Wassana Na Sulong, Kanyakorn Sermsook, Oraya Sooknit, Wittaya Worapun
The aim of this study was to investigate the effects of project-based learning on the learning achievement and satisfaction of undergraduate learners in General Psychology. The study included 30 undergraduate students enrolled in a general psychology class. The research utilized a project-based learning management plan, a learning achievement test, and a satisfaction questionnaire as the instruments. The results of the study revealed significant positive impacts of project-based learning on both the learning achievement and satisfaction of students in the context of general psychology. These findings highlight the effectiveness of project-based learning in enhancing students’ learning outcomes and overall satisfaction in the field of general psychology. The study contributes to the existing body of literature supporting the benefits of project-based learning as an instructional method for undergraduate education.
{"title":"Project-Based Learning in General Psychology Class for Undergraduate Students","authors":"Wassana Na Sulong, Kanyakorn Sermsook, Oraya Sooknit, Wittaya Worapun","doi":"10.5539/jel.v12n6p82","DOIUrl":"https://doi.org/10.5539/jel.v12n6p82","url":null,"abstract":"The aim of this study was to investigate the effects of project-based learning on the learning achievement and satisfaction of undergraduate learners in General Psychology. The study included 30 undergraduate students enrolled in a general psychology class. The research utilized a project-based learning management plan, a learning achievement test, and a satisfaction questionnaire as the instruments. The results of the study revealed significant positive impacts of project-based learning on both the learning achievement and satisfaction of students in the context of general psychology. These findings highlight the effectiveness of project-based learning in enhancing students’ learning outcomes and overall satisfaction in the field of general psychology. The study contributes to the existing body of literature supporting the benefits of project-based learning as an instructional method for undergraduate education.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research piece has the following goals: (1) to create a curriculum for creating a competency-based learning management system based on the economically motivated approach (BCG Model) by utilizing the proactive learning management concept for students practice teaching professional experience, (2) to assess the success of the curriculum in creating competency-based learning management utilizing the idea of proactive learning management for student practice teaching professional experience in accordance with the economic driving model (BCG Model), namely; (2.1) to compare the understanding of developing compe-tency-based learning management in accordance with the economic driving model (BCG Model) utilizing the idea of proactive learning management before and after learning, and (2.2) to assess the capacity to create a competency-based learning man-agement plan utilizing the proactive learning management concept in accordance with the economy-driven approach (BCG Model) compared to the criteria of 80%. In the second semester of the academic year 2022, there are 50 first-year teaching professional internship students in attendance. In the second semester of the academic year 2022, a total of 30 first-year teacher training students made up the sample. It makes use of a straightforward random sampling technique and a research and development (R&D) paradigm, which is typical in behavioral and social science research. The following resources were used in the study: (1) a test of knowledge on competency-based learning management system design, and (2) an operational capacity assessment form for creating a competency-based learning management strategy. Using proactive learning management concepts and knowledge comparison in the design of learning management, manage pre-learn and post-learn competency-based learning, using the t-test for dependent, data analysis is used to evaluate the suitability and effectiveness of the curriculum in the design of competency-based learning management in accordance with the economic-driven approach (BCG Model). Then use the t-test for one sample to assess the capacity to create a learning management plan based on post-learning competency versus the threshold of 80%. The results of the study showed that; (1) the development of a curriculum in the design of competency-based learning management according to the economic-driven approach (BCG Model) using the concept of proactive learning management for students practice teaching professional experience, the innovation of competency-based learning management combined with work to develop competence for students, practice, teaching, and professional experience was successful at 81.74/82.19, the mean was 4.60, the standard deviation was 0.50, and the level at which it was most suited was 4.60, and (2) use the idea of proactive learning management for students’ practice teaching professional experience to evaluate the efficiency of the curriculum in de-veloping competency
{"title":"Development in Designing Competency-Based Learning Management According to the Guidelines for Driving the Economy (BCG Model) by Using the Concept of Proactive Learning Management for Students Practice Teaching Professional Experience","authors":"Kamolchart Klomim, Boonsong Kuayngern","doi":"10.5539/jel.v12n5p208","DOIUrl":"https://doi.org/10.5539/jel.v12n5p208","url":null,"abstract":"This research piece has the following goals: (1) to create a curriculum for creating a competency-based learning management system based on the economically motivated approach (BCG Model) by utilizing the proactive learning management concept for students practice teaching professional experience, (2) to assess the success of the curriculum in creating competency-based learning management utilizing the idea of proactive learning management for student practice teaching professional experience in accordance with the economic driving model (BCG Model), namely; (2.1) to compare the understanding of developing compe-tency-based learning management in accordance with the economic driving model (BCG Model) utilizing the idea of proactive learning management before and after learning, and (2.2) to assess the capacity to create a competency-based learning man-agement plan utilizing the proactive learning management concept in accordance with the economy-driven approach (BCG Model) compared to the criteria of 80%. In the second semester of the academic year 2022, there are 50 first-year teaching professional internship students in attendance. In the second semester of the academic year 2022, a total of 30 first-year teacher training students made up the sample. It makes use of a straightforward random sampling technique and a research and development (R&D) paradigm, which is typical in behavioral and social science research. The following resources were used in the study: (1) a test of knowledge on competency-based learning management system design, and (2) an operational capacity assessment form for creating a competency-based learning management strategy. Using proactive learning management concepts and knowledge comparison in the design of learning management, manage pre-learn and post-learn competency-based learning, using the t-test for dependent, data analysis is used to evaluate the suitability and effectiveness of the curriculum in the design of competency-based learning management in accordance with the economic-driven approach (BCG Model). Then use the t-test for one sample to assess the capacity to create a learning management plan based on post-learning competency versus the threshold of 80%. \u0000 \u0000The results of the study showed that; (1) the development of a curriculum in the design of competency-based learning management according to the economic-driven approach (BCG Model) using the concept of proactive learning management for students practice teaching professional experience, the innovation of competency-based learning management combined with work to develop competence for students, practice, teaching, and professional experience was successful at 81.74/82.19, the mean was 4.60, the standard deviation was 0.50, and the level at which it was most suited was 4.60, and (2) use the idea of proactive learning management for students’ practice teaching professional experience to evaluate the efficiency of the curriculum in de-veloping competency","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"119 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88391776","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}
Cyberbullying is by an individual or a group by using resources such as e-mail, smart phone, pagers, short message services (SMS) and websites, Information and Communication technologies in order to harm a person; intentional, repetitive hostile behavior. When the literature is examined; it is seen that cyberbullying behaviors are carried out with the aim of intentionally harming, peer pressure, negative family-friendship relations, aggression, taking revenge for harming, and making the target person do an action that they do not want to do. According to the results of a study in which the percentage of performing cyberbullying behaviors was determined; According to the results of the study conducted with 160 adolescents between the ages of 14-18 in Türkiye; it has been determined that the rate of exposure to cyberbullying of young people is 83% and the severity of this rate is emphasized. When the negative effects of cyberbullying on the psychology of individuals, especially young people, are examined in the long term, depression and depression, fear and/or embarrassment of people, a constantly warned state, avoiding virtual environments and technology, avoiding responsibility, use of addictive harmful substances, negative behaviors such as being away from school draw attention. Communicating with other stakeholders in education (such as school administrators, class-branch teachers, guidance teachers, families) in order to prevent children and/or young people from being exposed to the stated negative effects of cyberbullying and in this context, it is foreseen that the collaborative work to be carried out between the stakeholders can be important and effective in terms of problem solving. Awareness behaviors such as supporting students to receive safe education in an academic sense, encouraging children and young people to use the internet safely, controlling the sites and shares that children visit, and drawing attention to abnormal and aggressive behaviors they display while using technology will support the prevention of cyberbullying. In this context, determining the cyberbullying awareness levels of the specified stakeholders and organizing trainings by the relevant institutions and organizations within the scope of the findings will contribute to raising the awareness of the stakeholders on this issue. In the light of all these, the aim of this study is to determine the cyberbullying awareness levels of primary school teachers and to associate it with the dependent variable of communication skills proficiency levels. In order to serve this purpose, research was conducted with a total of 154 teachers working in primary schools affiliated to the Ministry of National Education in Kars Türkiye. As a method in the research, mix method was used and the findings related to various statistical tests were revealed. It is predicted that the findings obtained in the study will contribute to the literature and researchers in order to
{"title":"Examination of the Relationship Between the Virtual Bullying Awareness Levels and Communication Skills of Primary School Teachers","authors":"Ezgi Pelin YILDIZ","doi":"10.5539/jel.v12n5p219","DOIUrl":"https://doi.org/10.5539/jel.v12n5p219","url":null,"abstract":"Cyberbullying is by an individual or a group by using resources such as e-mail, smart phone, pagers, short message services (SMS) and websites, Information and Communication technologies in order to harm a person; intentional, repetitive hostile behavior. When the literature is examined; it is seen that cyberbullying behaviors are carried out with the aim of intentionally harming, peer pressure, negative family-friendship relations, aggression, taking revenge for harming, and making the target person do an action that they do not want to do. According to the results of a study in which the percentage of performing cyberbullying behaviors was determined; According to the results of the study conducted with 160 adolescents between the ages of 14-18 in Türkiye; it has been determined that the rate of exposure to cyberbullying of young people is 83% and the severity of this rate is emphasized. When the negative effects of cyberbullying on the psychology of individuals, especially young people, are examined in the long term, depression and depression, fear and/or embarrassment of people, a constantly warned state, avoiding virtual environments and technology, avoiding responsibility, use of addictive harmful substances, negative behaviors such as being away from school draw attention. Communicating with other stakeholders in education (such as school administrators, class-branch teachers, guidance teachers, families) in order to prevent children and/or young people from being exposed to the stated negative effects of cyberbullying and in this context, it is foreseen that the collaborative work to be carried out between the stakeholders can be important and effective in terms of problem solving. Awareness behaviors such as supporting students to receive safe education in an academic sense, encouraging children and young people to use the internet safely, controlling the sites and shares that children visit, and drawing attention to abnormal and aggressive behaviors they display while using technology will support the prevention of cyberbullying. In this context, determining the cyberbullying awareness levels of the specified stakeholders and organizing trainings by the relevant institutions and organizations within the scope of the findings will contribute to raising the awareness of the stakeholders on this issue. In the light of all these, the aim of this study is to determine the cyberbullying awareness levels of primary school teachers and to associate it with the dependent variable of communication skills proficiency levels. In order to serve this purpose, research was conducted with a total of 154 teachers working in primary schools affiliated to the Ministry of National Education in Kars Türkiye. As a method in the research, mix method was used and the findings related to various statistical tests were revealed. It is predicted that the findings obtained in the study will contribute to the literature and researchers in order to","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135115159","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: 10.11591/edulearn.v17i3.20855
Yohanes Subasno, Imanuel Hitipeuw
This study aims to determine the effectiveness of implementing a multilayer model in lesson plan (LP) to increase the vocabulary knowledge of deaf students. This study is single-subject research with an A-B-A design (baseline-intervention-maintenance). The intervention instrument used was a LP that consisted of four units, each containing four words taught using multilayers. The instrument was validated and scored 4.6 on a scale of 1-5. The subjects who participated in the study were two students with severe deafness. Two teachers and two observers were involved in this study. The data were analyzed by inspecting the graph, intracondition, and intercondition. The percentage of non-overlapping data (PND) from the inter-condition was used to indicate the effectiveness of the intervention. It was found that the mean value of PND B/A for all LP from subject-1 was 96.25%, and from subject-2 was 100%. Thus, the multilayer model is very effective in improving vocabulary knowledge. The mean of PND A/B was 93.75%, and subject-2 achieved 89.87%, which means that the subject's vocabulary knowledge is maintained even without intervention.
{"title":"Single-case study: Effectiveness of multilayer model to improve vocabulary knowledge of deaf students","authors":"Yohanes Subasno, Imanuel Hitipeuw","doi":"10.11591/edulearn.v17i3.20855","DOIUrl":"https://doi.org/10.11591/edulearn.v17i3.20855","url":null,"abstract":"This study aims to determine the effectiveness of implementing a multilayer model in lesson plan (LP) to increase the vocabulary knowledge of deaf students. This study is single-subject research with an A-B-A design (baseline-intervention-maintenance). The intervention instrument used was a LP that consisted of four units, each containing four words taught using multilayers. The instrument was validated and scored 4.6 on a scale of 1-5. The subjects who participated in the study were two students with severe deafness. Two teachers and two observers were involved in this study. The data were analyzed by inspecting the graph, intracondition, and intercondition. The percentage of non-overlapping data (PND) from the inter-condition was used to indicate the effectiveness of the intervention. It was found that the mean value of PND B/A for all LP from subject-1 was 96.25%, and from subject-2 was 100%. Thus, the multilayer model is very effective in improving vocabulary knowledge. The mean of PND A/B was 93.75%, and subject-2 achieved 89.87%, which means that the subject's vocabulary knowledge is maintained even without intervention.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135931080","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}
Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 4, 2023
《教育与学习杂志》，第12卷，第4期，2023年
{"title":"Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 4","authors":"G. Lin","doi":"10.5539/jel.v12n4p148","DOIUrl":"https://doi.org/10.5539/jel.v12n4p148","url":null,"abstract":"Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 4, 2023","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80690675","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}
Primary school students who are eligible for the school’s Food Programme can get nutritious meals, and feeding services. The objective of the paper is to examine how smallholder farmers’ engagement influences learner participation in Public Primary Schools in Makueni. The study was anchored on theory of change. A correlation study and a descriptive research survey design were used. Target population was 875, where a sample of 275 was drawn and computed by Yamane’s formula. Information was gathered using simple random technique, questionnaire, and interview guide. Pilot testing was done to determine the accuracy and dependability of the study instruments in Machakos County, Kenya. Quantitative and qualitative information were analyzed using descriptive and inferential statistics. SPSS software version 25 was employed to analyze data, and outcome was displayed. To demonstrate the strength and association of the variables, linear regression models were used. Pearson’s Product Moment Correlation coefficient(r) was computed. The overall F statistics is 2.795. The findings were represented in tables, regressions, mean, standard deviations, frequencies and percentages. Null hypothesis was tested, resulting to; There is no significant association among smallholder farmers’ engagement and learner participation in Public Primary Schools was rejected (P-value 0.006 < 0.05) suggesting a statistical significant association between smallholder farmers’ engagement and learner participation in public primary schools. This paper recommends that Ministries of Education should provide nutrition meals and dedicate adequate resources. Further, this study on school feeding programme strategies focused on Makueni county public primary schools only. It is necessary to conduct a study with a similar design that targets additional counties.
{"title":"Smallholder Farmers’ Engagement in School Feeding Programme and Learner Participation in Public Primary Schools in Makueni County, Kenya","authors":"M. M. Mwanthi, C. Wafula, J. Mbugua","doi":"10.5539/jel.v12n5p197","DOIUrl":"https://doi.org/10.5539/jel.v12n5p197","url":null,"abstract":"Primary school students who are eligible for the school’s Food Programme can get nutritious meals, and feeding services. The objective of the paper is to examine how smallholder farmers’ engagement influences learner participation in Public Primary Schools in Makueni. The study was anchored on theory of change. A correlation study and a descriptive research survey design were used. Target population was 875, where a sample of 275 was drawn and computed by Yamane’s formula. Information was gathered using simple random technique, questionnaire, and interview guide. Pilot testing was done to determine the accuracy and dependability of the study instruments in Machakos County, Kenya. Quantitative and qualitative information were analyzed using descriptive and inferential statistics. SPSS software version 25 was employed to analyze data, and outcome was displayed. To demonstrate the strength and association of the variables, linear regression models were used. Pearson’s Product Moment Correlation coefficient(r) was computed. The overall F statistics is 2.795. The findings were represented in tables, regressions, mean, standard deviations, frequencies and percentages. Null hypothesis was tested, resulting to; There is no significant association among smallholder farmers’ engagement and learner participation in Public Primary Schools was rejected (P-value 0.006 < 0.05) suggesting a statistical significant association between smallholder farmers’ engagement and learner participation in public primary schools. This paper recommends that Ministries of Education should provide nutrition meals and dedicate adequate resources. Further, this study on school feeding programme strategies focused on Makueni county public primary schools only. It is necessary to conduct a study with a similar design that targets additional counties.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"420 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76463759","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 : 2023-07-20DOI: 10.59211/mjpjetl.v1i2.26
Marsella Desriarini Gui
This development research aims to produce Spinner Word Learning Media products. The aims of this study were to: (1) explain the design of Spinner Word Learning Media for Indonesian Language Content for Class II Students; and (2) determine its validity. This development study uses the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. Due to the many students are unable to engage in research, which is limited to individual trials. In this study, data was collected through a non-test method using a questionnaire. Quantitative and qualitative descriptive data analysis was used. The results of the development research include (1) a description of the development process of Word Spinner Learning Media; (2) Spinner Word Learning Media was declared valid based on the assessment of learning content experts at 90.9% with very good qualifications; 85.9% learning design experts with very good qualifications; and learning media experts at 90.6% with very good qualifications.
本开发研究的目的是生产出Spinner Word学习媒体产品。本研究的目的是:(1)解释二班学生印尼语内容的Spinner Word学习媒体的设计;(2)确定其有效性。本开发研究采用ADDIE开发模型，该模型包括五个阶段:分析、设计、开发、实现和评估。由于许多学生无法从事研究工作，只能进行个体试验。本研究采用问卷调查的非检验方法收集数据。采用定量和定性描述性数据分析。开发研究的结果包括:(1)描述了Word Spinner学习媒体的开发过程;(2)根据学习内容专家的评估，Spinner Word Learning Media的有效性为90.9%，资质非常好;85.9%的学习设计专家具有很好的资质;学习媒体专家90.6%，学历非常好。
{"title":"Pengembangan Media Pembelajaran Spinner Word Berbasis Kontekstual Untuk Siswa Kelas II di Sekolah Dasar","authors":"Marsella Desriarini Gui","doi":"10.59211/mjpjetl.v1i2.26","DOIUrl":"https://doi.org/10.59211/mjpjetl.v1i2.26","url":null,"abstract":"This development research aims to produce Spinner Word Learning Media products. The aims of this study were to: (1) explain the design of Spinner Word Learning Media for Indonesian Language Content for Class II Students; and (2) determine its validity. This development study uses the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. Due to the many students are unable to engage in research, which is limited to individual trials. In this study, data was collected through a non-test method using a questionnaire. Quantitative and qualitative descriptive data analysis was used. The results of the development research include (1) a description of the development process of Word Spinner Learning Media; (2) Spinner Word Learning Media was declared valid based on the assessment of learning content experts at 90.9% with very good qualifications; 85.9% learning design experts with very good qualifications; and learning media experts at 90.6% with very good qualifications.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74749305","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}
Although positive effects of lesson study on teachers learning are reported, only some studies have investigated teacher noticing as an analytical tool for supporting teachers with an explicit focus, as in LS, and more empirical evidence is needed. This qualitative interpretive case study design aims to investigate the noticing processes of a group of mathematics teachers conducting a lesson study cycle focused on teaching algebraic expressions using manipulatives in middle school. Data is collected through the audio recordings of the participants’ lesson study meetings. Participants were six elementary mathematics teachers who attended a graduate course selected based on voluntariness. This study aims to incorporate Lee and Choy’s (2019) teacher noticing framework with Sfard’s (2008) commognitive theory, which views learning as changes in discourse and noticing as a discourse structure covering observation, interpretation, and reasoning processes (van Es, 2011). Results showed that teachers focused more on aspects of students’ learning than issues of their instructional practice. However, their noticing was mostly related to future decisions and actions regarding issues of teaching methods and sequencing of the lesson, whereas teachers’ dominant noticing form related to students learning was interpretive. Results illustrate the applicability of these noticing frameworks as an analytic tool where noticing is conceptualized as a pedagogical discourse for the analysis of a lesson study review discussion by a group of mathematics teachers who focus on teaching algebraic expressions.
{"title":"Exploring Mathematics Teachers’ Noticing as Pedagogical Discourse Through an Adapted Lesson Study","authors":"Emine Gül Çelebi","doi":"10.5539/jel.v12n5p150","DOIUrl":"https://doi.org/10.5539/jel.v12n5p150","url":null,"abstract":"Although positive effects of lesson study on teachers learning are reported, only some studies have investigated teacher noticing as an analytical tool for supporting teachers with an explicit focus, as in LS, and more empirical evidence is needed. This qualitative interpretive case study design aims to investigate the noticing processes of a group of mathematics teachers conducting a lesson study cycle focused on teaching algebraic expressions using manipulatives in middle school. Data is collected through the audio recordings of the participants’ lesson study meetings. Participants were six elementary mathematics teachers who attended a graduate course selected based on voluntariness. This study aims to incorporate Lee and Choy’s (2019) teacher noticing framework with Sfard’s (2008) commognitive theory, which views learning as changes in discourse and noticing as a discourse structure covering observation, interpretation, and reasoning processes (van Es, 2011). Results showed that teachers focused more on aspects of students’ learning than issues of their instructional practice. However, their noticing was mostly related to future decisions and actions regarding issues of teaching methods and sequencing of the lesson, whereas teachers’ dominant noticing form related to students learning was interpretive. Results illustrate the applicability of these noticing frameworks as an analytic tool where noticing is conceptualized as a pedagogical discourse for the analysis of a lesson study review discussion by a group of mathematics teachers who focus on teaching algebraic expressions.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81027510","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 aims to establish a Turkish version of the Children’s Inventory of Anger Scale (ChIA) developed by Nelson and Finch (2000) to evaluate the intensity of anger experienced in potentially anger-provoking situations in children. The research sample consists of 502 primary and secondary school students attending their education in Hatay province of Turkiye. In the study, the construct validity of the ChIA, correlations of subscales with each other, criterion relative validity, Cronbach’s alpha internal consistency, item-total score correlation, and test-retest reliability coefficients were examined. As a result of the confirmatory factor analysis performed for the construct validity of the scale, it was observed that the ChIA was compatible in four sub-dimensions as in the original scale and all items were placed in the relevant sub-scale. In addition, Cronbach’s alpha coefficient of the ChIA was found to be .87, .78, .82, .75, and .81 for the sub-scales of inhibition, physical aggression, peer relations, and authority relations, respectively; test-retest consistency was found to be .83, .80, .82, .87 and .81 for inhibition, physical aggression, peer relations, and authority subscales, respectively. Statistical analyses of the ChIA have shown that it is a valid and reliable scale that can be used to measure the expression of anger and the impact of anger on personal relationships while assessing specific situations that cause anger in children aged 8-11 years.
{"title":"Turkish Adaptation of the Children’s Anger Scale: Reliability and Validity Analyses","authors":"Oguzhan Çolakkadıoğlu, Gözde Özel, Metehan Çelik","doi":"10.5539/jel.v12n5p177","DOIUrl":"https://doi.org/10.5539/jel.v12n5p177","url":null,"abstract":"This study aims to establish a Turkish version of the Children’s Inventory of Anger Scale (ChIA) developed by Nelson and Finch (2000) to evaluate the intensity of anger experienced in potentially anger-provoking situations in children. The research sample consists of 502 primary and secondary school students attending their education in Hatay province of Turkiye. In the study, the construct validity of the ChIA, correlations of subscales with each other, criterion relative validity, Cronbach’s alpha internal consistency, item-total score correlation, and test-retest reliability coefficients were examined. As a result of the confirmatory factor analysis performed for the construct validity of the scale, it was observed that the ChIA was compatible in four sub-dimensions as in the original scale and all items were placed in the relevant sub-scale. In addition, Cronbach’s alpha coefficient of the ChIA was found to be .87, .78, .82, .75, and .81 for the sub-scales of inhibition, physical aggression, peer relations, and authority relations, respectively; test-retest consistency was found to be .83, .80, .82, .87 and .81 for inhibition, physical aggression, peer relations, and authority subscales, respectively. Statistical analyses of the ChIA have shown that it is a valid and reliable scale that can be used to measure the expression of anger and the impact of anger on personal relationships while assessing specific situations that cause anger in children aged 8-11 years.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75457757","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}
Globalisation has made English a dominant language both in education and in manpower recruitment worldwide. Due to globalisation and Vision 2030 in Saudi Arabia which enhanced the involvement of Saudi youth in the work force, the study of English language, especially English for Specific Purposes (ESP), has become increasingly important in the Saudi context. Therefore, this research study aims to investigate the importance of learning ESP by highlighting students’ perceptions of the ESP courses delivered in the preparatory year in a Saudi university. To achieve this, a quantitative method was employed to collect data. The study briefly explores the impact of students’ perceptions of the subject matter on their performance. It focusses on students’ perception of the impact of learning the different components of ESP, i.e., reading, writing, listening and speaking, on their current studies and future career. A study sample of 70 participants responded to the Dundee Ready Educational Environment Measure (DREEM) questionnaire. The results revealed that the students indicated that ESP was important for, not only their current studies, but also for their future careers. Another significant outcome of the research was that the students believed that competence in ESP can help them to understand specialised textbooks.
{"title":"Saudi Students’ Perception of ESP Courses in the Preparatory Year","authors":"Reham Ahmad Montasser, A. Althaqafi","doi":"10.5539/jel.v12n5p166","DOIUrl":"https://doi.org/10.5539/jel.v12n5p166","url":null,"abstract":"Globalisation has made English a dominant language both in education and in manpower recruitment worldwide. Due to globalisation and Vision 2030 in Saudi Arabia which enhanced the involvement of Saudi youth in the work force, the study of English language, especially English for Specific Purposes (ESP), has become increasingly important in the Saudi context. Therefore, this research study aims to investigate the importance of learning ESP by highlighting students’ perceptions of the ESP courses delivered in the preparatory year in a Saudi university. To achieve this, a quantitative method was employed to collect data. The study briefly explores the impact of students’ perceptions of the subject matter on their performance. It focusses on students’ perception of the impact of learning the different components of ESP, i.e., reading, writing, listening and speaking, on their current studies and future career. A study sample of 70 participants responded to the Dundee Ready Educational Environment Measure (DREEM) questionnaire. The results revealed that the students indicated that ESP was important for, not only their current studies, but also for their future careers. Another significant outcome of the research was that the students believed that competence in ESP can help them to understand specialised textbooks.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80879170","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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