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The effects of mental games on third graders’ reading comprehension skills in Turkish classes 心理游戏对三年级土耳其语课堂阅读理解能力的影响
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2198
Yasemin Erdem, Bilge Gök
With the study reported on here we set about to reveal the effects of mental games on third graders’ reading comprehension skills in Turkish classes. The study group comprised 71 students, 35 of whom were included in the experimental group, and 36 in the control group. The experimental group played simple to difficult mental games selected by the researcher for 2 hours per week for 10 weeks. In the control group, the students continued with the traditional teaching process which excluded the playing of mental games until the end of the semester. Mental games like Whatzizz, detective, Q-bitz, Target 5, six, 3 stone, 9 stone, Skippity, Reversi, Kulami, that correspond to skills such as attention-concentration, reasoning, logical inference, and strategic thinking, were used. The study was conducted as a quasi-experimental pre-test/post-test control group design. The quantitative data were collected through the reading comprehension skill test. The pre-test data and the post-test-data collected through the test constituted the research data. The research data were analysed by using the 2-factor ANOVA test for mixed designs. The post-test scores of the students in the experimental group were higher than those of the students in the control group. The findings obtained from the quantitative analysis indicate that mental games had a positive effect on the Turkish reading comprehension of students in the experimental group as well as positive effects on students’ skills such as strategic thinking, logical inference and reasoning.
随着研究报告在这里,我们开始揭示心理游戏对三年级学生的土耳其语阅读理解能力的影响。研究组共有71名学生,其中实验组35人,对照组36人。实验组在10周内,每周花2小时玩由研究人员挑选的从简单到困难的智力游戏。在对照组中,学生们继续传统的教学过程,直到学期结束才进行智力游戏。他们使用了诸如Whatzizz、侦探、Q-bitz、Target 5,6,3 stone, 9 stone、Skippity、Reversi、Kulami等心理游戏,这些游戏与注意力集中、推理、逻辑推理和战略思维等技能相对应。本研究采用准实验前测/后测对照组设计。通过阅读理解能力测试收集定量数据。通过测试收集的测试前数据和测试后数据构成了研究数据。采用混合设计的2因素方差分析对研究数据进行分析。实验组学生的后测成绩明显高于对照组学生。定量分析的结果表明,心理游戏对实验组学生的土耳其语阅读理解有积极的影响,对学生的策略思维、逻辑推理和推理能力也有积极的影响。
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引用次数: 0
Implementation of verbal and written feedback classroom practices by teachers 教师实施口头和书面反馈课堂实践
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2262
Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we aimed to contribute to reflection about different concrete feedback models that are helpful to teachers and students. Seventy-four teachers of the curriculum area, society and environment (civic education, geography and history), in urban schools (n = 39) and rural schools (n = 35) from 10 lower secondary schools answered the questionnaire. The results show that teachers provide students with written and oral feedback and that there is no significant difference in the application by teachers in urban and rural schools, nor among teachers who teach subjects in the curriculum area, society and environment. We recommend that teachers receive continuous training on how to use formative assessment techniques.
教师使用反馈来修改学生的思维或行为,以提高他们的学习。为了让学生取得更好的成绩,教师必须采用不同的教学策略和方法。在这篇文章中,我们反思了书面和口头反馈对学习者的实际应用和影响。通过这里的研究报告,我们的目的是反思不同的具体反馈模型,以帮助教师和学生。来自10所初中的74名城市学校(n = 39)和农村学校(n = 35)的课程领域、社会和环境(公民教育、地理和历史)教师回答了问卷。结果表明,教师为学生提供书面和口头反馈,城市和农村学校教师的应用没有显著差异,课程领域、社会和环境学科教师的应用也没有显著差异。我们建议教师接受关于如何使用形成性评估技术的持续培训。
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引用次数: 0
Exploring the association between teacher-related factors and Grade 9 mathematics achievement 探讨教师相关因素与九年级数学成绩的关系
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-31 DOI: 10.15700/saje.v42ns1a2091
S. Bansilal, T. Lephoto, D. North, T. Zewotir
Teacher well-being is an important issue that needs to be considered within a teaching environment. However, little research exists about the relationship between teacher well-being and learner performance. In this study we used data from the 2015 Trends in International Mathematics and Science Study (TIMSS) to look at the interplay between teacher-related factors (including stress), and the mathematics achievement of Grade 9 learners from South Africa in the 2015 TIMSS. The results show that levels of teacher stress, teacher qualification, class size, as well as the type of area in which the school is situated are all significantly associated with learner achievement. The findings of this study reveal that learners who are taught by teachers who feel more stressed, have large classes to contend with, are in schools located in poorer areas, and who are less qualified, are significantly more disadvantaged with regard to their mathematics education than their counterparts who are taught by teachers who do not share these problems. These findings suggest that it is important to consider the role of positive working environments for teachers in trying to find ways to improve the mathematics learning outcomes.
教师福祉是教学环境中需要考虑的一个重要问题。然而,关于教师幸福感与学生绩效之间关系的研究却很少。在这项研究中,我们使用了2015年国际数学与科学趋势研究(TIMSS)的数据来研究教师相关因素(包括压力)与2015年国际数学与科学趋势研究中南非九年级学生的数学成绩之间的相互作用。结果表明,教师的压力水平、教师资格、班级规模以及学校所在地区的类型都与学习者的成就显著相关。这项研究的结果表明,那些由压力更大、班级规模更大、学校位于较贫困地区、资质较差的教师所教的学生,在数学教育方面明显比那些由没有这些问题的教师所教的学生处于更不利的地位。这些发现表明,在教师试图找到改善数学学习成果的方法时,考虑积极的工作环境的作用是很重要的。
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引用次数: 1
Collaboration: The key to managing discipline in South African schools 合作:南非学校管理纪律的关键
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2139
Amy Sarah Padayachee, Ntombizandile Gcelu
South African schools are faced with an arguably insurmountable problem as a culture of indiscipline continually increases in schools. Despite being undeterred by the legal framework that guides stakeholders in the discipline crisis in schools, indiscipline in schools has soared to critical levels. Scant literature exists on how stakeholders collaborate in managing discipline in schools. The research reported on here was guided by the primary research question: How do stakeholders collaborate in managing discipline in schools? As such, in this article we explore how stakeholders collaborate in managing discipline in schools. Through purposive sampling, 16 participants from 4 secondary schools in KwaZulu-Natal were chosen to take part in semi-structured interviews. The sample of participants comprised school management team members (SMT); the principal, 1 head of department, 1 post-level 1 educator and 1 school governing body (SGB) member from 4 schools in the iLembe education district. Themes that emerged from the data include that implementation of the school code of conduct as one of the most effective strategies in managing discipline in schools. The inclusion of stakeholders such as the local community, the Community Police Forum, the South African Police Services and the Department of Social Development in the successful management of learner discipline surfaced as an important theme. Furthermore, participants asserted that a whole-school approach to the implementation of the code of conduct was successful in managing discipline. The participants revealed that the collaboration of stakeholders in schools was very important for the smooth running of the school, including the management of discipline.
南非学校面临着一个可以说是无法克服的问题,因为学校里的无纪律文化不断增加。尽管没有被指导学校纪律危机的利益相关者的法律框架所阻止,但学校的无纪律行为已经飙升到临界水平。关于利益相关者如何合作管理学校纪律的文献很少。这里报告的研究以主要研究问题为指导:利益相关者如何在管理学校纪律方面进行合作?因此,在本文中,我们将探讨利益相关者如何合作管理学校纪律。通过有目的的抽样,从夸祖鲁-纳塔尔省的4所中学中选择16名参与者参加半结构化访谈。参与者样本包括学校管理团队成员(SMT);来自iLembe教育区的4所学校的校长、1名系主任、1名一级以上教育工作者和1名学校理事。从数据中得出的主题包括,学校行为准则的实施是管理学校纪律的最有效策略之一。将当地社区、社区警察论坛、南非警察部门和社会发展部等利益攸关方纳入学员纪律的成功管理中,成为一个重要主题。此外,与会者认为以全校的方式执行《行为守则》在管理纪律方面是成功的。与会者表示,学校各持份者的合作对学校的顺利运作非常重要,包括纪律管理。
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引用次数: 0
Philosophy of ubuntu and collaborative project-based learning in post-apartheid South Africa: A case study of underperforming learners at Hope Saturday school 种族隔离后南非的乌班图哲学和基于合作项目的学习:对希望星期六学校表现不佳的学生的案例研究
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2080
S. Vandeyar, M. A. Mohale
Utilising a qualitative case study, we set out to investigate how learners at Hope Saturday School evoked the principles of ubuntu/humanity as they collaborated during project-based learning. The article is part of a broader study in which a mix of semi-structured interviews, focus group interviews, observations, document analysis and field notes were used to capture data. The learner participants were Black, and almost all of them resided in informal settlements, townships, and farming communities. Data were analysed using content analysis. The philosophy of ubuntu was used to underpin this study. The finding of this study shows that values like interdependence, sharing, caring, teamwork, solidarity, unity and helping one another were evoked as learners collaborated in project-based learning. The article concludes that a supportive environment that aids the development of ubuntu values can improve learning experiences of underperforming learners.
利用一个定性的案例研究,我们开始调查希望周六学校的学习者在基于项目的学习中如何唤起乌班图/人性的原则。这篇文章是一项更广泛研究的一部分,该研究使用了半结构化访谈、焦点小组访谈、观察、文件分析和现场笔记来获取数据。学习者是黑人,几乎所有人都居住在非正式定居点、城镇和农业社区。使用内容分析对数据进行分析。乌班图的哲学被用来支撑这项研究。这项研究的发现表明,当学习者在基于项目的学习中合作时,相互依存、分享、关心、团队合作、团结、团结和相互帮助等价值观会被唤起。文章的结论是,一个有助于发展ubuntu价值观的支持性环境可以改善表现不佳的学习者的学习体验。
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引用次数: 0
Exploring intervention of e-textbook in schools: Teachers’ perceptives 探索电子教科书在学校的干预:教师的感知
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2167
Amal Alibrahim, Elham Alsadoon
As an innovative educational tool, e-textbooks has gained wide interest – especially with the growth of e-learning. As with any new technology, understanding how users adopt these technologies is still unclear. In the study reported on here we proposed a theoretical model shaping the determinants of teachers’ attitude toward e-textbooks. Specifically, we identified three contextualised factors (ease of use, usefulness, and concerns) as the factors of adopting e-textbooks. In addition, we examined teachers’ use of e-textbooks. A mixed-methods research design was used in which quantitative and qualitative data were collected and analysed. The results show that teachers held positive attitudes toward using e-textbooks in their teaching and used them as instructional aids. The results might inform education decision-makers who are planning to integrate e textbooks into their schools in line with digital transformation and the knowledge society.
电子教科书作为一种创新的教育工具,受到了广泛的关注,尤其是随着电子学习的发展。与任何新技术一样,了解用户如何采用这些技术仍然不清楚。在本文报道的研究中,我们提出了一个理论模型来塑造教师对电子教科书态度的决定因素。具体来说,我们确定了三个情境化因素(易用性、实用性和关注点)作为采用电子教科书的因素。此外,我们还调查了教师使用电子教科书的情况。采用混合方法研究设计,收集和分析定量和定性数据。结果显示,教师对使用电子教科书进行教学持积极态度,并将其作为教学辅助工具。研究结果可能会为那些计划将电子教科书纳入学校的教育决策者提供参考,以适应数字化转型和知识社会。
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引用次数: 0
Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning 领导学院:在工作整合学习中转变有效的师生指导模式
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2101
C. Mahomed, Prakash Singh
Teacher training has long relied on experienced school mentors as role models for novice teachers. However, qualifications and experience alone cannot remain the prerequisites for teacher leadership in 21st century schools. How can experienced school mentors collegially mentor new teachers into leadership, without abrogating their responsibilities? In this article, a constructivist approach was explored to mentor new teachers into leadership with the focus on establishing symbiotic relationships based on the mutual continuous professional development (CPD) of experienced school mentors and novice teachers. A multi-faced approach to leadership is proposed. Data regarding the perceptions of 241 final-year student teachers of their mentors’ collegial leadership competencies were collected using a questionnaire. The findings indicate the positive perceptions that the student teachers had of their mentors’ collegial leadership competencies. In the study reported on here, the focus was on the perceived characteristics of experienced school mentors to assist student teachers with work-integrated learning. The findings provide insights into enhancing the interpersonal collegial competencies of experienced school mentors to improve the school-work-integrated knowledge of student teachers.
长期以来,教师培训一直依赖经验丰富的学校导师作为新手教师的榜样。然而,学历和经验本身并不能成为21世纪学校教师领导力的先决条件。经验丰富的学校导师如何在不免除他们责任的情况下,共同指导新教师成为领导者?在本文中,探索了一种建构主义方法来指导新教师进入领导层,重点是在经验丰富的学校导师和新手教师相互持续专业发展(CPD)的基础上建立共生关系。提出了一种多方面的领导方法。使用问卷收集了241名大四学生教师对导师大学领导能力的看法数据。研究结果表明,学生教师对导师的大学领导能力有积极的看法。在这里报道的研究中,重点是有经验的学校导师的感知特征,以帮助学生教师进行工作整合学习。研究结果为提高有经验的学校导师的人际交往能力提供了见解,以提高学生教师的学校工作综合知识。
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引用次数: 0
School leadership practice at faith-based schools through a servant leadership lens 从仆人领导的视角看信仰学校的学校领导实践
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2138
M. Shula, Chris van Wyk, J. Heystek
In this article we report on an investigation into developing people and serving the community at faith-based schools through a servant leadership theory lens. Relevant literature was reviewed, and data were collected from school leaders by means of individual semi-structured interviews. Twelve participants were purposively selected from schools classified as top performing schools in Gauteng, a province in South Africa. The interviews with these participants were audiotaped and transcribed, and the data analysed by using a process of abductive data analysis. The following measures were employed to review the servant leadership practices of faith-based leaders: being a serving leader, fostering people growth, and enhancing community relationships. Overall, principals were found to be effective leaders involved in a hands-on manner in both task-orientated and person-orientated activities. The servant leadership conception whereby “other” interests are regarded as more important than own interests serves as the basis for people development and there is a clear awareness that the enhancement of community relationships is a key facet in the communication that takes place between school principals and community members. The participants also showed concern for school-led development activities. It was evident that participating school staff were personally involved in facilitating learning activities such as collaborative workgroups and workshops and in creating a supporting structure for staff development. Apart from recommending that principals’ leadership behaviour in the abovementioned areas is consolidated, we strongly support their involvement in related matters such as coping with contextual realities and enhancing community relationships. The improvement of community relationships is eventually a challenging task to be exercised by principals within the social, political and demographic contexts of faith-based schools.
在这篇文章中,我们报告了一项调查,通过仆人领导理论的视角,在信仰学校培养人才和服务社区。回顾了相关文献,并通过个人半结构化访谈的方式从学校领导那里收集数据。12名参与者是从南非豪登省表现最好的学校中挑选出来的。对这些参与者的采访进行了录音和转录,并通过溯因数据分析过程对数据进行了分析。采取了以下措施来审查信仰领袖的仆人式领导做法:成为一名在职领袖,促进人民成长,加强社区关系。总的来说,校长被发现是有效的领导者,在以任务为导向和以个人为导向的活动中都能亲自动手。“其他”利益被视为比自身利益更重要的仆人式领导概念是人的发展的基础,人们清楚地意识到,加强社区关系是校长和社区成员之间沟通的一个关键方面。与会者还对学校主导的发展活动表示关注。很明显,参与的学校工作人员亲自参与促进学习活动,如合作工作组和研讨会,并为工作人员的发展创建支持结构。除了建议巩固校长在上述领域的领导行为外,我们强烈支持他们参与相关事务,如应对环境现实和加强社区关系。改善社区关系最终是校长在信仰学校的社会、政治和人口背景下进行的一项具有挑战性的任务。
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引用次数: 1
Tokenism and barriers to genuine learner participation in school governance in one progressive South African girls’ high school 在一所进步的南非女子高中,象征主义和学生真正参与学校管理的障碍
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2115
Ker-Wei Yu, Charissa Shay
Borrowing the participation level typology from civic participation literature, in the study reported on here, we explored the level of learner participation in school governance in 1 girls’ high school in South Africa. We demonstrate that despite the schools’ self-claimed progressive stance, its learner participation still exhibits numerous nuanced examples of tokenism. Using a qualitative research design and purposive sampling, we collected data from interviews and observation to examine the possible causes for, as well as consequences of this tokenism. The findings indicate that adults’ beliefs about minors’ limited capacity remain a structural barrier to learners’ genuine participation. This belief threatens the credibility and legitimacy of the Representative Council of Learners (RCL) and this threat to legitimacy, in turn, reinforces the structural beliefs that adults hold and thus perpetuates a cycle whereby genuine participation is compromised and token participation is entrenched. We conclude this article with recommendations to address, mitigate and transcend token participation.
借鉴公民参与文献中的参与水平类型学,在这里报告的研究中,我们探讨了南非1所女子高中的学习者参与学校治理的水平。我们证明,尽管学校自称是进步的立场,其学习者参与仍然表现出许多微妙的象征性的例子。使用定性研究设计和有目的的抽样,我们从访谈和观察中收集数据,以检查可能的原因,以及这种符号主义的后果。研究结果表明,成年人对未成年人能力有限的看法仍然是学习者真正参与的结构性障碍。这种信念威胁到学习者代表委员会(RCL)的可信度和合法性,而这种对合法性的威胁反过来又强化了成年人所持有的结构性信念,从而使真正的参与受到损害,象征性的参与根深蒂固,从而使一个循环永久化。在本文的最后,我们提出了解决、减轻和超越代币参与的建议。
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引用次数: 0
Teachers’ views on the role of economic and management sciences in preparing learners for accounting in the Further Education and Training Phase 教师对经济和管理科学在为学习者在继续教育和培训阶段做好会计准备方面的作用的看法
IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-30 DOI: 10.15700/saje.v42n4a2131
Jabulisile C. Ngwenya, Siyacela Nzuza
With this study we explored teachers’ views on the role of economic and management sciences (EMS) in preparing learners for accounting in the Further Education and Training (FET) Phase. A qualitative research approach was employed along with the interpretivist paradigm to underpin the study. We used a qualitative case study approach to allow for an in-depth understanding of the views of the teachers by talking to them directly. Semi-structured individual and focus-group interviews were used as data collection methods. Participants in the study included 5 Grade 9 EMS teachers and 5 Grade 10 accounting teachers who were conveniently and purposively sampled from 5 secondary schools. A thematic analysis approach was adopted to analyse the interview responses. The findings of the study reveal that teachers understood that EMS was an integrated subject. However, Grade 9 teachers struggled to teach EMS in an integrated manner and this hampered the teaching of financial literacy. The challenges in teaching EMS are aggravated by the lack of relevant pedagogical strategies, the lack of adequate knowledge of the subject and missing pertinent foundational content in the EMS curriculum and textbooks. As a result, learners enter the FET phase without being adequately prepared to study accounting in subsequent grades.
通过这项研究,我们探讨了教师对经济和管理科学(EMS)在继续教育和培训(FET)阶段为学习者做好会计准备方面的作用的看法。定性研究方法与解释主义范式一起被用来支持这项研究。我们采用了定性案例研究的方法,通过直接与教师交谈,深入了解他们的观点。采用半结构化的个人访谈和焦点小组访谈作为数据收集方法。该研究的参与者包括5名9年级EMS教师和5名10年级会计教师,他们是从5所中学方便而有针对性地抽取的。采用专题分析方法来分析访谈答复。研究结果表明,教师们理解EMS是一门综合性学科。然而,九年级的教师很难以综合的方式教授EMS,这阻碍了金融知识的教学。由于缺乏相关的教学策略、缺乏对该学科的充分了解以及EMS课程和教科书中缺乏相关的基础内容,EMS教学面临的挑战更加严重。因此,学习者进入FET阶段时,没有为后续年级的会计学习做好充分准备。
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引用次数: 1
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South African Journal of Education
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