Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.27
Margaret M. Ferrara
{"title":"Today’s Choices for Selecting a School: Private, Public, Charter, or Homeschool","authors":"Margaret M. Ferrara","doi":"10.22492/issn.2189-1036.2020.27","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.27","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117116594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.7
Maria Theresa Forneas
{"title":"Technology Acceptance Model for Pre-Service Teachers of Region I","authors":"Maria Theresa Forneas","doi":"10.22492/issn.2189-1036.2020.7","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.7","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116847143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.43
S. Tsagdi, Eythmios Tsitsikas, M. Tsiakalou, Konstantinos Theologou
{"title":"Teaching English to Refugees in Greece: The Case of Lexena School – Challenges and Possibilities","authors":"S. Tsagdi, Eythmios Tsitsikas, M. Tsiakalou, Konstantinos Theologou","doi":"10.22492/issn.2189-1036.2020.43","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.43","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128451608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.12
Xiao Han
The purpose of the study was to: (a) determine to what extent the formalized teacher induction programs (TIPs) are perceived to be helpful for first-year public primary school teachers in Shanghai, China; (b) measure anticipated job retention of first-year teachers; and (c) examine the degree to which these TIP helpfulness and anticipated job retention are associated. In this study, retention is defined as remaining in a Shanghai public primary school. Shanghai TIPs are one-year long, mandatory programs for first-year public primary teachers. The conceptual framework of TIPs includes four main components (orientation, mentoring, professional development, and teacher evaluations) as found in Horn, Sterling, and Subhan’s (2002) high-quality teacher induction program component model. The study employed a non-experimental, correlational design and used survey responses from teachers to address the research questions. An on-line survey was completed by 408 participants who held a bachelor’s degree or higher along with a teaching credential and who were within their first year of teaching in a Shanghai public primary school. Results of the study include: (1) Overall, Shanghai public primary school teachers perceived the level of TIP helpfulness to be relatively high; however, the levels of helpfulness varied across the four components; (2) The majority of participants expressed agreement with plans to stay in the same position; and (3) The perception of overall TIP helpfulness was a statistically significant predictor of anticipated teacher retention.
{"title":"The Associations Between the Perception of Helpfulness of Teacher Induction Programs and Anticipated First-year Teacher Retention in China","authors":"Xiao Han","doi":"10.22492/issn.2189-1036.2020.12","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.12","url":null,"abstract":"The purpose of the study was to: (a) determine to what extent the formalized teacher induction programs (TIPs) are perceived to be helpful for first-year public primary school teachers in Shanghai, China; (b) measure anticipated job retention of first-year teachers; and (c) examine the degree to which these TIP helpfulness and anticipated job retention are associated. In this study, retention is defined as remaining in a Shanghai public primary school. Shanghai TIPs are one-year long, mandatory programs for first-year public primary teachers. The conceptual framework of TIPs includes four main components (orientation, mentoring, professional development, and teacher evaluations) as found in Horn, Sterling, and Subhan’s (2002) high-quality teacher induction program component model. The study employed a non-experimental, correlational design and used survey responses from teachers to address the research questions. An on-line survey was completed by 408 participants who held a bachelor’s degree or higher along with a teaching credential and who were within their first year of teaching in a Shanghai public primary school. Results of the study include: (1) Overall, Shanghai public primary school teachers perceived the level of TIP helpfulness to be relatively high; however, the levels of helpfulness varied across the four components; (2) The majority of participants expressed agreement with plans to stay in the same position; and (3) The perception of overall TIP helpfulness was a statistically significant predictor of anticipated teacher retention.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132652558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.44
A. Kline, S. Kelting, Stacy Kolegraff
{"title":"Students Perspectives of Experiential Learning in a Technical Education Program","authors":"A. Kline, S. Kelting, Stacy Kolegraff","doi":"10.22492/issn.2189-1036.2020.44","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.44","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131322494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.16
James Otto, Chaodong Han
{"title":"Artificial Intelligence Models to Support Curriculum Development","authors":"James Otto, Chaodong Han","doi":"10.22492/issn.2189-1036.2020.16","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.16","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130773351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.41
Shu Nakayama
This research argues that in writing Japanese non-native English speakers use English modal auxiliary verbs in a way that significantly differs from how native English-speaking students/teachers use them from two different perspectives: frequency of use and verb phrase structures (VPS) where modal verbs can occur. To this hypothesis, the use of nine central modals ( can , could , may , might , shall , should , will , would , and must ) by Japanese learners was compared with that by native English-speaking students and native English-speaking teachers respectively. This comparison was carried out using the International Corpus Network of Asian Leaners of English, which is one of the largest freely-available corpora of Asian learners’ English. Frequency analysis revealed Japanese college students’ overuse of can , should , and must as well as underuse of will and would as compared to native English speakers. VPS analysis revealed that Japanese students and native English-speakers shared different preferences for VPSs. Japanese students infrequently used the modals in the progressive and perfect aspect relative to native English-speakers. Overall findings suggest that teaching materials or language teachers should explain other modality items so that learners can have a wide range of lexical items to reflect their feelings more accurately, and should not teach them in exactly the same way because depending on the modals, preferences for VPSs were different.
{"title":"Contrastive Interlanguage Analysis of Modal Auxiliary Verb Usage by Japanese Learners of English in Argumentative Essays","authors":"Shu Nakayama","doi":"10.22492/issn.2189-1036.2020.41","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.41","url":null,"abstract":"This research argues that in writing Japanese non-native English speakers use English modal auxiliary verbs in a way that significantly differs from how native English-speaking students/teachers use them from two different perspectives: frequency of use and verb phrase structures (VPS) where modal verbs can occur. To this hypothesis, the use of nine central modals ( can , could , may , might , shall , should , will , would , and must ) by Japanese learners was compared with that by native English-speaking students and native English-speaking teachers respectively. This comparison was carried out using the International Corpus Network of Asian Leaners of English, which is one of the largest freely-available corpora of Asian learners’ English. Frequency analysis revealed Japanese college students’ overuse of can , should , and must as well as underuse of will and would as compared to native English speakers. VPS analysis revealed that Japanese students and native English-speakers shared different preferences for VPSs. Japanese students infrequently used the modals in the progressive and perfect aspect relative to native English-speakers. Overall findings suggest that teaching materials or language teachers should explain other modality items so that learners can have a wide range of lexical items to reflect their feelings more accurately, and should not teach them in exactly the same way because depending on the modals, preferences for VPSs were different.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113983530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-22DOI: 10.22492/issn.2189-1036.2020.42
Hidekazu Sasaki
Community planning of lifelong learning” has been a common theme within the lifelong learning policy of Japan since the late 1980s. While community promotion has never been the main aim of activating each citizen’s learning activity, it has been reported that promoting lifelong learning activities throughout a particular region has led to the effective empowerment of community. This paper explores and proposes new practical educational theories, taking these facts into account. It suggests that we need to expand the concept of education and simultaneously reverse our way of thinking by reconsidering relationships between education and learning. Here, some recommendations are made. First, education must be redefined not only as a concept focused exclusively on the nurture of each individual, but also as a relational concept with the capacity to foster human relationships. Second, the concept of educational space must be reconfigured, not so much based on educators and teachers, but on learners. We need to adopt a learner-based theory that learners live in the world which consists of five layers, as follows: absence of learning, learning as a result of experience, learning activities, receiving education, and being taught. Third, it is necessary and effective to create a theoretical framework that can function both as an analytical guideline and a pragmatic indicator. Individual learners’ actions are simplified and categorized according to three basic types of activities-input, output,
{"title":"A Practical Theory of Lifelong Learning Assistance for Promoting Community","authors":"Hidekazu Sasaki","doi":"10.22492/issn.2189-1036.2020.42","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.42","url":null,"abstract":"Community planning of lifelong learning” has been a common theme within the lifelong learning policy of Japan since the late 1980s. While community promotion has never been the main aim of activating each citizen’s learning activity, it has been reported that promoting lifelong learning activities throughout a particular region has led to the effective empowerment of community. This paper explores and proposes new practical educational theories, taking these facts into account. It suggests that we need to expand the concept of education and simultaneously reverse our way of thinking by reconsidering relationships between education and learning. Here, some recommendations are made. First, education must be redefined not only as a concept focused exclusively on the nurture of each individual, but also as a relational concept with the capacity to foster human relationships. Second, the concept of educational space must be reconfigured, not so much based on educators and teachers, but on learners. We need to adopt a learner-based theory that learners live in the world which consists of five layers, as follows: absence of learning, learning as a result of experience, learning activities, receiving education, and being taught. Third, it is necessary and effective to create a theoretical framework that can function both as an analytical guideline and a pragmatic indicator. Individual learners’ actions are simplified and categorized according to three basic types of activities-input, output,","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114617793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-18DOI: 10.22492/issn.2189-1036.2020.40
Anastasia Betts, K. Thai, Daniel Jacobs, Linlin Li
{"title":"Math Readiness: Early Identification of Preschool Children Least Ready for Formal Mathematics Instruction in School","authors":"Anastasia Betts, K. Thai, Daniel Jacobs, Linlin Li","doi":"10.22492/issn.2189-1036.2020.40","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.40","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129232854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-17DOI: 10.22492/issn.2189-1036.2020.37
A. Nishio
Legitimate peripheral participation (LPP) represents how newcomers become experienced members and eventually experts of a community of practice (Lave & Wenger, 1991). The purpose of this study is to investigate the developing LPP process in Community-based Child-rearing Support Centers (CCSCs) through qualitative research on the process that the participants (parents) experience mutual communications and acquiring knowledges and skills. The Japanese government has expanded child-rearing support via the CCSCs in recent twenty years. They are open spaces for infants and parents in the community, where they can gather freely, communicate with each other, and share their anxieties and worries related to child rearing. We observed that various types of social exchanges are prevalent among the participants including intern students and senior citizens in CCSCs. These kinds of practices embody the idea of the “socialization of childcare” by sharing it among families and people in the community. A community of practice is evolving naturally because it is through the process of sharing information and experiences with the group that parents learn from each other, and have an opportunity to observe the practices of volunteers and expert workers, and thereby to understand their own worries from another point of view. As the results of these interactions, some parents become the full time workers of CCSCs later. The results of this study show that these LPP empowering processes are important functions of CCSCs and CCSCs require to foster community of practice and involve broader community people in CCSCs.
{"title":"Legitimate Peripheral Participation (LPP) in Community-based Child-rearing Support Centers (CCSCs)","authors":"A. Nishio","doi":"10.22492/issn.2189-1036.2020.37","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.37","url":null,"abstract":"Legitimate peripheral participation (LPP) represents how newcomers become experienced members and eventually experts of a community of practice (Lave & Wenger, 1991). The purpose of this study is to investigate the developing LPP process in Community-based Child-rearing Support Centers (CCSCs) through qualitative research on the process that the participants (parents) experience mutual communications and acquiring knowledges and skills. The Japanese government has expanded child-rearing support via the CCSCs in recent twenty years. They are open spaces for infants and parents in the community, where they can gather freely, communicate with each other, and share their anxieties and worries related to child rearing. We observed that various types of social exchanges are prevalent among the participants including intern students and senior citizens in CCSCs. These kinds of practices embody the idea of the “socialization of childcare” by sharing it among families and people in the community. A community of practice is evolving naturally because it is through the process of sharing information and experiences with the group that parents learn from each other, and have an opportunity to observe the practices of volunteers and expert workers, and thereby to understand their own worries from another point of view. As the results of these interactions, some parents become the full time workers of CCSCs later. The results of this study show that these LPP empowering processes are important functions of CCSCs and CCSCs require to foster community of practice and involve broader community people in CCSCs.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126552791","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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