is a definite need for integrating instruction on English rhetorical strategies and techniques into the curricula of higher education. However, explicit rhetorical instruction in EFL and ESL curriculums in Japan almost exclusively focuses on written genres, such as essay writing. The core research question framing this exploratory study is: How prominent is instruction on rhetoric in Japanese university English oral communication courses? This qualitative study firstly examines if rhetoric-based instruction is addressed in a sample of English language oral communication textbooks, before documenting the language learning experiences of ten Japanese university students. An amalgamation of the data reveals a dearth of explicit rhetoric-based instruction in Japanese university English language oral communication courses. The implications of this finding are discussed, and suggestions are then proffered on how to better equip Japanese university graduates with practical English language rhetorical tools so that they may play a more active role in the globalizing world.
{"title":"The Prominence of Rhetoric in Japanese University English Oral Communication Courses","authors":"Richard Miles","doi":"10.33422/worldte.v2i1.91","DOIUrl":"https://doi.org/10.33422/worldte.v2i1.91","url":null,"abstract":"Due to a rapidly globalizing world, there has been a recent resurgence in the demand for university graduates entering the workforce who understand and utilize spoken English rhetorical strategies and techniques. These rhetorical skills are necessary in a wide range of fields (e.g., advertising, communication, international relations, politics, psychology, etc.), yet rhetoric rarely features in EFL or ESL curriculums. With the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan emphasizing the need for English education to specifically foster the development of oral communication skills through the Global Human Resources (GHR) project (2018), there is a definite need for integrating instruction on English rhetorical strategies and techniques into the curricula of higher education. However, explicit rhetorical instruction in EFL and ESL curriculums in Japan almost exclusively focuses on written genres, such as essay writing. The core research question framing this exploratory study is: How prominent is instruction on rhetoric in Japanese university English oral communication courses? This qualitative study firstly examines if rhetoric-based instruction is addressed in a sample of English language oral communication textbooks, before documenting the language learning experiences of ten Japanese university students. An amalgamation of the data reveals a dearth of explicit rhetoric-based instruction in Japanese university English language oral communication courses. The implications of this finding are discussed, and suggestions are then proffered on how to better equip Japanese university graduates with practical English language rhetorical tools so that they may play a more active role in the globalizing world.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"23 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462925","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 advent of smart electrical grids (Smart-grids) has created the need for a reliable communication system within traditional electrical grids. Many technologies are available on the market for communication in smart-grids environment. Communication using PLC (Power-Line Communication or power-line carrier) technology is by far the best choice for operators of these smart-grids, because it uses the electrical cables already in place as a communication link. Unfortunately, since the electrical grid (frequency = 50/60 Hz) was not designed for the transport of high-frequency signals, in PLC mode (100 kHz - 30 MHz) the electrical cables behave like antennas and emit electromagnetic radiation in the nearby environment. This work is a contribution in the evaluation of electromagnetic radiation impact of PLC technology on human health. According to ICNIRP (International Commission for Non-Ionizing Radiation Protection), this type of assessment in done base on SAR (Specific Absorption Rate) and ∆T (tissue temperature raising during exposure to radiation). PLC cables radiation SAR and ∆T are confront with ICNIRP-limits (Guidelines). In order to cover many exposure scenario, interaction between the radiation of an Outdoor-PLC cable and a human head have been analyze using analytical approach (Maxwell equations) and numerical approach (simulation with Feko software). These analyses have demonstrated that exposure to Outdoor-PLC cable electromagnetic radiation is not harmful to human being. For a long-term exposure of human head to PLC cable electromagnetic radiation, The SAR is less than 1nW/Kg and ∆T under 10-5 °C (Far from ICNIRP limits). Analyses have also produce a simplified expression of PLC cable electromagnetic radiation SAR base on Biot-&-Savart law.
{"title":"Impact of Power-Line Communication Radiation on Human Health","authors":"Abatcha Abba Kaga Lagare, Abdourahimoun Daouda, Makinta Boukar","doi":"10.33422/worldte.v2i1.58","DOIUrl":"https://doi.org/10.33422/worldte.v2i1.58","url":null,"abstract":"The advent of smart electrical grids (Smart-grids) has created the need for a reliable communication system within traditional electrical grids. Many technologies are available on the market for communication in smart-grids environment. Communication using PLC (Power-Line Communication or power-line carrier) technology is by far the best choice for operators of these smart-grids, because it uses the electrical cables already in place as a communication link. Unfortunately, since the electrical grid (frequency = 50/60 Hz) was not designed for the transport of high-frequency signals, in PLC mode (100 kHz - 30 MHz) the electrical cables behave like antennas and emit electromagnetic radiation in the nearby environment. This work is a contribution in the evaluation of electromagnetic radiation impact of PLC technology on human health. According to ICNIRP (International Commission for Non-Ionizing Radiation Protection), this type of assessment in done base on SAR (Specific Absorption Rate) and ∆T (tissue temperature raising during exposure to radiation). PLC cables radiation SAR and ∆T are confront with ICNIRP-limits (Guidelines). In order to cover many exposure scenario, interaction between the radiation of an Outdoor-PLC cable and a human head have been analyze using analytical approach (Maxwell equations) and numerical approach (simulation with Feko software). These analyses have demonstrated that exposure to Outdoor-PLC cable electromagnetic radiation is not harmful to human being. For a long-term exposure of human head to PLC cable electromagnetic radiation, The SAR is less than 1nW/Kg and ∆T under 10-5 °C (Far from ICNIRP limits). Analyses have also produce a simplified expression of PLC cable electromagnetic radiation SAR base on Biot-&-Savart law.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121354373","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}
Pub Date : 2023-08-07DOI: 10.33422/worldte.v2i1.48
L. Torresin
This paper presents a new experimental intercultural theoretical and operative model for RFL (Russian as a Foreign Language) teaching at European level: the RETEACH model. As a descriptive–normative didactic model, RETEACH builds on the intercultural approach, seeking to foster the development of intercultural communicative competence (ICC) among students. RETEACH promotes respect, understanding, and solidarity among individuals and encourages critical awareness of various issues, such as multiple identities, fuzzy cultural borders, power-related intercultural dynamics, and avoidance of stereotyped representations. The model is grounded in three specific concepts and areas within the foreign language and RFL fields: 1) the use of authentic texts, 2) the role of literature, and 3) textbook theory. The model was tested through two case studies, which investigated the place of culture in RFL classes in Lithuania and Italy (Case Study 1) and in RFL textbooks employed in Italy (Case Study 2). Three different research methods were employed: action research, classroom observation, and comparative content analysis. The findings indicate that the proposed model can boost the development of ICC in RFL learners, thus addressing some general issues with RFL teaching in the European context. There are several theoretical and practical implications of the RETEACH model: 1) combining RFL theory and practice, 2) improving the intercultural approach due to the use of authentic materials, 3) enabling the use of Russian literature to develop ICC, and 4) promoting a complex and critical image of Russia.
{"title":"A New Intercultural Model for Teaching Russian as a Foreign Language at European Level","authors":"L. Torresin","doi":"10.33422/worldte.v2i1.48","DOIUrl":"https://doi.org/10.33422/worldte.v2i1.48","url":null,"abstract":"This paper presents a new experimental intercultural theoretical and operative model for RFL (Russian as a Foreign Language) teaching at European level: the RETEACH model. As a descriptive–normative didactic model, RETEACH builds on the intercultural approach, seeking to foster the development of intercultural communicative competence (ICC) among students. RETEACH promotes respect, understanding, and solidarity among individuals and encourages critical awareness of various issues, such as multiple identities, fuzzy cultural borders, power-related intercultural dynamics, and avoidance of stereotyped representations. The model is grounded in three specific concepts and areas within the foreign language and RFL fields: 1) the use of authentic texts, 2) the role of literature, and 3) textbook theory. The model was tested through two case studies, which investigated the place of culture in RFL classes in Lithuania and Italy (Case Study 1) and in RFL textbooks employed in Italy (Case Study 2). Three different research methods were employed: action research, classroom observation, and comparative content analysis. The findings indicate that the proposed model can boost the development of ICC in RFL learners, thus addressing some general issues with RFL teaching in the European context. There are several theoretical and practical implications of the RETEACH model: 1) combining RFL theory and practice, 2) improving the intercultural approach due to the use of authentic materials, 3) enabling the use of Russian literature to develop ICC, and 4) promoting a complex and critical image of Russia.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"26 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":"131460857","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}
Pub Date : 2023-08-01DOI: 10.33422/worldte.v2i1.51
Saphol Chanmaneewong, Pratchayapong Yasri
This research examines varying levels of educational, motivational, social, and financial challenges perceived by Thai high school students when preparing for medical school admission. Based on a quantitative survey of 100 students attending either a regular Thai school programme or an international school programme, we present their perceived levels of stress, the comparison of the stress levels between students from the two school systems, and the comparison of the stress levels between different grade levels. The paired t-test revealed that the greatest challenge faced by the student participants was related to the educational aspects, followed by motivational, social, and financial aspects. In addition, the independent t-test revealed that Year 12 students exhibited the highest level of perceived stress compared to their high school peers (Year 11 and Year 13). In addition, students enrolled in regular Thai programmes reported a higher level of overall perceived stress than those enrolled in international programmes. The findings suggest that policies and programmes designed to address the educational, motivational, social, and financial challenges of high school students in Thailand to ensure that all students have the opportunity to pursue their academic and professional objectives in the field of medicine.
{"title":"Challenges Faced by High School Students in Thailand When Preparing for Medical School Admissions: A Comparative Study of Regular Thai Programmes and International Schools","authors":"Saphol Chanmaneewong, Pratchayapong Yasri","doi":"10.33422/worldte.v2i1.51","DOIUrl":"https://doi.org/10.33422/worldte.v2i1.51","url":null,"abstract":"This research examines varying levels of educational, motivational, social, and financial challenges perceived by Thai high school students when preparing for medical school admission. Based on a quantitative survey of 100 students attending either a regular Thai school programme or an international school programme, we present their perceived levels of stress, the comparison of the stress levels between students from the two school systems, and the comparison of the stress levels between different grade levels. The paired t-test revealed that the greatest challenge faced by the student participants was related to the educational aspects, followed by motivational, social, and financial aspects. In addition, the independent t-test revealed that Year 12 students exhibited the highest level of perceived stress compared to their high school peers (Year 11 and Year 13). In addition, students enrolled in regular Thai programmes reported a higher level of overall perceived stress than those enrolled in international programmes. The findings suggest that policies and programmes designed to address the educational, motivational, social, and financial challenges of high school students in Thailand to ensure that all students have the opportunity to pursue their academic and professional objectives in the field of medicine.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"689 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133970533","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}
Pub Date : 2023-05-31DOI: 10.33422/worldte.v1i1.43
Han Li, Na Zhao
The number of teachers in Malaysia has decreased since 2017 as a result of a tendency toward early retirement among teachers. Numerous organizations have suggested that laws be passed in reaction to this trend to lessen the effects, but Malaysia has yet to come up with any viable solutions. Is it possible that these circumstances will allow for a progressive decrease in the number of early retirees in the near future? Based on this inquiry, a GM(1,1) gray prediction model was created and a gray prediction was formed, which indicates that in 2022–2024, Malaysia's teacher population and teacher–student radio will continue to decline. The Malaysian government needs to take this seriously and aggressively implement a number of steps to prevent the negative effects of early teacher retirement on educational standards.
{"title":"Will the Wave of Early Retirement of Teachers in Malaysia Continue? - a Grey Prediction Based on GM(1,1) Gray Prediction Model","authors":"Han Li, Na Zhao","doi":"10.33422/worldte.v1i1.43","DOIUrl":"https://doi.org/10.33422/worldte.v1i1.43","url":null,"abstract":"The number of teachers in Malaysia has decreased since 2017 as a result of a tendency toward early retirement among teachers. Numerous organizations have suggested that laws be passed in reaction to this trend to lessen the effects, but Malaysia has yet to come up with any viable solutions. Is it possible that these circumstances will allow for a progressive decrease in the number of early retirees in the near future? Based on this inquiry, a GM(1,1) gray prediction model was created and a gray prediction was formed, which indicates that in 2022–2024, Malaysia's teacher population and teacher–student radio will continue to decline. The Malaysian government needs to take this seriously and aggressively implement a number of steps to prevent the negative effects of early teacher retirement on educational standards.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125666561","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}
Pub Date : 2023-05-23DOI: 10.33422/worldte.v1i1.39
Kevser Kaya, D. Atay
While inclusive education (IE) is embraced at the conceptual level and desired at the classroom level, successful IE implementation remains highly complex. COVID-19 (Coronavirus Disease 2019) outbreak which necessitated a quick switch to remote instruction made IE even harder to put into practice. Despite several studies regarding inclusion during face-to-face education, there has been quite limited research on online education and inclusive practices. This exploratory case study of qualitative nature took place at a state university in the southeast of Turkey with three participants: a hard of hearing (HH) English as a foreign language learner who is a freshman enrolled at the English Language Education Department and his two instructors. Data were collected by means of semi-structured interviews, journals, and narrative reports. Interviews were conducted with the student about the challenges he had and instructors’ practices during distance education, and with instructors about their general opinions towards IE and their online education practices regarding the inclusion of that student. Data were analyzed through thematic analysis. The analyses of student data revealed one major theme as “rechallenge” of an already challenging life and subthemes as nature of online education, instructors’ practices, delayed/ limited feedback, and lack of interaction. Instructors’ data revealed themes as beliefs and attitudes towards IE and need for training. Findings presented the challenges of online education for a HH pupil with significant implications, suggesting many solutions to the problems HH learners face, and raising public awareness on IE.
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