This study articulates the concepts of sustainability and work safety to understand how safe working practices enable knowledge in the practice of sustainability. Anchored in the lenses of the learning process of practiced-based studies, we conducted a case study of qualitative nature in a forest harvest operation of a Brazilian company with sustainability in the core of its business strategy. We adopted as collection tools in-depth observation, semi-structured interview, and documental research, which were assessed by the thematic analysis of narratives. As results, we identified that the learning process of sustainability occurs in this context in a combination of institutional mechanisms and practices located at the occupational communities. Among those, the safe working practices indicate being capable of enabling the knowledge in practice of the systemic and integrative perspective, carefulness, responsibility, and look to the future, reflecting the assumptions contained in the ideal of sustainability. We also verified that, with the practices, this group has been establishing alliances, building common concepts, and producing and reproducing practices that change the way of learning sustainability.
{"title":"Safe Working Practices and Knowledge in the Practice of Sustainability: A Narrative in the Context of a Forest Operation in a Brazilian Pulp Industry","authors":"K. C. A. Vasconcelos, Annor da Silva Júnior","doi":"10.5539/jel.v12n5p31","DOIUrl":"https://doi.org/10.5539/jel.v12n5p31","url":null,"abstract":"This study articulates the concepts of sustainability and work safety to understand how safe working practices enable knowledge in the practice of sustainability. Anchored in the lenses of the learning process of practiced-based studies, we conducted a case study of qualitative nature in a forest harvest operation of a Brazilian company with sustainability in the core of its business strategy. We adopted as collection tools in-depth observation, semi-structured interview, and documental research, which were assessed by the thematic analysis of narratives. As results, we identified that the learning process of sustainability occurs in this context in a combination of institutional mechanisms and practices located at the occupational communities. Among those, the safe working practices indicate being capable of enabling the knowledge in practice of the systemic and integrative perspective, carefulness, responsibility, and look to the future, reflecting the assumptions contained in the ideal of sustainability. We also verified that, with the practices, this group has been establishing alliances, building common concepts, and producing and reproducing practices that change the way of learning sustainability.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80984927","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}
Maha Alghasab, Anfal Aljaser, Badria Alhaji, Basemah Al-Senafi
Supervision is an integral part of the language teacher education process which plays a significant role in improving teachers’ teaching practice. This study explores Kuwaiti English as a foreign language (EFL) female student teachers’ perspective on the performance of their supervisors during the practicum course. It sought to explore the general perspectives associated with supervisors’ supervision competencies with the view to informing improvements to their instructional supervisory skills. 50 EFL female student teachers from CBE participated in the study. Using a case study approach, a combination of a questionnaire and semi-structured interviews was used to generate answers to the research questions. The questionnaire findings suggested that student teachers generally have positive attitudes towards their supervisors’ competencies; however, interviews with participants have shed light on various issues that need to be considered. For example, supervisors’ feedback often focuses on participants’ Content Knowledge (CK) rarely addressing their Pedagogical Content knowledge (PCK). In addition, student-teachers stated that their relationships with their supervisors tended to be formal and authoritative, which prevented them from asking questions freely. This article discusses these findings in detail and highlights some practical implications that are likely to help EFL supervisors to enhance their supervisory practices.
{"title":"Exploring English Language Supervisors’ Competencies from Kuwaiti Student Teachers’ Perspectives: A Study in the College of Basic Education (CBE)","authors":"Maha Alghasab, Anfal Aljaser, Badria Alhaji, Basemah Al-Senafi","doi":"10.5539/jel.v12n5p52","DOIUrl":"https://doi.org/10.5539/jel.v12n5p52","url":null,"abstract":"Supervision is an integral part of the language teacher education process which plays a significant role in improving teachers’ teaching practice. This study explores Kuwaiti English as a foreign language (EFL) female student teachers’ perspective on the performance of their supervisors during the practicum course. It sought to explore the general perspectives associated with supervisors’ supervision competencies with the view to informing improvements to their instructional supervisory skills. 50 EFL female student teachers from CBE participated in the study. Using a case study approach, a combination of a questionnaire and semi-structured interviews was used to generate answers to the research questions. The questionnaire findings suggested that student teachers generally have positive attitudes towards their supervisors’ competencies; however, interviews with participants have shed light on various issues that need to be considered. For example, supervisors’ feedback often focuses on participants’ Content Knowledge (CK) rarely addressing their Pedagogical Content knowledge (PCK). In addition, student-teachers stated that their relationships with their supervisors tended to be formal and authoritative, which prevented them from asking questions freely. This article discusses these findings in detail and highlights some practical implications that are likely to help EFL supervisors to enhance their supervisory practices.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83228269","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}
Praparnporn Theeramongkol, Chayapat Kee-ariyo, Thanapop Soteyome, R. Mongkholrattanasit
The purpose of this study was to investigate Mor Hom natural dye using a qualitative research approach and local knowledge. Relevant primary and secondary data were collected through in-depth interviews with three sets of key informants, including community scholars, natural-dyed Mor Hom clothing businesses, and academics, and a participatory observation procedure involving a total of 15 participants from five local wisdom areas in Phrae province, Thailand. The content analysis revealed that the natural dye Mor Hom is inherited from the progenitors through communion with the inheritors through narrating, remembering, following, trial and error, and testing until completed. In order to determine Mor Hom local knowledge from the respondent’s implicit information, knowledge management technologies are required. In wisdom management, knowledge storage is demonstrated and organised using a method of learning by practise, learning from previous teachings, and studying from successful individuals in natural dyeing, or “best practice”, to generate explicit knowledge. In addition, they were developing a knowledge management guideline for natural dyeing wisdom that the community could use to learn and share information. In addition, the local perception of the district is extremely conservative because Mor Hom represents Phrae when people discuss this region. For the community and all concerned parties, the outcome of this research is a handbook and an electronic book for managing the local knowledge of Mor Hom natural dyes.
{"title":"Knowledge Management in Local Wisdom of Mor Hom Natural Dyed","authors":"Praparnporn Theeramongkol, Chayapat Kee-ariyo, Thanapop Soteyome, R. Mongkholrattanasit","doi":"10.5539/jel.v12n5p42","DOIUrl":"https://doi.org/10.5539/jel.v12n5p42","url":null,"abstract":"The purpose of this study was to investigate Mor Hom natural dye using a qualitative research approach and local knowledge. Relevant primary and secondary data were collected through in-depth interviews with three sets of key informants, including community scholars, natural-dyed Mor Hom clothing businesses, and academics, and a participatory observation procedure involving a total of 15 participants from five local wisdom areas in Phrae province, Thailand. The content analysis revealed that the natural dye Mor Hom is inherited from the progenitors through communion with the inheritors through narrating, remembering, following, trial and error, and testing until completed. In order to determine Mor Hom local knowledge from the respondent’s implicit information, knowledge management technologies are required. In wisdom management, knowledge storage is demonstrated and organised using a method of learning by practise, learning from previous teachings, and studying from successful individuals in natural dyeing, or “best practice”, to generate explicit knowledge. In addition, they were developing a knowledge management guideline for natural dyeing wisdom that the community could use to learn and share information. In addition, the local perception of the district is extremely conservative because Mor Hom represents Phrae when people discuss this region. For the community and all concerned parties, the outcome of this research is a handbook and an electronic book for managing the local knowledge of Mor Hom natural dyes.","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":"85365478","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 aimed to investigate the effects of STEM-based activities on grade 5 students’ science learning achievement, computational skills, and satisfaction with the learning experience. The study involved 30 grade 5 students in the Thai context, and data were collected through a learning management plan designed using STEM-based activities, a learning achievement test, a computational thinking test, and a satisfaction questionnaire. Mean scores, standard deviation, and a paired samples t-test were used to analyze the data. The results showed that STEM-based activities had a positive impact on grade 5 students’ learning achievement and computational thinking skills. Moreover, the students expressed a high level of satisfaction with the STEM-based activities, which provided an engaging and relevant learning experience. These findings contribute to the growing body of evidence supporting the effectiveness of STEM-based activities in promoting student achievement and satisfaction with the learning experience.
{"title":"The Use of STEM-Based Learning Activities to Promote Computational Thinking of Grade 5 Students","authors":"Panupong Prajuabwan, Wittaya Worapun","doi":"10.5539/jel.v12n4p118","DOIUrl":"https://doi.org/10.5539/jel.v12n4p118","url":null,"abstract":"This study aimed to investigate the effects of STEM-based activities on grade 5 students’ science learning achievement, computational skills, and satisfaction with the learning experience. The study involved 30 grade 5 students in the Thai context, and data were collected through a learning management plan designed using STEM-based activities, a learning achievement test, a computational thinking test, and a satisfaction questionnaire. Mean scores, standard deviation, and a paired samples t-test were used to analyze the data. The results showed that STEM-based activities had a positive impact on grade 5 students’ learning achievement and computational thinking skills. Moreover, the students expressed a high level of satisfaction with the STEM-based activities, which provided an engaging and relevant learning experience. These findings contribute to the growing body of evidence supporting the effectiveness of STEM-based activities in promoting student achievement and satisfaction with the learning experience.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"72 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81006308","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 research aimed 1) to study the need in developing learning materials with plastic recycling for primary school students in Central Thailand, 2) to develop learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers and 3) to distill the lesson learned from developing learning materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers. Participatory Action Research (PAR) was used. The sample in the research consisted of (1) school administrators, teachers, staff of teachers, and student representatives, accounting for 30 people; 2) experts in learning management, accounting for 9 people; and 3) pre-service teachers, accounting for 100 people, coming with a total of 139 people. The instrument used in the research consisted of 1) unstructured interview forms, 2) assessment forms of learning materials, and 3) recording forms of focus group discussion. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. The study results revealed that: 1) Regarding the need for developing learning materials with plastic recycling for primary school students in Central Thailand, it was found that recycling is suitable for being developed as learning materials for students due to utilizing recycled materials worthily. Moreover, durable learning materials can be built as well and can be used for a longer period of time. This does not increase the budget burden of schools and is consistent with the concept of education for sustainable development. The researchers have synthesized the obtained data to be the participatory action approach for developing learning materials or 4P consisting of (1) Plan, (2) Process, (3) Present and (4) Practice. 2) Regarding developing learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers, it was found that the pre-service teachers were able to design and develop learning materials from plastic recycling creatively and to use them in schooling management efficiently. 3) Regarding distilling the lesson learned from developing materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers, the competency of being professional teachers important of pre-service teachers in 4 aspects or so-called LISA consisting of (1) Learning Management, (2) Innovation (3) Self-development and (4) Assessment of Learning This helps promote the competency of earning a living of the pre-service teachers to be more efficiently.
本研究旨在1)研究为泰国中部小学生开发塑料回收学习材料的必要性;2)基于职前教师的行动学习，开发泰国中部小学生塑料回收学习材料;3)基于职前教师的参与式行动学习，提炼泰国中部小学生塑料回收学习材料的经验教训。采用参与式行动研究(PAR)。本研究的样本包括:(1)学校管理人员、教师、教师工作人员和学生代表，共30人;2)学习管理专家，占9人;3)职前教师，占100人，共139人。研究使用的工具包括:1)非结构化访谈表;2)学习材料评估表;3)焦点小组讨论记录表。定性数据以内容分析为基础进行分析，并以描述分析的形式进行呈现。研究结果显示:1)针对泰国中部地区小学生开发塑料回收学习材料的需求，发现回收材料很有价值，适合作为学生学习材料开发。此外，耐用的学习材料也可以建立，可以使用更长的时间。这不会增加学校的预算负担，也符合教育促进可持续发展的概念。研究人员将所得数据综合为参与式行动方法开发学习材料或4P (1) Plan， (2) Process， (3) Present and (4) Practice。2)基于职前教师的行动学习为泰国中部小学生开发塑料回收学习材料。发现职前教师能够创造性地设计和开发塑料回收的学习材料，并有效地将其用于学校管理。3)基于职前教师参与式行动学习为泰国中部小学生提炼塑料回收材料开发的经验教训，职前教师的专业教师能力在4个方面很重要，即所谓的LISA，包括(1)学习管理;(2)创新(3)自我发展(4)学习评价这有助于提高职前教师的谋生能力。
{"title":"Participatory Action Learning of Pre-Service Teachers to Develop Learning Materials with Plastic Recycling for Primary School Students in Central Thailand","authors":"Yuttana Chaijalearn, Thanin Intharawiset, Phatsayakorn Laosawatdikul, Satapon Moongkumglang, Wijitkon Kumrat","doi":"10.5539/jel.v12n4p128","DOIUrl":"https://doi.org/10.5539/jel.v12n4p128","url":null,"abstract":"The research aimed 1) to study the need in developing learning materials with plastic recycling for primary school students in Central Thailand, 2) to develop learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers and 3) to distill the lesson learned from developing learning materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers. Participatory Action Research (PAR) was used. The sample in the research consisted of (1) school administrators, teachers, staff of teachers, and student representatives, accounting for 30 people; 2) experts in learning management, accounting for 9 people; and 3) pre-service teachers, accounting for 100 people, coming with a total of 139 people. The instrument used in the research consisted of 1) unstructured interview forms, 2) assessment forms of learning materials, and 3) recording forms of focus group discussion. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. The study results revealed that: \u0000 \u00001) Regarding the need for developing learning materials with plastic recycling for primary school students in Central Thailand, it was found that recycling is suitable for being developed as learning materials for students due to utilizing recycled materials worthily. Moreover, durable learning materials can be built as well and can be used for a longer period of time. This does not increase the budget burden of schools and is consistent with the concept of education for sustainable development. The researchers have synthesized the obtained data to be the participatory action approach for developing learning materials or 4P consisting of (1) Plan, (2) Process, (3) Present and (4) Practice. \u0000 \u00002) Regarding developing learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers, it was found that the pre-service teachers were able to design and develop learning materials from plastic recycling creatively and to use them in schooling management efficiently. \u0000 \u00003) Regarding distilling the lesson learned from developing materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers, the competency of being professional teachers important of pre-service teachers in 4 aspects or so-called LISA consisting of (1) Learning Management, (2) Innovation (3) Self-development and (4) Assessment of Learning This helps promote the competency of earning a living of the pre-service teachers to be more efficiently.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81040879","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}
Mustafa Demi̇rer, Gizem Dak, Munevver Cetin, Hasan Burcin Mentes
The aim of this research is to examine the level of European Credit Transfer System tools in Vocational Secondary School in Erasmus+ mobility projects carried out and granted by the Turkish National Agency. European Credit Transfer System tools in Vocational Secondary School has been developed as a tool of policy which aims recognition, verification and transfer of the documents, certificates and diplomas acquired in European Union countries, regardless of where they have been obtained. The data of the research are obtained from school principals, vice principals, branch managers and vocational teachers working at vocational schools which, in the 2019-2020 Erasmus+ project application period, applied to The Turkish National Agency for a grant and announced that ECVET tools would be used. Furthermore, vocational skills, qualifications, certificates and the recognition of the acquisitions obtained abroad by the students within the scope of Erasmus+ mobility project have been evaluated in this study. It has been concluded that vocational school principal, vice principal and teachers use European Credit Transfer System tools in Vocational Secondary School in Erasmus+ mobility projects, apply these tools and consider them to be favorable. In the study, suggestions regarding the application and use of European Credit Transfer System tools were made for the institutions that are planning to carry out Erasmus+ mobility project in vocational secondary school.
{"title":"A Qualitative Research on the Analysis of the Use of European Credit Transfer System Tools in Vocational Secondary School","authors":"Mustafa Demi̇rer, Gizem Dak, Munevver Cetin, Hasan Burcin Mentes","doi":"10.5539/jel.v12n4p103","DOIUrl":"https://doi.org/10.5539/jel.v12n4p103","url":null,"abstract":"The aim of this research is to examine the level of European Credit Transfer System tools in Vocational Secondary School in Erasmus+ mobility projects carried out and granted by the Turkish National Agency. European Credit Transfer System tools in Vocational Secondary School has been developed as a tool of policy which aims recognition, verification and transfer of the documents, certificates and diplomas acquired in European Union countries, regardless of where they have been obtained. The data of the research are obtained from school principals, vice principals, branch managers and vocational teachers working at vocational schools which, in the 2019-2020 Erasmus+ project application period, applied to The Turkish National Agency for a grant and announced that ECVET tools would be used. Furthermore, vocational skills, qualifications, certificates and the recognition of the acquisitions obtained abroad by the students within the scope of Erasmus+ mobility project have been evaluated in this study. It has been concluded that vocational school principal, vice principal and teachers use European Credit Transfer System tools in Vocational Secondary School in Erasmus+ mobility projects, apply these tools and consider them to be favorable. In the study, suggestions regarding the application and use of European Credit Transfer System tools were made for the institutions that are planning to carry out Erasmus+ mobility project in vocational secondary school.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89422394","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. 3, 2023
《教育与学习杂志》，第12卷，第3期，2023年
{"title":"Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 3","authors":"G. Lin","doi":"10.5539/jel.v12n3p150","DOIUrl":"https://doi.org/10.5539/jel.v12n3p150","url":null,"abstract":"Reviewer Acknowledgements for Journal of Education and Learning, Vol. 12, No. 3, 2023","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73619714","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}
Leandro Aparecido da Silva, Anatália Saraiva Martins Ramos
The lack of studies on academic procrastination caused by distractions in the context of social isolation, during the COVID-19 pandemic, motivated the study that sought to answer: How do master’s and doctoral students perceive distraction and distraction mitigation factors in about your procrastinating behavior? Aiming to understand the distraction and attention mitigation factors that influence procrastinating behavior in the postgraduate academic context. This is qualitative research of phenomenological nature. The study participants are twenty-four students, twelve master’s students representing about 23% of the universe, and twelve doctoral students, corresponding to approximately 21% of the universe. Based on a literature review, a theoretical framework developed that allowed comparison with the earlier analysis categories and the data collected in the semi-structured interviews. The topics Academic Distraction Factors (ADF) and Academic Distraction Mitigation (ADM) generated 583 citations, finding sixty-one codes or subcodes. The lack of planning and work outside presented as complicating factors that lead to academic procrastination. Suitable time management and the use of tools to help manage learning are good allies in mitigating distractions.
{"title":"Understanding the Distraction and Distraction Mitigation Factors and Their Relationship with the Procrastination of Master’s and Doctoral Students in Administration","authors":"Leandro Aparecido da Silva, Anatália Saraiva Martins Ramos","doi":"10.5539/jel.v12n4p50","DOIUrl":"https://doi.org/10.5539/jel.v12n4p50","url":null,"abstract":"The lack of studies on academic procrastination caused by distractions in the context of social isolation, during the COVID-19 pandemic, motivated the study that sought to answer: How do master’s and doctoral students perceive distraction and distraction mitigation factors in about your procrastinating behavior? Aiming to understand the distraction and attention mitigation factors that influence procrastinating behavior in the postgraduate academic context. This is qualitative research of phenomenological nature. The study participants are twenty-four students, twelve master’s students representing about 23% of the universe, and twelve doctoral students, corresponding to approximately 21% of the universe. Based on a literature review, a theoretical framework developed that allowed comparison with the earlier analysis categories and the data collected in the semi-structured interviews. The topics Academic Distraction Factors (ADF) and Academic Distraction Mitigation (ADM) generated 583 citations, finding sixty-one codes or subcodes. The lack of planning and work outside presented as complicating factors that lead to academic procrastination. Suitable time management and the use of tools to help manage learning are good allies in mitigating distractions.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"178 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80014984","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 aims to explore the components and indicators framework of the growth mindset for enhancing learning management and examines establish the alignment of the model and its indicators with empirical data for teachers in Primary schools. The study is divided into two steps; the first step involved the development of indicators for the growth mindset to enhance teachers’ learning management in Primary schools. This has involved a sample of nine experts in the field of the growth mindset using purposive sampling. The research instrument employed is a questionnaire with a 5-point rating scale consisting of 5 components and 21 indicators. The second step involved examining the components and indicators of the growth mindset for enhancing the learning management of teachers in Primary schools. The sample consisted of 433 teachers in Primary Schools by multi-stage random sampling. The research tool was a 70-item, 5-level closed-end rating scale questionnaire called the Growth Mindset Framework for teachers by collecting empirical data. The index of the discrimination indicators of 0.359 to 0.874 and the reliability of 0.979. The data analysis used descriptive statistics, Pearson correlation coefficients, and affirmative component analysis with Mplus 8.0. The results showed that A) There are 6 components and 21 indicators by synthesizing relevant papers and research. They have been assessed by 9 qualified experts suggesting that they are overall at the highest level. B) The results of the consistent examination of empirical data and models of components and indicators of the growth mindset for enhancing learning management among teachers in Primary schools were consistent. By using chi-square (x2) is equal to 33.927 at 41 degrees of freedom (df), the p-value is equal to 0.7753, the harmonization index (CFI) is 1.000, the TLI is 1.005, the average square quadratic index of estimated difference (RMSEA) is 0.000, the square root of the remaining squared mean in the form of a standard score (SRMR) is 0.036.
{"title":"Components and Indicators Framework of the Growth Mindset for Enhancing Learning Management of Teachers in the Primary Schools Under the Office of the Basic Education Commission","authors":"Tantikorn Khunaprom, Pacharawit Chansirisira","doi":"10.5539/jel.v12n4p92","DOIUrl":"https://doi.org/10.5539/jel.v12n4p92","url":null,"abstract":"This research aims to explore the components and indicators framework of the growth mindset for enhancing learning management and examines establish the alignment of the model and its indicators with empirical data for teachers in Primary schools. The study is divided into two steps; the first step involved the development of indicators for the growth mindset to enhance teachers’ learning management in Primary schools. This has involved a sample of nine experts in the field of the growth mindset using purposive sampling. The research instrument employed is a questionnaire with a 5-point rating scale consisting of 5 components and 21 indicators. The second step involved examining the components and indicators of the growth mindset for enhancing the learning management of teachers in Primary schools. The sample consisted of 433 teachers in Primary Schools by multi-stage random sampling. The research tool was a 70-item, 5-level closed-end rating scale questionnaire called the Growth Mindset Framework for teachers by collecting empirical data. The index of the discrimination indicators of 0.359 to 0.874 and the reliability of 0.979. The data analysis used descriptive statistics, Pearson correlation coefficients, and affirmative component analysis with Mplus 8.0. The results showed that A) There are 6 components and 21 indicators by synthesizing relevant papers and research. They have been assessed by 9 qualified experts suggesting that they are overall at the highest level. B) The results of the consistent examination of empirical data and models of components and indicators of the growth mindset for enhancing learning management among teachers in Primary schools were consistent. By using chi-square (x2) is equal to 33.927 at 41 degrees of freedom (df), the p-value is equal to 0.7753, the harmonization index (CFI) is 1.000, the TLI is 1.005, the average square quadratic index of estimated difference (RMSEA) is 0.000, the square root of the remaining squared mean in the form of a standard score (SRMR) is 0.036.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"os-18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87199359","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}
Critical friendship is an innovative method used to strengthen an individual’s professional skills, including critical reflection, thinking, and problem-solving abilities in educational settings. Critical friendships can occur through one-on-one relationships or in groups known as critical friendship groups (CFGs). Literature on CFGs examines the benefits of structured CFGs integrated into teacher preparation programs. CFGs that form beyond university walls, like a study abroad context, have not been discussed in the literature even though these experiences can be the catalyst for CFGs. This case study illustrates how a CFG was formed during a study abroad trip to Belize with undergraduate and graduate education students that resulted in five major findings. Implications for both teacher education and study abroad programs are discussed.
{"title":"Critical Friend Groups: The Unexpected Relationships Among Education Majors During Study Abroad","authors":"Meredith K. Jones, C. McNulty","doi":"10.5539/jel.v12n4p14","DOIUrl":"https://doi.org/10.5539/jel.v12n4p14","url":null,"abstract":"Critical friendship is an innovative method used to strengthen an individual’s professional skills, including critical reflection, thinking, and problem-solving abilities in educational settings. Critical friendships can occur through one-on-one relationships or in groups known as critical friendship groups (CFGs). Literature on CFGs examines the benefits of structured CFGs integrated into teacher preparation programs. CFGs that form beyond university walls, like a study abroad context, have not been discussed in the literature even though these experiences can be the catalyst for CFGs. This case study illustrates how a CFG was formed during a study abroad trip to Belize with undergraduate and graduate education students that resulted in five major findings. Implications for both teacher education and study abroad programs are discussed.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"187 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77688361","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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