This article discusses the impact of entrepreneurship education in socioeconomically disadvantaged contexts, emphasizing its perceived dynamic nature in reflecting personal values, social changes, and cultural differences (Lackéus, 2015; Loi et al., 2022; Berglund et al., 2020; Berglund & Johansson, 2007). The focus is on the implementation of the Empreende Jovem Fluminense (EJF) Program for high school students in poor communities in Rio de Janeiro. The EJF had the support of school directors, the State Department of Education, and a non-governmental organization serving children and adolescents at risk. A case study using content analysis was conducted to analyze speeches from school principals, coordinators, students, teachers, parents/guardians, and NGO representatives. The study found that the main contribution of education for entrepreneurship in disadvantaged contexts was the development of non-cognitive skills that can impact academic performance and job market outcomes. The program’s location on university premises also broadened the educational perspectives of the participants. Overall, the EJF is believed to be highly beneficial for the professional development of its participants.
本文讨论了创业教育在社会经济弱势背景下的影响，强调了其反映个人价值观、社会变化和文化差异的感知动态性质(lacksamus, 2015;Loi et al.， 2022;Berglund et al.， 2020;伯格伦德和约翰逊，2007)。重点是在里约热内卢贫困社区的高中学生中实施“儿童教育计划”(EJF)。青年教育基金得到了学校主管、国家教育部和一个为处境危险的儿童和青少年服务的非政府组织的支持。本研究以内容分析法为个案，分析学校校长、协调员、学生、教师、家长/监护人及非政府组织代表的发言。研究发现，在弱势环境中，创业教育的主要贡献是发展非认知技能，这些技能会影响学习成绩和就业市场结果。该项目位于大学校园内，也拓宽了参与者的教育视野。总的来说，人们相信青年创业基金对参与者的专业发展非常有益。
{"title":"Entrepreneurship Education in Socioeconomically Disadvantaged Contexts in Brazil","authors":"Joysi Moraes, E. Modesto, S. Mariano, R. Cunha","doi":"10.5539/jel.v12n5p85","DOIUrl":"https://doi.org/10.5539/jel.v12n5p85","url":null,"abstract":"This article discusses the impact of entrepreneurship education in socioeconomically disadvantaged contexts, emphasizing its perceived dynamic nature in reflecting personal values, social changes, and cultural differences (Lackéus, 2015; Loi et al., 2022; Berglund et al., 2020; Berglund & Johansson, 2007). The focus is on the implementation of the Empreende Jovem Fluminense (EJF) Program for high school students in poor communities in Rio de Janeiro. The EJF had the support of school directors, the State Department of Education, and a non-governmental organization serving children and adolescents at risk. A case study using content analysis was conducted to analyze speeches from school principals, coordinators, students, teachers, parents/guardians, and NGO representatives. The study found that the main contribution of education for entrepreneurship in disadvantaged contexts was the development of non-cognitive skills that can impact academic performance and job market outcomes. The program’s location on university premises also broadened the educational perspectives of the participants. Overall, the EJF is believed to be highly beneficial for the professional development of its participants.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73376025","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 primary objective of this study is to examine the relationship between education aid and different levels of schooling, specifically primary, secondary, and tertiary education, from a gender perspective, with a particular focus on Sustainable Development Goal (SDG) four. The study is structured into three main parts: the analysis of female outcomes, the analysis of male outcomes, and conducting a comparative analysis of results between females and males. Firstly, the study analyzes the impact of education aid on completion rates for females and males at the primary level, net enrolment rates for females and males at the secondary level, and gross enrolment rates for females and males at the tertiary level. Subsequently, a comparative analysis of the female and male outcomes is conducted. The study drew data from a 19-year panel (2002-2020) of fifty low and lower-middle-income countries. The system GMM (One-step GMM and Two-step GMM) was utilized for the analysis. Both methods demonstrated a favorable correlation between education aid and primary and secondary education. However, the results suggest that males benefit more from education aid than females at primary and secondary levels. Additionally, the findings for the tertiary level demonstrate that the relationship between tertiary education aid and tertiary education is not optimal. The primary contribution of this study lies in its focused examination of the impact of a specific level of educational aid on particular educational outcomes, with a special emphasis on gender considerations within a comprehensive framework aligned with SDG four.
{"title":"Evaluating the Effectiveness of Education Aid in Promoting Inclusive and Equitable Quality Education with a Specific Emphasis on the Gender Perspective","authors":"Bindeswar Prasad Lekhak","doi":"10.5539/jel.v12n5p127","DOIUrl":"https://doi.org/10.5539/jel.v12n5p127","url":null,"abstract":"The primary objective of this study is to examine the relationship between education aid and different levels of schooling, specifically primary, secondary, and tertiary education, from a gender perspective, with a particular focus on Sustainable Development Goal (SDG) four. The study is structured into three main parts: the analysis of female outcomes, the analysis of male outcomes, and conducting a comparative analysis of results between females and males. Firstly, the study analyzes the impact of education aid on completion rates for females and males at the primary level, net enrolment rates for females and males at the secondary level, and gross enrolment rates for females and males at the tertiary level. Subsequently, a comparative analysis of the female and male outcomes is conducted. The study drew data from a 19-year panel (2002-2020) of fifty low and lower-middle-income countries. The system GMM (One-step GMM and Two-step GMM) was utilized for the analysis. Both methods demonstrated a favorable correlation between education aid and primary and secondary education. However, the results suggest that males benefit more from education aid than females at primary and secondary levels. Additionally, the findings for the tertiary level demonstrate that the relationship between tertiary education aid and tertiary education is not optimal. The primary contribution of this study lies in its focused examination of the impact of a specific level of educational aid on particular educational outcomes, with a special emphasis on gender considerations within a comprehensive framework aligned with SDG four.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77694087","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 explores the educational significance of purity in Balinese ritual practices and religious leadership development. Purity is a central concept in the Āgama Tīrtha religion of Bali, which is a unique blend of Hinduism, Buddhism, and Tantra. The study uses autoethnography as its methodology to understand the strength of the Balinese beliefs and the impact of ritual practices on education and leadership development. The study focuses on the water purification ceremony (Upacara Melukat), which is of central importance to the daily Sūrya-Sevana, worship of the sun. The study examines the impact of purity, pollution, anomaly, and taboo on Balinese gender roles, traditions, ceremonies, and religious leadership. It argues that the need for purity is the motivator for rigidity in Balinese society and religious leadership and that purity ideals could also be behind other biases. The study concludes that the motivation behind the rules and taboos observed and documented is the preservation of the very Balinese identity. This study contributes to the existing knowledge in the field of Balinese ritual practices, faith-based healing traditions, and religious leadership development.
{"title":"Melukat: Exploring the Educational Significance of Purity in Balinese Ritual Practices and Religious Leadership Development","authors":"Maria Ioannis Kellis Kamvysselis","doi":"10.5539/jel.v12n5p102","DOIUrl":"https://doi.org/10.5539/jel.v12n5p102","url":null,"abstract":"This study explores the educational significance of purity in Balinese ritual practices and religious leadership development. Purity is a central concept in the Āgama Tīrtha religion of Bali, which is a unique blend of Hinduism, Buddhism, and Tantra. The study uses autoethnography as its methodology to understand the strength of the Balinese beliefs and the impact of ritual practices on education and leadership development. The study focuses on the water purification ceremony (Upacara Melukat), which is of central importance to the daily Sūrya-Sevana, worship of the sun. The study examines the impact of purity, pollution, anomaly, and taboo on Balinese gender roles, traditions, ceremonies, and religious leadership. It argues that the need for purity is the motivator for rigidity in Balinese society and religious leadership and that purity ideals could also be behind other biases. The study concludes that the motivation behind the rules and taboos observed and documented is the preservation of the very Balinese identity. This study contributes to the existing knowledge in the field of Balinese ritual practices, faith-based healing traditions, and religious leadership development.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72589228","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}
Eser Yayvan, Oğuzhan Kırdök, Oguzhan Çolakkadıoğlu
This research is a descriptive study in the relational screening model that aims to examine the relationship between the career adaptability levels and attachment styles of high school students. The study group consists of a total of 582 students, 362 girls and 220 boys, who are attending the 9th, 10th, 11th and 12th grades in 4 high schools in the central districts of Adana. The age range of the participants is between 14 and 19 years old. In the study, data on the career adaptability of adolescent students were obtained by using the ‘Career Adaptability Skills Scale,’ the data on attachment styles were obtained by using the ‘Relationship Scales Questionnaire,’ and the data on personal information were obtained by using the ‘Personal Information Form’ prepared by the researcher. In the analysis of the data of the study, Pearson Correlation Coefficient, t-test, analysis of variance and standard multiple regression analysis techniques were used. According to the results of the research, while there was a significant relationship between career adaptability abilities and secure, fearful and obsessive attachment, it was seen that there was no relationship with indifferent attachment. When the results of multiple regression analysis are examined, it is seen that attachment scale sub-dimensions are a significant predictor of career adapt-abilities. The only predictor of high school students’ career adapt-abilities is secure attachment. Other variables were found to be meaningless.
{"title":"Review of the Relationship Between High School Students’ Career Adaptability Levels and Their Attachment Styles","authors":"Eser Yayvan, Oğuzhan Kırdök, Oguzhan Çolakkadıoğlu","doi":"10.5539/jel.v12n5p117","DOIUrl":"https://doi.org/10.5539/jel.v12n5p117","url":null,"abstract":"This research is a descriptive study in the relational screening model that aims to examine the relationship between the career adaptability levels and attachment styles of high school students. The study group consists of a total of 582 students, 362 girls and 220 boys, who are attending the 9th, 10th, 11th and 12th grades in 4 high schools in the central districts of Adana. The age range of the participants is between 14 and 19 years old. In the study, data on the career adaptability of adolescent students were obtained by using the ‘Career Adaptability Skills Scale,’ the data on attachment styles were obtained by using the ‘Relationship Scales Questionnaire,’ and the data on personal information were obtained by using the ‘Personal Information Form’ prepared by the researcher. In the analysis of the data of the study, Pearson Correlation Coefficient, t-test, analysis of variance and standard multiple regression analysis techniques were used. According to the results of the research, while there was a significant relationship between career adaptability abilities and secure, fearful and obsessive attachment, it was seen that there was no relationship with indifferent attachment. When the results of multiple regression analysis are examined, it is seen that attachment scale sub-dimensions are a significant predictor of career adapt-abilities. The only predictor of high school students’ career adapt-abilities is secure attachment. Other variables were found to be meaningless.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81015629","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 aim of this study was to examine the relationship between physical education teacher candidates’ epistemological beliefs and academic self-efficacy beliefs. The research group consisted of a total of 220 preservice physical education teachers (age = 22.32 ± 1.514), 99 female (45%) and 121 male (55%), studying at the Faculties of Sport Sciences of four different universities in the 2022-2023 academic year. A correlational survey model was adopted to examine the relationship between physical education teacher candidates’ epistemological beliefs and academic self-efficacy levels. The personal information form and Epistemological Belief Scale that Schommer (1990) developed and Deryakulu and Büyüköztürk (2002) adapted and the Academic Self-Efficacy scale that Ekici (2012) developed consisting of three sub-dimensions and 33 questions were used as data collection tools. It was found that preservice physical education teachers had high levels of epistemological beliefs, and it was determined that the academic self-efficacy levels of the teachers were low.
{"title":"The Relationship Between Physical Education Teacher Candidates’ Epistemological Beliefs and Academic Self-Efficacy","authors":"Ali Rıza Atıcı","doi":"10.5539/jel.v12n4p139","DOIUrl":"https://doi.org/10.5539/jel.v12n4p139","url":null,"abstract":"The aim of this study was to examine the relationship between physical education teacher candidates’ epistemological beliefs and academic self-efficacy beliefs. The research group consisted of a total of 220 preservice physical education teachers (age = 22.32 ± 1.514), 99 female (45%) and 121 male (55%), studying at the Faculties of Sport Sciences of four different universities in the 2022-2023 academic year. A correlational survey model was adopted to examine the relationship between physical education teacher candidates’ epistemological beliefs and academic self-efficacy levels. The personal information form and Epistemological Belief Scale that Schommer (1990) developed and Deryakulu and Büyüköztürk (2002) adapted and the Academic Self-Efficacy scale that Ekici (2012) developed consisting of three sub-dimensions and 33 questions were used as data collection tools. It was found that preservice physical education teachers had high levels of epistemological beliefs, and it was determined that the academic self-efficacy levels of the teachers were low.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77599836","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 explores the potential of Problem-Based Learning (PBL) in primary school education and investigates its impact on geography skills, learning achievement, and satisfaction. The purpose of the study is to assess the effectiveness of PBL as a student-centered approach in enhancing learning outcomes. The participants consisted of 43 grade 5 students from schools in Thailand, selected through cluster random sampling. The study employed geography skill and learning achievement assessments, along with satisfaction surveys, as research instruments. The results revealed significant improvements in participants’ geography skills and learning achievement, with high levels of satisfaction reported. These findings highlight the effectiveness of PBL in primary school education and underscore the importance of implementing student-centered approaches. Further research is recommended to examine the long-term effects and sustainability of PBL implementation in primary school settings, promoting ongoing advancements in educational practices.
{"title":"Enhancing Grade 5 Student Geography Skills and Learning Achievement: A Problem-Based Learning Approach","authors":"Pritchayada Sonrum, Wittaya Worapun","doi":"10.5539/jel.v12n5p188","DOIUrl":"https://doi.org/10.5539/jel.v12n5p188","url":null,"abstract":"This study explores the potential of Problem-Based Learning (PBL) in primary school education and investigates its impact on geography skills, learning achievement, and satisfaction. The purpose of the study is to assess the effectiveness of PBL as a student-centered approach in enhancing learning outcomes. The participants consisted of 43 grade 5 students from schools in Thailand, selected through cluster random sampling. The study employed geography skill and learning achievement assessments, along with satisfaction surveys, as research instruments. The results revealed significant improvements in participants’ geography skills and learning achievement, with high levels of satisfaction reported. These findings highlight the effectiveness of PBL in primary school education and underscore the importance of implementing student-centered approaches. Further research is recommended to examine the long-term effects and sustainability of PBL implementation in primary school settings, promoting ongoing advancements in educational practices.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87439700","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 objectives of this research were to: 1) exploring the components and indicators of stakeholder participation in quality assurance practices of small schools under the supervision of the Basic Education Commission, and 2) evaluating and validating these components and indicators. The research consisted of two phases: 1) conducting a theoretical study that involved reviewing relevant literature, documents, and research studies on participation in the educational assurance process, and 2) conducting a focus group discussion with a qualified panel of 9 individuals to assess and validate the components and indicators. The research instruments included recording forms, assessment forms, audio recording devices, and cameras. Data analysis employed descriptive statistics, content analysis, and narrative analysis. The findings of the study revealed the following: 1. The components and indicators of stakeholder participation in quality assurance practices of small schools under the supervision of the Basic Education Commission consisted of five components and thirteen indicators. These components were: 1) strategic planning involvement with three indicators, 2) decision-making involvement with three indicators, 3) operational involvement with two indicators, 4) benefits realization involvement with two indicators, and 5) monitoring involvement with three indicators. 2. The focus group discussion yielded valuable suggestions and evaluations from the panel of 9 qualified individuals. The average scores of the experts’ opinions for all components and their respective indicators were rated at the highest level. Based on the feedback received, the researcher refined the components and indicators of educational assurance participation, resulting in a final set of five components and thirteen indicators.
{"title":"Components and Indicators of Participation in the Implementation of Quality Assurance of Small Schools Under the Office of the Basic Education Commission","authors":"Somchai Posri, Pacharawit Chansirisira","doi":"10.5539/jel.v12n5p74","DOIUrl":"https://doi.org/10.5539/jel.v12n5p74","url":null,"abstract":"The objectives of this research were to: 1) exploring the components and indicators of stakeholder participation in quality assurance practices of small schools under the supervision of the Basic Education Commission, and 2) evaluating and validating these components and indicators. The research consisted of two phases: 1) conducting a theoretical study that involved reviewing relevant literature, documents, and research studies on participation in the educational assurance process, and 2) conducting a focus group discussion with a qualified panel of 9 individuals to assess and validate the components and indicators. The research instruments included recording forms, assessment forms, audio recording devices, and cameras. Data analysis employed descriptive statistics, content analysis, and narrative analysis. The findings of the study revealed the following: \u0000 \u00001. The components and indicators of stakeholder participation in quality assurance practices of small schools under the supervision of the Basic Education Commission consisted of five components and thirteen indicators. These components were: 1) strategic planning involvement with three indicators, 2) decision-making involvement with three indicators, 3) operational involvement with two indicators, 4) benefits realization involvement with two indicators, and 5) monitoring involvement with three indicators. \u0000 \u00002. The focus group discussion yielded valuable suggestions and evaluations from the panel of 9 qualified individuals. The average scores of the experts’ opinions for all components and their respective indicators were rated at the highest level. Based on the feedback received, the researcher refined the components and indicators of educational assurance participation, resulting in a final set of five components and thirteen indicators.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78449232","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 primary objective of this study was to develop and evaluate a scientific modeling skill assessment for grade 6 students in Thailand. The assessment comprised three test components: a multiple-choice test, a matching test, and a written test, which underwent rigorous evaluation through three trial processes. A total of 370 participants were randomly selected from 29 schools in a province of Thailand using a multi-stage random sampling method. The results demonstrated that the developed assessment exhibited appropriate content validity, difficulty, discrimination, and reliability. Additionally, the assessment provided a means to determine students’ levels of scientific modeling skills, ranging from very high to limited. By addressing the absence of systematic assessments specifically designed for Thai students, this study fills a significant gap in the Thai educational context. The practicality and scalability of the assessment make it suitable for implementation with a larger number of participants. However, it is important to acknowledge the limitation of the study’s relatively small sample size. Future research endeavors should aim to replicate the study with a more diverse and extensive sample to enhance the generalizability of the findings. Overall, this project contributes to the field of scientific modeling skill assessment and offers valuable insights for promoting and evaluating students’ scientific modeling skills in the context of grade 6 education in Thailand.
{"title":"The Development of Scientific Modeling Skill Assessment for Grade 6 Students","authors":"Jaroonlak Khamreaun, Apantee Poonputta","doi":"10.5539/jel.v12n5p67","DOIUrl":"https://doi.org/10.5539/jel.v12n5p67","url":null,"abstract":"The primary objective of this study was to develop and evaluate a scientific modeling skill assessment for grade 6 students in Thailand. The assessment comprised three test components: a multiple-choice test, a matching test, and a written test, which underwent rigorous evaluation through three trial processes. A total of 370 participants were randomly selected from 29 schools in a province of Thailand using a multi-stage random sampling method. The results demonstrated that the developed assessment exhibited appropriate content validity, difficulty, discrimination, and reliability. Additionally, the assessment provided a means to determine students’ levels of scientific modeling skills, ranging from very high to limited. By addressing the absence of systematic assessments specifically designed for Thai students, this study fills a significant gap in the Thai educational context. The practicality and scalability of the assessment make it suitable for implementation with a larger number of participants. However, it is important to acknowledge the limitation of the study’s relatively small sample size. Future research endeavors should aim to replicate the study with a more diverse and extensive sample to enhance the generalizability of the findings. Overall, this project contributes to the field of scientific modeling skill assessment and offers valuable insights for promoting and evaluating students’ scientific modeling skills in the context of grade 6 education in Thailand.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80924114","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}
It is known that the practice of physical activity (PA) drops off drastically in late adolescence, during the transition to adulthood, leading to a deterioration in physical fitness among post-secondary students. Given the importance of the consequences of physical inactivity, interventions aimed at the sustained adoption of sufficient PA practice must be developed. The objective of this study is to evaluate the impact of a pedagogical strategy based on the question-behavior effect (QBE) implemented in the final post-secondary physical education and health (PEH) course and that capitalizes on the benefits derived from PA. An iterative, self-reflective exercise involving the personal benefits derived from PA practiced in PEH class was tested among 496 students (mean age: 19.10 [SD: 2.42]) from 15 post-secondary institutions and divided into three groups: self-reflection on benefits and on PA practiced (Group A; n = 152), self-reflection on PA practiced (Group B; n = 142), no self-reflection (Group C; n = 210). Two measurements of weekly PA practiced outside the school setting were taken: one week before the start of the final semester of PEH, and then six months after the end of that semester. In particular, the results indicate that PA practice outside of school increased among participants in Group A and that the proportion of students who were inactive at Time 1 who became active at Time 2 was higher in Group A. Thus, it appears that repeated awareness of the personal benefits of practicing PA in PEH class promotes engagement in PA done outside of class.
{"title":"A Pedagogical Strategy Applied in Physical Education to Encourage Sustainable Physical Activity","authors":"R. Surprenant, Isabelle Cabot","doi":"10.5539/jel.v12n5p13","DOIUrl":"https://doi.org/10.5539/jel.v12n5p13","url":null,"abstract":"It is known that the practice of physical activity (PA) drops off drastically in late adolescence, during the transition to adulthood, leading to a deterioration in physical fitness among post-secondary students. Given the importance of the consequences of physical inactivity, interventions aimed at the sustained adoption of sufficient PA practice must be developed. The objective of this study is to evaluate the impact of a pedagogical strategy based on the question-behavior effect (QBE) implemented in the final post-secondary physical education and health (PEH) course and that capitalizes on the benefits derived from PA. An iterative, self-reflective exercise involving the personal benefits derived from PA practiced in PEH class was tested among 496 students (mean age: 19.10 [SD: 2.42]) from 15 post-secondary institutions and divided into three groups: self-reflection on benefits and on PA practiced (Group A; n = 152), self-reflection on PA practiced (Group B; n = 142), no self-reflection (Group C; n = 210). Two measurements of weekly PA practiced outside the school setting were taken: one week before the start of the final semester of PEH, and then six months after the end of that semester. In particular, the results indicate that PA practice outside of school increased among participants in Group A and that the proportion of students who were inactive at Time 1 who became active at Time 2 was higher in Group A. Thus, it appears that repeated awareness of the personal benefits of practicing PA in PEH class promotes engagement in PA done outside of class.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77417509","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}
Fumiko Yoshida, G. Conti, Toyoaki Yamauchi, Misa Kawanishi
This study describes the teaching style behaviors that differentiate between learner-centered and teacher-centered approaches to teaching. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Discriminant analysis and cluster analysis revealed that the distinctive characteristic distinguishing the learner-centered approach from the teacher-centered approach is Personalizing Instruction. Personalizing Instruction recognizes and utilizes the uniqueness of each student’s strengths. Personalizing Instruction can facilitate students’ interpersonal understanding and self-awareness. By implementing Personalizing Instruction, teachers can facilitate the metacognitive process in their students, which is healthy for the individual and productive for meaningful learning. Learner-centeredness embraces Personalizing Instruction, while teacher-centeredness rejects it. Teachers practice learner-centered and teacher-centered styles nearly equally. Personalizing Instruction is the most critical teaching style element and the indispensable definitive factor separating these styles.
{"title":"Learner-Centeredness vs. Teacher-Centeredness: How Are They Different?","authors":"Fumiko Yoshida, G. Conti, Toyoaki Yamauchi, Misa Kawanishi","doi":"10.5539/jel.v12n5p1","DOIUrl":"https://doi.org/10.5539/jel.v12n5p1","url":null,"abstract":"This study describes the teaching style behaviors that differentiate between learner-centered and teacher-centered approaches to teaching. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Discriminant analysis and cluster analysis revealed that the distinctive characteristic distinguishing the learner-centered approach from the teacher-centered approach is Personalizing Instruction. Personalizing Instruction recognizes and utilizes the uniqueness of each student’s strengths. Personalizing Instruction can facilitate students’ interpersonal understanding and self-awareness. By implementing Personalizing Instruction, teachers can facilitate the metacognitive process in their students, which is healthy for the individual and productive for meaningful learning. Learner-centeredness embraces Personalizing Instruction, while teacher-centeredness rejects it. Teachers practice learner-centered and teacher-centered styles nearly equally. Personalizing Instruction is the most critical teaching style element and the indispensable definitive factor separating these styles.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83405299","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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