{"title":"Interprofessional Collaboration to Develop the Professional Identity of Future Special Education Teachers and Future Social Workers","authors":"Marie-Pierre Baron, Nathalie Sasseville, Catherine Vachon","doi":"10.18848/2327-011x/cgp/v17i01/59-70","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v17i01/59-70","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567420","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 : 2022-01-01DOI: 10.18848/2327-011x/cgp/v17i02/37-50
Jijo Varghese, M. A. Musthafa
{"title":"From Multiple Intelligences to Contextualized Multiple Intelligences: A New Psychological Paradigm for Higher Education Pedagogy in South Asian Countries","authors":"Jijo Varghese, M. A. Musthafa","doi":"10.18848/2327-011x/cgp/v17i02/37-50","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v17i02/37-50","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567858","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 : 2022-01-01DOI: 10.18848/2327-011x/cgp/v17i01/71-84
Y. E. Riany, Rini Saadatunnisa
{"title":"Adolescent Character Strengths: Associations with Parental Attachment and Internet Addiction","authors":"Y. E. Riany, Rini Saadatunnisa","doi":"10.18848/2327-011x/cgp/v17i01/71-84","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v17i01/71-84","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567493","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 : 2022-01-01DOI: 10.18848/2327-011x/cgp/v17i01/105-114
Lizhu Davis
{"title":"Exploring the Role of Academic Libraries in Fashion Education","authors":"Lizhu Davis","doi":"10.18848/2327-011x/cgp/v17i01/105-114","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v17i01/105-114","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567299","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 : 2022-01-01DOI: 10.18848/2327-011x/cgp/v17i01/115-135
L. Akah, Agnes James Ekpo, Valentine Joseph Owan
This study analysed the monitoring and evaluation of HIV/AIDS prevention programmes in the Southern Senatorial District of Cross River State, Nigeria. The study considered different levels of care/support and tested for locational variations in the monitoring/evaluation of HIV/AIDs prevention programmes. A descriptive survey design was utilised. This study covered 596 public health employees (doctors, nurses, pharmacists, and laboratory employees) in the study area. Using the proportional stratified random sampling procedure, a sample of 239 respondents was chosen. Data was collected using a questionnaire constructed by the researchers and validated by specialists. Data gathered were analysed using descriptive and inferential statistics. Results indicated that HIV/AIDs programmes had been successfully monitored/evaluated to a high extent. High success rates in the monitoring/evaluation of HIV/AIDs prevention programmes are attributable to high rates of care/support provided to people living with HIV/AIDs. There was a significant variation in the monitoring/evaluation of HIV/AIDs prevention programmes based on the location of health facilities, with higher rates recorded for urban areas. Based on the findings, it was concluded that the monitoring/evaluation of HIV/AIDs prevention programmes in the Southern Senatorial District of Cross River State had recorded a significant level of success. The study recommended, among others, that there should be even distribution of medical facilities, resources and personnel to both urban and rural areas to promote equity and access to materials needed to contain or mitigate the spread of the pandemic across all locations.
{"title":"Care/Support, Location, and the Monitoring/Evaluation of HIV/AIDs Prevention Programs: The Case of Southern Senatorial District of Cross River State, Nigeria","authors":"L. Akah, Agnes James Ekpo, Valentine Joseph Owan","doi":"10.18848/2327-011x/cgp/v17i01/115-135","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v17i01/115-135","url":null,"abstract":"This study analysed the monitoring and evaluation of HIV/AIDS prevention programmes in the Southern Senatorial District of Cross River State, Nigeria. The study considered different levels of care/support and tested for locational variations in the monitoring/evaluation of HIV/AIDs prevention programmes. A descriptive survey design was utilised. This study covered 596 public health employees (doctors, nurses, pharmacists, and laboratory employees) in the study area. Using the proportional stratified random sampling procedure, a sample of 239 respondents was chosen. Data was collected using a questionnaire constructed by the researchers and validated by specialists. Data gathered were analysed using descriptive and inferential statistics. Results indicated that HIV/AIDs programmes had been successfully monitored/evaluated to a high extent. High success rates in the monitoring/evaluation of HIV/AIDs prevention programmes are attributable to high rates of care/support provided to people living with HIV/AIDs. There was a significant variation in the monitoring/evaluation of HIV/AIDs prevention programmes based on the location of health facilities, with higher rates recorded for urban areas. Based on the findings, it was concluded that the monitoring/evaluation of HIV/AIDs prevention programmes in the Southern Senatorial District of Cross River State had recorded a significant level of success. The study recommended, among others, that there should be even distribution of medical facilities, resources and personnel to both urban and rural areas to promote equity and access to materials needed to contain or mitigate the spread of the pandemic across all locations.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567466","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 : 2022-01-01DOI: 10.18848/2327-011x/cgp/v17i02/1-17
V. Ubbes, J. Ausherman
{"title":"Oral-Language Development in University Classrooms: Building Health Communication through a Constructivist Theoretical Framework","authors":"V. Ubbes, J. Ausherman","doi":"10.18848/2327-011x/cgp/v17i02/1-17","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v17i02/1-17","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567677","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 : 2021-12-21DOI: 10.53935/2641-533x.v4i4.165
I. F. Dias, Christane Bellucci
Engagement of students and the learning process in the classroom has become one of the significant challenges that higher education (HE) institutions face in the era of the Covid-19 pandemic, with classes running in the virtual environment. One of the approaches that can be used to understand student behaviours and their social interactions is the community of practice (CoPs) as a construct that can be strategic to connect classes representatives, college's objectives and the student's behaviour. The class representatives can play a diverse role, from helping the tutors motivate the students on their learning process to acting as a central and essential communication channel between the students and the academic coordinators. Yet, little is known about the role of these students as a strategy to tackle such problems increased with online classes. This study investigates the impact of class representatives on students' behaviour in the sense of their engagement and learning in virtual classes context post the Covid-19 pandemic. This is a conceptual paper to bridge the mentioned theories, link work across disciplines, provide multi-level insights, and broaden the scope of thinking. The theoretical findings show that class representatives can play a relevant role by increasing engagement and facilitating the students' learning. The results can help HE institutions to develop policies and practices to be more competitive and move forward. This study advances the emergent research efforts to respond to the challenges arising from the Covid-19 pandemic.
{"title":"Class Representatives and Students’ Behaviour: An Overview at the Post-Covid-19 Pandemic in the Perspective of the Community of Practice","authors":"I. F. Dias, Christane Bellucci","doi":"10.53935/2641-533x.v4i4.165","DOIUrl":"https://doi.org/10.53935/2641-533x.v4i4.165","url":null,"abstract":"Engagement of students and the learning process in the classroom has become one of the significant challenges that higher education (HE) institutions face in the era of the Covid-19 pandemic, with classes running in the virtual environment. One of the approaches that can be used to understand student behaviours and their social interactions is the community of practice (CoPs) as a construct that can be strategic to connect classes representatives, college's objectives and the student's behaviour. The class representatives can play a diverse role, from helping the tutors motivate the students on their learning process to acting as a central and essential communication channel between the students and the academic coordinators. Yet, little is known about the role of these students as a strategy to tackle such problems increased with online classes. This study investigates the impact of class representatives on students' behaviour in the sense of their engagement and learning in virtual classes context post the Covid-19 pandemic. This is a conceptual paper to bridge the mentioned theories, link work across disciplines, provide multi-level insights, and broaden the scope of thinking. The theoretical findings show that class representatives can play a relevant role by increasing engagement and facilitating the students' learning. The results can help HE institutions to develop policies and practices to be more competitive and move forward. This study advances the emergent research efforts to respond to the challenges arising from the Covid-19 pandemic.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78340915","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 : 2021-12-21DOI: 10.53935/2641-533x.v4i4.168
M. Cahapay, M. G. P. Labrador
The aim of this paper is to describe the barriers and enablers in emergency remote education from the views of language teachers amid COVID-19 pandemic. It involved eleven purposively sampled high school English language teachers in the Philippines during the school year 2021-2022. The qualitative data were processed using thematic analysis technique. The results revealed two superordinate themes: 1.) barriers of emergency remote English language education and 2.) enablers of emergency remote English language education. Under the first superordinate theme, barriers of remote emergency education, three subordinate themes emerged: 1.1.) problems in internet connection and materials; 1.2.) unfamiliarity with remote instructional design; and 1.3.) lack of skills in using remote technologies. Furthermore, under the second superordinate theme, enablers of remote emergency education, three subordinate themes were revealed: 2.1.) self-learning in using technology; 2.2.) instructional accommodations; and 2.3.) school and community support. These study outcomes provide practical insights that shape emergency remote education amid the current novel crisis. The barriers should be addressed, and the enablers should be cultivated, so that a successful remote English language education can be attained.
{"title":"Barriers and Enablers of Emergency Remote Education amid COVID-19 Pandemic: Perspectives of English Language Teachers","authors":"M. Cahapay, M. G. P. Labrador","doi":"10.53935/2641-533x.v4i4.168","DOIUrl":"https://doi.org/10.53935/2641-533x.v4i4.168","url":null,"abstract":"The aim of this paper is to describe the barriers and enablers in emergency remote education from the views of language teachers amid COVID-19 pandemic. It involved eleven purposively sampled high school English language teachers in the Philippines during the school year 2021-2022. The qualitative data were processed using thematic analysis technique. The results revealed two superordinate themes: 1.) barriers of emergency remote English language education and 2.) enablers of emergency remote English language education. Under the first superordinate theme, barriers of remote emergency education, three subordinate themes emerged: 1.1.) problems in internet connection and materials; 1.2.) unfamiliarity with remote instructional design; and 1.3.) lack of skills in using remote technologies. Furthermore, under the second superordinate theme, enablers of remote emergency education, three subordinate themes were revealed: 2.1.) self-learning in using technology; 2.2.) instructional accommodations; and 2.3.) school and community support. These study outcomes provide practical insights that shape emergency remote education amid the current novel crisis. The barriers should be addressed, and the enablers should be cultivated, so that a successful remote English language education can be attained.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89855237","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 : 2021-12-21DOI: 10.53935/2641-533x.v4i4.167
Murana Muniru Oladayo
The strategic place of English language in national development and mutual co-existence of Nigerians is not debatable. English has become a foreign national language to which the destiny of Nigeria is inextricably tied. The teaching of English at all levels of education in Nigeria is bedeviled with certain debilitating challenges. This paper examines some of the challenges of teaching and learning English in public secondary schools in Nigeria. It identifies such problems as poor quality of pupils admitted to secondary school, incompetent teachers of English, poor methodology and lack of motivation among others. The paper concludes that effective teaching of English language is a sine qua non for meaningful development in Nigeria and emphasizes the need for collective efforts in this direction. It recommends better training and retraining of teachers through continuing professional development practices and better commitment on the part of the government to the course of English studies in schools in Nigeria.
{"title":"The Challenges of Effective Teaching and Learning of English in Public Secondary Schools in Nigeria","authors":"Murana Muniru Oladayo","doi":"10.53935/2641-533x.v4i4.167","DOIUrl":"https://doi.org/10.53935/2641-533x.v4i4.167","url":null,"abstract":"The strategic place of English language in national development and mutual co-existence of Nigerians is not debatable. English has become a foreign national language to which the destiny of Nigeria is inextricably tied. The teaching of English at all levels of education in Nigeria is bedeviled with certain debilitating challenges. This paper examines some of the challenges of teaching and learning English in public secondary schools in Nigeria. It identifies such problems as poor quality of pupils admitted to secondary school, incompetent teachers of English, poor methodology and lack of motivation among others. The paper concludes that effective teaching of English language is a sine qua non for meaningful development in Nigeria and emphasizes the need for collective efforts in this direction. It recommends better training and retraining of teachers through continuing professional development practices and better commitment on the part of the government to the course of English studies in schools in Nigeria.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84209237","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 : 2021-12-21DOI: 10.53935/2641-533x.v4i4.166
M. Cahapay
There is a noticeable under-representation of the male gender particularly in the field of elementary teacher education. The main aim of this paper is to understand the lived experience of male college students aspiring to become professional elementary teachers. As phenomenological research, it involved six purposively selected male students enrolled in a predominantly female elementary teacher education program in a Philippine university. The data were gathered through online interviews and analyzed based on a phenomenological analysis framework. The following themes emerged: 1.) We hear discouraging stereotypes about teaching; 2.) We are passionate about educating the young ones; 3.) We feel that awkward moment in a room of females; and 4.) We have an inclusive learning environment. These themes are based on the individual textural and structural descriptions and form the basis for the composite textural and structural descriptions of the phenomenon of interest. This paper confirms the experiences encountered by males in the formal teaching career stage as relative to experiences received by males in the early stage of the teacher preparation. It also identifies factors that encourage males to enter elementary teacher education as a field of study, providing practical insights for designing a more inclusive program.
{"title":"Thorns amongst Roses? Lived Experience of Philippine Male College Students Aspiring to Become Professional Elementary Teachers","authors":"M. Cahapay","doi":"10.53935/2641-533x.v4i4.166","DOIUrl":"https://doi.org/10.53935/2641-533x.v4i4.166","url":null,"abstract":"There is a noticeable under-representation of the male gender particularly in the field of elementary teacher education. The main aim of this paper is to understand the lived experience of male college students aspiring to become professional elementary teachers. As phenomenological research, it involved six purposively selected male students enrolled in a predominantly female elementary teacher education program in a Philippine university. The data were gathered through online interviews and analyzed based on a phenomenological analysis framework. The following themes emerged: 1.) We hear discouraging stereotypes about teaching; 2.) We are passionate about educating the young ones; 3.) We feel that awkward moment in a room of females; and 4.) We have an inclusive learning environment. These themes are based on the individual textural and structural descriptions and form the basis for the composite textural and structural descriptions of the phenomenon of interest. This paper confirms the experiences encountered by males in the formal teaching career stage as relative to experiences received by males in the early stage of the teacher preparation. It also identifies factors that encourage males to enter elementary teacher education as a field of study, providing practical insights for designing a more inclusive program.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73345399","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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