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How PBIS Instructional Strategies Can Influence Student Engagement PBIS教学策略如何影响学生参与
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.11648/j.edu.20221103.12
K. Tucker, Sunddip Panesar-Aguilar, Jamie Jones
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引用次数: 0
Study and Analysis of COVID-19 Impacts on the Performance of College Students and Courses 新冠肺炎疫情对大学生学习成绩和课程影响的研究与分析
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.31058/j.edu.2022.51002
Dhanasekar Natarajan
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引用次数: 0
Character Education Oriented Discovery Model in Description Text Learning in Smp/Mts 面向字符教育的Smp/Mts描述文本学习的发现模型
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.11648/j.edu.20221103.16
Lu Syaifuddin, Suherli Kusmana, S. Jaja
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引用次数: 0
Adjusting to COVID-19 on Campus for Safety Stay: A case of Seventh Day Adventist (S. D. A) Final Year College of Education Students 适应COVID-19校园安全逗留:基督复临安息日会(s.d.a)教育学院最后一年学生的案例
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.31058/j.edu.2022.51015
Rose Agyei
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引用次数: 0
Teacher Trainees Cognition of Information and Communication Technology (ICT) in the Colleges of Education in Ghana 加纳教育学院见习教师对信息通信技术的认知
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.31058/j.edu.2022.51013
Justice Kwame Wireko Ampem
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引用次数: 0
Talking about the Management of Higher Education Under the Concept of Innovative Education 论创新教育理念下的高等教育管理
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.31058/j.edu.2022.52009
Zhijie Zhao
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引用次数: 0
Impoliteness in Chinese Talk Show 中国谈话节目中的不礼貌行为
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.31058/j.edu.2022.52017
Xiao Li
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引用次数: 0
Household Conditions on Academic Performance of Junior High School Students in Ghana 加纳初中生学业成绩的家庭条件
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.31058/j.edu.2022.51020
Joseph Mfum-Appiah
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引用次数: 0
High School Students’ Perceptions Towards EFL Teachers’ Differentiated Instructional Practices at Higher 23 Secondary School, Addis Ababa, Ethiopia 埃塞俄比亚亚的斯亚贝巴高等23中学中学生对英语教师差异化教学实践的观感
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.11648/j.edu.20221102.14
Yirgalem Girma Melka, Italo Beriso Jatta
: Teachers do have a common responsibility and/or goal of meeting the diverse learning needs of all students with different readiness levels (current knowledge, skills, or performance) that likely affects their learning. This can be achieved through a differentiated instructional approach due to its potential benefits in promoting learning for all. However, the students’ perceptions towards their teachers’ efforts in differentiated instructional practices remained unknown in Ethiopia, especially at high school levels as the very few local studies focused on the teachers’ perspective, missing students’ voices that may likely affect learning. Thus, the purpose of the current study was to assess and describe students’ perceptions towards the EFL teachers’ efforts in facilitating learning for all making use of differentiated instructions. The study adopted a descriptive research design. To achieve this purpose, 120 grade 12 students were randomly selected to fill a five-point liker scale questionnaire designed to elicit data about their EFL teachers’ instructional practices in maximizing learning for all through DI. 114 of them with 95% response rate fully completed and returned the questionnaires. The data was then entered into the SPSS software version 24 and analyzed quantitatively using descriptive statistics (mean values emphasized). The study found that the great majority of the students reported their EFL teachers are predominantly following the one-size-fits-all mode of teaching that no longer sufficiently meet the diverse needs of students in the contemporary classrooms’ situations. Thus, it was concluded that, overall, the high school students had unfavorable perceptions towards the EFL teachers efforts in differentiate instructions in promoting learning for all students. Accordingly, it was suggested that EFL teachers should get awareness training to integrate differentiated instructions into the regular EFL classes so that they will be able to promote learning for all using differentiated instructional strategies.
教师确实有共同的责任和/或目标,以满足所有可能影响他们学习的不同准备水平(当前知识、技能或表现)的学生的不同学习需求。这可以通过差异化的教学方法来实现,因为它在促进全民学习方面有潜在的好处。然而,在埃塞俄比亚,学生对教师在差异化教学实践中所做努力的看法仍然未知,特别是在高中阶段,因为很少有当地研究关注教师的观点,而忽略了可能影响学习的学生的声音。因此,本研究的目的是评估和描述学生对英语教师使用差异化教学促进所有人学习的努力的看法。本研究采用描述性研究设计。为了达到这一目的,我们随机选择了120名12年级的学生来填写一份5分制的问卷,该问卷旨在获得他们的英语教师在通过DI最大化全民学习方面的教学实践的数据。其中114人完整填写并交回问卷,回复率95%。然后将数据输入SPSS软件版本24,并使用描述性统计(强调平均值)进行定量分析。研究发现,绝大多数学生反映他们的英语教师主要采用“一刀切”的教学模式,这种模式已经不能充分满足当代课堂环境下学生的多样化需求。因此,总体而言,高中生对英语教师在促进全体学生学习方面的差异化教学的努力持不利看法。因此,建议英语教师应接受意识培训,将差异化教学融入到日常教学中,以便他们能够使用差异化教学策略促进全民学习。
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引用次数: 0
Computer Assisted Instruction (CAI) to Improve Students’ Performance in Social Studies lessons: A case of Bawku Senior High School in Ghana 计算机辅助教学(CAI)提高学生社会学习成绩:以加纳博库高中为例
IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.31058/j.edu.2022.51008
Yakubu Augustine
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引用次数: 0
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Christian Education Journal
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