This research aimed to (1) develop a task-based Chinese speaking (TBCS) instructional model to enhance the Chinese speaking skills of beginner-level Thai learners studying Chinese as a foreign language (CFL), (2) implement the developed TBCS instructional model with beginner-level Thai CFL learners for refinement, and (3) evaluate the suitability of the developed model by seeking experts’ opinions. The participants of this research included 5 experts specialized in instructional model design and teaching Chinese as a foreign language, as well as 22 beginner-level Thai CFL learners enrolled in a Chinese program at a public high school in Thailand. Research instruments included the TBCS instructional model with 12 lesson plans and the expert evaluation form. The collected data were analyzed by using mean, standard deviation, and percentage. The research findings revealed that (1) the developed TBCS instructional model consisted of 7 key elements: goals and assumptions, teaching procedures, learning environment, principles and reactions, support system, application, and instructional and nurturant effects, with the teaching procedures comprising of 4 major steps: activate prior experience, build language skills, carry out tasks, and deepen understanding, (2) the students had successful speaking performance after studying through the developed model, and (3) the suitability of the developed TBCS instructional model was evaluated by experts at the highest level.
{"title":"The Development of a Task-Based Chinese Speaking Instructional Model for Chinese as a Foreign Language Learners in Thailand","authors":"Zhiyong Dai, Goachagorn Thipatdee, Metcha Metjiranont","doi":"10.5539/jel.v13n1p162","DOIUrl":"https://doi.org/10.5539/jel.v13n1p162","url":null,"abstract":"This research aimed to (1) develop a task-based Chinese speaking (TBCS) instructional model to enhance the Chinese speaking skills of beginner-level Thai learners studying Chinese as a foreign language (CFL), (2) implement the developed TBCS instructional model with beginner-level Thai CFL learners for refinement, and (3) evaluate the suitability of the developed model by seeking experts’ opinions. The participants of this research included 5 experts specialized in instructional model design and teaching Chinese as a foreign language, as well as 22 beginner-level Thai CFL learners enrolled in a Chinese program at a public high school in Thailand. Research instruments included the TBCS instructional model with 12 lesson plans and the expert evaluation form. The collected data were analyzed by using mean, standard deviation, and percentage. The research findings revealed that (1) the developed TBCS instructional model consisted of 7 key elements: goals and assumptions, teaching procedures, learning environment, principles and reactions, support system, application, and instructional and nurturant effects, with the teaching procedures comprising of 4 major steps: activate prior experience, build language skills, carry out tasks, and deepen understanding, (2) the students had successful speaking performance after studying through the developed model, and (3) the suitability of the developed TBCS instructional model was evaluated by experts at the highest level.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139524496","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}
Contemporary Chinese art has witnessed a transformative evolution in the realm of installation art, particularly in the context of immersive new media installations within urban commercial spaces. This study explores the educational potential of immersive new media art in urban commercial spaces in Dalian City, Liaoning Province, China. The research journey spans various stages of Dalian’s installation art development, from its early emergence in the 1980s to the prosperous period in the 1990s and its diversification in the 21st century. Key themes explored include the evolution of artistic expression, the impact on education, and the integration of new media in urban commercial spaces. The research site primarily focuses on Dalian’s cultural and commercial landscapes, with a spotlight on the Xiongdong Street project. The study employs a qualitative research methodology, combining field research, interviews, multimedia elements, and data analysis to offer comprehensive insights into the subject matter. Key informants include artists, scholars, and experts within the field of installation art. The research results reveal the dynamic evolution of Dalian’s installation art, its educational significance, and its integration into urban commercial spaces. The study suggests that immersive new media art has the potential to enrich art education, engage the public, and foster cultural and commercial development.
{"title":"Exploring the Educational Potential of Immersive New Media Art in Urban Commercial Spaces in Dalian City, Liaoning Province, China","authors":"Guanglong Sui, Boonsom Yodmalee","doi":"10.5539/jel.v13n1p189","DOIUrl":"https://doi.org/10.5539/jel.v13n1p189","url":null,"abstract":"Contemporary Chinese art has witnessed a transformative evolution in the realm of installation art, particularly in the context of immersive new media installations within urban commercial spaces. This study explores the educational potential of immersive new media art in urban commercial spaces in Dalian City, Liaoning Province, China. The research journey spans various stages of Dalian’s installation art development, from its early emergence in the 1980s to the prosperous period in the 1990s and its diversification in the 21st century. Key themes explored include the evolution of artistic expression, the impact on education, and the integration of new media in urban commercial spaces. The research site primarily focuses on Dalian’s cultural and commercial landscapes, with a spotlight on the Xiongdong Street project. The study employs a qualitative research methodology, combining field research, interviews, multimedia elements, and data analysis to offer comprehensive insights into the subject matter. Key informants include artists, scholars, and experts within the field of installation art. The research results reveal the dynamic evolution of Dalian’s installation art, its educational significance, and its integration into urban commercial spaces. The study suggests that immersive new media art has the potential to enrich art education, engage the public, and foster cultural and commercial development.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"32 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610073","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 research aimed to achieve the following objectives: 1)Assess the effectiveness of cooperative learning management utilizing the STAD technique and KWDL technique among PrathomSuksa6 students in solving decimal problems, with a target of achieving a 75/75 criterion. 2) Enhance the problem-solving abilities of grade 6students in mathematics by implementing cooperative learning management using the combined STAD technique and KWDL technique, compared to a 75 percent criterion. 3) Improve the learning achievement in mathematics of grade 6 students in solving decimal problems through cooperative learning management, employing the STAD technique and KWDL technique, in line with a 75 percent criterion. The research was conducted with a selected group of 33 students from Prathomsuksa6/1, first semester, academic year 2022, at Ban Chiang Yuen School. The research tools employed were: 1) a cooperative learning plan incorporating the STAD and KWDL techniques, 2) a mathematics problem-solving ability test, and 3) a mathematics learning achievement test. Data analysis involved the use of percentage, mean, standard deviation, and efficiency (E1/E2). The findings of the study indicated the following: Cooperative learning management using the STAD technique and KWDL technique exhibited an efficiency of 76.14/75.45, satisfying the 75/75 criterion. The average mathematics score post-intervention was 75.76 percent, surpassing the 75 percent criterion. Mathematics learning achievement, as measured by the average score post-intervention, reached 75.45 percent, fulfilling the 75 percent criterion.
研究旨在实现以下目标：1）评估利用 STAD 技术和 KWDL 技术对 PrathomSuksa6 年级学生进行合作学习管理以解决十进制问题的有效性，目标是达到 75/75 的标准。2) 通过综合运用 STAD 技术和 KWDL 技术实施合作学习管理，提高六年级学生的数学解题能 力，目标是达到 75%的标准。3) 通过 STAD 技术和 KWDL 技术相结合的合作学习管理，提高六年级学生解决十进制问题的数学学习成绩，与 75% 的标准相一致。研究对象是班清园学校 2022 学年第一学期 Prathomsuksa6/1 班的 33 名学生。采用的研究工具有1) 结合 STAD 和 KWDL 技术的合作学习计划；2) 数学问题解决能力测试；3) 数学学习成绩测试。数据分析采用了百分比、平均值、标准差和效率（E1/E2）。 研究结果如下使用 STAD 技术和 KWDL 技术进行合作学习管理的效率为 76.14/75.45，符合 75/75 标准。干预后的数学平均得分率为 75.76%，超过了 75% 的标准。根据干预后的平均得分衡量，数学学习成绩达到了 75.45%，符合 75% 的标准。
{"title":"The Development of the Ability to Solve Mathematical Problems and Academic Achievement Decimal Problem of Prathomsuksa6 Students Through Cooperative Learning Management STAD and KWDL Technique","authors":"Chanwit Heebkaew, Yannapat Seehamongkon","doi":"10.5539/jel.v13n1p150","DOIUrl":"https://doi.org/10.5539/jel.v13n1p150","url":null,"abstract":"The research aimed to achieve the following objectives: 1)Assess the effectiveness of cooperative learning management utilizing the STAD technique and KWDL technique among PrathomSuksa6 students in solving decimal problems, with a target of achieving a 75/75 criterion. 2) Enhance the problem-solving abilities of grade 6students in mathematics by implementing cooperative learning management using the combined STAD technique and KWDL technique, compared to a 75 percent criterion. 3) Improve the learning achievement in mathematics of grade 6 students in solving decimal problems through cooperative learning management, employing the STAD technique and KWDL technique, in line with a 75 percent criterion. The research was conducted with a selected group of 33 students from Prathomsuksa6/1, first semester, academic year 2022, at Ban Chiang Yuen School. The research tools employed were: 1) a cooperative learning plan incorporating the STAD and KWDL techniques, 2) a mathematics problem-solving ability test, and 3) a mathematics learning achievement test. Data analysis involved the use of percentage, mean, standard deviation, and efficiency (E1/E2). \u0000 \u0000The findings of the study indicated the following: Cooperative learning management using the STAD technique and KWDL technique exhibited an efficiency of 76.14/75.45, satisfying the 75/75 criterion. The average mathematics score post-intervention was 75.76 percent, surpassing the 75 percent criterion. Mathematics learning achievement, as measured by the average score post-intervention, reached 75.45 percent, fulfilling the 75 percent criterion.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"72 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139611261","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}
In northeastern Thailand, the beating heart of tradition and music intertwines seamlessly. The objective of this study was to explore the significance of percussion instruments in Isan Thai folk music within the context of music education and learning. The scope of the research site spans the northeastern Provinces of Thailand. The study employs qualitative interviews with experts and practitioners, complemented by field visits and observations. The findings emphasize that Isan Thai folk music serves as a cultural bridge, nurturing mutual understanding and expressing the extraordinary occurrences within the community. Music education emerges as a pivotal tool in safeguarding the cultural heritage of Isan Thai folk music, offering students a window into diverse cultures, and enriching their appreciation of the world's cultural tapestry. Despite challenges such as a dearth of successors and waning interest among the younger generation. The preservation of Isan percussion instruments is an invaluable component of intangible cultural heritage, thus contributing substantially to the broader discourse on cultural heritage preservation and the role of music education in fostering cross-cultural appreciation and understanding.
{"title":"The Significance of Percussion Instruments in Isan Thai Folk Music within the Context of Music Education and Learning","authors":"Watchara Homhuan, Peerapong Sensai","doi":"10.5539/jel.v13n1p180","DOIUrl":"https://doi.org/10.5539/jel.v13n1p180","url":null,"abstract":"In northeastern Thailand, the beating heart of tradition and music intertwines seamlessly. The objective of this study was to explore the significance of percussion instruments in Isan Thai folk music within the context of music education and learning. The scope of the research site spans the northeastern Provinces of Thailand. The study employs qualitative interviews with experts and practitioners, complemented by field visits and observations. The findings emphasize that Isan Thai folk music serves as a cultural bridge, nurturing mutual understanding and expressing the extraordinary occurrences within the community. Music education emerges as a pivotal tool in safeguarding the cultural heritage of Isan Thai folk music, offering students a window into diverse cultures, and enriching their appreciation of the world's cultural tapestry. Despite challenges such as a dearth of successors and waning interest among the younger generation. The preservation of Isan percussion instruments is an invaluable component of intangible cultural heritage, thus contributing substantially to the broader discourse on cultural heritage preservation and the role of music education in fostering cross-cultural appreciation and understanding.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"76 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139611072","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}
Currently, the aviation business is a popular service that helps people travel conveniently, quickly, and safely. People in the airline business have become more stressed with the need to learn about inflight safety-based competence to effectively serve the broad range of passengers’ needs. One reason for this is the nature of their jobs, which also affects their learning. Therefore, this research study developed an autonomous learning model to enhance inflight safety-based competence for cabin crew and then studied the effects of using an autonomous learning model to enhance inflight safety-based competence for cabin crew. This study was conducted in two parts using research and development methodology (R&D). The first phase identified problems and needs in learning about inflight safety-based competence, while the second stage examined the results of using the developed learning model. The results revealed that an autonomous learning model consisted of the model’s purpose, identification and management of learning goals, knowledge development of learning strategies, the trainer’s role, practical ideas, and reflection on and evaluation of the learner’s learning. Furthermore, the cabin crew members had improved scores in inflight safety-based competence learning in four areas: safety policy, risk management, safety promotion, and safety assurance, compared before participating in the autonomous learning model testing. The vital learning promotion course for cabin crew dealing with the inflight safety of the passengers. The developed autonomous learning model should enhance the inflight safety-based competence of cabin crew.
{"title":"Development of Autonomous Learning Model to Enhance Inflight Safety-Based Competence for Cabin Crew","authors":"Dech-siri Nopas, Choosak Ueangchokchai","doi":"10.5539/jel.v13n1p134","DOIUrl":"https://doi.org/10.5539/jel.v13n1p134","url":null,"abstract":"Currently, the aviation business is a popular service that helps people travel conveniently, quickly, and safely. People in the airline business have become more stressed with the need to learn about inflight safety-based competence to effectively serve the broad range of passengers’ needs. One reason for this is the nature of their jobs, which also affects their learning. Therefore, this research study developed an autonomous learning model to enhance inflight safety-based competence for cabin crew and then studied the effects of using an autonomous learning model to enhance inflight safety-based competence for cabin crew. This study was conducted in two parts using research and development methodology (R&D). The first phase identified problems and needs in learning about inflight safety-based competence, while the second stage examined the results of using the developed learning model. The results revealed that an autonomous learning model consisted of the model’s purpose, identification and management of learning goals, knowledge development of learning strategies, the trainer’s role, practical ideas, and reflection on and evaluation of the learner’s learning. Furthermore, the cabin crew members had improved scores in inflight safety-based competence learning in four areas: safety policy, risk management, safety promotion, and safety assurance, compared before participating in the autonomous learning model testing. The vital learning promotion course for cabin crew dealing with the inflight safety of the passengers. The developed autonomous learning model should enhance the inflight safety-based competence of cabin crew.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"95 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612551","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 pursues a comprehensive tripartite agenda: firstly, to investigate the essential requisites for formulating a model geared towards augmenting teachers’ 21st century learning management competencies; secondly, to design a tailored model aligned with these competencies; and thirdly, to scrutinize the tangible impact of model implementation. Employing a multi-phased approach involving meticulous need analysis, model development, and real-world implementation, this study navigated a dynamic educational landscape. Phase 1 involved 353 participants, collectively shaping the foundation for subsequent phases. Phase 2 harnessed the expertise of five seasoned educators and scholars to collaboratively refine and assess the model. Phase 3 expanded the scope to encompass 24 junior high school teachers and 36 educational stakeholders, further validating the model’s utility. The outcomes highlight a model encompassing curriculum development, learner-centered active learning strategies, media and technology integration, authentic learning assessment, and conducting research for learner development. This comprehensive model was fashioned as a dynamic workshop, integrating face-to-face training, coaching training, and online modules, thereby catering to diverse learning preferences. Remarkably, the model’s implementation elicited substantial benefits: significant enhancements were observed in teachers’ 21st century learning management skills, while students’ 21st century skills also experienced discernible progress. Notably, the model’s overall quality, rigorously evaluated through the CIPPIEST model, reaffirms its excellence and potential for sustainable educational advancement.
{"title":"Developing a Model to Enhance Junior High School Teacher 21st Century Learning Management Competencies","authors":"Uckarajade Sihawong, S. Phusee-orn","doi":"10.5539/jel.v13n1p101","DOIUrl":"https://doi.org/10.5539/jel.v13n1p101","url":null,"abstract":"This study pursues a comprehensive tripartite agenda: firstly, to investigate the essential requisites for formulating a model geared towards augmenting teachers’ 21st century learning management competencies; secondly, to design a tailored model aligned with these competencies; and thirdly, to scrutinize the tangible impact of model implementation. Employing a multi-phased approach involving meticulous need analysis, model development, and real-world implementation, this study navigated a dynamic educational landscape. Phase 1 involved 353 participants, collectively shaping the foundation for subsequent phases. Phase 2 harnessed the expertise of five seasoned educators and scholars to collaboratively refine and assess the model. Phase 3 expanded the scope to encompass 24 junior high school teachers and 36 educational stakeholders, further validating the model’s utility. The outcomes highlight a model encompassing curriculum development, learner-centered active learning strategies, media and technology integration, authentic learning assessment, and conducting research for learner development. This comprehensive model was fashioned as a dynamic workshop, integrating face-to-face training, coaching training, and online modules, thereby catering to diverse learning preferences. Remarkably, the model’s implementation elicited substantial benefits: significant enhancements were observed in teachers’ 21st century learning management skills, while students’ 21st century skills also experienced discernible progress. Notably, the model’s overall quality, rigorously evaluated through the CIPPIEST model, reaffirms its excellence and potential for sustainable educational advancement.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"403 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139172734","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}
Fumiko Yoshida, Gary J. Conti, Toyoaki Yamauchi, Misa Kawanishi
This study describes a typology of the teaching styles of practicing teachers. Teaching style refers to a teacher’s distinct qualities that are persistent from situation to situation regardless of the content. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Prior cluster analysis revealed four naturally-occurring groups based on their teaching style, with teachers practicing learner-centered and teacher-centered styles nearly equally. The dual purposes of this study were (1) to measure the differences between these groups to determine if they were unique and (2) to describe any teaching style differences among these groups. Analysis of variance and Scheffé descriptive statistics supported the conclusion that a typology exists for classifying teaching styles as they are practiced in the field by teachers. Discriminant analysis identified the distinctions among the groups. The four distinct groups clearly described in this Teaching Styles Typology of Practicing Teachers are Distinctly Teacher-Centered, Moderately Teacher-Centered, Consistently Learner-Centered, and Decidedly Learner-Centered. This typology of teaching styles can be a valuable tool for teachers to improve their professional practice. It has implications for increased professionalism by facilitating increased self-awareness and assisting in developing an educational philosophy.
{"title":"A Teaching Styles Typology of Practicing Teachers","authors":"Fumiko Yoshida, Gary J. Conti, Toyoaki Yamauchi, Misa Kawanishi","doi":"10.5539/jel.v13n1p1","DOIUrl":"https://doi.org/10.5539/jel.v13n1p1","url":null,"abstract":"This study describes a typology of the teaching styles of practicing teachers. Teaching style refers to a teacher’s distinct qualities that are persistent from situation to situation regardless of the content. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Prior cluster analysis revealed four naturally-occurring groups based on their teaching style, with teachers practicing learner-centered and teacher-centered styles nearly equally. The dual purposes of this study were (1) to measure the differences between these groups to determine if they were unique and (2) to describe any teaching style differences among these groups. Analysis of variance and Scheffé descriptive statistics supported the conclusion that a typology exists for classifying teaching styles as they are practiced in the field by teachers. Discriminant analysis identified the distinctions among the groups. The four distinct groups clearly described in this Teaching Styles Typology of Practicing Teachers are Distinctly Teacher-Centered, Moderately Teacher-Centered, Consistently Learner-Centered, and Decidedly Learner-Centered. This typology of teaching styles can be a valuable tool for teachers to improve their professional practice. It has implications for increased professionalism by facilitating increased self-awareness and assisting in developing an educational philosophy.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"379 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173994","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 objective of this study is to investigate the effects of implementing the Collaborative Strategic Reading (CIRC) approach in reading instruction on the development of reading and writing abilities among third-grade children in primary schools. Utilizing a unified pre-test and post-test experimental design. The study’s sample consists of 43 students that are enrolled in Class 1 of Grade 3. The study involved the implementation of Collaborative Integrated Reading and Composition (CIRC) methodology in Chinese reading instruction. Additionally, self-designed assessments were administered to measure the students’ reading and writing proficiency levels. These assessments were conducted both before to and after the experimental intervention, allowing for the examination of any variations in the students’ scores. The data underwent analysis utilizing the Statistical Package for the Social Sciences (SPSS), which involved calculating the mean, standard deviation, and conducting a T-test. The findings of the study suggest that the use of CIRC (Cognitive Instructional Reading Comprehension) in Chinese reading instruction yields a substantial enhancement in the reading and writing proficiencies of elementary school children. Moreover, there is a notable increase in the scores across several dimensions of reading and writing skills. Based on the findings of this study, the researchers propose the implementation of CIRC technology in Chinese reading instruction across several grade levels as a means to augment students’ proficiency in reading and writing.
本研究旨在探讨在阅读教学中实施协作策略阅读法（CIRC）对小学三年级学生阅读和写作能力发展的影响。采用统一的前测和后测实验设计。研究样本由 43 名三年级 1 班学生组成。研究涉及在中文阅读教学中实施协作式综合阅读与写作（CIRC）方法。此外，还进行了自我设计的评估，以衡量学生的阅读和写作水平。这些评估在实验干预之前和之后进行，以便对学生分数的变化进行检查。利用社会科学统计软件包（SPSS）对数据进行了分析，包括计算平均数、标准差和进行 T 检验。研究结果表明，在中文阅读教学中使用 CIRC（认知阅读理解教学法）能大大提高小学生的阅读和写作能力。此外，阅读和写作能力的多个维度的得分都有显著提高。根据研究结果，研究人员建议在多个年级的中文阅读教学中应用 CIRC 技术，以提高学生的阅读和写作能力。
{"title":"Effectiveness of CIRC to Enhance Chinese Reading and Writing Skills for Grad 3 Primary Students in Liuzhou City, China","authors":"Caiguang Li, Jiraporn Chano, Autthapon Intasena","doi":"10.5539/jel.v13n1p123","DOIUrl":"https://doi.org/10.5539/jel.v13n1p123","url":null,"abstract":"The objective of this study is to investigate the effects of implementing the Collaborative Strategic Reading (CIRC) approach in reading instruction on the development of reading and writing abilities among third-grade children in primary schools. Utilizing a unified pre-test and post-test experimental design. The study’s sample consists of 43 students that are enrolled in Class 1 of Grade 3. The study involved the implementation of Collaborative Integrated Reading and Composition (CIRC) methodology in Chinese reading instruction. Additionally, self-designed assessments were administered to measure the students’ reading and writing proficiency levels. These assessments were conducted both before to and after the experimental intervention, allowing for the examination of any variations in the students’ scores. The data underwent analysis utilizing the Statistical Package for the Social Sciences (SPSS), which involved calculating the mean, standard deviation, and conducting a T-test. The findings of the study suggest that the use of CIRC (Cognitive Instructional Reading Comprehension) in Chinese reading instruction yields a substantial enhancement in the reading and writing proficiencies of elementary school children. Moreover, there is a notable increase in the scores across several dimensions of reading and writing skills. Based on the findings of this study, the researchers propose the implementation of CIRC technology in Chinese reading instruction across several grade levels as a means to augment students’ proficiency in reading and writing.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"63 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175533","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 manuscript reports the results of an investigation of the simultaneous prompting procedure to teach a five-step algorithm for solving three addition basic facts. Four preschool students receiving Tier 1 services in their school’s multi-tier system of supports (MTSS) framework participated. A multiple probe across participants single case design was employed, and a visual analysis of the data indicate a functional relationship between the independent and dependent variable. Three of the participants achieved the mastery criterion and maintained the targeted learning outcome for 2–6 weeks. These participants applied the five-step algorithm to three sets of novel addition facts and acquired incidental information consisting of mathematics terminology. The fourth participant voluntarily discontinued her involvement in the study but, prior to her withdrawal, her data were similar to that of the other three participants. Social validity data from the participants’ teachers confirmed their satisfaction with the study’s procedures and participants’ learning outcomes. The results extend those from related research and validate simultaneous prompting’s effectiveness in teaching mathematics to students receiving Tier 1 and Tier 3 services in an MTSS framework. Topics for future research are discussed, and include investigating the effectiveness of simultaneous prompting to teach mathematics across students receiving services through all MTSS tiers.
{"title":"An Investigation of Simultaneous Prompting to Teach an Addition Algorithm to Preschool Students","authors":"Timothy E. Morse, Giang-Nguyen T. Nguyen","doi":"10.5539/jel.v13n1p18","DOIUrl":"https://doi.org/10.5539/jel.v13n1p18","url":null,"abstract":"This manuscript reports the results of an investigation of the simultaneous prompting procedure to teach a five-step algorithm for solving three addition basic facts. Four preschool students receiving Tier 1 services in their school’s multi-tier system of supports (MTSS) framework participated. A multiple probe across participants single case design was employed, and a visual analysis of the data indicate a functional relationship between the independent and dependent variable. Three of the participants achieved the mastery criterion and maintained the targeted learning outcome for 2–6 weeks. These participants applied the five-step algorithm to three sets of novel addition facts and acquired incidental information consisting of mathematics terminology. The fourth participant voluntarily discontinued her involvement in the study but, prior to her withdrawal, her data were similar to that of the other three participants. Social validity data from the participants’ teachers confirmed their satisfaction with the study’s procedures and participants’ learning outcomes. The results extend those from related research and validate simultaneous prompting’s effectiveness in teaching mathematics to students receiving Tier 1 and Tier 3 services in an MTSS framework. Topics for future research are discussed, and include investigating the effectiveness of simultaneous prompting to teach mathematics across students receiving services through all MTSS tiers.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"4 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173626","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 aimed to develop a training curriculum to enhance the competency of music teachers in Buriram Province who graduated from Rajabhat University and became professional teachers in active learning management. The study involved 50 music teachers who participated in workshops and academic exchange forums. The training curriculum consisted of eight components, including the development of active learning unit plans and lesson plans. The research instruments used were the training curriculum, the active learning unit plan assessment form, and the active learning lesson plan assessment form. The use of the curriculum resulted in positive outcomes, with most of the active learning unit plans receiving high assessment scores, and the academic exchange forums effectively showcased best practices. This study provides insights into the development of a training curriculum aimed at enhancing the competencies of music teachers in active learning management, which can be adapted to other teaching fields.
{"title":"Development of the Music Teachers’ Competency to Become a Professional Teacher in Active Learning Management","authors":"Natthawat Khositditsayanan, Chaloemchai Charoenkiatkan","doi":"10.5539/jel.v13n1p63","DOIUrl":"https://doi.org/10.5539/jel.v13n1p63","url":null,"abstract":"This research paper aimed to develop a training curriculum to enhance the competency of music teachers in Buriram Province who graduated from Rajabhat University and became professional teachers in active learning management. The study involved 50 music teachers who participated in workshops and academic exchange forums. The training curriculum consisted of eight components, including the development of active learning unit plans and lesson plans. The research instruments used were the training curriculum, the active learning unit plan assessment form, and the active learning lesson plan assessment form. The use of the curriculum resulted in positive outcomes, with most of the active learning unit plans receiving high assessment scores, and the academic exchange forums effectively showcased best practices. This study provides insights into the development of a training curriculum aimed at enhancing the competencies of music teachers in active learning management, which can be adapted to other teaching fields.","PeriodicalId":502937,"journal":{"name":"Journal of Education and Learning","volume":"65 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139172673","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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