When the COVID-19 pandemic outbreak threw the world into a public panic, teachers worldwide were challenged to adapt to a new pedagogical ecology as online delivery of classes was widely made a required necessity. This study explores how language teachers responded to the sudden disruption via improvisational endeavours during the first online semester and how their endeavours were influenced by various ecological factors beyond the online classroom. Data were collected using a survey and interviews with English as a Foreign Language (EFL) teachers from three universities in eastern coastal China. The results showed that the participants’ improvisation efforts featured limited preparation and creativity and a lukewarm willingness to try out new things while teaching from home. Ecological influences on the teachers’ improvisation efforts were identified as a multitude of institutional, daily contextual, sociocultural, and personal factors that interacted in complex, less predictable ways. In general, the diverse sources of influence exerted a mixed impact on individual teachers’ improvisation practices and performance. Sociocultural influence, in particular the “live-streaming star” meme, was found to be a unique source of inspiration and support. This exploratory study expands the research of improvisation in educational settings, which has largely been associated with pedagogical innovation to adapt to micro-level changes. In the emergency remote teaching scenario, innovative attempts made by individual teachers were subject to the meso-level and the macro-level ecological influences, which may overwhelm or deter practitioners. Apart from potential theoretical and pedagogical implications, the study offers insights into the nature and impact of crisis-prompted online teaching in and beyond the COVID-19 context.
{"title":"The Road to Becoming a “Live-Streaming Star”: Ecological Influences on Improvisation Efforts Among Teaching-from-Home Chinese English as a Foreign Language Teachers in the COVID-19 Outbreak","authors":"Ningyang Chen","doi":"10.37256/ser.4220233247","DOIUrl":"https://doi.org/10.37256/ser.4220233247","url":null,"abstract":"When the COVID-19 pandemic outbreak threw the world into a public panic, teachers worldwide were challenged to adapt to a new pedagogical ecology as online delivery of classes was widely made a required necessity. This study explores how language teachers responded to the sudden disruption via improvisational endeavours during the first online semester and how their endeavours were influenced by various ecological factors beyond the online classroom. Data were collected using a survey and interviews with English as a Foreign Language (EFL) teachers from three universities in eastern coastal China. The results showed that the participants’ improvisation efforts featured limited preparation and creativity and a lukewarm willingness to try out new things while teaching from home. Ecological influences on the teachers’ improvisation efforts were identified as a multitude of institutional, daily contextual, sociocultural, and personal factors that interacted in complex, less predictable ways. In general, the diverse sources of influence exerted a mixed impact on individual teachers’ improvisation practices and performance. Sociocultural influence, in particular the “live-streaming star” meme, was found to be a unique source of inspiration and support. This exploratory study expands the research of improvisation in educational settings, which has largely been associated with pedagogical innovation to adapt to micro-level changes. In the emergency remote teaching scenario, innovative attempts made by individual teachers were subject to the meso-level and the macro-level ecological influences, which may overwhelm or deter practitioners. Apart from potential theoretical and pedagogical implications, the study offers insights into the nature and impact of crisis-prompted online teaching in and beyond the COVID-19 context.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135551919","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}
Sunnie Lee Watson, William R. Watson, Wanju Huang, Shamila Janakiraman, Katie H. Dufault
This case study examines the self-reported attitudes of graduate students in an online instructional design master’s program regarding its use of digital badges to track and record students’ required professional competencies. The study sought to evaluate student attitudes towards the program and its use of badges. All enrolled students, approximately 300, were asked to complete a course improvement survey that included the Attitudinal Learning Inventory which measured their perceptions of how their attitudes changed toward the use of digital badges for competency-based education and what aspect of the course most impacted their attitudes. 211 students responded to the course improvement survey. 14 students, ranging from those who had completed the program to those who had only completed a single semester were also interviewed to gather richer data detailing their positive and negative experiences with demonstrating competence through the digital badge process. Results indicated that the students had positive attitudes regarding the use of digital badges across all components of their attitudes-cognitive, affective, behavioral, and social. Participants noted how the badges helped their learning and motivation while also identifying aspects of the program that worked best for them and areas which could be improved. Implications are that digital badges for tracking competencies can improve learning and motivation, but the implementation benefits from significant planning and process revision.
{"title":"Student Attitudes Toward Digital Badges for Instructional Design Competency-Based Education","authors":"Sunnie Lee Watson, William R. Watson, Wanju Huang, Shamila Janakiraman, Katie H. Dufault","doi":"10.37256/ser.4220233027","DOIUrl":"https://doi.org/10.37256/ser.4220233027","url":null,"abstract":"This case study examines the self-reported attitudes of graduate students in an online instructional design master’s program regarding its use of digital badges to track and record students’ required professional competencies. The study sought to evaluate student attitudes towards the program and its use of badges. All enrolled students, approximately 300, were asked to complete a course improvement survey that included the Attitudinal Learning Inventory which measured their perceptions of how their attitudes changed toward the use of digital badges for competency-based education and what aspect of the course most impacted their attitudes. 211 students responded to the course improvement survey. 14 students, ranging from those who had completed the program to those who had only completed a single semester were also interviewed to gather richer data detailing their positive and negative experiences with demonstrating competence through the digital badge process. Results indicated that the students had positive attitudes regarding the use of digital badges across all components of their attitudes-cognitive, affective, behavioral, and social. Participants noted how the badges helped their learning and motivation while also identifying aspects of the program that worked best for them and areas which could be improved. Implications are that digital badges for tracking competencies can improve learning and motivation, but the implementation benefits from significant planning and process revision.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135552655","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 contribution presents a conceptual-methodological framework to study mathematical practices from the instrumental aspect inherent to the activity of learning instrumented with Dynamic Geometry Systems (DGS) of a student at a secondary school [In Argentina, secondary education is compulsory training for young people from 12 to 17 years old]. This framework has a conceptualization of the mathematical practice with Dynamic Geometry Systems and a method to favour its operationalization. The framework has been built from diverse theoretical perspectives, in the environment of ergonomic approach of instrumental approximation in a didactical perspective and a qualitative methodology. The method to define the practice indicators that allow to identify it in the field is illustrated with parts of the results of the research in which it originated. One important implication of the framework is that it values, from a didactical perspective, the instrumental character of the activity of using Dynamic Geometry Systems in students that learn geometry, through a concrete definition of mathematical practices with Dynamic Geometry Systems and the operationalization of its analysis for a geometry content. This framework is an original contribution that refers to the knowledge about the existence of mathematical practices with Dynamic Geometry Systems about the content of school geometry.
{"title":"A Conceptual-Methodological Framework to Investigate the Mathematical Practices with DGS in Secondary Students","authors":"Carlos Roberto, Pérez Medina","doi":"10.37256/ser.4220231844","DOIUrl":"https://doi.org/10.37256/ser.4220231844","url":null,"abstract":"This contribution presents a conceptual-methodological framework to study mathematical practices from the instrumental aspect inherent to the activity of learning instrumented with Dynamic Geometry Systems (DGS) of a student at a secondary school [In Argentina, secondary education is compulsory training for young people from 12 to 17 years old]. This framework has a conceptualization of the mathematical practice with Dynamic Geometry Systems and a method to favour its operationalization. The framework has been built from diverse theoretical perspectives, in the environment of ergonomic approach of instrumental approximation in a didactical perspective and a qualitative methodology. The method to define the practice indicators that allow to identify it in the field is illustrated with parts of the results of the research in which it originated. One important implication of the framework is that it values, from a didactical perspective, the instrumental character of the activity of using Dynamic Geometry Systems in students that learn geometry, through a concrete definition of mathematical practices with Dynamic Geometry Systems and the operationalization of its analysis for a geometry content. This framework is an original contribution that refers to the knowledge about the existence of mathematical practices with Dynamic Geometry Systems about the content of school geometry.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"81 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77382395","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}
Mahamudu Sarah, Iddrisu Bariham, Joseph Yaw, Dwamena Quansah
Teachers' productivity and job performance in educational settings are significantly dictated by several factors, including the leadership styles employed by headteachers in the governance of schools. However, there is an ongoing debate among scholars in educational management as to which school governance style is the most effective and can facilitate high productivity among teachers. This research was therefore carried out to explore the effects of headteachers' leadership styles on the job performance of junior high school teachers in Sagnarigu Municipality in Ghana's Northern Region. The research adopted cross-sectional design informed by three research questions. Out of 82 schools, Yamane (1967) formula for sample size determination was used to randomly sample (N = 68 school heads) to complete a Questionnaire for Headteachers' Leadership Style (QHLS). Using Cronbach alpha formula, the reliability of the items on the questionnaire was validated. The Standardized Lesson Observation Scale (SLOS) was used to observe the instructional quality of 40 teachers. The study found excellent performance of teachers in quality lesson delivery with female teachers out-performing the males. Also, the sampled schools had more male teachers than females. The democratic leadership style was the most frequently used by headteachers with autocratic leadership approach being the least utilized. There was no statistically significant relationship between headteachers' leadership styles and job performance of teachers. The demographic characteristics of headteachers have no statistically significant influence on their leadership styles. The study recommends recruitment of more females as headteachers, capacity building for heads of schools, and periodic organization of Continuous Professional Development (CPD) programs.
{"title":"Impact of Headteachers' Leadership Styles on Teachers' Job Performance in Sagnarigu Municipality in Northern Region of Ghana","authors":"Mahamudu Sarah, Iddrisu Bariham, Joseph Yaw, Dwamena Quansah","doi":"10.37256/ser.4220232903","DOIUrl":"https://doi.org/10.37256/ser.4220232903","url":null,"abstract":"Teachers' productivity and job performance in educational settings are significantly dictated by several factors, including the leadership styles employed by headteachers in the governance of schools. However, there is an ongoing debate among scholars in educational management as to which school governance style is the most effective and can facilitate high productivity among teachers. This research was therefore carried out to explore the effects of headteachers' leadership styles on the job performance of junior high school teachers in Sagnarigu Municipality in Ghana's Northern Region. The research adopted cross-sectional design informed by three research questions. Out of 82 schools, Yamane (1967) formula for sample size determination was used to randomly sample (N = 68 school heads) to complete a Questionnaire for Headteachers' Leadership Style (QHLS). Using Cronbach alpha formula, the reliability of the items on the questionnaire was validated. The Standardized Lesson Observation Scale (SLOS) was used to observe the instructional quality of 40 teachers. The study found excellent performance of teachers in quality lesson delivery with female teachers out-performing the males. Also, the sampled schools had more male teachers than females. The democratic leadership style was the most frequently used by headteachers with autocratic leadership approach being the least utilized. There was no statistically significant relationship between headteachers' leadership styles and job performance of teachers. The demographic characteristics of headteachers have no statistically significant influence on their leadership styles. The study recommends recruitment of more females as headteachers, capacity building for heads of schools, and periodic organization of Continuous Professional Development (CPD) programs.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"4324 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73625402","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 the training and development needs of early childhood educators for effective instructional delivery in Awka South Local Government Area, Anambra State, Nigeria. Two hypotheses and three research questions guided the study. Data were collected using a questionnaire titled Training and Development Needs Scale (TDNS) was administered to 130 early childhood educators. The acquired data were examined at a significance level of 0.05 using the independent t-test statistic, mean, and standard deviation. Results indicated that early childhood educators needed training in managing the classroom and school to deliver education effectively. The study also showed that early childhood educators require support for practical workshops on contemporary pedagogies to provide teaching effectively. Consequently, education and training allow educators to give kids a top-notch education. As a result, it can be said that training and development empower educators to give kids a top-notch education. It was suggested that the government hold educator training programs regularly, among other things. Such programs must deal with the subject matter, the utilization of teaching aids, the planning, and delivery of lessons, classroom management, and student evaluation.
{"title":"Training and Development Needs of Early Childhood Educators for Effective Instructional Delivery in Awka-South Local Government Area, Anambra State Nigeria","authors":"Umeji Ifeoma Chinyere","doi":"10.37256/ser.4220232710","DOIUrl":"https://doi.org/10.37256/ser.4220232710","url":null,"abstract":"This study investigated the training and development needs of early childhood educators for effective instructional delivery in Awka South Local Government Area, Anambra State, Nigeria. Two hypotheses and three research questions guided the study. Data were collected using a questionnaire titled Training and Development Needs Scale (TDNS) was administered to 130 early childhood educators. The acquired data were examined at a significance level of 0.05 using the independent t-test statistic, mean, and standard deviation. Results indicated that early childhood educators needed training in managing the classroom and school to deliver education effectively. The study also showed that early childhood educators require support for practical workshops on contemporary pedagogies to provide teaching effectively. Consequently, education and training allow educators to give kids a top-notch education. As a result, it can be said that training and development empower educators to give kids a top-notch education. It was suggested that the government hold educator training programs regularly, among other things. Such programs must deal with the subject matter, the utilization of teaching aids, the planning, and delivery of lessons, classroom management, and student evaluation.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84255671","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}
Although the phenomenon of technology is gradually being integrated into tertiary education in Ghana, the perceptions of students to adopt and adapt to learning technologies for smooth integration of technology into academic programmes in public universities is an issue of concern. From the Constructivist and Positivist paradigm, this study adopted the quantitative approach and the purposive and quota sampling technique to solicit data from 1704 level 400 students in six (6) accredited public universities. Adopting the regression analyses approach with ten hypotheses tested the results were analyzed with PLS-SEM. The study found that the perceptions of students significantly impact the integration of technology. Indirectly, Students' Acceptance and Adjustment (AA) to use technology and Learning Management System (LMS) usage significantly mediates the relationship between the Perception of Students (PS) and the Integration of technology (IG). Furthermore, students' acceptance and adjustment to adopt technology and the use of the LMS, are key predictors of the integration of technology, but Interactivity is a weak predictor of the integration of technology into academic programmes in the topmost public universities in Ghana.
{"title":"Perception of Students and the Mediating Effect of Acceptance, Interactivity and LMS on Integration of Technology in HEIs","authors":"Y. O. Gyau, S. Semarco","doi":"10.37256/ser.4220232499","DOIUrl":"https://doi.org/10.37256/ser.4220232499","url":null,"abstract":"Although the phenomenon of technology is gradually being integrated into tertiary education in Ghana, the perceptions of students to adopt and adapt to learning technologies for smooth integration of technology into academic programmes in public universities is an issue of concern. From the Constructivist and Positivist paradigm, this study adopted the quantitative approach and the purposive and quota sampling technique to solicit data from 1704 level 400 students in six (6) accredited public universities. Adopting the regression analyses approach with ten hypotheses tested the results were analyzed with PLS-SEM. The study found that the perceptions of students significantly impact the integration of technology. Indirectly, Students' Acceptance and Adjustment (AA) to use technology and Learning Management System (LMS) usage significantly mediates the relationship between the Perception of Students (PS) and the Integration of technology (IG). Furthermore, students' acceptance and adjustment to adopt technology and the use of the LMS, are key predictors of the integration of technology, but Interactivity is a weak predictor of the integration of technology into academic programmes in the topmost public universities in Ghana.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86865631","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 : 2023-06-30DOI: 10.37561/sse.2023.6.62.2.47
E. Jo
{"title":"A teacher\"s self-study on the practice of elementary school mock law making edcuaton","authors":"E. Jo","doi":"10.37561/sse.2023.6.62.2.47","DOIUrl":"https://doi.org/10.37561/sse.2023.6.62.2.47","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76597918","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 : 2023-06-30DOI: 10.37561/sse.2023.6.62.2.71
Wu An
{"title":"A Study on the Application of History Curriculum in the 2022 Curriculum High School Integrated Social Subjects","authors":"Wu An","doi":"10.37561/sse.2023.6.62.2.71","DOIUrl":"https://doi.org/10.37561/sse.2023.6.62.2.71","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89885767","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 : 2023-06-30DOI: 10.37561/sse.2023.6.62.2.5
Ki-dae Hong, yong-tack Sohn
{"title":"Internal Perspective on the Period of Turmoil during Late Joseon Era: Focusing on Maecheonyarok","authors":"Ki-dae Hong, yong-tack Sohn","doi":"10.37561/sse.2023.6.62.2.5","DOIUrl":"https://doi.org/10.37561/sse.2023.6.62.2.5","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87251203","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 : 2023-06-30DOI: 10.37561/sse.2023.6.62.2.113
Dongnyeok Han
{"title":"Exploring the possibility of applying social studies empathy-based classes to enhance multicultural acceptance of elementary school students","authors":"Dongnyeok Han","doi":"10.37561/sse.2023.6.62.2.113","DOIUrl":"https://doi.org/10.37561/sse.2023.6.62.2.113","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79095222","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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