Master-level postgraduate professional development (PPD) programs have grown rapidly in many parts of the world. Being able to complete written assignments successfully is a significant concern for students pursuing PPD studies. Yet the nature of written assignments in such programs has been under-researched. This paper reports a study conducted in the context of a Master of Education (MEd) program in an English-medium university in Hong Kong. The study addressed the research question How do MEd written assignments prompt students to engage with academia and the professional world? Analyses of the documentary data, comprising a collection of written assignment prompts featuring 132 tasks, revealed three categories of assignments: oriented to the professional world, oriented to academia, and connecting academia and the professional world, with the last category being the largest share (75%). The paper illustrates these categories of assignments and considers implications of the study for pedagogy and future research.
{"title":"Connecting Academia with the Professional World: Exploring Written Assignments in a Postgraduate Professional Development Program","authors":"Yongyan Li","doi":"10.5539/jel.v13n2p94","DOIUrl":"https://doi.org/10.5539/jel.v13n2p94","url":null,"abstract":"Master-level postgraduate professional development (PPD) programs have grown rapidly in many parts of the world. Being able to complete written assignments successfully is a significant concern for students pursuing PPD studies. Yet the nature of written assignments in such programs has been under-researched. This paper reports a study conducted in the context of a Master of Education (MEd) program in an English-medium university in Hong Kong. The study addressed the research question How do MEd written assignments prompt students to engage with academia and the professional world? Analyses of the documentary data, comprising a collection of written assignment prompts featuring 132 tasks, revealed three categories of assignments: oriented to the professional world, oriented to academia, and connecting academia and the professional world, with the last category being the largest share (75%). The paper illustrates these categories of assignments and considers implications of the study for pedagogy and future research.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"586 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140446616","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 aims of this study were to synthesize and evaluate the learning model in gamification environment together with cartoon animation media to promote students’ creative problem-solving skills. This study was divided into three phases, (i) synthesized and evaluated the appropriateness of learning model (ii) developed cartoon animation and (iii) assessed creative problem-solving skills. The results show that the learning model consisted of three main components: teaching component, gamification environment, and activities to promote creative problem-solving. The overall suitability assessment of the developed learning model was averaged at 4.69 (SD = 0.46) out of 5, being at the most appropriate level and the scores of the students’ post-learn creative problem-solving skills assessment were significantly higher than the criteria at the level .05. These results lead to a conclusion that the learning model in gamification environment together with cartoon animation media can significantly promote students’ creative problem-solving skills and can be applied to develop desired learners’ achievements and skills.
{"title":"The Development of Students’ Creative Problem-Solving Skills Through Learning Model in Gamification Environment Together with Cartoon Animation Media","authors":"Siripon Saenboonsong, Akarapon Poonsawad","doi":"10.5539/jel.v13n2p138","DOIUrl":"https://doi.org/10.5539/jel.v13n2p138","url":null,"abstract":"The aims of this study were to synthesize and evaluate the learning model in gamification environment together with cartoon animation media to promote students’ creative problem-solving skills. This study was divided into three phases, (i) synthesized and evaluated the appropriateness of learning model (ii) developed cartoon animation and (iii) assessed creative problem-solving skills. The results show that the learning model consisted of three main components: teaching component, gamification environment, and activities to promote creative problem-solving. The overall suitability assessment of the developed learning model was averaged at 4.69 (SD = 0.46) out of 5, being at the most appropriate level and the scores of the students’ post-learn creative problem-solving skills assessment were significantly higher than the criteria at the level .05. These results lead to a conclusion that the learning model in gamification environment together with cartoon animation media can significantly promote students’ creative problem-solving skills and can be applied to develop desired learners’ achievements and skills.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"87 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447839","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 represents a creative exploration in the field of music (Practice as Research: PaR) with the objectives of 1) studying the use of a sampler from Isan instruments and instruments from various cultures to create musical compositions using music software, and 2) examining the appropriate contexts for using a sampler in creative musical works. The research findings reveal that 1) Isan folk music possesses unique characteristics in terms of sound quality and performance techniques, while other musical elements can be combined with it in a technologically driven creative process. This involves connecting the concepts and methods of both traditional and diverse cultural music to create unified compositions using technology, such as recording musical notes in standard notation, exporting them as MIDI files, and then importing them into audio recording software to refine the sounds for complete songs. 2) Regarding the appropriate contexts for using a sampler in creative music, three main contexts were identified: an Isan folk music composition context, a music education context, and a commercial or music business context. In summary, the process of using a sampler for creative music works can bridge the concepts of various cultural music and integrate them with technology. Furthermore, this process can be extended to enhance interdisciplinary learning and teaching methods, making it applicable in diverse contexts.
{"title":"A Study of Isan Folk Music Creation Using a Sampler for Music Education","authors":"Jiranuwat Khuntajan","doi":"10.5539/jel.v13n2p85","DOIUrl":"https://doi.org/10.5539/jel.v13n2p85","url":null,"abstract":"This research represents a creative exploration in the field of music (Practice as Research: PaR) with the objectives of 1) studying the use of a sampler from Isan instruments and instruments from various cultures to create musical compositions using music software, and 2) examining the appropriate contexts for using a sampler in creative musical works. The research findings reveal that 1) Isan folk music possesses unique characteristics in terms of sound quality and performance techniques, while other musical elements can be combined with it in a technologically driven creative process. This involves connecting the concepts and methods of both traditional and diverse cultural music to create unified compositions using technology, such as recording musical notes in standard notation, exporting them as MIDI files, and then importing them into audio recording software to refine the sounds for complete songs. 2) Regarding the appropriate contexts for using a sampler in creative music, three main contexts were identified: an Isan folk music composition context, a music education context, and a commercial or music business context. In summary, the process of using a sampler for creative music works can bridge the concepts of various cultural music and integrate them with technology. Furthermore, this process can be extended to enhance interdisciplinary learning and teaching methods, making it applicable in diverse contexts.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"551 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140446515","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}
Compulsory attendance in communication skills classes offered at colleges of engineering seems to be a problematic issue for many students because it prevents them from performing well in such courses. Many students believe that time spent on these classes comes at the expense of focusing on core courses and worsens their overall performance in these courses. As such, the purpose of this study is to investigate the relationship between attendance and students’ overall performance in communication skills classes for the sake of providing suggestions that would enhance students’ performance as well as allowing them to allocate more time to the core courses they are enrolled in. Making students’ life easier would not only improve their status at the educational level but would also create a feeling of comfort and satisfaction in their surroundings, particularly among family members and friends. Participants in the study are university students enrolled in the college of engineering at a Middle Eastern university. The study yields significant results showing that compulsory attendance has no significant relationship with students’ overall performance in communication skills classes. Relaxing attendance regulations might provide some margin of freedom for students to focus more on the core courses while still performing well in communication skills classes. The researcher makes significant recommendations to help stakeholders encourage students to value and perform well in communication skills classes while addressing any concerns they might have regarding the core courses they are enrolled in.
{"title":"Engineering Students’ Performance in Communication Skills Classes: Does Attendance Really Matter?","authors":"Salah Zogheib","doi":"10.5539/jel.v13n2p130","DOIUrl":"https://doi.org/10.5539/jel.v13n2p130","url":null,"abstract":"Compulsory attendance in communication skills classes offered at colleges of engineering seems to be a problematic issue for many students because it prevents them from performing well in such courses. Many students believe that time spent on these classes comes at the expense of focusing on core courses and worsens their overall performance in these courses. As such, the purpose of this study is to investigate the relationship between attendance and students’ overall performance in communication skills classes for the sake of providing suggestions that would enhance students’ performance as well as allowing them to allocate more time to the core courses they are enrolled in. Making students’ life easier would not only improve their status at the educational level but would also create a feeling of comfort and satisfaction in their surroundings, particularly among family members and friends. Participants in the study are university students enrolled in the college of engineering at a Middle Eastern university. The study yields significant results showing that compulsory attendance has no significant relationship with students’ overall performance in communication skills classes. Relaxing attendance regulations might provide some margin of freedom for students to focus more on the core courses while still performing well in communication skills classes. The researcher makes significant recommendations to help stakeholders encourage students to value and perform well in communication skills classes while addressing any concerns they might have regarding the core courses they are enrolled in.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"525 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140446919","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 article were 1) to study the current condition, the need for developing a growth mindset to strengthen the learning management of primary school teachers, and 2) to study guidelines for developing a growth mindset to strengthen learning management among primary school teachers under the Office of the Basic Education Commission. There were 2 stages of research: Step 1: Study the current conditions. It is necessary to develop a growth mindset to strengthen the learning management of primary school teachers. The sample consisted of 427 primary school teachers in the academic year 2022 derived by multi-stage sampling. Step 2: Study ways to develop a growth mindset to strengthen learning management among primary school teachers under the Office of the Basic Education Commission. The group of informants is qualified by studying the best practices of 5 persons by specific sampling. The research instruments were 1) a 5-level estimation scale questionnaire, 2) a semi-structured interview form, and 3) a 5-level estimation scale development guidelines assessment form. Statistics used to analyze data include means, standard deviations, priority sorting of PNImodified data, and content analysis. The results of the research showed that 1) the overall current condition and the overall aspect are moderate, and the overall desirable conditions are substantial. It was found that the growth mindset strengthens teachers’ learning management. There is a need for development in all 6 areas. In order: Learning efforts, Acceptance of failures, Acceptance of criticism, Learning challenges, Development paradigms, and Motivation for success. 2) Approaches to developing a growth mindset to strengthen the learning management of primary school teachers under the Office of the Basic Education Commission. This can be done by developing all 6 items and 20 approaches. There are development methods that consist of workshops, and learning from other people. Integration in operations, Self-study, Building a professional learning community, Counselor, and Mentoring.
{"title":"Need Assessment of the Growth Mindset for Enhancing Learning Management of Teachers in the Primary Schools Under the Office of the Basic Education Commission","authors":"Tantikorn Khunaprom, Pacharawit Chansirisira","doi":"10.5539/jel.v13n2p179","DOIUrl":"https://doi.org/10.5539/jel.v13n2p179","url":null,"abstract":"The purposes of this article were 1) to study the current condition, the need for developing a growth mindset to strengthen the learning management of primary school teachers, and 2) to study guidelines for developing a growth mindset to strengthen learning management among primary school teachers under the Office of the Basic Education Commission. There were 2 stages of research: Step 1: Study the current conditions. It is necessary to develop a growth mindset to strengthen the learning management of primary school teachers. The sample consisted of 427 primary school teachers in the academic year 2022 derived by multi-stage sampling. Step 2: Study ways to develop a growth mindset to strengthen learning management among primary school teachers under the Office of the Basic Education Commission. The group of informants is qualified by studying the best practices of 5 persons by specific sampling. The research instruments were 1) a 5-level estimation scale questionnaire, 2) a semi-structured interview form, and 3) a 5-level estimation scale development guidelines assessment form. Statistics used to analyze data include means, standard deviations, priority sorting of PNImodified data, and content analysis. The results of the research showed that 1) the overall current condition and the overall aspect are moderate, and the overall desirable conditions are substantial. It was found that the growth mindset strengthens teachers’ learning management. There is a need for development in all 6 areas. In order: Learning efforts, Acceptance of failures, Acceptance of criticism, Learning challenges, Development paradigms, and Motivation for success. 2) Approaches to developing a growth mindset to strengthen the learning management of primary school teachers under the Office of the Basic Education Commission. This can be done by developing all 6 items and 20 approaches. There are development methods that consist of workshops, and learning from other people. Integration in operations, Self-study, Building a professional learning community, Counselor, and Mentoring.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"277 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447457","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}
Engagement with online media among learners is closely linked to language proficiency and cultural comprehension, offering a platform for enhancing English language skills. This has given rise to the field of online informal learning of English (OILE), with numerous studies exploring learners’ habits in this domain and indicating positive impacts on language proficiency. However, disparities in OILE engagement exist among learners, with individual factors like motivation and attitude playing a role. Recent research has affirmed the positive correlation between learners’ motivation, global outlook, and their involvement in informal learning. Yet, the connection between motivation and OILE remains insufficiently explored. This mixed-methods study, conducted with female university students in Saudi Arabia, utilized a questionnaire (n = 550) and subsequent semi-structured interviews (n = 19) to scrutinize students’ motivations, International Posture (IP), and frequency of OILE use within the framework of the L2 Motivational Self System. The investigation aimed to elucidate how students’ motivation and global outlook influence their OILE practices. Results indicated that participants were moderate OILE users with a relatively restricted global outlook, displaying diverse levels of motivation. Moreover, participants’ engagement with OILE was notably shaped by their Ideal L2 selves and IP. The findings propose that participants perceived OILE as a means to connect with the international English-speaking community. Pedagogically, the study advocates for educating learners about the potential advantages of OILE use and emphasizes the need for institutions in this context to cultivate learners’ International Posture.
{"title":"Exploring the Interplay of Motivation, International Posture, and Online Informal English Learning: A Mixed-Methods Study","authors":"Alaa Alnajashi","doi":"10.5539/jel.v13n2p106","DOIUrl":"https://doi.org/10.5539/jel.v13n2p106","url":null,"abstract":"Engagement with online media among learners is closely linked to language proficiency and cultural comprehension, offering a platform for enhancing English language skills. This has given rise to the field of online informal learning of English (OILE), with numerous studies exploring learners’ habits in this domain and indicating positive impacts on language proficiency. However, disparities in OILE engagement exist among learners, with individual factors like motivation and attitude playing a role. Recent research has affirmed the positive correlation between learners’ motivation, global outlook, and their involvement in informal learning. Yet, the connection between motivation and OILE remains insufficiently explored. This mixed-methods study, conducted with female university students in Saudi Arabia, utilized a questionnaire (n = 550) and subsequent semi-structured interviews (n = 19) to scrutinize students’ motivations, International Posture (IP), and frequency of OILE use within the framework of the L2 Motivational Self System. The investigation aimed to elucidate how students’ motivation and global outlook influence their OILE practices. Results indicated that participants were moderate OILE users with a relatively restricted global outlook, displaying diverse levels of motivation. Moreover, participants’ engagement with OILE was notably shaped by their Ideal L2 selves and IP. The findings propose that participants perceived OILE as a means to connect with the international English-speaking community. Pedagogically, the study advocates for educating learners about the potential advantages of OILE use and emphasizes the need for institutions in this context to cultivate learners’ International Posture.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"45 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140448766","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 coronavirus disease (COVID-19) crisis and the coincidental shift in public education to distance education was a starting point from which all educational institutions, especially those in developing countries, must benefit in terms of e-learning development. The need to effectively explore the use of e-learning after returning to school (face-to-face) has been increasing. Thus, we investigated the use of e-learning after the COVID-19 pandemic by examining the case of Saudi Arabia. The findings of this case study can be applicable and beneficial to other countries. By applying a qualitative research design, 15 Saudi digital skills teachers were invited to voluntarily participate in this study, and an open-question survey was conducted electronically using the snowball technique and a focus group. The teachers’ reflections on this experience have implications for their professional development and are an opening for using educational technologies and utilizing students’ digital skills in education. The study shows that the teachers continued using e-learning in their daily teaching after the pandemic. The three most important theme determinants in this study were the teachers’ use of e-learning for blended learning, communication, and professional development, in this order. Moreover, the teachers believed that they and their students had acquired and developed many skills as a result of using online learning. Finally, the study implications and suggestions are highlighted in this article.
{"title":"E-Learning After the Pandemic from the Perspective of Digital Skills Teachers","authors":"Amal Abdullah Alibrahim","doi":"10.5539/jel.v13n2p149","DOIUrl":"https://doi.org/10.5539/jel.v13n2p149","url":null,"abstract":"The coronavirus disease (COVID-19) crisis and the coincidental shift in public education to distance education was a starting point from which all educational institutions, especially those in developing countries, must benefit in terms of e-learning development. The need to effectively explore the use of e-learning after returning to school (face-to-face) has been increasing. Thus, we investigated the use of e-learning after the COVID-19 pandemic by examining the case of Saudi Arabia. The findings of this case study can be applicable and beneficial to other countries. By applying a qualitative research design, 15 Saudi digital skills teachers were invited to voluntarily participate in this study, and an open-question survey was conducted electronically using the snowball technique and a focus group. The teachers’ reflections on this experience have implications for their professional development and are an opening for using educational technologies and utilizing students’ digital skills in education. The study shows that the teachers continued using e-learning in their daily teaching after the pandemic. The three most important theme determinants in this study were the teachers’ use of e-learning for blended learning, communication, and professional development, in this order. Moreover, the teachers believed that they and their students had acquired and developed many skills as a result of using online learning. Finally, the study implications and suggestions are highlighted in this article.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"45 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140448776","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 introduces a novel learning management model aimed at enhancing Thai language proficiency in sixth-grade students. Confronting challenges such as inadequate teaching resources and a lack of student-centric, practical activities in current Thai language education, this model integrates six key components: foundational principles and theories, clear objectives, diverse learning processes, social systems, responsive teaching, and supportive resources. The approach emphasizes student engagement, self-directed learning, critical thinking, and applicability in real-life situations. Employing a rigorous research and development (R&D) methodology, the study involved analyzing existing educational conditions, developing the instructional model, assessing its impact, and seeking expert validation. The model demonstrated substantial improvements in students’ knowledge, skills, and attributes, as evidenced by the effectiveness index (E.I.) and expert assessments. These evaluations confirmed the model’s suitability, practicality, and beneficial impact on language proficiency. The results indicate that integrating self-directed learning, experiential activities, and collaborative techniques significantly enhances language skills. The study underscores the need for adaptive learning strategies, varied instructional media, and comprehensive assessment methods. The model’s success in improving national test scores showcases its potential applicability and effectiveness in diverse educational settings. This research contributes a validated, effective framework for Thai language teaching, highlighting experiential learning, social collaboration, and the integration of ICT. Its successful application in Thai educational contexts suggests its potential for broader adoption in primary language education globally.
{"title":"Development of an Instructional Model to Enhance Competency in the Thai Language for Grade 6 Students","authors":"Tharathikoon Raha, Montree Wongsapan","doi":"10.5539/jel.v13n2p119","DOIUrl":"https://doi.org/10.5539/jel.v13n2p119","url":null,"abstract":"This study introduces a novel learning management model aimed at enhancing Thai language proficiency in sixth-grade students. Confronting challenges such as inadequate teaching resources and a lack of student-centric, practical activities in current Thai language education, this model integrates six key components: foundational principles and theories, clear objectives, diverse learning processes, social systems, responsive teaching, and supportive resources. The approach emphasizes student engagement, self-directed learning, critical thinking, and applicability in real-life situations. Employing a rigorous research and development (R&D) methodology, the study involved analyzing existing educational conditions, developing the instructional model, assessing its impact, and seeking expert validation. The model demonstrated substantial improvements in students’ knowledge, skills, and attributes, as evidenced by the effectiveness index (E.I.) and expert assessments. These evaluations confirmed the model’s suitability, practicality, and beneficial impact on language proficiency. \u0000 \u0000The results indicate that integrating self-directed learning, experiential activities, and collaborative techniques significantly enhances language skills. The study underscores the need for adaptive learning strategies, varied instructional media, and comprehensive assessment methods. The model’s success in improving national test scores showcases its potential applicability and effectiveness in diverse educational settings. This research contributes a validated, effective framework for Thai language teaching, highlighting experiential learning, social collaboration, and the integration of ICT. Its successful application in Thai educational contexts suggests its potential for broader adoption in primary language education globally.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"603 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140446600","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 purpose of this study was to 1) study the components and indicators of being quality organization of Phrapariyattidhamma School, General Education Department, in the Northeast, and 2) evaluate the suitability of the components and indicators of being quality organization of Phrapariyattidhamma School, General Education Department, in the Northeast. The phases were divided into 2 phases: 1) studying documents and related works on the components of being quality organization and synthesize received data of components of being quality organization with 7 experts, and 2) evaluating the suitability of components and indicators of being quality organization employing suitability test verified by the experts on question details. The data analysis was by computer program using Rating Scale, Average, and Standard Deviation. The findings of the study were found that the components and indicators of being quality organization Phrapariyattidhamma School, General Education Department, in the Northeast contained 5 components and 43 indicators: 1) 9 indicators of quality learners, 2) 8 indicators of professional teachers, 3) 9 indicators of high-performance school, 4) 5 indicators of strategic management, 5) 8 indicators of community cooperation and the results of the overall evaluation of the components and indicators were at a higher level.
{"title":"A Study of Components and Indicators of Being Quality Organization of Phrapariyattidhamma School, General Education Department, in the Northeast","authors":"Thawee Na Nongkhai, Thatchai Chittranun","doi":"10.5539/jel.v13n2p171","DOIUrl":"https://doi.org/10.5539/jel.v13n2p171","url":null,"abstract":"The purpose of this study was to 1) study the components and indicators of being quality organization of Phrapariyattidhamma School, General Education Department, in the Northeast, and 2) evaluate the suitability of the components and indicators of being quality organization of Phrapariyattidhamma School, General Education Department, in the Northeast. The phases were divided into 2 phases: 1) studying documents and related works on the components of being quality organization and synthesize received data of components of being quality organization with 7 experts, and 2) evaluating the suitability of components and indicators of being quality organization employing suitability test verified by the experts on question details. The data analysis was by computer program using Rating Scale, Average, and Standard Deviation. \u0000 \u0000The findings of the study were found that the components and indicators of being quality organization Phrapariyattidhamma School, General Education Department, in the Northeast contained 5 components and 43 indicators: 1) 9 indicators of quality learners, 2) 8 indicators of professional teachers, 3) 9 indicators of high-performance school, 4) 5 indicators of strategic management, 5) 8 indicators of community cooperation and the results of the overall evaluation of the components and indicators were at a higher level.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"456 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140446675","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}
Reviewer Acknowledgements for Journal of Education and Learning, Vol. 13, No. 1, 2024
教育与学习杂志》第 13 卷第 1 期（2024 年）审稿人致谢
{"title":"Reviewer Acknowledgements for Journal of Education and Learning, Vol. 13, No. 1","authors":"G. Lin","doi":"10.5539/jel.v13n1p207","DOIUrl":"https://doi.org/10.5539/jel.v13n1p207","url":null,"abstract":"Reviewer Acknowledgements for Journal of Education and Learning, Vol. 13, No. 1, 2024","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"120 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492554","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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