{"title":"Characterizing mathematical discourse according to teacher and student interactions: The core of mathematical discourse","authors":"Sedef Çelik Demirci, Adnan Baki","doi":"10.33902/jpr.202321852","DOIUrl":"https://doi.org/10.33902/jpr.202321852","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46332743","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}
{"title":"Mediating effect of psychological needs satisfaction on the relationship between gratitude and academic motivation during online learning","authors":"T. Ramis, S. C. Loh","doi":"10.33902/jpr.202322757","DOIUrl":"https://doi.org/10.33902/jpr.202322757","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41817122","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}
{"title":"Differential and interactional influence of socio-demographic variables on intellectual ability","authors":"Stella Eteng-Uket, B. Iruloh","doi":"10.33902/jpr.202320992","DOIUrl":"https://doi.org/10.33902/jpr.202320992","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47675170","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}
Maree J. Davies, Camilla Highfield, Gabriella Foreman-Brown
{"title":"Secondary teachers beliefs about the relationship between students cultural identity and their ability to think critically","authors":"Maree J. Davies, Camilla Highfield, Gabriella Foreman-Brown","doi":"10.33902/jpr.202320538","DOIUrl":"https://doi.org/10.33902/jpr.202320538","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47869263","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}
{"title":"To what extent can teachers and preservice teachers predict students mathematical thinking A qualitative analysis","authors":"Ebru Kükey, R. Aslaner","doi":"10.33902/jpr.202319993","DOIUrl":"https://doi.org/10.33902/jpr.202319993","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48790989","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 educationists and the statesmen of different eras have casted mathematics education in different forms, and it has swayed to and from the elites to the commoners several times. The vision of the educationists always took tolls on mathematics curriculum, which survived the maximum change during the past one century. Several unorganized or partially organized ventures of mathematics education planning were seen in the pre-colonial era whereas the colonial period displayed some extremely organized, target-oriented decisions regarding the education system as a whole, taking mathematics in and out of focus. In this article, we have focused on the change in mathematics curriculum at the secondary school level in India.
{"title":"Evolution of education at the secondary school level in India with mathematics in and out of focus","authors":"Rupa Pal, Mahua Basu Mallik","doi":"10.29333/pr/13544","DOIUrl":"https://doi.org/10.29333/pr/13544","url":null,"abstract":"The educationists and the statesmen of different eras have casted mathematics education in different forms, and it has swayed to and from the elites to the commoners several times. The vision of the educationists always took tolls on mathematics curriculum, which survived the maximum change during the past one century. Several unorganized or partially organized ventures of mathematics education planning were seen in the pre-colonial era whereas the colonial period displayed some extremely organized, target-oriented decisions regarding the education system as a whole, taking mathematics in and out of focus. In this article, we have focused on the change in mathematics curriculum at the secondary school level in India.","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79514136","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}
{"title":"The effect of creative drama on the creative self-efficacy of pre-service teachers","authors":"B. Eyüp","doi":"10.33902/jpr.202321418","DOIUrl":"https://doi.org/10.33902/jpr.202321418","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47158263","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}
{"title":"A mixed method study on the metacognitive awareness of reading strategies used by Saudi EFL students","authors":"Mohammad H. Al-khresheh, Rim Al Basheer Ben Ali","doi":"10.33902/jpr.202321535","DOIUrl":"https://doi.org/10.33902/jpr.202321535","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42548882","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}
Abayneh Ergogo Sullamo, Enguday Ademe Mekonnen, D. Mihirete
To delineate a clear process for learning to teach and set a standard for effective teaching, detecting the link between teacher educators’ views and their practices on facilitating learning to teach becomes imperative. This study examined this link by employing a qualàquan (exploratory sequential) mixed-methods design. By the instruments of questionnaires (234) and unstructured interviews (five), a total of 239 teacher educators teaching in three colleges participated in the study. Data were analyzed using thematic approaches, descriptive, and inferential techniques. The results revealed that in addition to the teacher educators’ comparable views on learner-centered and teacher-led approaches, they heavily utilized the conventional teacher-led techniques. Furthermore, the significant and positive correlation between the teacher educators’ views and practices were also found. Supplemental recommendations that were meant to aid in the execution of better teacher education pedagogy were made based on the views held and the practices of learning to teach that prevailed.
{"title":"Teacher educators’ views vis-à-vis their practices on facilitating learning to teach","authors":"Abayneh Ergogo Sullamo, Enguday Ademe Mekonnen, D. Mihirete","doi":"10.29333/pr/13477","DOIUrl":"https://doi.org/10.29333/pr/13477","url":null,"abstract":"To delineate a clear process for learning to teach and set a standard for effective teaching, detecting the link between teacher educators’ views and their practices on facilitating learning to teach becomes imperative. This study examined this link by employing a qualàquan (exploratory sequential) mixed-methods design. By the instruments of questionnaires (234) and unstructured interviews (five), a total of 239 teacher educators teaching in three colleges participated in the study. Data were analyzed using thematic approaches, descriptive, and inferential techniques. The results revealed that in addition to the teacher educators’ comparable views on learner-centered and teacher-led approaches, they heavily utilized the conventional teacher-led techniques. Furthermore, the significant and positive correlation between the teacher educators’ views and practices were also found. Supplemental recommendations that were meant to aid in the execution of better teacher education pedagogy were made based on the views held and the practices of learning to teach that prevailed.","PeriodicalId":32435,"journal":{"name":"Journal of Pedagogical Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73351000","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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