This qualitative investigation used a case study approach to collect data to answer this question: Did a preservice teacher candidate enrolled in a content literacy course while seeking initial middle-level teacher certification find literacy strategies useful in the instruction of seventh-grade science students? This study reports findings collected from one preservice teacher candidate, along with course peers, seeking initial certification for middle-level instruction. Data collection included an interview, member checking, and observations. Over the fifteen-week period of instruction in an undergraduate content literacy course, data provided evidence that literacy strategies used by a preservice teacher candidate in the instruction of science for middle-level students provided effective acquisition of instructional content.
{"title":"Using Literacy Strategies to Support a Preservice Teacher Candidate in Becoming an Effective Teacher","authors":"Laveria F. Hutchison","doi":"10.20849/jed.v6i5.1318","DOIUrl":"https://doi.org/10.20849/jed.v6i5.1318","url":null,"abstract":"This qualitative investigation used a case study approach to collect data to answer this question: Did a preservice teacher candidate enrolled in a content literacy course while seeking initial middle-level teacher certification find literacy strategies useful in the instruction of seventh-grade science students? This study reports findings collected from one preservice teacher candidate, along with course peers, seeking initial certification for middle-level instruction. Data collection included an interview, member checking, and observations. Over the fifteen-week period of instruction in an undergraduate content literacy course, data provided evidence that literacy strategies used by a preservice teacher candidate in the instruction of science for middle-level students provided effective acquisition of instructional content.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86261687","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}
Business schools continue to monitor student perceptions of their curriculum during the ongoing pandemic. 274 graduating business seniors filled out a Spring 2022 exit survey asking their perceptions about the business school’s curriculum improving their abilities on twelve goals. A factor analysis of these twelve individual items resulted in keeping all items and creating three smaller scales (items/scale): Business Problem Solving (6 items), Presentation Skills (3 items) and Team-related Skills (3 items). These three scales were found to be reliable and sufficiently distinct from each other. Overall, students perceived that the business school’s curriculum improved their team-related skills significantly more than business problem solving and presentation skills. Grade Point Average or gender were not related to any scale improvement differences. Paired t-test results included finding that transfer students indicated significantly higher improvement on business problem solving and team-related skills than non-transfer students. In addition, non-quantitative majors showed higher improvement on presentation skills than quantitative majors. A stronger baseline for these three curriculum improvement scales has now been established for follow-up monitoring. Results are further discussed.
{"title":"Relationships of Demographic and School Related Variables to Curriculum Improvement Skill Scales for Graduating Business Students","authors":"Gary Blau, R. Drennan","doi":"10.20849/jed.v6i4.1235","DOIUrl":"https://doi.org/10.20849/jed.v6i4.1235","url":null,"abstract":"Business schools continue to monitor student perceptions of their curriculum during the ongoing pandemic. 274 graduating business seniors filled out a Spring 2022 exit survey asking their perceptions about the business school’s curriculum improving their abilities on twelve goals. A factor analysis of these twelve individual items resulted in keeping all items and creating three smaller scales (items/scale): Business Problem Solving (6 items), Presentation Skills (3 items) and Team-related Skills (3 items). These three scales were found to be reliable and sufficiently distinct from each other. Overall, students perceived that the business school’s curriculum improved their team-related skills significantly more than business problem solving and presentation skills. Grade Point Average or gender were not related to any scale improvement differences. Paired t-test results included finding that transfer students indicated significantly higher improvement on business problem solving and team-related skills than non-transfer students. In addition, non-quantitative majors showed higher improvement on presentation skills than quantitative majors. A stronger baseline for these three curriculum improvement scales has now been established for follow-up monitoring. Results are further discussed.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82739184","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 longitudinal study was conducted with 425 preschool children during a one-and-a-half-year period to investigate the developmental trajectory of preschool children’s bullying behavior and the prediction of peer relationships in this trajectory. The latent growth curve model (LGCM) and mixed growth model (GMM) were conducted on Mplus to investigate the normative development trajectory and heterogeneity of preschool children’s bullying behavior. Results showed that: (1) In general, preschool children’s bullying increased with age, and two significantly different sub-trajectories were identified through the model-fitting parameters. One was the “low-slow increasing” group, accounting for 88.47% of participants; the other group was the “high-fast decreasing” group, accounting for 11.53% of participants. (2) Peer rejection positively predicted preschool children’s bullying behavior, while peer acceptance and gender were not significant predictors. This study uncovered preschool children’s bullying behavior from a developmental perspective and provided further theoretical evidence for future intervention programs to reduce bullying behaviors.
{"title":"Developmental Trajectories of Preschool Children’s Bullying Behavior: Prediction of Peer Relationships","authors":"Minghao Zhang, Zhongxia He, Kedi Zhao, Mingxue Xu, Yaohua Zhang, Xinfei Li, Xiaohui Xu","doi":"10.20849/jed.v6i4.1229","DOIUrl":"https://doi.org/10.20849/jed.v6i4.1229","url":null,"abstract":"A longitudinal study was conducted with 425 preschool children during a one-and-a-half-year period to investigate the developmental trajectory of preschool children’s bullying behavior and the prediction of peer relationships in this trajectory. The latent growth curve model (LGCM) and mixed growth model (GMM) were conducted on Mplus to investigate the normative development trajectory and heterogeneity of preschool children’s bullying behavior. Results showed that: (1) In general, preschool children’s bullying increased with age, and two significantly different sub-trajectories were identified through the model-fitting parameters. One was the “low-slow increasing” group, accounting for 88.47% of participants; the other group was the “high-fast decreasing” group, accounting for 11.53% of participants. (2) Peer rejection positively predicted preschool children’s bullying behavior, while peer acceptance and gender were not significant predictors. This study uncovered preschool children’s bullying behavior from a developmental perspective and provided further theoretical evidence for future intervention programs to reduce bullying behaviors.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76051649","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 explored a diagnostically cognitive assessment model for the ANOVA score model emphasizing semantic explanations. The study used the mixed methods designs, in which the ANOVA score model was decomposed into measurable components. This consists of the proficiency student model. Such kinds of data were transferred to a quantitative representation via the Bayesian network model of the ANOVA score model and semantic explanation assessment. This diagnostically cognitive assessment consists of 28 variables hierarchically, which are explanatory variables and evidence variables. Nine variables are explanatory variables that are latent. Nineteen variables are evidence variables that collect students’ learning information and propagate the information to the explanatory variables. The data are simulated data; the semantic explanations from twelve students were recorded and input into the nineteen evidence variables. Semantic explanations indicate 3 levels: lower level, medium level and high level. The score should be more than 82 points, which indicates a mastery level. The study also suggests that if a student achieves a high score in a module, the student has a better chance of achieving a high score in the overall assessment model.
{"title":"Diagnostically Cognitive Assessment of Complex Semantic Explanations and Learning: A Bayesian Network Approach","authors":"Zhidong Zhang","doi":"10.20849/jed.v6i4.1255","DOIUrl":"https://doi.org/10.20849/jed.v6i4.1255","url":null,"abstract":"This study explored a diagnostically cognitive assessment model for the ANOVA score model emphasizing semantic explanations. The study used the mixed methods designs, in which the ANOVA score model was decomposed into measurable components. This consists of the proficiency student model. Such kinds of data were transferred to a quantitative representation via the Bayesian network model of the ANOVA score model and semantic explanation assessment. This diagnostically cognitive assessment consists of 28 variables hierarchically, which are explanatory variables and evidence variables. Nine variables are explanatory variables that are latent. Nineteen variables are evidence variables that collect students’ learning information and propagate the information to the explanatory variables. The data are simulated data; the semantic explanations from twelve students were recorded and input into the nineteen evidence variables. Semantic explanations indicate 3 levels: lower level, medium level and high level. The score should be more than 82 points, which indicates a mastery level. The study also suggests that if a student achieves a high score in a module, the student has a better chance of achieving a high score in the overall assessment model.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86943466","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}
Since the Chinese Education Disciplinary Rules for Primary and Secondary Schools (Trial), i.e., The Trial Rules (TTR) was first put into practice, its implementation has been limited because of teachers’ ignorance and misconduct. A comparative study is needed to shed light on these issues and promote TTR policies. As a country based on case law and a centralised educational system, England represents an appropriate reference. The present study compares the history and latest regulations in education between two countries (England and China) in terms of the participants and processes involved in education discipline. It is important to note that TTR has a shorter history than the system in England, and therefore, it provides relatively limited guidance for classroom teachers because there has not been enough practical or theoretical feedback. However, considering the regulations about the education disciplinary process (e.g., deviance, discipline, and feedback), TTR has formed a relatively well-developed stipulations for the latter two steps, while further details must be developed to better address deviance. Overall, more referential cases are needed as guidance for teachers.
{"title":"A Comparative Study of the Current Education Disciplinary Regulations in England Versus China","authors":"Kaiyi Yang, Danjv Qiao","doi":"10.20849/jed.v6i4.1290","DOIUrl":"https://doi.org/10.20849/jed.v6i4.1290","url":null,"abstract":"Since the Chinese Education Disciplinary Rules for Primary and Secondary Schools (Trial), i.e., The Trial Rules (TTR) was first put into practice, its implementation has been limited because of teachers’ ignorance and misconduct. A comparative study is needed to shed light on these issues and promote TTR policies. As a country based on case law and a centralised educational system, England represents an appropriate reference. The present study compares the history and latest regulations in education between two countries (England and China) in terms of the participants and processes involved in education discipline. It is important to note that TTR has a shorter history than the system in England, and therefore, it provides relatively limited guidance for classroom teachers because there has not been enough practical or theoretical feedback. However, considering the regulations about the education disciplinary process (e.g., deviance, discipline, and feedback), TTR has formed a relatively well-developed stipulations for the latter two steps, while further details must be developed to better address deviance. Overall, more referential cases are needed as guidance for teachers.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80237586","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}
Foreign research on teacher leadership has experienced three waves, from the personal behavior of teacher leaders to teaching ability and then to a position or a way of thinking. The behavior theory of teacher leadership mainly focuses on the formal position of teacher leaders, and sees the specific tasks of teacher leaders. The theory of teacher leadership mainly points to the classroom teaching leadership of teachers. Both see teacher leadership as an individual effort. On the other hand, the thinking mode of teacher leadership regards teacher leadership as a process of changing schools, a way and strategy to change organizational culture structure, and a collective effort. The research on teacher leadership has potential value for school improvement, which requires further clarifying the purpose of improving teacher leadership. The root of teacher leadership is to cultivate teachers’ sense of responsibility, promote the growth and development of teacher leadership from an appreciation perspective, and cultivate teachers’ appreciation eyes and appreciation ability.
{"title":"The Transformation From Leadership Behavior to Leadership Thinking","authors":"Lanqing Xu","doi":"10.20849/jed.v6i4.1287","DOIUrl":"https://doi.org/10.20849/jed.v6i4.1287","url":null,"abstract":"Foreign research on teacher leadership has experienced three waves, from the personal behavior of teacher leaders to teaching ability and then to a position or a way of thinking. The behavior theory of teacher leadership mainly focuses on the formal position of teacher leaders, and sees the specific tasks of teacher leaders. The theory of teacher leadership mainly points to the classroom teaching leadership of teachers. Both see teacher leadership as an individual effort. On the other hand, the thinking mode of teacher leadership regards teacher leadership as a process of changing schools, a way and strategy to change organizational culture structure, and a collective effort. The research on teacher leadership has potential value for school improvement, which requires further clarifying the purpose of improving teacher leadership. The root of teacher leadership is to cultivate teachers’ sense of responsibility, promote the growth and development of teacher leadership from an appreciation perspective, and cultivate teachers’ appreciation eyes and appreciation ability.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90912332","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}
Combinations of broad-defined indicators of wellbeing, social harmony, education, etc., have been used to provide comparative assessments of socio-economic conditions in various nations and stimulate policy changes. In this short review we compare conceptual frameworks and actual models based on subjective (social) and objective (analytical) socio-economic indicators. An interplay of subjective and objective indicators is also the basis of an approach for interdisciplinary education of young generations, particularly in nations characterized by ethnic conflicts and/or poor wealth distribution. The interaction between social and economic indicators suggests the need of a more integrated socio-economic outlook.
{"title":"Role of Socio-economic Indicators in Development and Education","authors":"A. Ciferri, A. Soldi, Cinzia Bongianni","doi":"10.20849/jed.v6i4.1256","DOIUrl":"https://doi.org/10.20849/jed.v6i4.1256","url":null,"abstract":"Combinations of broad-defined indicators of wellbeing, social harmony, education, etc., have been used to provide comparative assessments of socio-economic conditions in various nations and stimulate policy changes. In this short review we compare conceptual frameworks and actual models based on subjective (social) and objective (analytical) socio-economic indicators. An interplay of subjective and objective indicators is also the basis of an approach for interdisciplinary education of young generations, particularly in nations characterized by ethnic conflicts and/or poor wealth distribution. The interaction between social and economic indicators suggests the need of a more integrated socio-economic outlook.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77684968","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 recent years, it has been known from the network news that American school bullying incidents are frequent, its severity and concealment are gradually increasing, and the main body of bullying is also getting younger and younger. American bullying not only causes severe damage to the physical and mental health of minors but destroys the order of the daily management of the school and also increases the risk of the safety of the campus, on the harmfulness of more significant social issues, such as the United States in most cases, it still takes criticism education some force weaker moral means, the effective governance bullying is not enough. The rule of law is the most effective way to achieve social governance. Every student's campus life is a drill for the future in social life. Their behaviour will eventually affect the public social order. Therefore, American society has put forward a zero-tolerance policy for school bullying. Many public schools in the United States have the characteristics of exclusion, punishment, and decriminalization in managing students' violations and malicious bullying. It not only fails to give full play to the educational nature of punishment effectively but also aggravates severe social problems such as minors dropping out of school, low-school employment, and juvenile delinquency, which increases the educational cost of American society and the cost of colonial governance and management. Under the guidance of the concept of supporting policy, the federal government by eliminating the repellent of early childhood environment discipline, creating a safe and supportive learning environment, promote education in different stages of the field to carry out the resilience measures such as justice, fair and continue to encourage educational discipline, promote the development of children's social emotion and behavior, to guide students to learn and grow in the wrong, American academic punishment has successfully realized the successful transformation of teaching philosophy and education reform, which is worthy of practical reference and complete reference for China's current treatment of school bullying incidents. Better promoting Chinese education can also embark on equitable and healthy future development.
{"title":"From Making \"Tools\" to Becoming \"People\" -- The Transformation and Experience of American Educational Punishment Governance","authors":"Jiayi Chen","doi":"10.20849/jed.v6i4.1300","DOIUrl":"https://doi.org/10.20849/jed.v6i4.1300","url":null,"abstract":"In recent years, it has been known from the network news that American school bullying incidents are frequent, its severity and concealment are gradually increasing, and the main body of bullying is also getting younger and younger. American bullying not only causes severe damage to the physical and mental health of minors but destroys the order of the daily management of the school and also increases the risk of the safety of the campus, on the harmfulness of more significant social issues, such as the United States in most cases, it still takes criticism education some force weaker moral means, the effective governance bullying is not enough. The rule of law is the most effective way to achieve social governance. Every student's campus life is a drill for the future in social life. Their behaviour will eventually affect the public social order. Therefore, American society has put forward a zero-tolerance policy for school bullying. Many public schools in the United States have the characteristics of exclusion, punishment, and decriminalization in managing students' violations and malicious bullying. It not only fails to give full play to the educational nature of punishment effectively but also aggravates severe social problems such as minors dropping out of school, low-school employment, and juvenile delinquency, which increases the educational cost of American society and the cost of colonial governance and management. Under the guidance of the concept of supporting policy, the federal government by eliminating the repellent of early childhood environment discipline, creating a safe and supportive learning environment, promote education in different stages of the field to carry out the resilience measures such as justice, fair and continue to encourage educational discipline, promote the development of children's social emotion and behavior, to guide students to learn and grow in the wrong, American academic punishment has successfully realized the successful transformation of teaching philosophy and education reform, which is worthy of practical reference and complete reference for China's current treatment of school bullying incidents. Better promoting Chinese education can also embark on equitable and healthy future development.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84692819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to make students adapt to democratic life, educators have a responsibility and obligation to bring controversial topics into the classroom. A safe space is needed for the discussion of controversial topics in the classroom without any intrusion. However, the author of this article found that the concept of safe space is rarely mentioned in China. Therefore, this essay critically analyses five national and regional studies on safe spaces to suggest how safe spaces could be achieved in Chinese classrooms for teachers and students.
{"title":"How to Create a Safe Space When Teaching Controversial Issues in China","authors":"Zhixuan Wang","doi":"10.20849/jed.v6i4.1289","DOIUrl":"https://doi.org/10.20849/jed.v6i4.1289","url":null,"abstract":"In order to make students adapt to democratic life, educators have a responsibility and obligation to bring controversial topics into the classroom. A safe space is needed for the discussion of controversial topics in the classroom without any intrusion. However, the author of this article found that the concept of safe space is rarely mentioned in China. Therefore, this essay critically analyses five national and regional studies on safe spaces to suggest how safe spaces could be achieved in Chinese classrooms for teachers and students.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78894679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper focus on China’s development in education and its relationship with gender equality within the nation from the 1940s to current years, examining its progress and challenges, as well as attempts made through the challenges and underestimated aspects.
{"title":"Improving Gender Equality in China Through Education: Redistribution and Recognition","authors":"Yiyao Cao","doi":"10.20849/jed.v6i3.1217","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1217","url":null,"abstract":"This paper focus on China’s development in education and its relationship with gender equality within the nation from the 1940s to current years, examining its progress and challenges, as well as attempts made through the challenges and underestimated aspects.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76741483","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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