This study explores the effectiveness of online Chinese language courses, focusing on the development of listening comprehension and Mandarin pinyin pronunciation skills among Chinese language students at the Faculty of Education, Uttaradit Rajabhat University. Utilizing a systematic approach, the research employed a pre-test and post-test design to evaluate the impact of the instructional methods on students’ language abilities. Significant improvements were observed in both listening comprehension and pronunciation skills post-intervention, as evidenced by statistical analysis. Moreover, the study gauges students’ satisfaction with the online learning experience, revealing high levels of contentment regarding course content, accessibility, and instructional delivery. The research outcomes have demonstrated a statistically significant improvement in the skills assessed. Students’ scores in listening comprehension and Mandarin pinyin pronunciation substantially increased from pre-instruction to post-instruction. Specifically, the average scores in listening comprehension improved from 16.45 to 24.50, while pronunciation scores rose from 10.85 to 16.30, both evidencing significant advancements with a significance level of 0.05. These results underscore the effectiveness of the online Chinese language courses in enhancing students’ linguistic capabilities.
{"title":"Development of Listening Comprehension and Pronunciation of Pinyin Characters in Mandarin Chinese Through Online Language Teaching: A study on Chinese Language Students at the Faculty of Education, Uttaradit Rajabhat University","authors":"Nareerat Hongsamsibkao","doi":"10.5539/jel.v13n4p194","DOIUrl":"https://doi.org/10.5539/jel.v13n4p194","url":null,"abstract":"This study explores the effectiveness of online Chinese language courses, focusing on the development of listening comprehension and Mandarin pinyin pronunciation skills among Chinese language students at the Faculty of Education, Uttaradit Rajabhat University. Utilizing a systematic approach, the research employed a pre-test and post-test design to evaluate the impact of the instructional methods on students’ language abilities. Significant improvements were observed in both listening comprehension and pronunciation skills post-intervention, as evidenced by statistical analysis. Moreover, the study gauges students’ satisfaction with the online learning experience, revealing high levels of contentment regarding course content, accessibility, and instructional delivery. The research outcomes have demonstrated a statistically significant improvement in the skills assessed. Students’ scores in listening comprehension and Mandarin pinyin pronunciation substantially increased from pre-instruction to post-instruction. Specifically, the average scores in listening comprehension improved from 16.45 to 24.50, while pronunciation scores rose from 10.85 to 16.30, both evidencing significant advancements with a significance level of 0.05. These results underscore the effectiveness of the online Chinese language courses in enhancing students’ linguistic capabilities.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690795","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 aimed to: 1) investigate the components and indicators of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy; 2) examine the current state, desired state, and the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy. The research is divided into 2 phrases. Phase 1: examine the components and indicators of the school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy, targeting a qualified group of 9 experts selected through purposive sampling. This selection is based on the appropriateness assessment using the components and indicators evaluation form. Phase 2: examine the current state, desired state, and the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy. The sample group comprises 320 school administrators selected through multi-stage random sampling and applying the table of Krejcie and Morgan. The data were collected through semi- structured interview form and questionnaire with a 5-level Likert scale. Average, standard deviation, Priority Needs Index (PNImodified) and content analysis were used to analyze the data. The findings of the study revealed the following: 1. There are 4 components and 30 indicators of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy categorized as follows: 1) academic administration with 10 indicators, 2) financial administration with 5 indicators, 3) personnel administration with 4 indicators, and 4) general administration with 11 indicators. Overall, the proficiency level is rated as the highest. 2. The current state is rated as the moderate level, and the desired state is at the highest level. When assessing the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy, it is found that the component with the highest need is general administration. This is followed by personnel administration, financial administration, and academic administration, with the lowest index of essential needs respectively.
{"title":"The Essential Needs for School Administration Model Under the Office of the Basic Education Commission According to the King’s Philosophy","authors":"Bancha Senakun, Karn Ruangmontri","doi":"10.5539/jel.v13n4p185","DOIUrl":"https://doi.org/10.5539/jel.v13n4p185","url":null,"abstract":"This research aimed to: 1) investigate the components and indicators of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy; 2) examine the current state, desired state, and the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy. The research is divided into 2 phrases. Phase 1: examine the components and indicators of the school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy, targeting a qualified group of 9 experts selected through purposive sampling. This selection is based on the appropriateness assessment using the components and indicators evaluation form. Phase 2: examine the current state, desired state, and the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy. The sample group comprises 320 school administrators selected through multi-stage random sampling and applying the table of Krejcie and Morgan. The data were collected through semi- structured interview form and questionnaire with a 5-level Likert scale. Average, standard deviation, Priority Needs Index (PNImodified) and content analysis were used to analyze the data. The findings of the study revealed the following: \u0000 \u00001. There are 4 components and 30 indicators of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy categorized as follows: 1) academic administration with 10 indicators, 2) financial administration with 5 indicators, 3) personnel administration with 4 indicators, and 4) general administration with 11 indicators. Overall, the proficiency level is rated as the highest. \u0000 \u00002. The current state is rated as the moderate level, and the desired state is at the highest level. When assessing the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King’s Philosophy, it is found that the component with the highest need is general administration. This is followed by personnel administration, financial administration, and academic administration, with the lowest index of essential needs respectively.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"126 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140694412","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 objectives of this research were (1) to develop the experiential learning management model to develop career skills for primary school students, and (2) to evaluate the effectiveness of the experiential learning management model. The sample was divided into two groups: (1) the sample used to evaluate the appropriateness of the learning management model, namely 5 experts in learning management model development and career skills development of students, were obtained by purposive sampling; (2) the sample used to evaluate the effectiveness of the learning management model consisted of 30 students in grade 6 of Ban Khek Noi School, which obtained by simple random sampling. Data analysis statistics were mean, standard deviation, and repeated measure ANOVA. Research findings showed that (1) the experiential learning management model was appropriate at a high level; (2) the students career skills after using the learning management model at a very good level; and (3) the post-career skills scores of the students who learned from the experiential learning management model were significantly higher than their pre-career skills score at the .05 level.
本研究的目标是：（1）开发培养小学生职业技能的体验式学习管理模式；（2）评价体验式学习管理模式的有效性。样本分为两组：（1）用于评估学习管理模式适宜性的样本，即 5 名学习管理模式开发和学生职业技能培养方面的专家，通过目的性抽样获得；（2）用于评估学习管理模式有效性的样本，由 30 名 Ban Khek Noi 学校六年级学生组成，通过简单随机抽样获得。数据分析统计采用均值、标准差和重复测量方差分析。 研究结果表明：(1) 体验式学习管理模式的适宜度较高；(2) 学生在使用学习管理模式后的职业技能达到了很好的水平；(3) 在 0.05 的水平上，体验式学习管理模式学习后的学生的职业技能得分明显高于其职业技能学习前的得分。
{"title":"Development of an Experiential Learning Management Model to Develop Career Skills for Primary School Students","authors":"Parama Khaewphuang","doi":"10.5539/jel.v13n4p231","DOIUrl":"https://doi.org/10.5539/jel.v13n4p231","url":null,"abstract":"The objectives of this research were (1) to develop the experiential learning management model to develop career skills for primary school students, and (2) to evaluate the effectiveness of the experiential learning management model. The sample was divided into two groups: (1) the sample used to evaluate the appropriateness of the learning management model, namely 5 experts in learning management model development and career skills development of students, were obtained by purposive sampling; (2) the sample used to evaluate the effectiveness of the learning management model consisted of 30 students in grade 6 of Ban Khek Noi School, which obtained by simple random sampling. Data analysis statistics were mean, standard deviation, and repeated measure ANOVA. \u0000 \u0000Research findings showed that (1) the experiential learning management model was appropriate at a high level; (2) the students career skills after using the learning management model at a very good level; and (3) the post-career skills scores of the students who learned from the experiential learning management model were significantly higher than their pre-career skills score at the .05 level.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":" 93","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140692329","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}
Aurélio Matos Andrade, Juliana da Motta Girardi, A. Pinto, Maria da Glória Lima, L. Köptcke, Lourenço Faria Costa
It is important to prioritize intersectoral action at schools to prevent the use of alcohol and other drugs. This strategic act should be organized with multidisciplinary learning characteristics and with the involvement of different stakeholders. The aim of a recent scoping review was to identify the factors that benefit and hinder intersectoral actions at school resulting from the elaboration of policies to prevent drug use. It seems like the research study was a scoping review that used the P-population, C-context, and C-concept structure. The study searched for information in various databases like Embase, Proquest, Lilacs, Medline via Pubmed, PsycInfo, WHO-Iris, and PAHO-Iris on April 17, 2023. According to the results, there were 5 studies that were eligible to answer the research question. One of the advantages of intersectoral actions is the role of schools in creating a support network with different social actors, particularly with family involvement. On the other hand, one of the challenges is inconsistencies in legal regulations, which do not provide enough guidance to schools on how to prevent alcohol and drug use. While public and private schools may be affected differently by social and economic factors, it is essential to invest in developing policies that focus on drug prevention for children and adolescents who are learning in schools.
{"title":"Intersectoral Interventions in School to Develop Strategies to Prevent the Use of Alcohol and Other Drugs: A Scoping Review","authors":"Aurélio Matos Andrade, Juliana da Motta Girardi, A. Pinto, Maria da Glória Lima, L. Köptcke, Lourenço Faria Costa","doi":"10.5539/jel.v13n3p165","DOIUrl":"https://doi.org/10.5539/jel.v13n3p165","url":null,"abstract":"It is important to prioritize intersectoral action at schools to prevent the use of alcohol and other drugs. This strategic act should be organized with multidisciplinary learning characteristics and with the involvement of different stakeholders. The aim of a recent scoping review was to identify the factors that benefit and hinder intersectoral actions at school resulting from the elaboration of policies to prevent drug use. It seems like the research study was a scoping review that used the P-population, C-context, and C-concept structure. The study searched for information in various databases like Embase, Proquest, Lilacs, Medline via Pubmed, PsycInfo, WHO-Iris, and PAHO-Iris on April 17, 2023. According to the results, there were 5 studies that were eligible to answer the research question. One of the advantages of intersectoral actions is the role of schools in creating a support network with different social actors, particularly with family involvement. On the other hand, one of the challenges is inconsistencies in legal regulations, which do not provide enough guidance to schools on how to prevent alcohol and drug use. While public and private schools may be affected differently by social and economic factors, it is essential to invest in developing policies that focus on drug prevention for children and adolescents who are learning in schools.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698834","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 main research purpose focused on investigating the instructional strategies to produce educational media systematically. The qualitative research methods were conducted by in-depth interviews with the experts and undergraduate students on effectively designing these instructional strategies. The participants consisted of two groups; 1) nine experts in the field of instructional strategies. 2) twelve undergraduate students. Research instruments were two semi-structured interviews with open questions; 1) two sets of interview questions designed for those specialists, and 2) the interview questions designed for an excellent student. Collected data was analyzed and categorized into key issues. The results were presented in descriptive analysis. The findings revealed as following: 1) two main popular instructional media types as follows; 1.1) digital media and 1.2) handmade media 2) the instructional strategies as follows: 2.1) ADDIE included analysis, design, development, implementation, and evaluation. 2.2) 3P included pre-production, production, post-production 2.3) project-based learning 2.4) design-based learning, and 2.5) creative-based learning. 3) teaching techniques and methods encourage students such as case studies, best practices, creative practice, questions, discussion, brainstorming, team-based/group, etc. 4) organized activities to encourage students with active learning, creative knowledge, and instructional media systematically. 5) online tools and new technology could be active learning tools and motivate learners to create new media. Moreover, learning engagement, social media, and immediate feedback could engage students efficiently. 6) media evaluations should be evaluated on the design, production processes, and results. 7) the crucial factors consist of 1) instructional strategies/teaching techniques 2) teachers 3) students 5) materials, equipment, and supporting tools 6) learning environments 7) the work process. 8) the limitations are as follows; 1) teachers 2) students 3) time-limited 4) budget-limited.
{"title":"Instructional Strategies to Produce Educational Media Systematically","authors":"Thapanee Seechaliao","doi":"10.5539/jel.v13n4p121","DOIUrl":"https://doi.org/10.5539/jel.v13n4p121","url":null,"abstract":"The main research purpose focused on investigating the instructional strategies to produce educational media systematically. The qualitative research methods were conducted by in-depth interviews with the experts and undergraduate students on effectively designing these instructional strategies. The participants consisted of two groups; 1) nine experts in the field of instructional strategies. 2) twelve undergraduate students. Research instruments were two semi-structured interviews with open questions; 1) two sets of interview questions designed for those specialists, and 2) the interview questions designed for an excellent student. Collected data was analyzed and categorized into key issues. The results were presented in descriptive analysis. The findings revealed as following: 1) two main popular instructional media types as follows; 1.1) digital media and 1.2) handmade media 2) the instructional strategies as follows: 2.1) ADDIE included analysis, design, development, implementation, and evaluation. 2.2) 3P included pre-production, production, post-production 2.3) project-based learning 2.4) design-based learning, and 2.5) creative-based learning. 3) teaching techniques and methods encourage students such as case studies, best practices, creative practice, questions, discussion, brainstorming, team-based/group, etc. 4) organized activities to encourage students with active learning, creative knowledge, and instructional media systematically. 5) online tools and new technology could be active learning tools and motivate learners to create new media. Moreover, learning engagement, social media, and immediate feedback could engage students efficiently. 6) media evaluations should be evaluated on the design, production processes, and results. 7) the crucial factors consist of 1) instructional strategies/teaching techniques 2) teachers 3) students 5) materials, equipment, and supporting tools 6) learning environments 7) the work process. 8) the limitations are as follows; 1) teachers 2) students 3) time-limited 4) budget-limited.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"23 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140705430","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}
Basketball, as one of the most popular sports courses in Chinese colleges and universities, has always been taught in a traditional ball teaching method, which has caused many problems in students’ learning effects, such as poor basketball tactics, weaker physical fitness and so on. Therefore, it is imperative to reform the basketball courses in colleges and universities. Accordingly, this paper is aimed to explore the effects of the Teaching Games for Understanding (TGFU) method in basketball courses on male students from the Class of 2023, a university in Shanghai, China, in terms of their basketball tactics and physical fitness. The study sampled 60 students randomly selected from 1850 students who took the optional basketball courses. The selected students were divided into two classes, either with 30 students: the experimental classes taught with the TGFU method and the control class taught with the traditional method. The data were collected from the pre-tests and post-tests of both classes and analyzed by the tool Statistic Package for Social Science (SPSS 24.0). Including the calculation of average values and standard deviation for T-test. It is found that the TGFU adopted in the basketball courses has significantly improved students’ basketball tactics and physical fitness, and that this method is advised to apply in college courses for students of all grades.
{"title":"The Effects of the Teaching Games for Understanding (TGFU) Mode Adopted in A College Basketball Program","authors":"Yang Li, Jiraporn Chano","doi":"10.5539/jel.v13n4p134","DOIUrl":"https://doi.org/10.5539/jel.v13n4p134","url":null,"abstract":"Basketball, as one of the most popular sports courses in Chinese colleges and universities, has always been taught in a traditional ball teaching method, which has caused many problems in students’ learning effects, such as poor basketball tactics, weaker physical fitness and so on. Therefore, it is imperative to reform the basketball courses in colleges and universities. Accordingly, this paper is aimed to explore the effects of the Teaching Games for Understanding (TGFU) method in basketball courses on male students from the Class of 2023, a university in Shanghai, China, in terms of their basketball tactics and physical fitness. The study sampled 60 students randomly selected from 1850 students who took the optional basketball courses. The selected students were divided into two classes, either with 30 students: the experimental classes taught with the TGFU method and the control class taught with the traditional method. The data were collected from the pre-tests and post-tests of both classes and analyzed by the tool Statistic Package for Social Science (SPSS 24.0). Including the calculation of average values and standard deviation for T-test. It is found that the TGFU adopted in the basketball courses has significantly improved students’ basketball tactics and physical fitness, and that this method is advised to apply in college courses for students of all grades.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"84 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140705879","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 aims to assess the physical literacy environment in 30 early childhood classrooms servicing 4- to 6-year-old children. A high-quality literacy environment that includes a variety of materials and resources is an important part of children’s emergent literacy, as research shows their use supports oral and written language development (Dynia et al., 2018; Yang et al., 2023). Observations were conducted using the Early Language and Literacy Classroom Observation Pre-K (ELLCO Pre-K; Smith et al., 2008) and the Literacy Environment Checklist (Smith et al., 2002), along with qualitative observational data and photographs of the classrooms. Overall, results show a low or basic level of quality of the physical literacy environment. Classrooms lack quality features such as a wide variety of books, writing materials in learning centers, accessible environmental prints, and representations of children’s diversity in reading materials. This level of quality is not considered sufficient to adequately support the language development of 4- to 6-year-old children, particularly those from disadvantaged backgrounds (Cunningham, 2010). These findings underline the importance of teachers’ professional development to better support emergent literacy through the physical environment of early childhood classrooms.
{"title":"Assessment of the Physical Literacy Environment in Early Childhood Classrooms","authors":"Julie Lachapelle, Annie Charron, Hélène Beaudry","doi":"10.5539/jel.v13n4p76","DOIUrl":"https://doi.org/10.5539/jel.v13n4p76","url":null,"abstract":"This study aims to assess the physical literacy environment in 30 early childhood classrooms servicing 4- to 6-year-old children. A high-quality literacy environment that includes a variety of materials and resources is an important part of children’s emergent literacy, as research shows their use supports oral and written language development (Dynia et al., 2018; Yang et al., 2023). Observations were conducted using the Early Language and Literacy Classroom Observation Pre-K (ELLCO Pre-K; Smith et al., 2008) and the Literacy Environment Checklist (Smith et al., 2002), along with qualitative observational data and photographs of the classrooms. Overall, results show a low or basic level of quality of the physical literacy environment. Classrooms lack quality features such as a wide variety of books, writing materials in learning centers, accessible environmental prints, and representations of children’s diversity in reading materials. This level of quality is not considered sufficient to adequately support the language development of 4- to 6-year-old children, particularly those from disadvantaged backgrounds (Cunningham, 2010). These findings underline the importance of teachers’ professional development to better support emergent literacy through the physical environment of early childhood classrooms.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140704975","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 objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.
{"title":"The Study of Components Technology Leadership of Teachers in Public Art Education Management Take Nanning, Guangxi","authors":"Danyang Xu, Suwat Julsuwan","doi":"10.5539/jel.v13n4p109","DOIUrl":"https://doi.org/10.5539/jel.v13n4p109","url":null,"abstract":"The objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"86 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140705871","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}
Luis Felipe Dias Lopes, Fabiane Volpato Chiapinoto, Martiele Gonçalves Moreira, Nuvea Kuhn, Fillipe Grando Lopes, Luciana Davi Traverso, Deoclécio Junior Cardoso Silva, Gilnei Luiz de Moura
This study aimed to validate a scale for subjectively measuring teaching competencies for innovation in higher education. The scale was developed by creating a set of items that underwent content validity through the Delphi technique and face validity. A survey was then conducted with 523 higher education professors. The resulting scale, called the STW-ICE Scale, consists of four dimensions: continuing education, creativity, digital fluency, and scientificity. We found that the scale has psychometric properties that allow for subjective measurement of the proposed competencies. The SmartPLS and SPSS software were used for data assessment. Additionally, we found high levels of teaching skills in the sample for all dimensions. Based on these findings, this study successfully achieved its goal of developing and validating a scale. We hope that this scale will be used not only for classificatory diagnoses but also to encourage reflection on teaching practices in higher education with a focus on innovation.
{"title":"Development of a Scale of Skills in Teaching Work and Innovation in University Education","authors":"Luis Felipe Dias Lopes, Fabiane Volpato Chiapinoto, Martiele Gonçalves Moreira, Nuvea Kuhn, Fillipe Grando Lopes, Luciana Davi Traverso, Deoclécio Junior Cardoso Silva, Gilnei Luiz de Moura","doi":"10.5539/jel.v13n4p96","DOIUrl":"https://doi.org/10.5539/jel.v13n4p96","url":null,"abstract":"This study aimed to validate a scale for subjectively measuring teaching competencies for innovation in higher education. The scale was developed by creating a set of items that underwent content validity through the Delphi technique and face validity. A survey was then conducted with 523 higher education professors. The resulting scale, called the STW-ICE Scale, consists of four dimensions: continuing education, creativity, digital fluency, and scientificity. We found that the scale has psychometric properties that allow for subjective measurement of the proposed competencies. The SmartPLS and SPSS software were used for data assessment. Additionally, we found high levels of teaching skills in the sample for all dimensions. Based on these findings, this study successfully achieved its goal of developing and validating a scale. We hope that this scale will be used not only for classificatory diagnoses but also to encourage reflection on teaching practices in higher education with a focus on innovation.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140705773","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 aimed to construct a causal relationship model of factors influencing communication arts students’ qualification for sustainability communication (SC), examine the goodness-of-fit model with empirical data, and analyze the effect size of the causal relationship model in terms of influencing factors. Data were collected from 400 communication arts students using a set of questionnaires rated on a five-point scale. The results were analyzed using IBM SPSS Statistics 23.0 and LISREL version 8.80 to determine the causal relationship model. The findings revealed that the construct of the causal relationship model of factors influencing SC of these students comprised four latent variables measured from 12 observed variables. Moreover, the influencing factors were consistent with the empirical data at a good level considering the accordance index, which consisted of x2 = 13.153, df = 25, p-Value = 0.974, RMSEA = 0.000, Standardized RMR = 0.006, GFI = 0.996, and AGFI = 0.979. The causal relationship model of the factors affecting SC revealed that education sustainable development could have direct, indirect, and total effects; the knowledge-based journalist concept could have direct, indirect, and total effects; and communication art principles could have direct and total effects, respectively.
{"title":"Factors Influencing Sustainability Communication of Communication Arts Students in Thailand","authors":"Sumaj Kitisurakulchai, Seree Woraphong, Sornpravate Krajangkantamatr, Preedaree Sirirat","doi":"10.5539/jel.v13n4p86","DOIUrl":"https://doi.org/10.5539/jel.v13n4p86","url":null,"abstract":"This study aimed to construct a causal relationship model of factors influencing communication arts students’ qualification for sustainability communication (SC), examine the goodness-of-fit model with empirical data, and analyze the effect size of the causal relationship model in terms of influencing factors. Data were collected from 400 communication arts students using a set of questionnaires rated on a five-point scale. The results were analyzed using IBM SPSS Statistics 23.0 and LISREL version 8.80 to determine the causal relationship model. The findings revealed that the construct of the causal relationship model of factors influencing SC of these students comprised four latent variables measured from 12 observed variables. Moreover, the influencing factors were consistent with the empirical data at a good level considering the accordance index, which consisted of x2 = 13.153, df = 25, p-Value = 0.974, RMSEA = 0.000, Standardized RMR = 0.006, GFI = 0.996, and AGFI = 0.979. The causal relationship model of the factors affecting SC revealed that education sustainable development could have direct, indirect, and total effects; the knowledge-based journalist concept could have direct, indirect, and total effects; and communication art principles could have direct and total effects, respectively.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"126 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140706835","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：