In contemporary society, constant dynamic change presents a challenge that should be perceived as a determinant factor leading to progress. The aim of this study was to explore the extent to which educational practitioners in general education institutions in Latvia are prepared for change. Additionally, the study seeks to identify the main enabling factors and obstacles in implementing the “School as a Learning Organisation” (SLO) model in general education in Latvia. That was achieved through quantitative data analysis from various perspectives, such as comparing data based on the type and size of educational institutions, as well as the positions and seniority of employees. Research data were collected using a web-based survey designed and maintained through QuestionPro. The final analytic sample comprised 671 respondents from 62 general education institutions in Latvia. The research results revealed that educational practitioners in Latvia, including leading, teaching, and supporting staff from general education institutions, are open to changes, new practices, and innovations. However, there were exceptions influenced by the educational practitioners' seniority and position, institution size, and type. These factors could both positively and negatively predict employees' attitudes towards change. A positive attitude towards change among teaching staff is a crucial element for the successful implementation of educational reforms in Latvia, such as the adoption of the SLO model. To foster a positive organizational culture, school leaders must provide supportive and transformative leadership, which is crucial for employees' positive attitude towards change. Keywords: attitude towards change, influencing factors, general education, innovations in education, school as a learning organisation
{"title":"EDUCATIONAL PRACTITIONERS’ ATTITUDES TOWARDS CHANGE: CHALLENGES AND OPPORTUNITIES FOR IMPLEMENTING THE MODEL “SCHOOL AS A LEARNING ORGANISATION” IN GENERAL EDUCATION INSTITUTIONS IN LATVIA","authors":"Agnese Lastovska, Svetlana Surikova, Gunta Siliņa-Jasjukeviča, Inese Lūsēna-Ezera","doi":"10.33225/pec/23.81.647","DOIUrl":"https://doi.org/10.33225/pec/23.81.647","url":null,"abstract":"In contemporary society, constant dynamic change presents a challenge that should be perceived as a determinant factor leading to progress. The aim of this study was to explore the extent to which educational practitioners in general education institutions in Latvia are prepared for change. Additionally, the study seeks to identify the main enabling factors and obstacles in implementing the “School as a Learning Organisation” (SLO) model in general education in Latvia. That was achieved through quantitative data analysis from various perspectives, such as comparing data based on the type and size of educational institutions, as well as the positions and seniority of employees. Research data were collected using a web-based survey designed and maintained through QuestionPro. The final analytic sample comprised 671 respondents from 62 general education institutions in Latvia. The research results revealed that educational practitioners in Latvia, including leading, teaching, and supporting staff from general education institutions, are open to changes, new practices, and innovations. However, there were exceptions influenced by the educational practitioners' seniority and position, institution size, and type. These factors could both positively and negatively predict employees' attitudes towards change. A positive attitude towards change among teaching staff is a crucial element for the successful implementation of educational reforms in Latvia, such as the adoption of the SLO model. To foster a positive organizational culture, school leaders must provide supportive and transformative leadership, which is crucial for employees' positive attitude towards change. Keywords: attitude towards change, influencing factors, general education, innovations in education, school as a learning organisation","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167623","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}
Elena-Ancuța Santi, Gabriel Gorghiu, Costin Pribeanu
Self-efficacy is an important variable that explains students̕ behavior of engaging in school activities and persevering in the face of academic challenges. High confidence in personal competencies and in the ability to successfully accomplish a particular task or a certain goal, acts as a stimulating factor of mental resources (cognitive, affective, motivational, volitional), contributing to students̕ success. In an educational context, the development of self-efficacy can be both a means of facilitating high achievement, but also an end in itself, a prospective goal of education. Perceived self-efficacy plays a major role in understanding how students perceive and experience academic courses. This research aims to identify the extent to which perceived self-efficacy with the course influences students' satisfaction with the class as a prerequisite for learning and academic performance. A structural model was developed and tested on two samples of students enrolled in the Psychoeducational Training Program, to prepare for the teaching career. The research results show that there is a significant relationship between perceived self-efficacy with the course and satisfaction with the class. Understanding this relationship, several educational implications can be formulated for the development of students' academic self-efficacy; by recognizing the main indicators of low self-efficacy, teachers can implement specific strategies and interventions to optimize students' self-confidence and performance. Keywords: academic self-efficacy, computer self-efficacy, self-regulated learning, social self-efficacy
{"title":"PERCEIVED SELF-EFFICACY AND COURSE SATISFACTION IN STUDENTS PREPARING FOR TEACHING CAREERS","authors":"Elena-Ancuța Santi, Gabriel Gorghiu, Costin Pribeanu","doi":"10.33225/pec/23.81.687","DOIUrl":"https://doi.org/10.33225/pec/23.81.687","url":null,"abstract":"Self-efficacy is an important variable that explains students̕ behavior of engaging in school activities and persevering in the face of academic challenges. High confidence in personal competencies and in the ability to successfully accomplish a particular task or a certain goal, acts as a stimulating factor of mental resources (cognitive, affective, motivational, volitional), contributing to students̕ success. In an educational context, the development of self-efficacy can be both a means of facilitating high achievement, but also an end in itself, a prospective goal of education. Perceived self-efficacy plays a major role in understanding how students perceive and experience academic courses. This research aims to identify the extent to which perceived self-efficacy with the course influences students' satisfaction with the class as a prerequisite for learning and academic performance. A structural model was developed and tested on two samples of students enrolled in the Psychoeducational Training Program, to prepare for the teaching career. The research results show that there is a significant relationship between perceived self-efficacy with the course and satisfaction with the class. Understanding this relationship, several educational implications can be formulated for the development of students' academic self-efficacy; by recognizing the main indicators of low self-efficacy, teachers can implement specific strategies and interventions to optimize students' self-confidence and performance. Keywords: academic self-efficacy, computer self-efficacy, self-regulated learning, social self-efficacy","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168820","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}
Media education is an educational subject whose parent fields are not firmly defined. It is located at the intersection of subjects like pedagogy, media studies, film science, aesthetics, sociology, psychology and other humanities and social disciplines. The aim of the research was to determine the influence of various factors on the perception of media education among teachers. 600 teachers participated in the research, and the research tool was a self-designed questionnaire. It was divided into several parts, with the media part containing 12 items focused on the perception of education. The multiple regression model was used as the statistical method for the identification of significant factors. Also, Pearson’s correlation coefficient and a student t-test were used for the identification of a significant relationship and whether the use of different methods and forms had a significant effect on media education perception. The length of teaching experience, the benefits of media education in the areas of knowledge, abilities and skills, as well as the last variable – receptive circles, were shown to be significant factors. Higher implementation of media education into the school subjects would be beneficial for every participant of the teaching process. Keywords: teachers’ perception, media education, multiple regression model, quantitative approach
{"title":"THE INFLUENCE OF SELECTED FACTORS ON THE LOWER SECONDARY SCHOOL TEACHERS' PERCEPTION OF MEDIA EDUCATION","authors":"Dagmar Sochorova, Milan Kubiatko","doi":"10.33225/pec/23.81.702","DOIUrl":"https://doi.org/10.33225/pec/23.81.702","url":null,"abstract":"Media education is an educational subject whose parent fields are not firmly defined. It is located at the intersection of subjects like pedagogy, media studies, film science, aesthetics, sociology, psychology and other humanities and social disciplines. The aim of the research was to determine the influence of various factors on the perception of media education among teachers. 600 teachers participated in the research, and the research tool was a self-designed questionnaire. It was divided into several parts, with the media part containing 12 items focused on the perception of education. The multiple regression model was used as the statistical method for the identification of significant factors. Also, Pearson’s correlation coefficient and a student t-test were used for the identification of a significant relationship and whether the use of different methods and forms had a significant effect on media education perception. The length of teaching experience, the benefits of media education in the areas of knowledge, abilities and skills, as well as the last variable – receptive circles, were shown to be significant factors. Higher implementation of media education into the school subjects would be beneficial for every participant of the teaching process. Keywords: teachers’ perception, media education, multiple regression model, quantitative approach","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167622","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 aim of this research is to give an overview of the psycho-didactical model of Engineering Pedagogy, as the basis of effective STEAM (Science, Technology, Engineering, Arts (Design), Mathematics) teaching and instructional design. Attributes of engineering graduates and basic skills of 21st century graduates are presented. The competency model of Engineering Educators by the International Society for Engineering Pedagogy (IGIP) is introduced. Micro-credentials pedagogical continuing education programme for STEAM teachers and engineering educators is presented, ensuring the acquisition of competencies for effective STEAM teaching. Learning activity as a system with a large number of elements is introduced, which under certain conditions can also become subsystems, being interconnected, with integrative properties and with the function of achieving certain specific goals. A Psycho-Didactical Model of Engineering Pedagogy is introduced as the basis for a toolbox of effective teaching STEAM. Keywords: engineering pedagogy, STEAM didactics, competency model, micro-credentials programme, pedagogical training
{"title":"ENGINEERING PEDAGOGY AND ENGINEERING EDUCATORS’ COMPETENCY MODEL FOR EFFECTIVE TEACHING AND LEARNING STEAM","authors":"T. Rüütmann","doi":"10.33225/pec/23.81.531","DOIUrl":"https://doi.org/10.33225/pec/23.81.531","url":null,"abstract":"The aim of this research is to give an overview of the psycho-didactical model of Engineering Pedagogy, as the basis of effective STEAM (Science, Technology, Engineering, Arts (Design), Mathematics) teaching and instructional design. Attributes of engineering graduates and basic skills of 21st century graduates are presented. The competency model of Engineering Educators by the International Society for Engineering Pedagogy (IGIP) is introduced. Micro-credentials pedagogical continuing education programme for STEAM teachers and engineering educators is presented, ensuring the acquisition of competencies for effective STEAM teaching. Learning activity as a system with a large number of elements is introduced, which under certain conditions can also become subsystems, being interconnected, with integrative properties and with the function of achieving certain specific goals. A Psycho-Didactical Model of Engineering Pedagogy is introduced as the basis for a toolbox of effective teaching STEAM.\u0000Keywords: engineering pedagogy, STEAM didactics, competency model, micro-credentials programme, pedagogical training","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41682385","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 was conducted within the scope of the Positive Schools Project to shed light on teachers' perspectives on reflecting positive thinking in their own branches and practices in the teaching environment. Twenty-four teachers who received training within the scope of the project and agreed to participate in the study voluntarily were included in the study. Phenomenology was used as the research design. The content analysis was used to analyze the data obtained through interviews during the research process. Based on the results of the analyses performed, tables describing the themes, sub-themes, and codes were created, and explanations representing the views of the teachers were provided. The findings of the study revealed that teachers from all levels of education, from pre-school to upper secondary school, think that there is a need for activities on positive thinking and that they can transfer the understanding of positive thinking to their branches. When the views of teachers on the need for activities to be developed within the scope of positive thinking for their students were examined, the themes of difficulties in adaptation to school, the trauma process, and the need for effective communication-interaction emerged. Teachers suggested activities for self-awareness, unity awareness, and awareness of contribution within the scope of positive thinking in schools. In addition to the views of teachers on positive thinking, the study points to some negative situations that teachers have observed in their students. These negative situations include dysfunctional self-confidence, dissatisfaction with possessions, non-functional goals or goals for saving the day, and difficulties in purposeful planning. Keywords: positive thinking, positive schools, school adaptation, problems in education
{"title":"POSITIVE THINKING PRACTICES IN SCHOOLS","authors":"Ç. Gür, Başak Eser","doi":"10.33225/pec/23.81.462","DOIUrl":"https://doi.org/10.33225/pec/23.81.462","url":null,"abstract":"This study was conducted within the scope of the Positive Schools Project to shed light on teachers' perspectives on reflecting positive thinking in their own branches and practices in the teaching environment. Twenty-four teachers who received training within the scope of the project and agreed to participate in the study voluntarily were included in the study. Phenomenology was used as the research design. The content analysis was used to analyze the data obtained through interviews during the research process. Based on the results of the analyses performed, tables describing the themes, sub-themes, and codes were created, and explanations representing the views of the teachers were provided. The findings of the study revealed that teachers from all levels of education, from pre-school to upper secondary school, think that there is a need for activities on positive thinking and that they can transfer the understanding of positive thinking to their branches. When the views of teachers on the need for activities to be developed within the scope of positive thinking for their students were examined, the themes of difficulties in adaptation to school, the trauma process, and the need for effective communication-interaction emerged. Teachers suggested activities for self-awareness, unity awareness, and awareness of contribution within the scope of positive thinking in schools. In addition to the views of teachers on positive thinking, the study points to some negative situations that teachers have observed in their students. These negative situations include dysfunctional self-confidence, dissatisfaction with possessions, non-functional goals or goals for saving the day, and difficulties in purposeful planning. \u0000Keywords: positive thinking, positive schools, school adaptation, problems in education","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44617419","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}
It is crucial to examine the alignment of different exam results conducted by various organizations to improve the quality of assessment. The research used a document analysis method with recent, publicly available national and international reports addressing the research question. The following main question was examined through the document analysis: What exams have the highest correlation and are more trustworthy in Azerbaijan for short and long-term outcomes? The data were analyzed to discover any statistical comparisons of university admission exams with the 9th and 11th grade SEC exams, school grades, and other assessments. Research shows that the State Examination Center’s exams align with its own evaluations and international assessment (OECD). They can be considered methodologically rigorous, providing a more valid yardstick for measuring student knowledge and achievement. Overall, exams by the SEC had a high correlation coefficient compared to Higher Education Institutions’ assessments. As more and more international students want to pursue their education in Azerbaijan, these findings can be valuable for their decision-making and tertiary level. Keywords: educational evaluation, exam correlation, large-scale exams, national and international measurement
{"title":"THE CORRELATION AMONG DIFFERENT TYPES OF EXAMS IN AZERBAIJAN","authors":"G. Alasgarova","doi":"10.33225/pec/23.81.431","DOIUrl":"https://doi.org/10.33225/pec/23.81.431","url":null,"abstract":"It is crucial to examine the alignment of different exam results conducted by various organizations to improve the quality of assessment. The research used a document analysis method with recent, publicly available national and international reports addressing the research question. The following main question was examined through the document analysis: What exams have the highest correlation and are more trustworthy in Azerbaijan for short and long-term outcomes? The data were analyzed to discover any statistical comparisons of university admission exams with the 9th and 11th grade SEC exams, school grades, and other assessments. Research shows that the State Examination Center’s exams align with its own evaluations and international assessment (OECD). They can be considered methodologically rigorous, providing a more valid yardstick for measuring student knowledge and achievement. Overall, exams by the SEC had a high correlation coefficient compared to Higher Education Institutions’ assessments. As more and more international students want to pursue their education in Azerbaijan, these findings can be valuable for their decision-making and tertiary level. \u0000Keywords: educational evaluation, exam correlation, large-scale exams, national and international measurement","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46109217","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}
It is generally undeniable that education is a complicated and complex system. Moreover, it is an integrated and integral system of teaching and learning at different levels and in different contexts. In the public academic educational discourse, the need to search for modern teaching and learning methods is constantly expressed so that educational institutions can better respond to the changing educational needs of learners and society. However, there is no unequivocal answer to what is “modern”. Complex knowledge of education systems (and education as a system) guarantees effective educational changes in them. If we are talking about scientific knowledge of educational phenomena, it cannot be otherwise. Based on this point of view, most educational phenomena and processes can be called systems.
{"title":"EDUCATION FROM THE SYSTEMIC POINT OF VIEW: THE CONTEXT OF (NON) - CONSTANT TRANSFORMATIONS","authors":"Vincentas Lamanauskas","doi":"10.33225/pec/23.81.422","DOIUrl":"https://doi.org/10.33225/pec/23.81.422","url":null,"abstract":"It is generally undeniable that education is a complicated and complex system. Moreover, it is an integrated and integral system of teaching and learning at different levels and in different contexts. In the public academic educational discourse, the need to search for modern teaching and learning methods is constantly expressed so that educational institutions can better respond to the changing educational needs of learners and society. However, there is no unequivocal answer to what is “modern”. Complex knowledge of education systems (and education as a system) guarantees effective educational changes in them. If we are talking about scientific knowledge of educational phenomena, it cannot be otherwise. Based on this point of view, most educational phenomena and processes can be called systems.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42572932","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 transmission of values through social studies education remains a central subject of interest. The search for alternative resources to foster and sustain this transmission process has recently intensified. 'Museums', recognized as alternative spaces within out-of-school learning contexts in social studies, are increasingly acknowledged as crucial in facilitating value transmission. This research seeks to elucidate the role of museums in this process, primarily through the perspectives of pre-service social studies teachers. The study employed qualitative research methods and was constructed within a case study design framework. Data collection relied on focus group discussions with the pre-sercive teachers, with the subsequent content analysis used for data interpretation and explanation. Through dialogues with the participants, it became apparent that the transmission of values in social studies, a fundamental course for life learning, was a predominant concern. Out-of-school learning experiences are deeply integrated with social studies due to their interdisciplinary and multifaceted nature. In light of this, the participants’ perspectives and recommendations concerning the role of 'museums' as alternative venues for value transmission within the scope of social studies were predominantly positive. Keywords: Case study, out-of-school learning, the role of museums, social studies, value transmission.
{"title":"PRE-SERVICE TEACHERS’ OPINIONS ON THE ROLE OF MUSEUMS IN VALUE TRANSMISSION","authors":"Aysegul Tural","doi":"10.33225/pec/23.81.547","DOIUrl":"https://doi.org/10.33225/pec/23.81.547","url":null,"abstract":"The transmission of values through social studies education remains a central subject of interest. The search for alternative resources to foster and sustain this transmission process has recently intensified. 'Museums', recognized as alternative spaces within out-of-school learning contexts in social studies, are increasingly acknowledged as crucial in facilitating value transmission. This research seeks to elucidate the role of museums in this process, primarily through the perspectives of pre-service social studies teachers. The study employed qualitative research methods and was constructed within a case study design framework. Data collection relied on focus group discussions with the pre-sercive teachers, with the subsequent content analysis used for data interpretation and explanation. Through dialogues with the participants, it became apparent that the transmission of values in social studies, a fundamental course for life learning, was a predominant concern. Out-of-school learning experiences are deeply integrated with social studies due to their interdisciplinary and multifaceted nature. In light of this, the participants’ perspectives and recommendations concerning the role of 'museums' as alternative venues for value transmission within the scope of social studies were predominantly positive.\u0000Keywords: Case study, out-of-school learning, the role of museums, social studies, value transmission.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44679052","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 prerequisite for doctoral students in Chinese universities to obtain their degrees was to publish a certain number of papers in designated journals, which is the main pressure on doctoral students in China. This study focused on the publication pressure of doctoral students in pedagogy in China under the policy of breaking the ‘five only’, which aims to diversify the evaluation criteria for academic quality and reduce the reliance on paper publications. The study analyzed the data of 36 pedagogical CSSCI journals from 2016 to 2020, and examined the trends and patterns of publishing pedagogy articles in these journals. The study also explored the factors that influence the publication pressure of doctoral students in pedagogy, such as the admission system, the expansion of doctoral enrollment, and the recruitment system for young teachers. The results show that Chinese pedagogy CSSCI journals are declining in number and are dominated by well-known scholars and institutions. Doctoral students in pedagogy face a more severe academic situation than university teachers, as they have to publish papers to graduate and compete for limited journal space. They also face the pressure of publication under the application-appraisal system and the system of “promote or leave”. The study suggests that colleges and universities need to break through the quantitative evaluation system of doctoral students’ academic achievements and pay more attention to the training system and academic culture that promote their physical and mental health and academic development. Keywords: breaking the ‘five only’, CSSCI journals, data statistics, pedagogical doctoral students in China, publication pressure
{"title":"PEDAGOGICAL DOCTORAL STUDENTS IN CHINA UNDER PRESSURE: AN EMPIRICAL ANALYSIS OF CSSCI JOURNALS","authors":"Ming Guan, Xiaodong Fan, Jiao Li","doi":"10.33225/pec/23.81.449","DOIUrl":"https://doi.org/10.33225/pec/23.81.449","url":null,"abstract":"The prerequisite for doctoral students in Chinese universities to obtain their degrees was to publish a certain number of papers in designated journals, which is the main pressure on doctoral students in China. This study focused on the publication pressure of doctoral students in pedagogy in China under the policy of breaking the ‘five only’, which aims to diversify the evaluation criteria for academic quality and reduce the reliance on paper publications. The study analyzed the data of 36 pedagogical CSSCI journals from 2016 to 2020, and examined the trends and patterns of publishing pedagogy articles in these journals. The study also explored the factors that influence the publication pressure of doctoral students in pedagogy, such as the admission system, the expansion of doctoral enrollment, and the recruitment system for young teachers. The results show that Chinese pedagogy CSSCI journals are declining in number and are dominated by well-known scholars and institutions. Doctoral students in pedagogy face a more severe academic situation than university teachers, as they have to publish papers to graduate and compete for limited journal space. They also face the pressure of publication under the application-appraisal system and the system of “promote or leave”. The study suggests that colleges and universities need to break through the quantitative evaluation system of doctoral students’ academic achievements and pay more attention to the training system and academic culture that promote their physical and mental health and academic development.\u0000Keywords: breaking the ‘five only’, CSSCI journals, data statistics, pedagogical doctoral students in China, publication pressure","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45258387","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}
Algebraic Thinking Skills (ATS) are one of the skills that students need to master in order to solve non-routine problems. These skills are also necessary as a foundation for students preparing to enter university studies and fields of work that require logical and analytical thinking. However, Malaysian students' performance in solving algebraic problems still needs to be satisfactory, according to the TIMSS 2019 and PISA 2018 reports. Therefore, the Algebraic Thinking Skills Module (ATSM) was developed to cultivate ATS through three constructs, namely i) arithmetic generalization, ii) functions, and iii) modelling. The ATSM was developed using the heuristic method by infusing the Polya and digital bars model. The bar model illustrates a rectangle representing known and unknown quantities and the relationship between quantities. The digital bar model refers to the free application of the bar model at https://mathsbot.com/manipulatives/bar. An ATS test was developed and administered as a pre-and post-test on 120 seventh graders from rural schools in Sabah. The paired sample t-test results showed a significant difference in the mean scores between the pre-test and post-test after the intervention using the ATSM. This shows that the ATSM can improve ATS through the infusion of the Polya and digital bars model. The ATSM is able to help rural schools to shape algebraic thinkers and digitally savvy students. Keywords: algebraic thinking skills, digital bar model, non-routine problem solving, Polya
{"title":"INFUSION OF POLYA AND DIGITAL BAR MODEL: AN ALGEBRAIC THINKING MODULE FOR SEVENTH GRADERS","authors":"Janet Jahudin, N. M. Siew","doi":"10.33225/pec/23.81.481","DOIUrl":"https://doi.org/10.33225/pec/23.81.481","url":null,"abstract":"Algebraic Thinking Skills (ATS) are one of the skills that students need to master in order to solve non-routine problems. These skills are also necessary as a foundation for students preparing to enter university studies and fields of work that require logical and analytical thinking. However, Malaysian students' performance in solving algebraic problems still needs to be satisfactory, according to the TIMSS 2019 and PISA 2018 reports. Therefore, the Algebraic Thinking Skills Module (ATSM) was developed to cultivate ATS through three constructs, namely i) arithmetic generalization, ii) functions, and iii) modelling. The ATSM was developed using the heuristic method by infusing the Polya and digital bars model. The bar model illustrates a rectangle representing known and unknown quantities and the relationship between quantities. The digital bar model refers to the free application of the bar model at https://mathsbot.com/manipulatives/bar. An ATS test was developed and administered as a pre-and post-test on 120 seventh graders from rural schools in Sabah. The paired sample t-test results showed a significant difference in the mean scores between the pre-test and post-test after the intervention using the ATSM. This shows that the ATSM can improve ATS through the infusion of the Polya and digital bars model. The ATSM is able to help rural schools to shape algebraic thinkers and digitally savvy students.\u0000Keywords: algebraic thinking skills, digital bar model, non-routine problem solving, Polya","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47104795","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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