This study investigates elementary school teachers’ perceptions of the appropriate proportions of cartoons for instructional purposes, with a focus on the Thai educational context. The research aims to shed light on teachers’ preferences for cartoon proportions across different grade levels, contributing valuable insights into the effective use of cartoons in elementary school instruction. A questionnaire-based approach was employed to gather data from 78 elementary school teachers. The study found that teachers held a positive perception of cartoons as effective tools for teaching primary school students, with participants favoring distinct cartoon proportions for different grade levels. Notably, larger cartoon scales were preferred for early grades (Grade 1 and Grade 2), while smaller scales found favor with older students in Grades 4, 5, and 6. These findings highlight the nuanced considerations educators make when integrating cartoons into their instructional materials and underscore the potential of cartoons to enhance the quality of elementary school education.
{"title":"Proportions of Cartoons in Elementary School Instruction: Teacher Perspectives","authors":"Wanicha Sakorn, Siriwiwat Lata","doi":"10.5539/ies.v17n4p111","DOIUrl":"https://doi.org/10.5539/ies.v17n4p111","url":null,"abstract":"This study investigates elementary school teachers’ perceptions of the appropriate proportions of cartoons for instructional purposes, with a focus on the Thai educational context. The research aims to shed light on teachers’ preferences for cartoon proportions across different grade levels, contributing valuable insights into the effective use of cartoons in elementary school instruction. A questionnaire-based approach was employed to gather data from 78 elementary school teachers. The study found that teachers held a positive perception of cartoons as effective tools for teaching primary school students, with participants favoring distinct cartoon proportions for different grade levels. Notably, larger cartoon scales were preferred for early grades (Grade 1 and Grade 2), while smaller scales found favor with older students in Grades 4, 5, and 6. These findings highlight the nuanced considerations educators make when integrating cartoons into their instructional materials and underscore the potential of cartoons to enhance the quality of elementary school education.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"30 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808406","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 purposes of this study were to: 1) identify instructional leadership of teachers, 2) develop the Instructional leadership indicators of teachers, 3) investigate the goodness-of-fit between the structural model of instructional leadership indicators of teachers and empirical data, and 4) produce a user manual of the instructional leadership indicators of teachers in educational opportunity expansion schools under the Primary Educational Service Area Offices in the northeast. The study was divided into four phases. The findings were as follows 1. The components of instructional leadership of teachers in educational opportunity expansion schools consisted of seven components, namely 1) self and other teacher development, 2) curriculum development ability, 3) learning management ability, 4) learning assessment and evaluation ability, 5) transformational leadership, 6) learning exchange ability and 7) moral and ethics. 2. The indicators of instructional leadership of teachers in educational opportunity expansion schools comprised seven principal components, 25 sub-components and 98 indicators. All principal components achieved the mean scores at high level of appropriateness 3. The indicator structural model of instructional leadership of teachers in educational opportunity expansion schools was congruent with empirical data. (Chi-Square=202.84, df=176, p=0.08095, GFI=0.97, AGFI =0.95, RMSEA=0.016, CN=668.53) and 4. The user manual of the instructional leadership of teacher indicators in educational opportunity expansion schools under the Primary Educational Service Area Offices in four aspects obtained the Index of item-objective congruence (IOC) at 1.00 indicated that the user manual was appropriated to be implemented.
{"title":"Development of Instructional Leadership Indicators of Teachers in Educational Opportunity Expansion Schools under the Primary Educational Service Area Offices in the Northeast","authors":"Jukkapong Saensuriwong, Wannika Chalakbang, Waro Phengsawat","doi":"10.5539/ies.v17n4p118","DOIUrl":"https://doi.org/10.5539/ies.v17n4p118","url":null,"abstract":"The purposes of this study were to: 1) identify instructional leadership of teachers, 2) develop the Instructional leadership indicators of teachers, 3) investigate the goodness-of-fit between the structural model of instructional leadership indicators of teachers and empirical data, and 4) produce a user manual of the instructional leadership indicators of teachers in educational opportunity expansion schools under the Primary Educational Service Area Offices in the northeast. The study was divided into four phases. The findings were as follows 1. The components of instructional leadership of teachers in educational opportunity expansion schools consisted of seven components, namely 1) self and other teacher development, 2) curriculum development ability, 3) learning management ability, 4) learning assessment and evaluation ability, 5) transformational leadership, 6) learning exchange ability and 7) moral and ethics. 2. The indicators of instructional leadership of teachers in educational opportunity expansion schools comprised seven principal components, 25 sub-components and 98 indicators. All principal components achieved the mean scores at high level of appropriateness 3. The indicator structural model of instructional leadership of teachers in educational opportunity expansion schools was congruent with empirical data. (Chi-Square=202.84, df=176, p=0.08095, GFI=0.97, AGFI =0.95, RMSEA=0.016, CN=668.53) and 4. The user manual of the instructional leadership of teacher indicators in educational opportunity expansion schools under the Primary Educational Service Area Offices in four aspects obtained the Index of item-objective congruence (IOC) at 1.00 indicated that the user manual was appropriated to be implemented.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141806540","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 research paper presents empirical evidence aimed at establishing a causal relationship between explicit critical thinking skills and adolescent-parent career congruence among undergraduate students. Additionally, it seeks to identify the mediating role of friendship quality in this relationship. The study employs structural equation modeling as a method to establish causality. The findings of this research have implications for educators and instructors in higher education, as well as career exploration consultants in schools. The study provides valuable evidence on the most effective approach to promoting adolescent-parent career congruence by utilizing critical thinking skills and fostering high-quality friendships.
{"title":"The Effect of Critical Thinking on Adolescent-Parent Career Congruence among Undergraduate Students in Taiwan: Friendship Quality as the Mediator","authors":"Chun-wen Lin","doi":"10.5539/ies.v17n4p97","DOIUrl":"https://doi.org/10.5539/ies.v17n4p97","url":null,"abstract":"This research paper presents empirical evidence aimed at establishing a causal relationship between explicit critical thinking skills and adolescent-parent career congruence among undergraduate students. Additionally, it seeks to identify the mediating role of friendship quality in this relationship. The study employs structural equation modeling as a method to establish causality. The findings of this research have implications for educators and instructors in higher education, as well as career exploration consultants in schools. The study provides valuable evidence on the most effective approach to promoting adolescent-parent career congruence by utilizing critical thinking skills and fostering high-quality friendships.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"31 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807407","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 investigates the problem-solving strategies employed by ninth-grade students when addressing symbolic and real-world contextual problems involving trigonometric ratios. Conducted with 46 ninth-grade students from a Turkish public high school, this research employed a worksheet consisting of six problems aligned with the Turkish ninth-grade mathematics curriculum. Three of these problems were based on real-world contexts, while the other three were conventional symbolic problems. The findings indicate that students exhibited proficiency in identifying similarity ratios using side length ratios. Additionally, the results revealed that students were more adept at solving real-world mathematical scenarios compared to purely symbolic tasks. This study offers significant insights into the problem-solving strategies of ninth-grade students when confronted with trigonometric ratio problems. It underscores crucial implications for mathematics curricula and pedagogy, highlighting the importance of preparing ninth-grade students for success in their future academic and professional endeavors. The study emphasizes the necessity for a balanced approach in teaching, integrating both real-world and symbolic problem-solving tasks to enhance students’ mathematical understanding and application. By identifying the strengths and areas for improvement in students’ problem-solving strategies, this research contributes to the development of more effective educational practices that address the diverse needs of learners.
{"title":"Comparing Ninth-Grade Students’ Approaches to Trigonometric Ratio Problems Through Real-World and Symbolic Contexts","authors":"Şenol Namlı","doi":"10.5539/ies.v17n4p70","DOIUrl":"https://doi.org/10.5539/ies.v17n4p70","url":null,"abstract":"This study investigates the problem-solving strategies employed by ninth-grade students when addressing symbolic and real-world contextual problems involving trigonometric ratios. Conducted with 46 ninth-grade students from a Turkish public high school, this research employed a worksheet consisting of six problems aligned with the Turkish ninth-grade mathematics curriculum. Three of these problems were based on real-world contexts, while the other three were conventional symbolic problems. The findings indicate that students exhibited proficiency in identifying similarity ratios using side length ratios. Additionally, the results revealed that students were more adept at solving real-world mathematical scenarios compared to purely symbolic tasks. This study offers significant insights into the problem-solving strategies of ninth-grade students when confronted with trigonometric ratio problems. It underscores crucial implications for mathematics curricula and pedagogy, highlighting the importance of preparing ninth-grade students for success in their future academic and professional endeavors. The study emphasizes the necessity for a balanced approach in teaching, integrating both real-world and symbolic problem-solving tasks to enhance students’ mathematical understanding and application. By identifying the strengths and areas for improvement in students’ problem-solving strategies, this research contributes to the development of more effective educational practices that address the diverse needs of learners.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"111 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822656","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}
Psychological crisis intervention is a critical aspect of mental health education. A case study is present on the psychological crisis resulting from academic pressure among graduate students and the use of the Satir model is proposed for crisis intervention. Additionally, there are recommended to strengthen life and frustration education for graduate students, emphasize the importance of training graduate tutors in mental health knowledge and skills, assist graduate students in improving their mental resilience, and enhance their interpersonal skills.
{"title":"The Enlightenment of a Counseling Case for Mental Health Education among Graduate Students","authors":"Yan Gong","doi":"10.5539/ies.v17n4p63","DOIUrl":"https://doi.org/10.5539/ies.v17n4p63","url":null,"abstract":"Psychological crisis intervention is a critical aspect of mental health education. A case study is present on the psychological crisis resulting from academic pressure among graduate students and the use of the Satir model is proposed for crisis intervention. Additionally, there are recommended to strengthen life and frustration education for graduate students, emphasize the importance of training graduate tutors in mental health knowledge and skills, assist graduate students in improving their mental resilience, and enhance their interpersonal skills.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":" 386","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823843","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 study aimed to reveal the effectiveness of the promoting emergence of advanced knowledge programs in developing language skills among a sample of children with an autism spectrum disorder in Oman. The study adopted the pre-experimental approach of the single experimental group with two pre- and post-measurements. 10 children with autism spectrum disorder (speakers) from (5-8) years and good mental ability were used and selected to achieve the objectives of the study. PEAK program was used and a scale for language skills was developed that consisted of (34) items distributed over two dimensions (receptive and expressive language). The validity and stability of the study tool was verified. The results of the current study showed that there were significant differences at (α = 0.05) level in favor of the post and follow-up application in the average performance of autism spectrum disorder children on the scale of language skills (receptive and expressive) attributable to the promoting emergence of advanced knowledge. The study recommended the preparation of periodic meetings and workshops for workers in the field of special education and autism spectrum disorder children in the Sultanate of Oman to learn how to employ the PEAK program in dealing with this group of children in Oman.
{"title":"Effectiveness of Use PEAK Program in Developing Language Skills with Autism Spectrum Disorder Children in Oman","authors":"Khalid AlMaqrashi, A. Al-Oweidi","doi":"10.5539/ies.v17n4p85","DOIUrl":"https://doi.org/10.5539/ies.v17n4p85","url":null,"abstract":"The study aimed to reveal the effectiveness of the promoting emergence of advanced knowledge programs in developing language skills among a sample of children with an autism spectrum disorder in Oman. The study adopted the pre-experimental approach of the single experimental group with two pre- and post-measurements. 10 children with autism spectrum disorder (speakers) from (5-8) years and good mental ability were used and selected to achieve the objectives of the study. PEAK program was used and a scale for language skills was developed that consisted of (34) items distributed over two dimensions (receptive and expressive language). The validity and stability of the study tool was verified. The results of the current study showed that there were significant differences at (α = 0.05) level in favor of the post and follow-up application in the average performance of autism spectrum disorder children on the scale of language skills (receptive and expressive) attributable to the promoting emergence of advanced knowledge. The study recommended the preparation of periodic meetings and workshops for workers in the field of special education and autism spectrum disorder children in the Sultanate of Oman to learn how to employ the PEAK program in dealing with this group of children in Oman.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"101 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821089","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}
Several communication interventions have been used with nonverbal individuals with autism spectrum disorder (ASD) for a long time. One of these methods that are effective in enhancing the communication skills of these individuals is tablet-based devices (e.g., iPads). Special education teachers have a significant role in successfully implementing the augmentative alternative communication (AAC) intervention. Therefore, this study used a qualitative approach to determine special education teachers’ perspectives on the effectiveness of iPads as an AAC system and the barriers they face when using such devices. The researcher interviewed two special education teachers who had experience using iPads for communication in their classrooms. In addition to the semi-structured interviews, the researcher observed group/individualized instructions and noted the teachers’ reactions to using iPads to communicate with their students. The findings indicated that practitioners had positive attitudes toward using iPads for communication. As for the difficulties, teachers stated that one of the significant barriers was having students whose perspective of the iPad as an entertainment tool only.
{"title":"Special Education Teachers’ Perspectives Toward Tablet-Based Augmentative Alternative Communication (AAC) Devices","authors":"Nouf M. Alzrayer","doi":"10.5539/ies.v17n4p51","DOIUrl":"https://doi.org/10.5539/ies.v17n4p51","url":null,"abstract":"Several communication interventions have been used with nonverbal individuals with autism spectrum disorder (ASD) for a long time. One of these methods that are effective in enhancing the communication skills of these individuals is tablet-based devices (e.g., iPads). Special education teachers have a significant role in successfully implementing the augmentative alternative communication (AAC) intervention. Therefore, this study used a qualitative approach to determine special education teachers’ perspectives on the effectiveness of iPads as an AAC system and the barriers they face when using such devices. The researcher interviewed two special education teachers who had experience using iPads for communication in their classrooms. In addition to the semi-structured interviews, the researcher observed group/individualized instructions and noted the teachers’ reactions to using iPads to communicate with their students. The findings indicated that practitioners had positive attitudes toward using iPads for communication. As for the difficulties, teachers stated that one of the significant barriers was having students whose perspective of the iPad as an entertainment tool only.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826015","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 purposes of this research aimed to develop and validate the suitability, possibility and benefits of strategies implementation, and create a user manual of the strategies of quality community schools under the Office of the Basic Education Commission. This study was conducted in five phases. The first phase was the intensive review of the components of quality community schools using relevant documents, research analysis and multiple case studies of the outstanding quality community schools, and an interview with experts. The second phase was the exploration of the needs of the development of quality community schools under the Office of the Basic Education Commission using a 5-rating scale questionnaire to explore the current condition and desirable condition of 192 administrators and the head of academic affairs department of schools under the Office of the Basic Education Commission. The participants were selected using multi-stage sampling. The third phase was the development of the quality community school development strategies through focus group discussion of nine qualified experts and scholars. The fourth phase was the validation of suitability, possibility and benefits of the quality community school development strategies by 7 participants of experts and stakeholders of the quality community schools. And the last phase was creating and validating the user manual of the strategies implementation. Statistics used in data analysis were mean, standard deviation, percentage and Priority Needs Index (PNImodified).
{"title":"Strategies for Developing Quality Community Schools under the Office of the Basic Education Commission","authors":"Niruch Phetphan, Wannika Chalakbang, Apisit Somsrisuk","doi":"10.5539/ies.v17n4p40","DOIUrl":"https://doi.org/10.5539/ies.v17n4p40","url":null,"abstract":"The purposes of this research aimed to develop and validate the suitability, possibility and benefits of strategies implementation, and create a user manual of the strategies of quality community schools under the Office of the Basic Education Commission. This study was conducted in five phases. The first phase was the intensive review of the components of quality community schools using relevant documents, research analysis and multiple case studies of the outstanding quality community schools, and an interview with experts. The second phase was the exploration of the needs of the development of quality community schools under the Office of the Basic Education Commission using a 5-rating scale questionnaire to explore the current condition and desirable condition of 192 administrators and the head of academic affairs department of schools under the Office of the Basic Education Commission. The participants were selected using multi-stage sampling. The third phase was the development of the quality community school development strategies through focus group discussion of nine qualified experts and scholars. The fourth phase was the validation of suitability, possibility and benefits of the quality community school development strategies by 7 participants of experts and stakeholders of the quality community schools. And the last phase was creating and validating the user manual of the strategies implementation. Statistics used in data analysis were mean, standard deviation, percentage and Priority Needs Index (PNImodified).","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827679","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 preservation and transmission of cultural knowledge about bronze drums in Donglan County, Guangxi, China, is crucial for protecting a valuable cultural heritage that has been passed down through generations. In Guangxi, Guizhou, and Yunnan, several ethnic groups, such as the Zhuang, Buyi, Miao, and others, still include bronze drums in their cultural practices. These drums function as visible connections to ancient customs and are actively conserved through on-site visits and recordings of performances. Donglan County in Guangxi is crucial to this effort, as it has been officially designated as a national-level zone for the protection of both cultural and ecological resources starting in 2023. This project emphasizes the dedication to protecting intangible cultural resources, with cooperation between communities and educational institutions guaranteeing the transfer of this cultural knowledge to future generations through education. The clear differentiation between male and female bronze drums, as well as their specific acoustic characteristics, contributes to the cultural wealth of this heritage. This is preserved through cultural events and educational programs, ensuring its lasting importance for future generations.
{"title":"Preservation and Transmission of Cultural Knowledge about Bronze Drums in Donglan County, Guangxi, China","authors":"Jinxi Liu, Arsenio Nicolas, Weerayut Seekhunlio","doi":"10.5539/ies.v17n4p32","DOIUrl":"https://doi.org/10.5539/ies.v17n4p32","url":null,"abstract":"The preservation and transmission of cultural knowledge about bronze drums in Donglan County, Guangxi, China, is crucial for protecting a valuable cultural heritage that has been passed down through generations. In Guangxi, Guizhou, and Yunnan, several ethnic groups, such as the Zhuang, Buyi, Miao, and others, still include bronze drums in their cultural practices. These drums function as visible connections to ancient customs and are actively conserved through on-site visits and recordings of performances. Donglan County in Guangxi is crucial to this effort, as it has been officially designated as a national-level zone for the protection of both cultural and ecological resources starting in 2023. This project emphasizes the dedication to protecting intangible cultural resources, with cooperation between communities and educational institutions guaranteeing the transfer of this cultural knowledge to future generations through education. The clear differentiation between male and female bronze drums, as well as their specific acoustic characteristics, contributes to the cultural wealth of this heritage. This is preserved through cultural events and educational programs, ensuring its lasting importance for future generations.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":" 82","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827147","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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