Pub Date : 2024-07-25DOI: 10.11114/jets.v12i4.7071
Kerry Norris, Michael Shriner
The purpose of this qualitative, exploratory case study was to examine the personal and professional experiences of expatriate international teachers at international schools to develop a deeper, more heuristic understanding of the international teaching experience, particularly how the experiences might affect their decision to remain at a school past their initial contract period. International teachers are more likely to renew contracts when there is a reciprocity of trust and respect between faculty and administration, authentic appreciation, strong community and access to quality professional development. Participants value strong, student-centered leadership and philosophical approaches rooted in diversity, equity, and inclusion. More research surrounding diversity, equity and inclusion in international schools is required, specifically surrounding administrators and the lack of diversity within international school leadership.
{"title":"Expatriate Teachers’ Experiences with Organizational Factors in International Schools: A Case Study","authors":"Kerry Norris, Michael Shriner","doi":"10.11114/jets.v12i4.7071","DOIUrl":"https://doi.org/10.11114/jets.v12i4.7071","url":null,"abstract":"The purpose of this qualitative, exploratory case study was to examine the personal and professional experiences of expatriate international teachers at international schools to develop a deeper, more heuristic understanding of the international teaching experience, particularly how the experiences might affect their decision to remain at a school past their initial contract period. International teachers are more likely to renew contracts when there is a reciprocity of trust and respect between faculty and administration, authentic appreciation, strong community and access to quality professional development. Participants value strong, student-centered leadership and philosophical approaches rooted in diversity, equity, and inclusion. More research surrounding diversity, equity and inclusion in international schools is required, specifically surrounding administrators and the lack of diversity within international school leadership.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"44 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805486","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}
Pub Date : 2024-07-11DOI: 10.11114/jets.v12i4.6420
C. Charran, Carmen Dionne
Objective: This scoping review sought to provide an insight into the key processes used in the translation and adaptation of assessment tools in peer-reviewed literature on assessment tools in early childhood education. Methods: Peer-reviewed articles published between 2012 and 2022 were identified via independent systematic searches using the databases Academic Search Complete, ERIC, Education Source, and APA PsycInfo. The articles included in this scoping were coded using a data extraction form developed for specifically for this study. Results: In the 56 articles selected, 33 reported forward translation; the analyses and findings of this scoping review were based on these 33. 30% of the articles did not report any methods of quality control methods. The most used quality control methods were back-translation only, and back-translation and expert review. 42% specified at what point the target population was included in the adaption process, and the preference was during pilot testing and focus groups. Regarding translators, 7 articles indicated the tools were translated by the researchers, 10 by independent bilinguals, and 3 utilized a team in the translation process. Conclusion: While cultural relevance and appropriateness were emphasized in these articles, there is limited information reported on what this process entailed. There were no specific or general guidelines reported. More focus should be placed on developing a culturally relevant protocol and related guidelines for the translation and adaptation process of assessment tools.
{"title":"Translations and Adaptations of Assessment Tools in Early Childhood Education: A Scoping Review","authors":"C. Charran, Carmen Dionne","doi":"10.11114/jets.v12i4.6420","DOIUrl":"https://doi.org/10.11114/jets.v12i4.6420","url":null,"abstract":"Objective: This scoping review sought to provide an insight into the key processes used in the translation and adaptation of assessment tools in peer-reviewed literature on assessment tools in early childhood education. Methods: Peer-reviewed articles published between 2012 and 2022 were identified via independent systematic searches using the databases Academic Search Complete, ERIC, Education Source, and APA PsycInfo. The articles included in this scoping were coded using a data extraction form developed for specifically for this study. Results: In the 56 articles selected, 33 reported forward translation; the analyses and findings of this scoping review were based on these 33. 30% of the articles did not report any methods of quality control methods. The most used quality control methods were back-translation only, and back-translation and expert review. 42% specified at what point the target population was included in the adaption process, and the preference was during pilot testing and focus groups. Regarding translators, 7 articles indicated the tools were translated by the researchers, 10 by independent bilinguals, and 3 utilized a team in the translation process. Conclusion: While cultural relevance and appropriateness were emphasized in these articles, there is limited information reported on what this process entailed. There were no specific or general guidelines reported. More focus should be placed on developing a culturally relevant protocol and related guidelines for the translation and adaptation process of assessment tools.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"83 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141657695","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}
Pub Date : 2024-07-11DOI: 10.11114/jets.v12i4.6933
Zeina Almasri, Mohamed Bahgat, Ahmed Seddek, Ashraf Elsafty
In the era of fast technological advancements and the inclusion of Artificial Intelligence (AI) in education, it is more important than ever for educators to have a pedagogy that embeds this technology. A humanistic approach to education is demanded. The focus on the individual student and their emotional and spiritual needs is essential if an active deep learner experience is to be created.This paper aims to explore the integration of Chat Generative Pre-Trained Transformer (ChatGPT) within Focusing, Interacting, Reviewing, Sequencing, Transforming-Active Deep Learner eXperience Framework (FIRST-ADLX Framework) and investigate the framework’s capacity to effectively incorporate the latest technology while prioritizing the learners’ needs and promoting responsible and ethical use of AI in education. By embedding ChatGPT within a comprehensive, holistic, and humanized Framework that prioritizes pedagogy over technology and focuses on the learner rather than on the digital tool, it becomes possible to create an immersive and impactful ADLX. This ensures that the technology used enhances the learner’s experience and does not overshadow it. Furthermore, the study shows how the implementation of the domains and principles of FIRST-ADLX Framework can maximize the benefits of ChatGPT in particular, encourages facilitators and learners to embrace AI technologies as valuable tools and resources, and supports both in utilizing AI ethically, responsibly, and appropriately.The study adopts a qualitative auto-ethnographic approach where data is collected from the facilitator’s personal diary, observations, participants’ comments, and assessments furthermore, this study offers a more objective perspective and embraces descriptive quantitative methods to analyze the results of formative quizzes and the final summative assessment. This approach aims to emphasize the importance of integrating AI within a comprehensive and humanistic framework, avoiding its random use and ensuring alignment with student-centered principles.
{"title":"Maximizing the Benefits of ChatGPT with FIRST-ADLX Framework: Promoting Responsible, Ethical, and Impactful AI Integration in Education","authors":"Zeina Almasri, Mohamed Bahgat, Ahmed Seddek, Ashraf Elsafty","doi":"10.11114/jets.v12i4.6933","DOIUrl":"https://doi.org/10.11114/jets.v12i4.6933","url":null,"abstract":"In the era of fast technological advancements and the inclusion of Artificial Intelligence (AI) in education, it is more important than ever for educators to have a pedagogy that embeds this technology. A humanistic approach to education is demanded. The focus on the individual student and their emotional and spiritual needs is essential if an active deep learner experience is to be created.This paper aims to explore the integration of Chat Generative Pre-Trained Transformer (ChatGPT) within Focusing, Interacting, Reviewing, Sequencing, Transforming-Active Deep Learner eXperience Framework (FIRST-ADLX Framework) and investigate the framework’s capacity to effectively incorporate the latest technology while prioritizing the learners’ needs and promoting responsible and ethical use of AI in education. By embedding ChatGPT within a comprehensive, holistic, and humanized Framework that prioritizes pedagogy over technology and focuses on the learner rather than on the digital tool, it becomes possible to create an immersive and impactful ADLX. This ensures that the technology used enhances the learner’s experience and does not overshadow it. Furthermore, the study shows how the implementation of the domains and principles of FIRST-ADLX Framework can maximize the benefits of ChatGPT in particular, encourages facilitators and learners to embrace AI technologies as valuable tools and resources, and supports both in utilizing AI ethically, responsibly, and appropriately.The study adopts a qualitative auto-ethnographic approach where data is collected from the facilitator’s personal diary, observations, participants’ comments, and assessments furthermore, this study offers a more objective perspective and embraces descriptive quantitative methods to analyze the results of formative quizzes and the final summative assessment. This approach aims to emphasize the importance of integrating AI within a comprehensive and humanistic framework, avoiding its random use and ensuring alignment with student-centered principles.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"132 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141656640","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}
Pub Date : 2024-06-11DOI: 10.11114/jets.v12i3.6810
Peter Fullmer, Muath A. Aldosari, N. Katebi, Sang E. Park
Objectives: The COVID-19 pandemic forced many dental schools to conduct some or all of their interviews virtually. The purpose of the study was to evaluate whether an association existed between interview setting and applicant characteristics, specifically focusing on the difference in the interview score between applicants who chose virtual interviews and those who chose in-person interviews.Methods: Demographic and admission data were obtained from the 101 interviewed candidates from the XXXX 2021-2022 application cycle. Distribution of demographics and interview preference were assessed. Simple and multiple generalized linear models (GLM) were run to examine the difference in the applicants’ interview score between in-person and virtual interviews.Results: Of the 29 in-person interviews, 16 (55.17%) were offered acceptances, while 31 (43.06%) of the 72 virtual interviews were accepted, a difference that was not statistically significant (p-value = 0.380). Preference for the interview format was not associated with any of the applicants’ factors including gender, current residence (the four bureau-designated regions), overall grade point average (GPA), science GPA, Dental Admissions Test (DAT) Academic Average score, and perceptual ability test (PAT) score. In addition, there was no statistical difference in the interview score between the two interview formats.Conclusions: The effect of virtual interviewing on interview scores and applicants’ admission rate was found to be statistically insignificant. If further study with larger sample sizes confirms this finding, virtual interviewing could be considered as a viable alternative to in-person interviewing in the dental school admissions process.
{"title":"A Comparison of Admissions Data Between Virtual and In-person Dental School Interviews","authors":"Peter Fullmer, Muath A. Aldosari, N. Katebi, Sang E. Park","doi":"10.11114/jets.v12i3.6810","DOIUrl":"https://doi.org/10.11114/jets.v12i3.6810","url":null,"abstract":"Objectives: The COVID-19 pandemic forced many dental schools to conduct some or all of their interviews virtually. The purpose of the study was to evaluate whether an association existed between interview setting and applicant characteristics, specifically focusing on the difference in the interview score between applicants who chose virtual interviews and those who chose in-person interviews.Methods: Demographic and admission data were obtained from the 101 interviewed candidates from the XXXX 2021-2022 application cycle. Distribution of demographics and interview preference were assessed. Simple and multiple generalized linear models (GLM) were run to examine the difference in the applicants’ interview score between in-person and virtual interviews.Results: Of the 29 in-person interviews, 16 (55.17%) were offered acceptances, while 31 (43.06%) of the 72 virtual interviews were accepted, a difference that was not statistically significant (p-value = 0.380). Preference for the interview format was not associated with any of the applicants’ factors including gender, current residence (the four bureau-designated regions), overall grade point average (GPA), science GPA, Dental Admissions Test (DAT) Academic Average score, and perceptual ability test (PAT) score. In addition, there was no statistical difference in the interview score between the two interview formats.Conclusions: The effect of virtual interviewing on interview scores and applicants’ admission rate was found to be statistically insignificant. If further study with larger sample sizes confirms this finding, virtual interviewing could be considered as a viable alternative to in-person interviewing in the dental school admissions process.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358042","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}
Pub Date : 2024-06-10DOI: 10.11114/jets.v12i3.6877
Nara Emily Knopp Bayer, Gisele Souza da Silva, Pedro Henrique Gunha Basilio, Jonas Luis Scherer, Diancarlos Pereira de Andrade, Maria Rosa Machado Prado
Higher education has undergone a series of significant transformations in recent decades, driven by advances in technology and the demands of a constantly evolving world. This scoping review investigated educational innovations in health education, guided by the transformations resulting from technological advances and the dynamic demands of contemporary society. The study was carried out based on the recommendations of the Joanna Briggs Institute (JBI) protocol and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. The search engines used were PubMed Central, Virtual Health Library (VHL) and Embase, through the Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) with Health Sciences Descriptors (DeCS) and Medical Subject Headings (MeSH). After reading and analyzing the 17 articles selected, three categories emerged: "Active study methodologies"; "Learning technologies"; and "Integration between active methodologies and technologies as a teaching strategy". Active study methodologies, such as problem-based and team-based learning and the use of real clinical scenarios, have been shown to be effective in promoting student involvement in the learning process. The use of learning technologies, such as virtual reality, online simulations and mobile health applications, complements and enriches health teaching. The integration of active methodologies and digital technologies is emerging as an essential strategy for health teaching in the contemporary era.
近几十年来，在技术进步和不断发展的世界需求的推动下，高等教育经历了一系列重大变革。在技术进步和当代社会动态需求所带来的变革的指导下，本范围综述对健康教育领域的教育创新进行了调查。这项研究是根据乔安娜-布里格斯研究所（JBI）的建议和《系统综述和荟萃分析首选报告项目扩展范围综述》（PRISMA-ScR）清单进行的。使用的搜索引擎有 PubMed Central、Virtual Health Library (VHL) 和 Embase，并通过 Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nívelior (CAPES)使用健康科学描述符 (DeCS) 和医学主题词 (MeSH)。在阅读和分析了所选的 17 篇文章后，出现了三个类别："主动学习方法"、"学习技术 "和 "将主动学习方法与技术相结合作为一种教学策略"。积极的学习方法，如基于问题和团队的学习以及使用真实的临床场景，已被证明能有效促进学生参与学习过程。虚拟现实、在线模拟和移动保健应用等学习技术的使用，补充并丰富了保健教学。积极方法与数字技术的结合正在成为当代健康教学的基本战略。
{"title":"Educational Innovations in Undergraduate Health Care: A Scope Review","authors":"Nara Emily Knopp Bayer, Gisele Souza da Silva, Pedro Henrique Gunha Basilio, Jonas Luis Scherer, Diancarlos Pereira de Andrade, Maria Rosa Machado Prado","doi":"10.11114/jets.v12i3.6877","DOIUrl":"https://doi.org/10.11114/jets.v12i3.6877","url":null,"abstract":"Higher education has undergone a series of significant transformations in recent decades, driven by advances in technology and the demands of a constantly evolving world. This scoping review investigated educational innovations in health education, guided by the transformations resulting from technological advances and the dynamic demands of contemporary society. The study was carried out based on the recommendations of the Joanna Briggs Institute (JBI) protocol and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. The search engines used were PubMed Central, Virtual Health Library (VHL) and Embase, through the Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) with Health Sciences Descriptors (DeCS) and Medical Subject Headings (MeSH). After reading and analyzing the 17 articles selected, three categories emerged: \"Active study methodologies\"; \"Learning technologies\"; and \"Integration between active methodologies and technologies as a teaching strategy\". Active study methodologies, such as problem-based and team-based learning and the use of real clinical scenarios, have been shown to be effective in promoting student involvement in the learning process. The use of learning technologies, such as virtual reality, online simulations and mobile health applications, complements and enriches health teaching. The integration of active methodologies and digital technologies is emerging as an essential strategy for health teaching in the contemporary era.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141363154","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}
Pub Date : 2024-05-05DOI: 10.11114/jets.v12i3.6773
Yilin Cao, Shangrong Li, Beifei Shen
Over the last four decades, the field of education in mainland China has seen sustained and stable growth. However, the very essence of education has undergone significant changes. In the era spanning from the 1980s to the mid-1990s, the primary aim of education was to serve economic construction and modern development, with a clear emphasis on utilitarian and instrumental characteristics. By the late 1990s, there was a shift towards advocating for quality education that prioritizes the comprehensive development of individuals, gradually embracing the concept of holistic education across the Chinese mainland. College English courses, mandatory for all non-English major undergraduates at Chinese universities, stand as a pivotal component of general education. Amidst the extensive backdrop of educational reform and development in mainland China, college English curriculum have experienced profound changes. The “College English Curriculum Guidelines (2020)” recently released by the Ministry of Education highlights that college English courses possess both instrumental and humanistic dimensions. The instrumental aspect is demonstrated through enhancing students’ comprehensive abilities in listening, speaking, reading, writing, and translating English, while its humanistic core is rooted in a people-oriented approach that celebrates human values and emphasizes the cultivation of comprehensive qualities and overall development. This paper aims to explore the practical model of implementing holistic education within college English curriculum, adhering to the specific requirements of the 2020 guidelines, across four dimensions: curriculum system, instructional approaches, educational resources, and faculty strength.
{"title":"An Analysis of Holistic Education Models in Mainland China’s Higher Education Institutions: A Case Study of College English Curriculum","authors":"Yilin Cao, Shangrong Li, Beifei Shen","doi":"10.11114/jets.v12i3.6773","DOIUrl":"https://doi.org/10.11114/jets.v12i3.6773","url":null,"abstract":"Over the last four decades, the field of education in mainland China has seen sustained and stable growth. However, the very essence of education has undergone significant changes. In the era spanning from the 1980s to the mid-1990s, the primary aim of education was to serve economic construction and modern development, with a clear emphasis on utilitarian and instrumental characteristics. By the late 1990s, there was a shift towards advocating for quality education that prioritizes the comprehensive development of individuals, gradually embracing the concept of holistic education across the Chinese mainland. College English courses, mandatory for all non-English major undergraduates at Chinese universities, stand as a pivotal component of general education. Amidst the extensive backdrop of educational reform and development in mainland China, college English curriculum have experienced profound changes. The “College English Curriculum Guidelines (2020)” recently released by the Ministry of Education highlights that college English courses possess both instrumental and humanistic dimensions. The instrumental aspect is demonstrated through enhancing students’ comprehensive abilities in listening, speaking, reading, writing, and translating English, while its humanistic core is rooted in a people-oriented approach that celebrates human values and emphasizes the cultivation of comprehensive qualities and overall development. This paper aims to explore the practical model of implementing holistic education within college English curriculum, adhering to the specific requirements of the 2020 guidelines, across four dimensions: curriculum system, instructional approaches, educational resources, and faculty strength.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"299 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012445","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}
Pub Date : 2024-04-21DOI: 10.11114/jets.v12i3.6889
Shijie Wang
There is an important connection between the development of higher vocational education and the national demographics. According to the data of the seventh national census, China is facing a population reality with negative growth, an inverted pyramid structure, expanding migration, and stable quality improvement. The change in demographics sets out new requirements for the goal, types, structure and quality of higher vocational education. To develop higher vocational education, we should constantly optimize development planning, expand development types, optimize resource allocation and improve development quality.
{"title":"Challenges and Strategies of Higher Vocational Education in China with the New Demographics-Based on the Data Analysis of China’s Seventh National Census","authors":"Shijie Wang","doi":"10.11114/jets.v12i3.6889","DOIUrl":"https://doi.org/10.11114/jets.v12i3.6889","url":null,"abstract":"There is an important connection between the development of higher vocational education and the national demographics. According to the data of the seventh national census, China is facing a population reality with negative growth, an inverted pyramid structure, expanding migration, and stable quality improvement. The change in demographics sets out new requirements for the goal, types, structure and quality of higher vocational education. To develop higher vocational education, we should constantly optimize development planning, expand development types, optimize resource allocation and improve development quality.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"116 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678293","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}
Pub Date : 2024-04-15DOI: 10.11114/jets.v12i3.6738
Jing Huang, Yong Zhang
This paper investigates the difficulties in implementing assessment of course objective attainment. Through a questionnaire survey, it was found that teachers face practical difficulties in five aspects: understanding of the concept of Outcome-Based Education (OBE), setting course objectives, designing assessment components, calculating achievement status, and providing feedback and improvement. The paper analyzes the reasons for these difficulties and puts forward measures to overcome them.
{"title":"On the Implementation Difficulties of Assessing Course Objective Attainment based on Outcome-Based Education","authors":"Jing Huang, Yong Zhang","doi":"10.11114/jets.v12i3.6738","DOIUrl":"https://doi.org/10.11114/jets.v12i3.6738","url":null,"abstract":"This paper investigates the difficulties in implementing assessment of course objective attainment. Through a questionnaire survey, it was found that teachers face practical difficulties in five aspects: understanding of the concept of Outcome-Based Education (OBE), setting course objectives, designing assessment components, calculating achievement status, and providing feedback and improvement. The paper analyzes the reasons for these difficulties and puts forward measures to overcome them.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"37 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699163","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}
Pub Date : 2024-04-12DOI: 10.11114/jets.v12i3.6789
Fabrício Cardoso, Lucianara Braga, Vitor Loureiro, F. Bonone, Samuel Souza, Alfred Sholl-Franco
This study aimed to evaluate the effects of a neuropsychopedagogical motor intervention program (NMIP) on the cognitive functioning and academic achievement of students. 201 students aged 7 to 10 participated, randomly assigned to either the control group (103 students underwent two assessments during the NMIP period) or the experimental group (98 students underwent NMIP interspersed with two assessments). The NMIP utilized the Coordinating Methodology, focusing on motor development, executive functions, and mindfulness. It consisted of 36 sessions, each lasting 15 minutes, involving the coding and decoding of figures and colors with parts of the glass human body, implemented by the class teacher in the school setting. Cognitive functioning and academic achievement were assessed using the Children's Scale for Inhibitory Control Screening (CSICS), Neuropsychopedagogical Scale for Working Memory Screening (NSWMS), Scale for Screening Phonological Abilities (SSPA), and Children's Scale for Reading and Writing Screening (CSRWS) before and after the NMIP. The results showed significant improvements in the experimental group: ±19% (p<0.01) in CSICS, ±29% (p<0.01) in NSWMS, ±23% (p<0.01) in SSPA, and a reduction of ±52% (p<0.01) in reading and writing difficulties measured by CSRWS. Additionally, ANOVA analysis indicated superior performance (p<0.01) in cognitive functions and academic skills among children in the experimental group post-NMIP compared to those in the control group. In conclusion, the NMIP demonstrated substantial positive effects on both cognitive functioning and academic achievement in elementary school students.
{"title":"Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees","authors":"Fabrício Cardoso, Lucianara Braga, Vitor Loureiro, F. Bonone, Samuel Souza, Alfred Sholl-Franco","doi":"10.11114/jets.v12i3.6789","DOIUrl":"https://doi.org/10.11114/jets.v12i3.6789","url":null,"abstract":"This study aimed to evaluate the effects of a neuropsychopedagogical motor intervention program (NMIP) on the cognitive functioning and academic achievement of students. 201 students aged 7 to 10 participated, randomly assigned to either the control group (103 students underwent two assessments during the NMIP period) or the experimental group (98 students underwent NMIP interspersed with two assessments). The NMIP utilized the Coordinating Methodology, focusing on motor development, executive functions, and mindfulness. It consisted of 36 sessions, each lasting 15 minutes, involving the coding and decoding of figures and colors with parts of the glass human body, implemented by the class teacher in the school setting. Cognitive functioning and academic achievement were assessed using the Children's Scale for Inhibitory Control Screening (CSICS), Neuropsychopedagogical Scale for Working Memory Screening (NSWMS), Scale for Screening Phonological Abilities (SSPA), and Children's Scale for Reading and Writing Screening (CSRWS) before and after the NMIP. The results showed significant improvements in the experimental group: ±19% (p<0.01) in CSICS, ±29% (p<0.01) in NSWMS, ±23% (p<0.01) in SSPA, and a reduction of ±52% (p<0.01) in reading and writing difficulties measured by CSRWS. Additionally, ANOVA analysis indicated superior performance (p<0.01) in cognitive functions and academic skills among children in the experimental group post-NMIP compared to those in the control group. In conclusion, the NMIP demonstrated substantial positive effects on both cognitive functioning and academic achievement in elementary school students.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"22 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140711357","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}
Pub Date : 2024-03-27DOI: 10.11114/jets.v12i2.6545
Maarif Mammadov, Anar Babayev, Mirsadig Mukhtarov
The purpose of this study is to adapt the "The Adolescent Students' Basic Psychological Needs at School Scale (ASBPNSS)," which was developed to assess satisfaction with basic psychological needs at school, into Azerbaijani and evaluate its psychometric properties. Among the students involved in the study, 255 (50.5%) were female, and 250 (49.5%) were male. The average age of the participants was 14.65 (SD = 1.15), with an age range of 12-17. Exploratory and confirmatory factor analyses were conducted to assess the construct validity of the scale. The results of the exploratory factor analysis for the items of ASBPNSS revealed three factors: autonomy, relatedness, and competence. Confirmatory factor analysis supported this structure. The three factors collectively explained the overall structure with a total variance of 58.061%. Criterion-related validity was also examined for validity purposes. Internal consistency was assessed for the reliability of the scale, yielding an internal consistency coefficient of .82. The results indicate that the scale is a psychometrically sound measurement tool for assessing the extent to which adolescent students' basic psychological needs are met at school.
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