This research study provides a case study of how the COVID-19 pandemic affected Japanese university students’ views and attitudes on international topics and motivations for living and working abroad. During the pandemic, digital information, including social media, played a prominent role in how these students interacted and kept up with the news. We surveyed 204 students at a private university in Tokyo to help understand how the landscape of internationalization changed during the unique circumstances brought about by the pandemic.
{"title":"Japanese University Students Usage of Global Networks During the Pandemic","authors":"A. Yamada, Douglas Trelfa","doi":"10.7459/ept/45.1.07","DOIUrl":"https://doi.org/10.7459/ept/45.1.07","url":null,"abstract":"This research study provides a case study of how the COVID-19 pandemic affected Japanese university students’ views and attitudes on international topics and motivations for living and working abroad. During the pandemic, digital information, including social media, played a prominent\u0000 role in how these students interacted and kept up with the news. We surveyed 204 students at a private university in Tokyo to help understand how the landscape of internationalization changed during the unique circumstances brought about by the pandemic.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46086556","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}
Oral presentation assessments are commonly used in higher education. This paper conducts an exploratory study and investigates student perceptions of oral presentation assessments on two aspects, the benefits of oral presentations for presenting students and the engagement of non-presenting students during presentations. A mixed method with both qualitative and quantitative survey questions is used for collecting data from students undertaking an elective Finance course in the third year of an undergraduate degree. Results show that presenting students perceive the oral presentation assessment as beneficial to their learning and developing presentation skills. Peer evaluations and reciprocal peer questioning, intended to increase non-presenting students’ engagement during presentations, are also well-received by students. The frequency count of students’ feedback indicates that reciprocal peer questioning facilitates engagement better than peer evaluations.
{"title":"Exploring Student Perceptions of Oral Presentation Assessments in Higher Education","authors":"Dan Lin","doi":"10.7459/ept/45.1.05","DOIUrl":"https://doi.org/10.7459/ept/45.1.05","url":null,"abstract":"Oral presentation assessments are commonly used in higher education. This paper conducts an exploratory study and investigates student perceptions of oral presentation assessments on two aspects, the benefits of oral presentations for presenting students and the engagement of non-presenting\u0000 students during presentations. A mixed method with both qualitative and quantitative survey questions is used for collecting data from students undertaking an elective Finance course in the third year of an undergraduate degree. Results show that presenting students perceive the oral presentation\u0000 assessment as beneficial to their learning and developing presentation skills. Peer evaluations and reciprocal peer questioning, intended to increase non-presenting students’ engagement during presentations, are also well-received by students. The frequency count of students’ feedback\u0000 indicates that reciprocal peer questioning facilitates engagement better than peer evaluations.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45235793","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}
S. Leshem, Rivi Carmel, Merav Badash, Beverley Topaz
The article examines the second career teachers (SCTs) socialisation into school culture through three theoretical lenses: Bronfenbrenner’s ecological framework of human development, to identify the different environments within school culture that play a role in SCTs perceptions of their socialisation, Lave and Wenger’s theory of Legitimate Peripheral Participation and Bridge’s Transition Model (Bridges, 1991; Bridges & Mitchell, 2000) to characterize the modes of transition teachers face. This is likely to guide school administrators to view SCTs as a unique group of teachers whose starting point is different from the other novice teachers, due to the knowledge capital they bring with them to the socialisation process. It is argued that school management need to be aware of the fragile ‘transition’ phase of the novice SCTs. For some teachers who lack the agency to take initiatives and act proactively, this might be a trying phase of sink or swim. In schools where the interpersonal relationships within the ecological culture of the school were supportive, teachers felt more confident to socialise, while in schools where teachers felt lonely and ‘forsaken to manage on their own’, their self-image was vulnerable. Schools should provide opportunities for the teachers to manage the transition effectively by creating a cooperative environment within the school and establishing organisational practices.
{"title":"At School: Second Career English Teachers’ Socialisation Experiences","authors":"S. Leshem, Rivi Carmel, Merav Badash, Beverley Topaz","doi":"10.7459/ept/45012023_03","DOIUrl":"https://doi.org/10.7459/ept/45012023_03","url":null,"abstract":"The article examines the second career teachers (SCTs) socialisation into school culture through three theoretical lenses: Bronfenbrenner’s ecological framework of human development, to identify the different environments within school culture that play a role in SCTs perceptions\u0000 of their socialisation, Lave and Wenger’s theory of Legitimate Peripheral Participation and Bridge’s Transition Model (Bridges, 1991; Bridges & Mitchell, 2000) to characterize the modes of transition teachers face. This is likely to guide school administrators to view SCTs\u0000 as a unique group of teachers whose starting point is different from the other novice teachers, due to the knowledge capital they bring with them to the socialisation process. It is argued that school management need to be aware of the fragile ‘transition’ phase of the novice SCTs.\u0000 For some teachers who lack the agency to take initiatives and act proactively, this might be a trying phase of sink or swim. In schools where the interpersonal relationships within the ecological culture of the school were supportive, teachers felt more confident to socialise, while in schools\u0000 where teachers felt lonely and ‘forsaken to manage on their own’, their self-image was vulnerable. Schools should provide opportunities for the teachers to manage the transition effectively by creating a cooperative environment within the school and establishing organisational\u0000 practices.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47103585","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 attempted to explore the impact of New Public Management policies on the selection process of the educational executives in Greece, in the 1981-2020 period. For this purpose, primary and secondary sources were examined, i.e.: institutional and legislative texts issued by the Greek Department of Education during that period as well as the relevant literature on the topic. Data analysis revealed that during the first two decades the selection policies and practices for the educational executives’ post had constantly focused on the teaching experience as the main asset for the candidate teachers. The advent of the new millennium coincided with a shift in the country’s educational administration system. In particular, the selection criteria were enriched being complemented with the scientific knowledge and the managerial skills along with teachers’ academic qualifications, professional development, and their lifelong learning experiences. In this way, the Greek state appeared to follow the international trends and to adopt specific elements ascribed to the New Public Management approach. In conclusion, the New Managerialism challenges on the educational administration in Greece unveiled invisible aspects of the current transformation taking place in the public sector, which unavoidably drove to major configurations or even reversed the status quo of the bureaucratically organized educational systems.
{"title":"New Managerialism: The Educational Executives’ Selection Policies in the Educational Administration in Greece","authors":"V. Andrikopoulos, A. Ifanti","doi":"10.7459/ept/44.2.07","DOIUrl":"https://doi.org/10.7459/ept/44.2.07","url":null,"abstract":"This study attempted to explore the impact of New Public Management policies on the selection process of the educational executives in Greece, in the 1981-2020 period. For this purpose, primary and secondary sources were examined, i.e.: institutional and legislative texts issued by\u0000 the Greek Department of Education during that period as well as the relevant literature on the topic. Data analysis revealed that during the first two decades the selection policies and practices for the educational executives’ post had constantly focused on the teaching experience as\u0000 the main asset for the candidate teachers. The advent of the new millennium coincided with a shift in the country’s educational administration system. In particular, the selection criteria were enriched being complemented with the scientific knowledge and the managerial skills along\u0000 with teachers’ academic qualifications, professional development, and their lifelong learning experiences. In this way, the Greek state appeared to follow the international trends and to adopt specific elements ascribed to the New Public Management approach. In conclusion, the New Managerialism\u0000 challenges on the educational administration in Greece unveiled invisible aspects of the current transformation taking place in the public sector, which unavoidably drove to major configurations or even reversed the status quo of the bureaucratically organized educational systems.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46204528","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}
Dominant research streams in management conclude that knowledge transfer between managers and associated patient groups is accomplished through compatible instructions and/or socially assembled practices. Underlying these views is the belief that any texts and practices carry with them the codes necessary for their decoding and, therefore, enable an unproblematic knowledge transfer to naturally occur. The research asked if this relationship could be improved from both a personal and organisational perspective by developing a better understanding of the various knowledge transfer mechanisms at work. These findings show that in an organisational context, different perspectives to knowledge must be comprehensively understood before any technique to reduce transfer anomalies is introduced within an environment.
{"title":"Investigating the Quality of Knowledge Transfer","authors":"M. Fascia, B. Mcintosh, Ellie Koseda","doi":"10.7459/ept/44.2.03","DOIUrl":"https://doi.org/10.7459/ept/44.2.03","url":null,"abstract":"Dominant research streams in management conclude that knowledge transfer between managers and associated patient groups is accomplished through compatible instructions and/or socially assembled practices. Underlying these views is the belief that any texts and practices carry with them\u0000 the codes necessary for their decoding and, therefore, enable an unproblematic knowledge transfer to naturally occur. The research asked if this relationship could be improved from both a personal and organisational perspective by developing a better understanding of the various knowledge\u0000 transfer mechanisms at work. These findings show that in an organisational context, different perspectives to knowledge must be comprehensively understood before any technique to reduce transfer anomalies is introduced within an environment.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43180439","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 article is a review of the Self-determination theory (SDT) of Motivation. The theory identifies motivation as a continuum ranging from amotivation to extrinsic motivation and finally to intrinsic motivation (Ryan & Deci, 2000). Intrinsic motivation, thought of as the highest form of motivation satisfying the innate psychological needs for competence, autonomy, and relatedness. These psychological needs are given as a prototype of self-determined behavior and activity. The theory suggests that extrinsic motivated behaviors can vary in the extent to which they represent Self-determination, ranging from the lowest type of external regulation motivation to the highest type of integrated motivation. In this review I wish to present the SDT theory of motivation and to argue that intrinsic and extrinsic motivation must be reconsidered. Although I acknowledge the positive effects of intrinsic motivation I urge educators and researchers to consider the benefits of extrinsic motivation. I critically examine the evidence for and against the model, discuss its limitations, and identify critical gaps for future research.
{"title":"Revisiting the Self-Determination Theory-Motivating the Unmotivated","authors":"E. Luria","doi":"10.7459/ept/44.2.02","DOIUrl":"https://doi.org/10.7459/ept/44.2.02","url":null,"abstract":"This article is a review of the Self-determination theory (SDT) of Motivation. The theory identifies motivation as a continuum ranging from amotivation to extrinsic motivation and finally to intrinsic motivation (Ryan & Deci, 2000). Intrinsic motivation, thought of as the highest\u0000 form of motivation satisfying the innate psychological needs for competence, autonomy, and relatedness. These psychological needs are given as a prototype of self-determined behavior and activity. The theory suggests that extrinsic motivated behaviors can vary in the extent to which they represent\u0000 Self-determination, ranging from the lowest type of external regulation motivation to the highest type of integrated motivation. In this review I wish to present the SDT theory of motivation and to argue that intrinsic and extrinsic motivation must be reconsidered. Although I acknowledge the\u0000 positive effects of intrinsic motivation I urge educators and researchers to consider the benefits of extrinsic motivation. I critically examine the evidence for and against the model, discuss its limitations, and identify critical gaps for future research.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47551438","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 article presents an analysis of critical thinking development at higher educational institutions in Ukraine as a part of a quality education. The application of Paulo Freire’s ideas in this process is of vital importance for education. This article has provided the results of pretests and post-tests in Lviv National Agrarian University and Ivan Franko National University of Lviv. The article has considered the three stages, namely evocation, realization of meaning, and reflection usen the English class of the fourth year students enrolled in the course ‘Agro-engineering’. The implementation of critical thinking in regulatory and legislative framework demonstrate a real positive impact in Ukrainian educational system.
{"title":"The Development of Critical Thinking in Ukrainian Educational System using Paulo Freire’s Ideas","authors":"I. Turchyn, Nadiia Smolikevych, N. Zayachkivska","doi":"10.7459/ept/44.2.04","DOIUrl":"https://doi.org/10.7459/ept/44.2.04","url":null,"abstract":"The article presents an analysis of critical thinking development at higher educational institutions in Ukraine as a part of a quality education. The application of Paulo Freire’s ideas in this process is of vital importance for education. This article has provided the results\u0000 of pretests and post-tests in Lviv National Agrarian University and Ivan Franko National University of Lviv. The article has considered the three stages, namely evocation, realization of meaning, and reflection usen the English class of the fourth year students enrolled in the course ‘Agro-engineering’.\u0000 The implementation of critical thinking in regulatory and legislative framework demonstrate a real positive impact in Ukrainian educational system.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42890610","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}
BackgroundIn an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children’s educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to deepen our understanding regarding the way teachers experience working with parents in planning the IEP. Method: Semi-structured interviews (18 teachers) using a three-question research protocol, later thematically analyzed. Findings: teachers value parents’ input, however acknowledge difficulties relating to parents’ potential under- or over-Involvement. DiscussionDifficulties mentioned by teachers, possibly explain the obstacles they experience in their collaboration with parents during the IEP planning and implementation.
{"title":"The Individualized Education Program: Do Teachers and Parents Collaborate?","authors":"A. Dor","doi":"10.7459/ept/44.2.05","DOIUrl":"https://doi.org/10.7459/ept/44.2.05","url":null,"abstract":"BackgroundIn an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children’s educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to\u0000 deepen our understanding regarding the way teachers experience working with parents in planning the IEP. Method: Semi-structured interviews (18 teachers) using a three-question research protocol, later thematically analyzed. Findings: teachers value parents’ input, however acknowledge\u0000 difficulties relating to parents’ potential under- or over-Involvement. DiscussionDifficulties mentioned by teachers, possibly explain the obstacles they experience in their collaboration with parents during the IEP planning and implementation.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45903496","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 investigated challenges faced by teachers when teaching by using a language unfamiliar to pupils in rural lower primary classes in Tanzania. The study employed a qualitative research approach and a case study design. Interview and observation methods were employed to obtain the data. The study involved 58 participants of which 8 were teachers (three heads of schools, two standard one teachers and three pre-primary teachers), and 50 were standard one pupils. We found out that pupils use their ethnic languages in daily communication while teachers do not have knowledge and skills to teach by using the ethnic language of the community, a language usually unfamiliar to them. The study revealed the massive use of local languages and few fluent speakers of Kiswahili in the local community. There were few games for children to play in which they could improve their skills in Kiswahili, the language of instruction in primary schools. There was a failure among the teachers to manage the time and to follow the syllabus. Pupils failed to express themselves in Kiswahili. They used only ethnic languages at home. Teachers who were teaching by using Kiswahili as a medium of instruction a language unfamiliar to pupils saw this as a great challenge. We concluded that using Kiswahili as medium of instructions in lower primary classes in rural areas leaves a lot to be desired. There is a need to standardize, promote and enhance the unveiled pedagogical strategies and challenges across rural schools.
{"title":"Difficulties Teachers Face When Using an Unfamiliar Language in Rural Lower Primary Classes in Tanzania","authors":"Riziki Charles Nkwiga, Birgit Brock-utne","doi":"10.7459/ept/44.2.06","DOIUrl":"https://doi.org/10.7459/ept/44.2.06","url":null,"abstract":"This study investigated challenges faced by teachers when teaching by using a language unfamiliar to pupils in rural lower primary classes in Tanzania. The study employed a qualitative research approach and a case study design. Interview and observation methods were employed to obtain\u0000 the data. The study involved 58 participants of which 8 were teachers (three heads of schools, two standard one teachers and three pre-primary teachers), and 50 were standard one pupils. We found out that pupils use their ethnic languages in daily communication while teachers do not have knowledge\u0000 and skills to teach by using the ethnic language of the community, a language usually unfamiliar to them. The study revealed the massive use of local languages and few fluent speakers of Kiswahili in the local community. There were few games for children to play in which they could improve\u0000 their skills in Kiswahili, the language of instruction in primary schools. There was a failure among the teachers to manage the time and to follow the syllabus. Pupils failed to express themselves in Kiswahili. They used only ethnic languages at home. Teachers who were teaching by using Kiswahili\u0000 as a medium of instruction a language unfamiliar to pupils saw this as a great challenge. We concluded that using Kiswahili as medium of instructions in lower primary classes in rural areas leaves a lot to be desired. There is a need to standardize, promote and enhance the unveiled pedagogical\u0000 strategies and challenges across rural schools.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44496744","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}
Multi-tiered Systems of Support (MTSS) are widely implemented throughout the U.S., and according to the literature, school counselors are one school-based staff member who supports and even leads MTSS implementation, along with other school-based staff. At the same time, there exists limited research examining school counselors’ leadership roles in MTSS. In this study, researchers conducted an exploratory phenomenological investigation to learn of school counselors’ leadership experiences in MTSS (N = 10). According to the results, school counselors reported (a) commonalities between school counseling and MTSS, and (b) benefits and challenges of their MTSS leadership roles.
{"title":"School Counselors’ Leadership Experiences in Multi-tiered Systems of Support: A Phenomenological Investigation","authors":"Emily C. Goodman-Scott, Jolie Ziomek-Daigle","doi":"10.7459/ept/44.1.06","DOIUrl":"https://doi.org/10.7459/ept/44.1.06","url":null,"abstract":"Multi-tiered Systems of Support (MTSS) are widely implemented throughout the U.S., and according to the literature, school counselors are one school-based staff member who supports and even leads MTSS implementation, along with other school-based staff. At the same time, there exists\u0000 limited research examining school counselors’ leadership roles in MTSS. In this study, researchers conducted an exploratory phenomenological investigation to learn of school counselors’ leadership experiences in MTSS (N = 10). According to the results, school counselors\u0000 reported (a) commonalities between school counseling and MTSS, and (b) benefits and challenges of their MTSS leadership roles.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43624217","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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