Pub Date : 2024-03-27DOI: 10.11114/jets.v12i2.6840
Robert Smith
Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 12, Number 2Alphonce John Amuli, ADEM, TanzaniaAnoma Samanthi Perera, Australian College of Business and Technology, Sri LankaAshraf Elsafty, Eslsca University, EgyptChosang Tendhar, Hackensack Meridian School of Medicine, USAChris Mutseekwa, Bindura University of Science Education, ZimbabweEbrahim Mohammadpour, Farhangian University , IranEhab Gouda Tolba, Dr_ehabtolba@hotmail.com, EgyptFathia Lahwal, Elmergib University, LibyaHassan Shaaban, Atomic energy Authority, EgyptHossein Chaharbashloo, Kharazmi University, IranJacinthe Rihan, Ain Shams University, EgyptJane Liang, California Department of Education, USAJingwu Yao, Business School of Yulin Normal University, ChinaJoel Maligaya Cuadra, NU Laguna, PhilippinesJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAJulio Cesar André, Center for Studies and Development of Health Education-CEDES, BrazilKatya De Giovanni, University of Malta, MaltaKendall Hartley, University of Nevada, USALinda J. Rappel, Yorkville University/University of Calgary, CanadaMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMichael Baron, University of Melbourne, AustraliaNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASelloane Pitikoe, University of Eswatini, EswatiniSenem Seda Şahenk Erkan, Marmara University, TurkeyShanita L. Pettaway, University of South Alabama, USASijia Liu, South China Normal University, ChinaStamatis Papadakis, University of Crete, GreeceRobert SmithEditorial AssistantOn behalf of, The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail: jets@redfame.comURL: http://jets.redfame.com
教育与培训研究期刊》（JETS）感谢以下审稿人对本期稿件的同行评审工作提供的帮助。无论《教育与培训研究》是否发表其作品，许多作者都对审稿人提供的有益反馈表示感谢。他们的意见和建议对作者提高论文质量大有帮助。下面列出的每位审稿人都至少为本期回了一篇审稿意见。第 12 卷第 2 期审稿人：John Amuli，坦桑尼亚 ADEMAnoma Samanthi Perera，斯里兰卡 Australian College of Business and TechnologyAshraf Elsafty，埃及 Eslsca UniversityChosang Tendhar，美国 Hackensack Meridian School of MedicineAChris Mutseekwa、Ebrahim Mohammadpour， Farhangian 大学，伊朗Ehab Gouda Tolba， Dr_ehabtolba@hotmail.com，埃及Fathia Lahwal， Elmergib 大学，利比亚Hassan Shaaban，原子能管理局，埃及Hossein Chaharbashloo， Kharazmi 大学、伊朗Jacinthe Rihan，埃及艾因夏姆斯大学Jane Liang，美国加利福尼亚州教育部Jingwu Yao，中国玉林师范学院商学院Joel Maligaya Cuadra，菲律宾NU LagunaJohn Cowan，英国爱丁堡内皮尔大学John Mark Asio、Katya De Giovanni，马耳他大学，马耳他Kendall Hartley，内华达大学，美国ALinda J．Rappel, Yorkville University/University of Calgary, CanadaMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMichael Baron, University of Melbourne, AustraliaNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARRICH.Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASelloane Pitikoe, University of Eswatini, EswatiniSenem Seda Şahenk Erkan, Marmara University, TurkeyShanita L. Pettaway, University of South Al Alta.Pettaway, University of South Alabama, USASijia Liu, South China Normal University, ChinaStamatis Papadakis, University of Crete, GreeceRobert SmithEditorial AssistantOn behalf of, The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail: jets@redfame.comURL: http://jets.redfame.com
{"title":"Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 12, No. 2","authors":"Robert Smith","doi":"10.11114/jets.v12i2.6840","DOIUrl":"https://doi.org/10.11114/jets.v12i2.6840","url":null,"abstract":"Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 12, Number 2Alphonce John Amuli, ADEM, TanzaniaAnoma Samanthi Perera, Australian College of Business and Technology, Sri LankaAshraf Elsafty, Eslsca University, EgyptChosang Tendhar, Hackensack Meridian School of Medicine, USAChris Mutseekwa, Bindura University of Science Education, ZimbabweEbrahim Mohammadpour, Farhangian University , IranEhab Gouda Tolba, Dr_ehabtolba@hotmail.com, EgyptFathia Lahwal, Elmergib University, LibyaHassan Shaaban, Atomic energy Authority, EgyptHossein Chaharbashloo, Kharazmi University, IranJacinthe Rihan, Ain Shams University, EgyptJane Liang, California Department of Education, USAJingwu Yao, Business School of Yulin Normal University, ChinaJoel Maligaya Cuadra, NU Laguna, PhilippinesJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAJulio Cesar André, Center for Studies and Development of Health Education-CEDES, BrazilKatya De Giovanni, University of Malta, MaltaKendall Hartley, University of Nevada, USALinda J. Rappel, Yorkville University/University of Calgary, CanadaMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMichael Baron, University of Melbourne, AustraliaNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASelloane Pitikoe, University of Eswatini, EswatiniSenem Seda Şahenk Erkan, Marmara University, TurkeyShanita L. Pettaway, University of South Alabama, USASijia Liu, South China Normal University, ChinaStamatis Papadakis, University of Crete, GreeceRobert SmithEditorial AssistantOn behalf of, The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail: jets@redfame.comURL: http://jets.redfame.com","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"38 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376959","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 : 2024-03-25DOI: 10.11114/jets.v12i2.6714
Hannah Pierce, Alex Kermack, Vikki Foley
PurposeTo explore the teaching that foundation doctors at the University Hospital of North Midlands undertake and what training they believe is necessary to develop as clinical educators.MethodsA mixed methods approach consisting of questionnaires and focus group discussions (FGDs), following an explanatory sequential design. FGD data was thematically analysed.ResultsThirty-four responses to the questionnaire were analysed. 97% respondents felt that teaching was an important part of their job role. The amount of time spent teaching each week varied from no time to more than two hours, and on average 25% of this teaching occurred outside of clinical hours.Foundation doctors enjoy teaching and want to help others. Challenges described were lack of time, shortage of opportunities and others’ perceptions of their ability to teach. Foundation doctors requested tailored training and formalised feedback to facilitate their development as teachers.ConclusionThis study has shown that foundation doctors undertake a significant amount of teaching and there is a clear desire for additional training. These doctors utilise different teaching methods to their seniors and therefore any training should focus on ad hoc sessions, ward supervision and bedside teaching. Local trusts, medical schools and the UK foundation programme could do more to support foundation doctors’ development as educators by giving them protected time and formalised feedback opportunities. Foundation doctors could be an untapped resource to support the medical school expansion plan in educating the increased numbers of medical students over the coming years.
{"title":"What Training Do Foundation Doctors Feel They Require to Develop as Clinical Teachers?","authors":"Hannah Pierce, Alex Kermack, Vikki Foley","doi":"10.11114/jets.v12i2.6714","DOIUrl":"https://doi.org/10.11114/jets.v12i2.6714","url":null,"abstract":"PurposeTo explore the teaching that foundation doctors at the University Hospital of North Midlands undertake and what training they believe is necessary to develop as clinical educators.MethodsA mixed methods approach consisting of questionnaires and focus group discussions (FGDs), following an explanatory sequential design. FGD data was thematically analysed.ResultsThirty-four responses to the questionnaire were analysed. 97% respondents felt that teaching was an important part of their job role. The amount of time spent teaching each week varied from no time to more than two hours, and on average 25% of this teaching occurred outside of clinical hours.Foundation doctors enjoy teaching and want to help others. Challenges described were lack of time, shortage of opportunities and others’ perceptions of their ability to teach. Foundation doctors requested tailored training and formalised feedback to facilitate their development as teachers.ConclusionThis study has shown that foundation doctors undertake a significant amount of teaching and there is a clear desire for additional training. These doctors utilise different teaching methods to their seniors and therefore any training should focus on ad hoc sessions, ward supervision and bedside teaching. Local trusts, medical schools and the UK foundation programme could do more to support foundation doctors’ development as educators by giving them protected time and formalised feedback opportunities. Foundation doctors could be an untapped resource to support the medical school expansion plan in educating the increased numbers of medical students over the coming years.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" 799","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382859","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 : 2024-03-06DOI: 10.11114/jets.v12i2.6785
Aakash Kumar, William Rupley, David Paige, Debra McKeown
AbstractThis study explores the effectiveness of dynamic assessment (DA) in addressing grammatical writing difficulties in Pakistani English as a Second Language (ESL) learners' writing. Adopting an interactionist approach to DA, the research observes mediational moves by a teacher during the writing assessment process. The study employs a qualitative case study design, examining the interactional patterns and outcomes of DA for three higher secondary-level Pakistani ESL learners over an eight-week period. The findings indicate that the interactionist approach to DA is a promising method for improving the grammatical accuracy of Pakistani ESL learners, particularly in areas such as tenses, pronouns, and subject-verb agreement. The results of this study have significant implications for writing instruction in ESL contexts. Dynamic assessment can support the development of writing skills by providing ESL writers with opportunities to engage in distributive practice and receive feedback on their writing, resulting in a tailored and effective approach to writing instruction.
{"title":"Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?","authors":"Aakash Kumar, William Rupley, David Paige, Debra McKeown","doi":"10.11114/jets.v12i2.6785","DOIUrl":"https://doi.org/10.11114/jets.v12i2.6785","url":null,"abstract":"AbstractThis study explores the effectiveness of dynamic assessment (DA) in addressing grammatical writing difficulties in Pakistani English as a Second Language (ESL) learners' writing. Adopting an interactionist approach to DA, the research observes mediational moves by a teacher during the writing assessment process. The study employs a qualitative case study design, examining the interactional patterns and outcomes of DA for three higher secondary-level Pakistani ESL learners over an eight-week period. The findings indicate that the interactionist approach to DA is a promising method for improving the grammatical accuracy of Pakistani ESL learners, particularly in areas such as tenses, pronouns, and subject-verb agreement. The results of this study have significant implications for writing instruction in ESL contexts. Dynamic assessment can support the development of writing skills by providing ESL writers with opportunities to engage in distributive practice and receive feedback on their writing, resulting in a tailored and effective approach to writing instruction.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"32 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262860","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 : 2024-02-24DOI: 10.11114/jets.v12i2.6761
Richard F. Bowman
Leadership instruction in academic environments involves teaching and practicing the social and emotional skills of leadership. In practice, leadership is about the ability to connect with the perspectives and emotions of others. This paper illustrates how to create four distinctive leadership mindsets in a classroom setting: (a) Living sustainably, (b) Race-conscious leadership, (c) Discovering self-worth, and (d) Conceptualizing leadership development through passions, principles, partners, and plans.
{"title":"Preparing Students to Move into Societal Roles as Leaders","authors":"Richard F. Bowman","doi":"10.11114/jets.v12i2.6761","DOIUrl":"https://doi.org/10.11114/jets.v12i2.6761","url":null,"abstract":"Leadership instruction in academic environments involves teaching and practicing the social and emotional skills of leadership. In practice, leadership is about the ability to connect with the perspectives and emotions of others. This paper illustrates how to create four distinctive leadership mindsets in a classroom setting: (a) Living sustainably, (b) Race-conscious leadership, (c) Discovering self-worth, and (d) Conceptualizing leadership development through passions, principles, partners, and plans.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"4 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435127","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 : 2023-12-30DOI: 10.11114/jets.v12i1.6655
Robert Smith
Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 12, Number 1Akın Metli, Bilkent Erzurum Laboratory School (BELS), TurkeyArlene Kent-Wilkinson, University of Saskatchewan, CanadaAshraf Elsafty, Eslsca University, EgyptChris Mutseekwa, Bindura University of Science Education, ZimbabweEhab Gouda Tolba, Dr_ehabtolba@hotmail.com, EgyptFathia Lahwal, Elmergib University, LibyaHossein Chaharbashloo, Kharazmi University, IranIntakhab Khan, King Abdulaziz University, Saudi ArabiaJacinthe Rihan, Ain Shams University, EgyptJane Liang, California Department of Education, USAJoel Maligaya Cuadra, NU Laguna, PhilippinesJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAJulio Cesar André, Center for Studies and Development of Health Education-CEDES, BrazilLinda J. Rappel, Yorkville University/University of Calgary, CanadaLisa Marie Portugal, American College of Education, USAMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMustafa Çakır, Marmara University, TurkeyNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASabrine Chbichib, The Higher Institute of Computing and Multimedia Gabes Tunisia, TunisiaSarah Nabih Nasif, October University, EgyptSenem Seda Şahenk Erkan, Marmara University, TurkeyStamatis Papadakis, University of Crete, GreeceYuChun Chen, Louisiana Tech University, USARobert SmithEditorial AssistantOn behalf of, The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail: jets@redfame.comURL: http://jets.redfame.com
教育与培训研究期刊》（JETS）感谢以下审稿人对本期稿件的同行评审工作提供的帮助。无论《教育与培训研究》是否发表其作品，许多作者都对审稿人提供的有益反馈表示感谢。他们的意见和建议对作者提高论文质量大有帮助。下面列出的每位审稿人都至少为本期回了一篇审稿意见。第 12 卷第 1Akın Metli，土耳其比尔肯特埃尔祖鲁姆实验学校（BELS）Arlene Kent-Wilkinson，加拿大萨斯喀彻温大学Ashraf Elsafty，埃及埃斯尔斯卡大学Chris Mutseekwa，津巴布韦宾杜拉科学教育大学Ehab Gouda Tolba，Dr_ehabtolba@hotmail.com，埃及Fathia Lahwal，利比亚埃尔默吉布大学Hossein Chaharbashloo，伊朗哈拉兹米大学Intakhab Khan、沙特阿拉伯，阿卜杜勒阿齐兹国王大学Jacinthe Rihan，埃及，艾因夏姆斯大学Jane Liang，美国，加利福尼亚州教育部Joel Maligaya Cuadra，菲律宾，NU LagunaJohn Cowan，英国，爱丁堡内皮尔大学John Mark Asio，菲律宾，戈登学院Jonathan Chitiyo，美国，匹兹堡布拉德福德大学Julio Cesar André，巴西，健康教育研究与发展中心CEDESLinda J．Rappel, Yorkville University/University of Calgary, CanadaLisa Marie Portugal, American College of Education, USMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMustafa Çakır, Marmara University, TurkeyNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARMartin, Mercer University, USARichard Penny, University of Washington Bothell, USASabrine Chbichib, The Higher Institute of Computing and Multimedia Gabes Tunisia, TunisiaSarah Nabih Nasif, October University, EgyptSenem Seda Şahenk Erkan, Marmara University、Stamatis Papadakis，希腊克里特大学YuChun Chen，美国路易斯安那理工大学Aobert Smith编辑助理代表《教育与培训研究期刊》编辑委员会Redfame Publishing9450 SW Gemini Dr. #99416Beaverton。#99416Beaverton, OR 97008, USA电子邮件：jets@redfame.comURL: http://jets.redfame.com
{"title":"Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 12, No. 1","authors":"Robert Smith","doi":"10.11114/jets.v12i1.6655","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6655","url":null,"abstract":"Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 12, Number 1Akın Metli, Bilkent Erzurum Laboratory School (BELS), TurkeyArlene Kent-Wilkinson, University of Saskatchewan, CanadaAshraf Elsafty, Eslsca University, EgyptChris Mutseekwa, Bindura University of Science Education, ZimbabweEhab Gouda Tolba, Dr_ehabtolba@hotmail.com, EgyptFathia Lahwal, Elmergib University, LibyaHossein Chaharbashloo, Kharazmi University, IranIntakhab Khan, King Abdulaziz University, Saudi ArabiaJacinthe Rihan, Ain Shams University, EgyptJane Liang, California Department of Education, USAJoel Maligaya Cuadra, NU Laguna, PhilippinesJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAJulio Cesar André, Center for Studies and Development of Health Education-CEDES, BrazilLinda J. Rappel, Yorkville University/University of Calgary, CanadaLisa Marie Portugal, American College of Education, USAMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMustafa Çakır, Marmara University, TurkeyNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASabrine Chbichib, The Higher Institute of Computing and Multimedia Gabes Tunisia, TunisiaSarah Nabih Nasif, October University, EgyptSenem Seda Şahenk Erkan, Marmara University, TurkeyStamatis Papadakis, University of Crete, GreeceYuChun Chen, Louisiana Tech University, USARobert SmithEditorial AssistantOn behalf of, The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail: jets@redfame.comURL: http://jets.redfame.com","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138525","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 : 2023-12-25DOI: 10.11114/jets.v12i2.6649
Linda Shidler
In 2023, the United States faces a monumental teacher shortage. Murdock (2022) has quoted an estimated 36,504 full-time teaching positions as unfilled, with another 163,650 positions filled by underqualified individuals or by those teaching outside of their field of study. Although this figure falls short of the 53 percent of all schools reported by the National Education Association (NEA) as understaffed, it is a figure of consequence for educators and schools (Walker, 2022). The NEA has also reported that 55percent of those in teaching and in educational support positions have considered leaving the profession earlier than planned. In 2018, the Organization for Economic Co-operation and Development (OECD) conducted their Teaching and Learning International Survey (TALIS) and found similar results. In the survey, 14 percent of teachers aged 50 years or younger stated their desire to leave the profession within the next five years.
{"title":"Retaining Teachers Through Building Confidence in Collaboration Skills: Promoting 21st-Century Teaching Skills in Teacher Education","authors":"Linda Shidler","doi":"10.11114/jets.v12i2.6649","DOIUrl":"https://doi.org/10.11114/jets.v12i2.6649","url":null,"abstract":"In 2023, the United States faces a monumental teacher shortage. Murdock (2022) has quoted an estimated 36,504 full-time teaching positions as unfilled, with another 163,650 positions filled by underqualified individuals or by those teaching outside of their field of study. Although this figure falls short of the 53 percent of all schools reported by the National Education Association (NEA) as understaffed, it is a figure of consequence for educators and schools (Walker, 2022). The NEA has also reported that 55percent of those in teaching and in educational support positions have considered leaving the profession earlier than planned. In 2018, the Organization for Economic Co-operation and Development (OECD) conducted their Teaching and Learning International Survey (TALIS) and found similar results. In the survey, 14 percent of teachers aged 50 years or younger stated their desire to leave the profession within the next five years.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"19 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157554","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 : 2023-12-01DOI: 10.11114/jets.v12i1.6424
Jonathan Barnes, Alex Ntung
The Burundi American International Academy is an independent school in central Africa. It was established eight years ago expressly to generate potential leaders motivated to build peace, humanity and economic development in an impoverished country beset by political, ethnic, environmental and development challenges. The purpose of this research is to evaluate progress toward achieving the school’s aims to create such leaders through instilling and modelling the values of integrity, excellence, responsibility, passion, compassion and respect .The study used qualitative approaches including semi-structured conversations, observations, video, questionnaires and follow-up interviews to provide data. Data was analysed using Grounded Theory to identify the characteristics of a model intended to deliver sustainable positive change in social processes through education.Significant findings were that the school had developed a strong, united, persuasive and perhaps self-fulfilling narrative about its successes. This narrative shared between teachers, students, governors and parents, included convincing evidence of deep understanding of the relationship between values and action at macro and micro levels. The strong motivation among teachers and other adult participants towards sustaining its aims was reinforced by evidence of frequent values discussions and values-focussed in-service training.Theory arising from grounded research led to discussion on staff training and curriculum coverage. This included suggestions on involving connections to the school’s humanitarian values and philosophy, cross-curricular approaches to Sustainable Development Goals and closer relations between the subject disciplines. Establishing inclusive values within a privileged minority in a divided and impoverished society and balancing charitable attitudes with aspirations to high status, were revealed as significant challenges for the school. While student admission to North American universities may result in losing of some promising future leaders, the school offers a globally transferrable example of how to establish and sustain a values-creating school.
{"title":"A School for Humanity: Confronting Division and Trauma Through Lived Values in Burundi","authors":"Jonathan Barnes, Alex Ntung","doi":"10.11114/jets.v12i1.6424","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6424","url":null,"abstract":"The Burundi American International Academy is an independent school in central Africa. It was established eight years ago expressly to generate potential leaders motivated to build peace, humanity and economic development in an impoverished country beset by political, ethnic, environmental and development challenges. The purpose of this research is to evaluate progress toward achieving the school’s aims to create such leaders through instilling and modelling the values of integrity, excellence, responsibility, passion, compassion and respect .The study used qualitative approaches including semi-structured conversations, observations, video, questionnaires and follow-up interviews to provide data. Data was analysed using Grounded Theory to identify the characteristics of a model intended to deliver sustainable positive change in social processes through education.Significant findings were that the school had developed a strong, united, persuasive and perhaps self-fulfilling narrative about its successes. This narrative shared between teachers, students, governors and parents, included convincing evidence of deep understanding of the relationship between values and action at macro and micro levels. The strong motivation among teachers and other adult participants towards sustaining its aims was reinforced by evidence of frequent values discussions and values-focussed in-service training.Theory arising from grounded research led to discussion on staff training and curriculum coverage. This included suggestions on involving connections to the school’s humanitarian values and philosophy, cross-curricular approaches to Sustainable Development Goals and closer relations between the subject disciplines. Establishing inclusive values within a privileged minority in a divided and impoverished society and balancing charitable attitudes with aspirations to high status, were revealed as significant challenges for the school. While student admission to North American universities may result in losing of some promising future leaders, the school offers a globally transferrable example of how to establish and sustain a values-creating school.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138616546","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 : 2023-11-09DOI: 10.11114/jets.v12i1.6516
Laëtitia Delbart, Christophe Baco, Marie Bocquillon, Antoine Derobertmasure
Throughout the world, training teachers in effective classroom management strategies is a major societal challenge. It is important for pre-service teachers to receive feedback on specific classroom management strategies from their trainers (supervisor and cooperating teacher), using an observation tool and ideally a video recording of their practice. Yet little is known about the evolution of pre-service teachers' actual classroom management practices during their internships and the feedback they receive from their trainers. This article therefore presents the evolution of the actual practices of pre-service French-speaking Belgian teachers observed on two occasions during their internships (Observation 1 and Observation 2). It also presents the link between the feedback given by the trainers and the intentions to act expressed by the pre-service teacher during the debriefing following the first observation (O1) and the strategies implemented by the pre-service teachers during the second observation (O2). To this end, an observation grid inserted into an observation software was used live in secondary school classrooms, and the debriefings were recorded and then analyzed. By comparing the feedback and intentions to act expressed during the debriefings with the actual strategies of the pre-service teachers, it was possible to identify which feedback and intentions to act were actually implemented by the pre-service teachers, on the basis of observable indicators. The results point to a number of positive developments in pre-service teachers' practices, and indicate certain avenues for improvement. They also show that pre-service teachers followed half the feedback given to them by their trainers. The results provide a basis for formulating ways of training teachers in effective classroom management.
{"title":"Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing","authors":"Laëtitia Delbart, Christophe Baco, Marie Bocquillon, Antoine Derobertmasure","doi":"10.11114/jets.v12i1.6516","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6516","url":null,"abstract":"Throughout the world, training teachers in effective classroom management strategies is a major societal challenge. It is important for pre-service teachers to receive feedback on specific classroom management strategies from their trainers (supervisor and cooperating teacher), using an observation tool and ideally a video recording of their practice. Yet little is known about the evolution of pre-service teachers' actual classroom management practices during their internships and the feedback they receive from their trainers. This article therefore presents the evolution of the actual practices of pre-service French-speaking Belgian teachers observed on two occasions during their internships (Observation 1 and Observation 2). It also presents the link between the feedback given by the trainers and the intentions to act expressed by the pre-service teacher during the debriefing following the first observation (O1) and the strategies implemented by the pre-service teachers during the second observation (O2). To this end, an observation grid inserted into an observation software was used live in secondary school classrooms, and the debriefings were recorded and then analyzed. By comparing the feedback and intentions to act expressed during the debriefings with the actual strategies of the pre-service teachers, it was possible to identify which feedback and intentions to act were actually implemented by the pre-service teachers, on the basis of observable indicators. The results point to a number of positive developments in pre-service teachers' practices, and indicate certain avenues for improvement. They also show that pre-service teachers followed half the feedback given to them by their trainers. The results provide a basis for formulating ways of training teachers in effective classroom management.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135286391","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 : 2023-10-28DOI: 10.11114/jets.v12i1.6499
Michael Detyna, Francesca Granelli, Tab Betts
Alternative learning experiences and environments are being increasingly investigated, in response partly to technological developments but also following the emergence of the COVID-19 pandemic. Educators have found that pedagogic strategies and learning environments profoundly influence behaviour of students, approach to learning, learning outcomes and overall level of satisfaction. There is nascent literature on how specific pedagogical approaches (in this case, collaborative problem-based learning) and environments (technology-enhanced learning environment: TELE) can positively impact student learning. In this article, the authors explore the value of a technology-enhanced problem-based simulation exercise for achieving learning objectives and engagement. This approach is novel in combining research on active learning, collaboration and simulation within a specific context. This was a mixed-method study, and staff and student participants were engaged, gathering data through several methods, including questionnaires and interviews. The data was analyzed through different methods, including thematic analysis. The results suggested that the pedagogic approach and learning environment explored in this study positively enhanced student understanding of subject content and learners’ ability to apply abstract theories and concepts. Moreover, evidence shows that these interventions increased learner motivation and knowledge retention.
{"title":"Exploring the Effect of a Collaborative Problem-Based Learning Simulation Within a Technology-Enhanced Learning Environment on Tutor Perceptions and Student Learning Outcomes","authors":"Michael Detyna, Francesca Granelli, Tab Betts","doi":"10.11114/jets.v12i1.6499","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6499","url":null,"abstract":"Alternative learning experiences and environments are being increasingly investigated, in response partly to technological developments but also following the emergence of the COVID-19 pandemic. Educators have found that pedagogic strategies and learning environments profoundly influence behaviour of students, approach to learning, learning outcomes and overall level of satisfaction. There is nascent literature on how specific pedagogical approaches (in this case, collaborative problem-based learning) and environments (technology-enhanced learning environment: TELE) can positively impact student learning. In this article, the authors explore the value of a technology-enhanced problem-based simulation exercise for achieving learning objectives and engagement. This approach is novel in combining research on active learning, collaboration and simulation within a specific context. This was a mixed-method study, and staff and student participants were engaged, gathering data through several methods, including questionnaires and interviews. The data was analyzed through different methods, including thematic analysis. The results suggested that the pedagogic approach and learning environment explored in this study positively enhanced student understanding of subject content and learners’ ability to apply abstract theories and concepts. Moreover, evidence shows that these interventions increased learner motivation and knowledge retention.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"23 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136233057","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 : 2023-10-24DOI: 10.11114/jets.v12i1.6494
Ololade Shonubi
The collaboration between teacher and student leader as a possible factor contributing to learning outcomes remains under-researched. To understand the combined efforts of teachers and student leaders toward attaining teaching outcomes, this paper addresses the following questions: What are the value-added dimensions of the teacher toward achieving learning outcomes? How do student leader activities contribute to the achievement of learning outcomes? Without making any claim to tight causal relationships, this paper argues that the effective involvement of student leaders in the teaching process has considerable effects on learning. These effects do not only revolve around student development (for example leadership skills, and citizenship awareness in terms of rights, duties, and responsibilities), but also on the teaching and learning output (Heck, & Hallinger, 1999). Undeniably a common acceptance is that the teacher is permanently the leader while students are mere followers, who do not share teaching and learning behavior when it comes to the exhibition of power and authority within the classroom social environment. Nevertheless, this research reveals how collaboration between teachers and student leaders may improve students’ academic outcomes.
{"title":"How Teacher and Student Leader Collaboration Contribute to Learning","authors":"Ololade Shonubi","doi":"10.11114/jets.v12i1.6494","DOIUrl":"https://doi.org/10.11114/jets.v12i1.6494","url":null,"abstract":"The collaboration between teacher and student leader as a possible factor contributing to learning outcomes remains under-researched. To understand the combined efforts of teachers and student leaders toward attaining teaching outcomes, this paper addresses the following questions: What are the value-added dimensions of the teacher toward achieving learning outcomes? How do student leader activities contribute to the achievement of learning outcomes? Without making any claim to tight causal relationships, this paper argues that the effective involvement of student leaders in the teaching process has considerable effects on learning. These effects do not only revolve around student development (for example leadership skills, and citizenship awareness in terms of rights, duties, and responsibilities), but also on the teaching and learning output (Heck, & Hallinger, 1999). Undeniably a common acceptance is that the teacher is permanently the leader while students are mere followers, who do not share teaching and learning behavior when it comes to the exhibition of power and authority within the classroom social environment. Nevertheless, this research reveals how collaboration between teachers and student leaders may improve students’ academic outcomes.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"6 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322840","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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