{"title":"Impact of the Reggio Emilia Approach through short term study abroad and the lenses of Lundy's model: Space, voice, audience, and influence","authors":"Sandra H Seipel, Victoria Seeger","doi":"10.4148/0146-9282.2372","DOIUrl":"https://doi.org/10.4148/0146-9282.2372","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"22 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140738642","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 Content Analysis of Peer-Reviewed Journal Articles Over the Last 20 Years: To What Extent Does Contemporary Research Focus on the Effects of Frequent Relocation on the Academic Performance of Military-Connected Students?","authors":"Tyler Fowler","doi":"10.4148/0146-9282.2377","DOIUrl":"https://doi.org/10.4148/0146-9282.2377","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"21 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140737298","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 expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers’ professional development in HEIs in the Southwest region of Cameroon. Questionnaires and an interview guide were used to collect data from 409 teachers and 37 heads of departments respectively. The Spearman’s rho test was used to test the hypotheses while the ordinary least square regression model was used to test the impact of reflective teaching and peer coaching on teachers’ professional development. Findings revealed that peer coaching and reflective teaching have a positive and significant impact on teachers’ professional development. However, the regression model shows that reflective teaching has more impact on teachers’ professional development. In addition, the practice is more in the private sector than the state HEIs. Therefore, it is recommended that peer coaching should be well planned and teachers should be provided with relevant resources to carry out the activity. It is also recommended that teachers should be trained on how to carry out reflective teaching for effective practice.
{"title":"Strategies for Improving Teachers’ Professional Development in Higher Education Institutions in the Southwest Region of Cameroon","authors":"S. E. Etomes, Mou Charlotte Nsem","doi":"10.4148/0146-9282.2366","DOIUrl":"https://doi.org/10.4148/0146-9282.2366","url":null,"abstract":"The expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers’ professional development in HEIs in the Southwest region of Cameroon. Questionnaires and an interview guide were used to collect data from 409 teachers and 37 heads of departments respectively. The Spearman’s rho test was used to test the hypotheses while the ordinary least square regression model was used to test the impact of reflective teaching and peer coaching on teachers’ professional development. Findings revealed that peer coaching and reflective teaching have a positive and significant impact on teachers’ professional development. However, the regression model shows that reflective teaching has more impact on teachers’ professional development. In addition, the practice is more in the private sector than the state HEIs. Therefore, it is recommended that peer coaching should be well planned and teachers should be provided with relevant resources to carry out the activity. It is also recommended that teachers should be trained on how to carry out reflective teaching for effective practice.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43907252","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 review presents how chess improves student abilities and underlines inferences about chess and its educational benefits. In this study, quantitative samples, experimental designs, or test scores of studies are not the main focus. Numerous empirical studies and limited review studies about chess instruction in the literature express the effect of chess on students’ success and mental skills. However, almost all of these studies address only positive effects; this review attempts to explain how chess achieves this success. What are the other components of this effect? Is it possible to determine how chess impacts education? The question is how and why chess is considered so effective. Is it possible to present examples by linking basic features of chess, lessons, and cognitive structures?
{"title":"Chess and Education","authors":"Gül Karakuş","doi":"10.4148/0146-9282.2365","DOIUrl":"https://doi.org/10.4148/0146-9282.2365","url":null,"abstract":"This review presents how chess improves student abilities and underlines inferences about chess and its educational benefits. In this study, quantitative samples, experimental designs, or test scores of studies are not the main focus. Numerous empirical studies and limited review studies about chess instruction in the literature express the effect of chess on students’ success and mental skills. However, almost all of these studies address only positive effects; this review attempts to explain how chess achieves this success. What are the other components of this effect? Is it possible to determine how chess impacts education? The question is how and why chess is considered so effective. Is it possible to present examples by linking basic features of chess, lessons, and cognitive structures?","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49068168","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}
Africa is the second-largest continent in the world (after Asia), making up around one-fifth of the planet’s land area. There are many different cultural and linguistic groupings, because of how long humans have lived there. Due to this, Africans have a network of knowledge, beliefs, and traditions that they use to preserve, explain, and contextualize their ties with their culture and environment before the arrival of Europeans. Formal and informal transfers of indigenous knowledge took place between families, tribes, and communities through social contacts, oral traditions, ceremonial acts, and other activities. I will indicate, with all these indigenous systems and ways of life, the Europeans and other foreign settlers to the areas of Africa labeled the cher-ished traditional ways of teaching and learning of the native people as primitive and referred to the indigenous as uneducated, savage, and uncultured. It is therefore important to tell the story so that those who mismanage our affairs would not silence our criticism by pretending they have facts not available to the rest of us because, as Cinua Achebe stated, “Until the lions have their historians, the history of the hunt will always glorify the hunter.”
{"title":"African Indigenous Epistemologies, Traditions, and Practices Before the Arrival of Europeans","authors":"Ernestina Wiafe","doi":"10.4148/0146-9282.2362","DOIUrl":"https://doi.org/10.4148/0146-9282.2362","url":null,"abstract":"Africa is the second-largest continent in the world (after Asia), making up around one-fifth of the planet’s land area. There are many different cultural and linguistic groupings, because of how long humans have lived there. Due to this, Africans have a network of knowledge, beliefs, and traditions that they use to preserve, explain, and contextualize their ties with their culture and environment before the arrival of Europeans. Formal and informal transfers of indigenous knowledge took place between families, tribes, and communities through social contacts, oral traditions, ceremonial acts, and other activities. I will indicate, with all these indigenous systems and ways of life, the Europeans and other foreign settlers to the areas of Africa labeled the cher-ished traditional ways of teaching and learning of the native people as primitive and referred to the indigenous as uneducated, savage, and uncultured. It is therefore important to tell the story so that those who mismanage our affairs would not silence our criticism by pretending they have facts not available to the rest of us because, as Cinua Achebe stated, “Until the lions have their historians, the history of the hunt will always glorify the hunter.”","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44424988","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 is a key element of higher education missions to prepare learners for the global dimensions of their lives and work, which are increasingly integrated. In the United States, adult education graduate programs play a vital role in the wider educational landscape, particularly because of their interconnectedness with diverse disciplines and a working learner student population. Although student and scholar mobility remain important to fostering connections, adult education graduate programs can broaden the scope of internationalization aims. This paper proposes three main opportunities for internationalization growth within adult education graduate programs: incorporating intercultural literacy in formal curricula, emphasizing a continuing professional education approach, and integrating the formal – nonformal – informal education continuum in programs. Conceptualizing efforts within these opportunity sectors can spur innovation central to internationalization initiatives.
{"title":"Fostering Internationalization in Adult Education Graduate Programs in the United States: Opportunities for Growth","authors":"Susan M. Yelich Biniecki, M. Stojanović","doi":"10.4148/0146-9282.2364","DOIUrl":"https://doi.org/10.4148/0146-9282.2364","url":null,"abstract":"Internationalization is a key element of higher education missions to prepare learners for the global dimensions of their lives and work, which are increasingly integrated. In the United States, adult education graduate programs play a vital role in the wider educational landscape, particularly because of their interconnectedness with diverse disciplines and a working learner student population. Although student and scholar mobility remain important to fostering connections, adult education graduate programs can broaden the scope of internationalization aims. This paper proposes three main opportunities for internationalization growth within adult education graduate programs: incorporating intercultural literacy in formal curricula, emphasizing a continuing professional education approach, and integrating the formal – nonformal – informal education continuum in programs. Conceptualizing efforts within these opportunity sectors can spur innovation central to internationalization initiatives.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46353107","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 Pandemic and Teachers: How Teachers’ Daily Life in the Classroom Has Been Impacted","authors":"Bailey Mahoney","doi":"10.4148/0146-9282.2361","DOIUrl":"https://doi.org/10.4148/0146-9282.2361","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46416460","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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