The use of personality inventories has been limited because of their cost and the length. To overcome these limitations, this study created the Personality Identity Estimator (PIE), an easy-to-use inventory to estimate personality types that can be used at no cost. PIE is a categorical inventory containing 12 items with 3 items for each of the 4 personality-type dimensions in Jungian theory. A sample of 1,104 was used to create PIE. Validity was established through multivariate analyses using data from the administration of the Myers-Briggs Type Indicator to 553 of the sample. Reliability was established by test-retest. Consequently, PIE is a new short-form instrument to estimate personality type following Jung’s concept of personality types. PIE can be completed quickly, is easy to score and interpret, and can be used for self-assessment of personality types. PIE can be used to address individual differences, to increase self-awareness, and as an interactive instructional tool. Thus, PIE is a new valid and reliable tool that can be used in both instructional and research settings confidently and at no charge. Permission is granted to use the Personality Identity Estimator in practice and research. A printable copy of PIE is appended.
{"title":"Development and Validation of a Short-Form Inventory to Identify Personality Types: The Personality Identity Estimator (PIE)","authors":"G. Conti","doi":"10.5539/jel.v12n4p1","DOIUrl":"https://doi.org/10.5539/jel.v12n4p1","url":null,"abstract":"The use of personality inventories has been limited because of their cost and the length. To overcome these limitations, this study created the Personality Identity Estimator (PIE), an easy-to-use inventory to estimate personality types that can be used at no cost. PIE is a categorical inventory containing 12 items with 3 items for each of the 4 personality-type dimensions in Jungian theory. A sample of 1,104 was used to create PIE. Validity was established through multivariate analyses using data from the administration of the Myers-Briggs Type Indicator to 553 of the sample. Reliability was established by test-retest. Consequently, PIE is a new short-form instrument to estimate personality type following Jung’s concept of personality types. PIE can be completed quickly, is easy to score and interpret, and can be used for self-assessment of personality types. PIE can be used to address individual differences, to increase self-awareness, and as an interactive instructional tool. Thus, PIE is a new valid and reliable tool that can be used in both instructional and research settings confidently and at no charge. Permission is granted to use the Personality Identity Estimator in practice and research. A printable copy of PIE is appended.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75273326","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}
Postmodernism emerged as a movement that opposed the dominant views of modernism in the field of art. Postmodernism, which originated in architecture and gradually influenced many areas of art, is discussed in this study with a focus on painting and visual arts education. In high school programs in Turkey, it is important for students to be able to examine the past, embrace the present, the era, and the postmodern way of thinking. When the relevant literature was reviewed, it was determined that there is no research on how postmodernism is used in art education in terms of student learning outcomes. The aim of this research is to determine how high school visual arts teachers incorporate the postmodernism movement into their teaching and to identify any changes in students’ interest levels in the course. In this study, a qualitative research method was used, specifically the case study design. The sample of the study consisted of four visual arts teachers who work in one central and three district schools in Yalova province. Two semi-structured interview forms and document analysis were used as data collection tools. The findings were analyzed using thematic analysis. According to the research findings, it was determined that the participating teachers conveyed the artistic and intellectual structure of postmodernism to students through various teaching methods during the lesson process. However, they were unable to achieve all the learning outcomes related to postmodernism. The study also revealed that students demonstrated changes in the methods they preferred to employ in their artwork after learning about postmodernism and being exposed to examples of postmodern art. Moreover, students provided both positive and negative critiques, reflecting their aesthetic perspectives on postmodern artworks. This research is considered important in terms of serving as an example for teachers and contributing to the literature.
{"title":"Postmodernism in Visual Arts Lesson and Its Reflections on Students","authors":"Ismail Tetikci, Gonca Erim, Kevser Baykan","doi":"10.5539/jel.v12n4p70","DOIUrl":"https://doi.org/10.5539/jel.v12n4p70","url":null,"abstract":"Postmodernism emerged as a movement that opposed the dominant views of modernism in the field of art. Postmodernism, which originated in architecture and gradually influenced many areas of art, is discussed in this study with a focus on painting and visual arts education. In high school programs in Turkey, it is important for students to be able to examine the past, embrace the present, the era, and the postmodern way of thinking. When the relevant literature was reviewed, it was determined that there is no research on how postmodernism is used in art education in terms of student learning outcomes. The aim of this research is to determine how high school visual arts teachers incorporate the postmodernism movement into their teaching and to identify any changes in students’ interest levels in the course. In this study, a qualitative research method was used, specifically the case study design. The sample of the study consisted of four visual arts teachers who work in one central and three district schools in Yalova province. Two semi-structured interview forms and document analysis were used as data collection tools. The findings were analyzed using thematic analysis. According to the research findings, it was determined that the participating teachers conveyed the artistic and intellectual structure of postmodernism to students through various teaching methods during the lesson process. However, they were unable to achieve all the learning outcomes related to postmodernism. The study also revealed that students demonstrated changes in the methods they preferred to employ in their artwork after learning about postmodernism and being exposed to examples of postmodern art. Moreover, students provided both positive and negative critiques, reflecting their aesthetic perspectives on postmodern artworks. This research is considered important in terms of serving as an example for teachers and contributing to the literature.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83529807","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 improve the vocabulary knowledge of Thai EFL students by using audio-visual aids as instructional tools. Hopefully, this study serves as an initial foundation to develop students’ vocabulary knowledge and benefit the pedagogical development in Thailand. Consequently, this research aimed to explore the effectiveness of audio-visual instruction in acquiring vocabulary knowledge, with a specific focus on the form-meaning links in Thai EFL primary school students. Additionally, this study investigated the students’ perceptions of audio-visual input in enhancing vocabulary knowledge. The study included one experimental group consisting of 51 sixth-grade students. Two tests were used to measure the reception and production of form-meaning links (L2-to-L1 Translation Test and L1-to-L2 Translation Test). A questionnaire was used to examine the students’ perceptions of the form-meaning links of vocabulary knowledge through audio-visual input. The results showed that the participants achieved higher scores on the reception and production tests of form-meaning links in the post-test than in the pre-test, revealing statistically significant differences. Furthermore, the students performed better on the reception test of the form-meaning link than on the production test in both time points, and the reception test was also higher in advancement than the production test. Finally, the reports demonstrated that the instructional intervention of form-meaning links of vocabulary knowledge (audio-visual input) positively benefits the development of students’ vocabulary. The findings suggest that students’ reception of vocabulary knowledge through audio-visual input is more advanced than their production of vocabulary knowledge. Moreover, the input of students’ vocabulary knowledge contributes to acquiring and developing their knowledge.
{"title":"Vocabulary Learning Through Audio-Visual Input of Thai Primary School EFL Students","authors":"Chowarat Lampai, Apisak Sukying","doi":"10.5539/jel.v12n4p26","DOIUrl":"https://doi.org/10.5539/jel.v12n4p26","url":null,"abstract":"This research aims to improve the vocabulary knowledge of Thai EFL students by using audio-visual aids as instructional tools. Hopefully, this study serves as an initial foundation to develop students’ vocabulary knowledge and benefit the pedagogical development in Thailand. Consequently, this research aimed to explore the effectiveness of audio-visual instruction in acquiring vocabulary knowledge, with a specific focus on the form-meaning links in Thai EFL primary school students. Additionally, this study investigated the students’ perceptions of audio-visual input in enhancing vocabulary knowledge. The study included one experimental group consisting of 51 sixth-grade students. Two tests were used to measure the reception and production of form-meaning links (L2-to-L1 Translation Test and L1-to-L2 Translation Test). A questionnaire was used to examine the students’ perceptions of the form-meaning links of vocabulary knowledge through audio-visual input. \u0000 \u0000The results showed that the participants achieved higher scores on the reception and production tests of form-meaning links in the post-test than in the pre-test, revealing statistically significant differences. Furthermore, the students performed better on the reception test of the form-meaning link than on the production test in both time points, and the reception test was also higher in advancement than the production test. Finally, the reports demonstrated that the instructional intervention of form-meaning links of vocabulary knowledge (audio-visual input) positively benefits the development of students’ vocabulary. The findings suggest that students’ reception of vocabulary knowledge through audio-visual input is more advanced than their production of vocabulary knowledge. Moreover, the input of students’ vocabulary knowledge contributes to acquiring and developing their knowledge.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73152770","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}
Akkakorn Chaiyapong, W. Dhammasaccakarn, Wanchai Chuaboon, Lertlak Jaroensombut, T. P. N. Sakolnakorn
The aim of this paper is to study the key points of managing cooperative credit unions in south Thailand and how to strengthen the education and knowledge of the management team, staff and members. This paper is based on a qualitative method via in-depth interviews and a focus group with members and committees of cooperative credit unions in south Thailand; data were analyzed using content and descriptive analysis. Results showed that the most problematic issue is a lack of transparency in the management and patronage systems, leading to corruption. In addition, the key points for developing guidelines for this type of credit union include members’ understanding and knowledge about the objectives of the cooperative system; updated regulations and legal measures concerning a deposit protection system; revised rules and regulations for loan policies, human resources, and information technology; government policies for strengthening cooperative credit unions; and allocating more budget to educate their staff and members, such as a training course and a visit to another cooperative credit union. In addition, the Cooperative Promotion Department and Cooperative Auditing Department of Thailand should improve the law and auditing method to strengthen and clarify the organization’s operations.
{"title":"The Management Guidelines to Strengthen the Education and Knowledge of Members of a Cooperative Credit Union in South Thailand","authors":"Akkakorn Chaiyapong, W. Dhammasaccakarn, Wanchai Chuaboon, Lertlak Jaroensombut, T. P. N. Sakolnakorn","doi":"10.5539/jel.v12n4p62","DOIUrl":"https://doi.org/10.5539/jel.v12n4p62","url":null,"abstract":"The aim of this paper is to study the key points of managing cooperative credit unions in south Thailand and how to strengthen the education and knowledge of the management team, staff and members. This paper is based on a qualitative method via in-depth interviews and a focus group with members and committees of cooperative credit unions in south Thailand; data were analyzed using content and descriptive analysis. Results showed that the most problematic issue is a lack of transparency in the management and patronage systems, leading to corruption. In addition, the key points for developing guidelines for this type of credit union include members’ understanding and knowledge about the objectives of the cooperative system; updated regulations and legal measures concerning a deposit protection system; revised rules and regulations for loan policies, human resources, and information technology; government policies for strengthening cooperative credit unions; and allocating more budget to educate their staff and members, such as a training course and a visit to another cooperative credit union. In addition, the Cooperative Promotion Department and Cooperative Auditing Department of Thailand should improve the law and auditing method to strengthen and clarify the organization’s operations.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"388 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77483077","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}
Suputtra Sapliyan, Pinanta Chatwattana, P. Nilsook
Constructionism imagineering learning model via metaverse is an instrument for promoting self-learning through hands-on. To create new knowledge for young innovators by combining the concepts of technology and new learning platforms to create new ideas. Designing teaching and learning that can be used to learn in the new normal focuses on continuous learning at any time, anywhere, with the benefits of using technology. The sample group is six experts in designing and developing learning models and learning systems from various institutions in higher education by purposive sampling. The research instruments are as follows. 1) The constructionism imagineering learning model via metaverse to enhance young innovators. 2) The constructionism imagineering learning process via metaverse to enhance young innovators. 3) An assessment form for the constructionism imagineering learning model via metaverse to enhance young innovators. 4) An assessment form for the constructionism imagineering learning process via metaverse to enhance young innovators. Analyse data using mean and standard deviation. The researchers found that the constructionism imagineering learning model via metaverse and the constructionism imagineering learning model via metaverse, which is developed is appropriate to enhance young innovators at the highest level, following the research hypotheses.
{"title":"Constructionism Imagineering Learning Model via Metaverse to Enhance Young Innovators","authors":"Suputtra Sapliyan, Pinanta Chatwattana, P. Nilsook","doi":"10.5539/jel.v12n4p81","DOIUrl":"https://doi.org/10.5539/jel.v12n4p81","url":null,"abstract":"Constructionism imagineering learning model via metaverse is an instrument for promoting self-learning through hands-on. To create new knowledge for young innovators by combining the concepts of technology and new learning platforms to create new ideas. Designing teaching and learning that can be used to learn in the new normal focuses on continuous learning at any time, anywhere, with the benefits of using technology. The sample group is six experts in designing and developing learning models and learning systems from various institutions in higher education by purposive sampling. The research instruments are as follows. 1) The constructionism imagineering learning model via metaverse to enhance young innovators. 2) The constructionism imagineering learning process via metaverse to enhance young innovators. 3) An assessment form for the constructionism imagineering learning model via metaverse to enhance young innovators. 4) An assessment form for the constructionism imagineering learning process via metaverse to enhance young innovators. Analyse data using mean and standard deviation. The researchers found that the constructionism imagineering learning model via metaverse and the constructionism imagineering learning model via metaverse, which is developed is appropriate to enhance young innovators at the highest level, following the research hypotheses.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89270868","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 researchers found that sixth-grade students at Traimit Pattana Suksa School had limited problem-solving and mathematical reasoning skills, which was attributed to the way their learning activities were organized by their teachers. The traditional approach did not allow students the freedom to think and practice solving a variety of problems in unconventional ways that mirror everyday life. To address this, the researchers applied an open approach to organizing activities and developed learning activities that fostered problem-solving and mathematical reasoning skills of the students. The goal of the study was to achieve an average score of not less than 70% using action research based on the concepts of Kemmis and McTaggart. Data were collected using a Sub-test at the end of the operating spiral, Mathematical Problem-Solving Ability Test, Math Reasoning Ability Test, and student behavior observation form. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The findings showed that the open approach to organizing activities can effectively develop the mathematical problem-solving and reasoning capabilities of students. The students were able to create work pieces, explain different types of 3D geometric shapes, show how to find the volume of a rectangular shape from given problem situations, and provide reasons to verify their ideas. According to the test results, 13 students (81.25% of the total number of students) had the ability to solve mathematics problems at 70% or higher, and 15 students (93.75% of the total number of students) had mathematical reasoning ability that met the criteria of 70% or higher.
{"title":"The Development of Mathematical Problem-Solving and Reasoning Abilities of Sixth Graders by Organizing Learning Activities Using Open Approach","authors":"Karuna Seepiwsiw, Yannapat Seehamongkon","doi":"10.5539/jel.v12n4p42","DOIUrl":"https://doi.org/10.5539/jel.v12n4p42","url":null,"abstract":"The researchers found that sixth-grade students at Traimit Pattana Suksa School had limited problem-solving and mathematical reasoning skills, which was attributed to the way their learning activities were organized by their teachers. The traditional approach did not allow students the freedom to think and practice solving a variety of problems in unconventional ways that mirror everyday life. To address this, the researchers applied an open approach to organizing activities and developed learning activities that fostered problem-solving and mathematical reasoning skills of the students. The goal of the study was to achieve an average score of not less than 70% using action research based on the concepts of Kemmis and McTaggart. Data were collected using a Sub-test at the end of the operating spiral, Mathematical Problem-Solving Ability Test, Math Reasoning Ability Test, and student behavior observation form. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The findings showed that the open approach to organizing activities can effectively develop the mathematical problem-solving and reasoning capabilities of students. The students were able to create work pieces, explain different types of 3D geometric shapes, show how to find the volume of a rectangular shape from given problem situations, and provide reasons to verify their ideas. \u0000 \u0000According to the test results, 13 students (81.25% of the total number of students) had the ability to solve mathematics problems at 70% or higher, and 15 students (93.75% of the total number of students) had mathematical reasoning ability that met the criteria of 70% or higher.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87465071","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 was aimed at: 1) enhancing practice of microteaching for Thai-teaching major students to assure their readiness in organizing instruction during the spread of COVID-19 virus situation, and, 2) providing guideline for carrying out microteaching for students majoring Thai teaching to assure their readiness in organizing instruction in the midst of the spread of COVID-19 virus situation. This research had utilized qualitative research methodology for the study. The sample subject used were selectively selected from Thai-teaching major 4th year undergraduate students (61 code number) who had registered in the course 100488 MICRO TEACHING PRACTICE, in 2nd semester, 2021 academic year, totaling 8 subjects. The research instruments included 1) plans and schedule for instructional organization on microteaching, 2) worksheet for organizing microteaching learning plans, 3) form for recording the instructional preparation for each skill, 4) self-assessment form, 5) student’s feedback form, 6) teaching observation form, 7) post-instruction reflection form, 8) group discussion, 9) individual student interview, and, 10) reflection form to be responded by students at the end of the course. The qualitative data were analyzed via content analysis on the findings obtained from observation, interviews, focus group discussion, student’s instructional practice and their performance outcomes. Outcomes of the research are as follows. Firstly, actions to help enable students could come in form of: 1) enhancing new knowledge and learning experience, 2) comparing what occurring to the students between pre-instruction and post-instruction to see if and how students changed, improved, developed, themselves, 3) promoting microteaching practicum to enable students to train themselves on communication skills, skill in constructing instructional media, teaching skills, and thinking skills, and, 4) As the results of utilizing microteaching practicum, students had gained knowledge and readiness in carrying out online instruction. Secondly, the researcher had proposed the guideline called “9 pinciples for facilitating microteaching practice for Thai-teaching major students to gain readiness in organizing instruction in the spread of COVID-19 virus situation.”
{"title":"The Promotion of Microteaching Practicum to Enhance Thai-Teaching Major Students’ Readiness in Organizing Instruction During the Spread of COVID-19 Virus Situation","authors":"Boonrawd Chotivachira","doi":"10.5539/jel.v12n3p121","DOIUrl":"https://doi.org/10.5539/jel.v12n3p121","url":null,"abstract":"This research was aimed at: 1) enhancing practice of microteaching for Thai-teaching major students to assure their readiness in organizing instruction during the spread of COVID-19 virus situation, and, 2) providing guideline for carrying out microteaching for students majoring Thai teaching to assure their readiness in organizing instruction in the midst of the spread of COVID-19 virus situation. This research had utilized qualitative research methodology for the study. The sample subject used were selectively selected from Thai-teaching major 4th year undergraduate students (61 code number) who had registered in the course 100488 MICRO TEACHING PRACTICE, in 2nd semester, 2021 academic year, totaling 8 subjects. The research instruments included 1) plans and schedule for instructional organization on microteaching, 2) worksheet for organizing microteaching learning plans, 3) form for recording the instructional preparation for each skill, 4) self-assessment form, 5) student’s feedback form, 6) teaching observation form, 7) post-instruction reflection form, 8) group discussion, 9) individual student interview, and, 10) reflection form to be responded by students at the end of the course. The qualitative data were analyzed via content analysis on the findings obtained from observation, interviews, focus group discussion, student’s instructional practice and their performance outcomes. \u0000 \u0000Outcomes of the research are as follows. Firstly, actions to help enable students could come in form of: 1) enhancing new knowledge and learning experience, 2) comparing what occurring to the students between pre-instruction and post-instruction to see if and how students changed, improved, developed, themselves, 3) promoting microteaching practicum to enable students to train themselves on communication skills, skill in constructing instructional media, teaching skills, and thinking skills, and, 4) As the results of utilizing microteaching practicum, students had gained knowledge and readiness in carrying out online instruction. Secondly, the researcher had proposed the guideline called “9 pinciples for facilitating microteaching practice for Thai-teaching major students to gain readiness in organizing instruction in the spread of COVID-19 virus situation.”","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90898829","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}
Internationalization at Home (IaH) has become a hot research topic although it is not a new concept appeared recently especially in China. The concept of IaH has experienced several changes since it was created in 1990s while the widely used one refers to the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments. The recent development of the concept pays more attention on the establishment of international communities for each individual included. China changed its strict pandemic prevention and control policy in the end of 2022 and moved forward into the post-pandemic era. The practice of IaH has already appeared in China since the reform and opening-up policy carried out in 1978. However, the focus of Chinese policy and practice changed from international mobility to Internationalization at Home with a long-term development. The pandemic fastens this changing process. Due to the theoretical and practical background, IaH is recognized as the sustainable mode for Chinese higher education in the post-pandemic era which represents the future development path.
{"title":"Internationalization at Home: A Sustainable Model for Chinese Higher Education in the Post-pandemic Era","authors":"Fenghai Guo","doi":"10.5539/jel.v12n3p135","DOIUrl":"https://doi.org/10.5539/jel.v12n3p135","url":null,"abstract":"Internationalization at Home (IaH) has become a hot research topic although it is not a new concept appeared recently especially in China. The concept of IaH has experienced several changes since it was created in 1990s while the widely used one refers to the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments. The recent development of the concept pays more attention on the establishment of international communities for each individual included. China changed its strict pandemic prevention and control policy in the end of 2022 and moved forward into the post-pandemic era. The practice of IaH has already appeared in China since the reform and opening-up policy carried out in 1978. However, the focus of Chinese policy and practice changed from international mobility to Internationalization at Home with a long-term development. The pandemic fastens this changing process. Due to the theoretical and practical background, IaH is recognized as the sustainable mode for Chinese higher education in the post-pandemic era which represents the future development path.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78770709","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}
Loei Rajabhat University’s Kru Rak Thin Project aims to produce and develop a new generation of teachers who are committed to reducing inequality and increasing educational opportunities for the needy and underprivileged. This project is a collaboration between the Equitable Education Fund (EEF) and Loei Rajabhat University. The project selects disadvantaged students from rural areas who have a passion for teaching and provides them with the opportunity to pursue a high-quality bachelor’s degree. After graduation, these students return to their local communities to work as teachers. The Kru Rak Thin Project has selected 33 students from rural areas covering eight provinces, namely Buriram, Nakhon Ratchasima, Roi Et, Chaiyaphum, Mukdahan, Sakon Nakhon, Udon Thani, and Loei. The project began producing students in the academic year 2020, with the goal of creating competent and dedicated teachers for the community and fostering sustainable development. Loei Rajabhat University plans to continuously support and develop the selected students from the production stage until their recruitment as government teachers in local schools over a ten-year period. The university has designed the Kru Rak Thin Student Development Project (Enrichment Program) to meet the Teacher Professional Standards of 2019, the characteristics of Kru Rak Thin, and the identity of graduates of the Faculty of Education, Loei Rajabhat University. The project focuses on developing teachers who are passionate about their local communities and who possess the necessary qualities to build a sustainable settlement. The project follows a ten-year plan for the development of these teachers. In the first year, the emphasis is on teacher cultivation, while the second year focuses on being well-versed in teaching. The third year aims to develop innovative teaching methods, and the fourth year is dedicated to contributing to society. The fifth year focuses on becoming an assistant teacher, while the sixth year emphasizes knowledge acquisition and hard work. In the seventh year, the focus is on self-development and work development, while the eighth year is dedicated to teaching like a professional. The ninth year emphasizes community development, and the tenth year focuses on sustainable settlement development.
洛伊·拉贾哈特大学的克鲁·拉辛项目旨在培养和培养新一代教师，他们致力于减少不平等现象，为贫困和弱势群体增加教育机会。该项目是公平教育基金(EEF)和莱伊·拉贾哈特大学的合作项目。该项目从农村地区选拔有教学热情的贫困学生，为他们提供攻读高质量学士学位的机会。毕业后，这些学生回到当地社区担任教师。Kru rakthin项目从8个省的农村地区选出了33名学生，分别是武里兰、那空拉恰西玛、瑞埃特、查雅弗姆、Mukdahan、萨空那空、乌东他尼和洛伊。该项目于2020学年开始培养学生，目标是为社区培养称职和敬业的教师，促进可持续发展。莱依拉贾哈特大学计划在十年的时间里持续支持和培养被选中的学生，从生产阶段开始，直到他们被当地学校聘为政府教师。该大学设计了Kru Rak Thin学生发展项目(充实计划)，以满足2019年教师专业标准，Kru Rak Thin的特点以及Loei Rajabhat大学教育学院毕业生的身份。该项目侧重于培养对当地社区充满热情并具备建设可持续住区所需素质的教师。该项目遵循了培养这些教师的十年计划。第一年的重点是教师的培养，第二年的重点是精通教学。第三年的目标是开发创新的教学方法，第四年致力于贡献社会。第五年的重点是成为一名助教，第六年的重点是知识的获取和努力工作。第七年注重自我发展和工作发展，第八年注重专业教学。第9年强调社区发展，第10年强调可持续住区发展。
{"title":"10 Years of Building Good Teachers for Community Development: Local Conservation for Sustainable Development","authors":"Rungrat Mathai, Nutjareeporn Thumsongkram, Kanokporn Promsuwan, Narakorn Kaewsuwan","doi":"10.5539/jel.v12n3p141","DOIUrl":"https://doi.org/10.5539/jel.v12n3p141","url":null,"abstract":"Loei Rajabhat University’s Kru Rak Thin Project aims to produce and develop a new generation of teachers who are committed to reducing inequality and increasing educational opportunities for the needy and underprivileged. This project is a collaboration between the Equitable Education Fund (EEF) and Loei Rajabhat University. The project selects disadvantaged students from rural areas who have a passion for teaching and provides them with the opportunity to pursue a high-quality bachelor’s degree. After graduation, these students return to their local communities to work as teachers. The Kru Rak Thin Project has selected 33 students from rural areas covering eight provinces, namely Buriram, Nakhon Ratchasima, Roi Et, Chaiyaphum, Mukdahan, Sakon Nakhon, Udon Thani, and Loei. The project began producing students in the academic year 2020, with the goal of creating competent and dedicated teachers for the community and fostering sustainable development. Loei Rajabhat University plans to continuously support and develop the selected students from the production stage until their recruitment as government teachers in local schools over a ten-year period. The university has designed the Kru Rak Thin Student Development Project (Enrichment Program) to meet the Teacher Professional Standards of 2019, the characteristics of Kru Rak Thin, and the identity of graduates of the Faculty of Education, Loei Rajabhat University. The project focuses on developing teachers who are passionate about their local communities and who possess the necessary qualities to build a sustainable settlement. The project follows a ten-year plan for the development of these teachers. In the first year, the emphasis is on teacher cultivation, while the second year focuses on being well-versed in teaching. The third year aims to develop innovative teaching methods, and the fourth year is dedicated to contributing to society. The fifth year focuses on becoming an assistant teacher, while the sixth year emphasizes knowledge acquisition and hard work. In the seventh year, the focus is on self-development and work development, while the eighth year is dedicated to teaching like a professional. The ninth year emphasizes community development, and the tenth year focuses on sustainable settlement development.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73603074","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 aimed to investigate the current conditions in the measuring and assessment of learning. It was also to investigate the guidelines in the measuring and assessing of learning in the COVID-19 situation at secondary school in Udonthani. The qualitative data were collected by the interview, include a school director, academic supervisor, teacher, student, parent and supervisor. The data were analyzed and categorized into themes. The results showed that measuring and assessment the behavior of standards, indicators and each student’s objective has an important objective but they were unsuccessful, so the teachers may be modify to use in planning and framework for implementation Emphasis is placed on modifying measurement and evaluation methods and criteria. In accordance with the context of the school and the conditions of the learners.
{"title":"A Study of Current Conditions and Guidelines for Measuring and Assessment of Learning in the COVID-19 Situation at Secondary School in Udonthani","authors":"Piyawan Prapipek, Darunee Khamapanai, Itnanat Nunkaew, Boonchom Srisaard, Apantee Poonputta, Sawitree Ranmechai, S. Phusee-orn, Yannapat Seehamongkon","doi":"10.5539/jel.v12n3p114","DOIUrl":"https://doi.org/10.5539/jel.v12n3p114","url":null,"abstract":"This research aimed to investigate the current conditions in the measuring and assessment of learning. It was also to investigate the guidelines in the measuring and assessing of learning in the COVID-19 situation at secondary school in Udonthani. The qualitative data were collected by the interview, include a school director, academic supervisor, teacher, student, parent and supervisor. The data were analyzed and categorized into themes. The results showed that measuring and assessment the behavior of standards, indicators and each student’s objective has an important objective but they were unsuccessful, so the teachers may be modify to use in planning and framework for implementation Emphasis is placed on modifying measurement and evaluation methods and criteria. In accordance with the context of the school and the conditions of the learners.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80346083","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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