Pub Date : 2023-01-01DOI: 10.22521/edupij.2023.122.7
Jing Qi
Background/purpose – The process of shaping students’ creative thinking in modern society takes on a new, deeper, and broader dimension. Therefore, studying the role of Chinese music in developing the creativity of primary, secondary, and tertiary education students is deemed relevant. The purpose of this study was to comprehend ways of forming creative thinking of students through the study of Chinese music. Materials/methods – The research problem was addressed through searching for and collecting data, analyzing and compiling the information obtained, identifying and deducing categories of the collected data, and through compiling tables and figures to demonstrate the research problem as an integral, multi-component system. Results – The role of Chinese music in developing creative thinking among students is multifaceted, and includes teaching methods and material support. This system is essential to achieving global education goals, introducing students to other cultures, creating a multicultural learning environment, and promoting emotional responsiveness to Chinese music. Conclusion – The relevance of the research problem, its responsiveness to the demands of the time and flexibility determines the promise of study in the area under consideration and determines its value from both theoretical and practical perspectives.
{"title":"The Role of Chinese Music in Shaping Students’ Creative Thinking","authors":"Jing Qi","doi":"10.22521/edupij.2023.122.7","DOIUrl":"https://doi.org/10.22521/edupij.2023.122.7","url":null,"abstract":"Background/purpose – The process of shaping students’ creative thinking in modern society takes on a new, deeper, and broader dimension. Therefore, studying the role of Chinese music in developing the creativity of primary, secondary, and tertiary education students is deemed relevant. The purpose of this study was to comprehend ways of forming creative thinking of students through the study of Chinese music. Materials/methods – The research problem was addressed through searching for and collecting data, analyzing and compiling the information obtained, identifying and deducing categories of the collected data, and through compiling tables and figures to demonstrate the research problem as an integral, multi-component system. Results – The role of Chinese music in developing creative thinking among students is multifaceted, and includes teaching methods and material support. This system is essential to achieving global education goals, introducing students to other cultures, creating a multicultural learning environment, and promoting emotional responsiveness to Chinese music. Conclusion – The relevance of the research problem, its responsiveness to the demands of the time and flexibility determines the promise of study in the area under consideration and determines its value from both theoretical and practical perspectives.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90797393","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 : 2023-01-01DOI: 10.22521/edupij.2023.121.7
Marioleni Parissi, Vassilis Komis, Gabriel Dumouchel, Konstantinos Lavidas, Stamatios Papadakis
{"title":"How Does Students’ Knowledge About Information-Seeking Improve Their Behavior in Solving Information Problems?","authors":"Marioleni Parissi, Vassilis Komis, Gabriel Dumouchel, Konstantinos Lavidas, Stamatios Papadakis","doi":"10.22521/edupij.2023.121.7","DOIUrl":"https://doi.org/10.22521/edupij.2023.121.7","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"23 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72415865","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 : 2023-01-01DOI: 10.22521/edupij.2023.123.5
Worapinya Kingminghae Yi Lin
{"title":"Studying in Shanghai and its impacts on Thai International Students’ Opinions towards the Chinese People and China","authors":"Worapinya Kingminghae Yi Lin","doi":"10.22521/edupij.2023.123.5","DOIUrl":"https://doi.org/10.22521/edupij.2023.123.5","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80135286","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 : 2023-01-01DOI: 10.22521/edupij.2023.121.5
L. Giray, Ma. Kasandra Christina Asuncion, Jelomil A. Edem, D. Gumalin, Jomarie Jacob, Sheila May Lucero
{"title":"Positive and Negative Lessons from Hidden Curriculum at a Philippine State University","authors":"L. Giray, Ma. Kasandra Christina Asuncion, Jelomil A. Edem, D. Gumalin, Jomarie Jacob, Sheila May Lucero","doi":"10.22521/edupij.2023.121.5","DOIUrl":"https://doi.org/10.22521/edupij.2023.121.5","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84683427","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 : 2023-01-01DOI: 10.22521/edupij.2023.121.4
Filippos Tentolouris
{"title":"Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching","authors":"Filippos Tentolouris","doi":"10.22521/edupij.2023.121.4","DOIUrl":"https://doi.org/10.22521/edupij.2023.121.4","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75829340","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 : 2023-01-01DOI: 10.22521/edupij.2023.122.4
Artemis Eleftheriadi, Konstantinos Lavidas, Gerasimos S. Koustourakis, Stamatis Papadakis
Background/purpose – Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers’ previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate pre schoolers’ misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods – Data were collected through semi-structured interviews and analyzed according to content analysis methodology. Results – The study’s results showed that 5 -6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion – The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support.
{"title":"Misconceptions about Numbers and Operations–A Case Study of Preschoolers","authors":"Artemis Eleftheriadi, Konstantinos Lavidas, Gerasimos S. Koustourakis, Stamatis Papadakis","doi":"10.22521/edupij.2023.122.4","DOIUrl":"https://doi.org/10.22521/edupij.2023.122.4","url":null,"abstract":"Background/purpose – Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers’ previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate pre schoolers’ misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods – Data were collected through semi-structured interviews and analyzed according to content analysis methodology. Results – The study’s results showed that 5 -6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion – The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79730158","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 : 2023-01-01DOI: 10.22521/edupij.2023.122.3
Özge Çelik, G. Alpan
Background/purpose – The purpose of this study was to examine the impact of an Effective Communication course with enhanced student engagement on preservice teachers’ communication skills and empathic tendency levels. Materials/methods – The study adopted a mixed-methods design where the one-group pretest – posttest design was used. Results – It was found that the Effective Communication course with enhanced student engagement had a significant impact on the empathic tendency levels of preservice teachers, albeit with a small effect size. However, the impact of the course on communication skills was not statistically significant. The preservice teachers found the course efficient in contributing to their theoretical knowledge about communication and improving their attitudes and basic skills. Conclusion – It was concluded that enhancing student engagement through an Effective Communication course had a limited contribution in optimizing the communication skills and empathic tendency levels of future teachers.
{"title":"The Impact of an Effective Communication Course with Enhanced Student Engagement on Communication Skills and Empathic Tendency of Preservice Teachers","authors":"Özge Çelik, G. Alpan","doi":"10.22521/edupij.2023.122.3","DOIUrl":"https://doi.org/10.22521/edupij.2023.122.3","url":null,"abstract":"Background/purpose – The purpose of this study was to examine the impact of an Effective Communication course with enhanced student engagement on preservice teachers’ communication skills and empathic tendency levels. Materials/methods – The study adopted a mixed-methods design where the one-group pretest – posttest design was used. Results – It was found that the Effective Communication course with enhanced student engagement had a significant impact on the empathic tendency levels of preservice teachers, albeit with a small effect size. However, the impact of the course on communication skills was not statistically significant. The preservice teachers found the course efficient in contributing to their theoretical knowledge about communication and improving their attitudes and basic skills. Conclusion – It was concluded that enhancing student engagement through an Effective Communication course had a limited contribution in optimizing the communication skills and empathic tendency levels of future teachers.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85469210","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 : 2023-01-01DOI: 10.22521/edupij.2023.121.2
Eva Morais, José Lopes, Helena Silva, C. Dominguez, R. Payan-Carreira, Cristina Imaginário, Maria José Santos
{"title":"Dispositions toward Critical Thinking in Portuguese Undergraduate Students","authors":"Eva Morais, José Lopes, Helena Silva, C. Dominguez, R. Payan-Carreira, Cristina Imaginário, Maria José Santos","doi":"10.22521/edupij.2023.121.2","DOIUrl":"https://doi.org/10.22521/edupij.2023.121.2","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87200644","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 : 2023-01-01DOI: 10.22521/edupij.2023.121.3
Metin Kaya, Mehmet Koçyiğit
{"title":"The Relationship Between Transformational Leadership and Teacher Self-efficacy in Terms of National Culture","authors":"Metin Kaya, Mehmet Koçyiğit","doi":"10.22521/edupij.2023.121.3","DOIUrl":"https://doi.org/10.22521/edupij.2023.121.3","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86556807","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 : 2023-01-01DOI: 10.22521/edupij.2023.122.2
Rosalie Hiuyan Chung
Background/purpose – Coaching supports teachers to varying degrees, and the same coach may engage different teachers in distinct ways. This study explores this variation in coaches’ interactions with different teachers over 2 years to identify supports for coaches to develop positive coaching dynamics with teachers. Materials/methods – The study presents a comparative case study of two coaches who each oversaw two different teachers. Drawing on interviews with teachers and coaches over 2 years and videorecorded observations of coaching sessions, coach-teacher interactions were examined as well as individual’s perceptions to understand how and w hy coaches interact differentially with teachers.
{"title":"Exploring Within Team Differences in Coaching Supports","authors":"Rosalie Hiuyan Chung","doi":"10.22521/edupij.2023.122.2","DOIUrl":"https://doi.org/10.22521/edupij.2023.122.2","url":null,"abstract":"Background/purpose – Coaching supports teachers to varying degrees, and the same coach may engage different teachers in distinct ways. This study explores this variation in coaches’ interactions with different teachers over 2 years to identify supports for coaches to develop positive coaching dynamics with teachers. Materials/methods – The study presents a comparative case study of two coaches who each oversaw two different teachers. Drawing on interviews with teachers and coaches over 2 years and videorecorded observations of coaching sessions, coach-teacher interactions were examined as well as individual’s perceptions to understand how and w hy coaches interact differentially with teachers.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85640879","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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