Pub Date : 2023-09-01DOI: 10.11114/jets.v11i4.6359
Manda S. Foster, Michael Shriner
The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning activity environment. Teachers’ perceptions of student behaviors ranging in age from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school for children and youth throughout Missouri. Additional data were collected from lesson reflections, lesson plans, behavioral logs, regulation logs, and supplemental data from critical incident reports from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Study findings support the teacher's perception that project-based learning activities decrease negative behaviors for students with adverse childhood experiences while increasing engagement, academic skills, and self-regulation. Further, implications from these findings support that project-based learning activities increase student choice, allowing students within a residential mental health classroom to have control.
{"title":"Project-Based Learning and Perceived Effect on Behaviors for Students with Adverse Childhood Experiences: A Case Study","authors":"Manda S. Foster, Michael Shriner","doi":"10.11114/jets.v11i4.6359","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6359","url":null,"abstract":"The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning activity environment. Teachers’ perceptions of student behaviors ranging in age from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school for children and youth throughout Missouri. Additional data were collected from lesson reflections, lesson plans, behavioral logs, regulation logs, and supplemental data from critical incident reports from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Study findings support the teacher's perception that project-based learning activities decrease negative behaviors for students with adverse childhood experiences while increasing engagement, academic skills, and self-regulation. Further, implications from these findings support that project-based learning activities increase student choice, allowing students within a residential mental health classroom to have control.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47146543","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}
Journal of Education and Training (JET) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JET 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 10, Number 2 Bryan Spiegelberg, Rider University, USAJohn Cowan, Edinburgh Napier University, ScotlandLazarus Ndiku Makewa, University of Eastern AfricaBaraton, KenyaMonica B. Glina, University of Oslo, NorwayMontasser Mohamed AbdelWahab Mahmoud, Imam Abdulrahman bin Faisal University, Saudi ArabiaRania Elsayed Ibrahim, National Authority for Remote Sensing and Space Sciences, Egypt Dora WangEditorial AssistantJournal of Education and TrainingMacrothink Institute-----------------------------------------5348 Vegas Dr.#825Las VegasNevada 89108United StatesPhone: 1-702-953-1852 ext.534E-mail 1: jet@macrothink.orgE-mail 2: jet@macrothink.comWebsite: http://jet.macrothink.org
《教育与培训杂志》(JET)感谢以下审稿人对本期稿件的同行评审提供的帮助。许多作者，不管JET是否发表他们的作品，都非常感谢审稿人提供的有用的反馈。他们的意见和建议对作者提高论文质量有很大的帮助。下面列出的每个审稿人都至少对本期发表了一篇评论。第10卷第2期审稿人Bryan Spiegelberg，美国莱德大学，john Cowan，苏格兰爱丁堡Napier大学，lazarus Ndiku Makewa，东非大学，baraton, KenyaMonica B. Glina，挪威奥斯陆大学，montasser Mohamed AbdelWahab Mahmoud, Imam Abdulrahman bin Faisal大学，沙特阿拉伯，Elsayed Ibrahim，国家遥感和空间科学权威机构，埃及多拉王编辑助理教育和培训杂志macrothink研究所-----------------------------------------5348拉斯维加斯博士#825拉斯维加斯内华达州89108美国电话:1-702-953-1852分机534电子邮件1:jet@macrothink.orgE-mail 2: jet@macrothink.comWebsite: http://jet.macrothink.org
{"title":"Reviewer Acknowledgements for Journal of Education and Training, Vol. 10, No. 2","authors":"Dora Wang","doi":"10.5296/jet.v10i2.21271","DOIUrl":"https://doi.org/10.5296/jet.v10i2.21271","url":null,"abstract":"Journal of Education and Training (JET) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JET 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 10, Number 2 Bryan Spiegelberg, Rider University, USAJohn Cowan, Edinburgh Napier University, ScotlandLazarus Ndiku Makewa, University of Eastern AfricaBaraton, KenyaMonica B. Glina, University of Oslo, NorwayMontasser Mohamed AbdelWahab Mahmoud, Imam Abdulrahman bin Faisal University, Saudi ArabiaRania Elsayed Ibrahim, National Authority for Remote Sensing and Space Sciences, Egypt Dora WangEditorial AssistantJournal of Education and TrainingMacrothink Institute-----------------------------------------5348 Vegas Dr.#825Las VegasNevada 89108United StatesPhone: 1-702-953-1852 ext.534E-mail 1: jet@macrothink.orgE-mail 2: jet@macrothink.comWebsite: http://jet.macrothink.org","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at investigating situated learning and adolescents’ acquisition of social and cognitive skills in Bamenda in the North West Region of Cameroon. In this regard the researchers sought to provide answers to two important research questions namely: 1) How does modeling influence the acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda?; 2) How does coaching influence the acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda? The study anchored on three theories which are: Lave and Wenger’s (1991) situated Learning theory, Brown, Allan Collins and Paul Duguid’s (1989) Situated learning cognition and Vygotsky’s (1978) sociocultural perspective of learning. A concurrent nested mixed method design with the help of questionnaire and interviews was used for data collection from some 20 adolescent apprentices learning their trade at tailoring workshops in Bamenda. Findings of the study revealed that modeling influences adolescents’ acquisition of social and cognitive skills. It was also revealed that coaching had a significant influence on the acquisition of social and cognitive skills among adolescent apprentices. A number of recommendations were made to masters/expert tailors, apprentices and the government. As far as master/expert tailors are concerned, they should understand that learning within such an informal context does not always require direct instruction but that it is usually accidental. In this regard, the onus is on them to ensure that they demonstrate clearly the tasks they would eventually expect the novice apprentices to perform so that they can keenly pay attention, observe and eventually perform to the best of their abilities.
{"title":"Apprenticeship Learning and Adolescents’ Acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda: Implications for Situated Learning","authors":"Nji Roland Angu, Ambei Moses Chu","doi":"10.5296/jet.v10i2.21267","DOIUrl":"https://doi.org/10.5296/jet.v10i2.21267","url":null,"abstract":"This study aimed at investigating situated learning and adolescents’ acquisition of social and cognitive skills in Bamenda in the North West Region of Cameroon. In this regard the researchers sought to provide answers to two important research questions namely: 1) How does modeling influence the acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda?; 2) How does coaching influence the acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda? The study anchored on three theories which are: Lave and Wenger’s (1991) situated Learning theory, Brown, Allan Collins and Paul Duguid’s (1989) Situated learning cognition and Vygotsky’s (1978) sociocultural perspective of learning. A concurrent nested mixed method design with the help of questionnaire and interviews was used for data collection from some 20 adolescent apprentices learning their trade at tailoring workshops in Bamenda. Findings of the study revealed that modeling influences adolescents’ acquisition of social and cognitive skills. It was also revealed that coaching had a significant influence on the acquisition of social and cognitive skills among adolescent apprentices. A number of recommendations were made to masters/expert tailors, apprentices and the government. As far as master/expert tailors are concerned, they should understand that learning within such an informal context does not always require direct instruction but that it is usually accidental. In this regard, the onus is on them to ensure that they demonstrate clearly the tasks they would eventually expect the novice apprentices to perform so that they can keenly pay attention, observe and eventually perform to the best of their abilities.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81829761","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 : 2023-08-08DOI: 10.11114/jets.v11i4.6205
E. Karan
A survey is administered to understand the application of active learning in undergraduate STEM courses. The findings observed over an academic year reflect current trends in the use of active learning. A combination of discovery-based learning and Pro-Con Grids is then used to improve long-term retention among STEM students. Students in a STEM course were provided with a course lecture prior to in-class sessions. A quiz was used for each lecture to gain insight into students’ understanding and to evaluate the effectiveness of the learning method. To measure the effectiveness of the proposed discovery-based learning two categories of metrics are used: learners' outcomes (grades) and survey (process measure) with 64 participants. The responses from the students show that discovery-based learning convinced students to find and use information rather than memorizing and repeating concepts and facilitate effective group work. In addition, the grade comparisons for three semesters indicate that the higher the use of discovery learning during the course the higher the course grades are found to be.
{"title":"Discovery-Based Approach Combined with Active Learning to Improve Student Learning Experiences for STEM Students","authors":"E. Karan","doi":"10.11114/jets.v11i4.6205","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6205","url":null,"abstract":"A survey is administered to understand the application of active learning in undergraduate STEM courses. The findings observed over an academic year reflect current trends in the use of active learning. A combination of discovery-based learning and Pro-Con Grids is then used to improve long-term retention among STEM students. Students in a STEM course were provided with a course lecture prior to in-class sessions. A quiz was used for each lecture to gain insight into students’ understanding and to evaluate the effectiveness of the learning method. To measure the effectiveness of the proposed discovery-based learning two categories of metrics are used: learners' outcomes (grades) and survey (process measure) with 64 participants. The responses from the students show that discovery-based learning convinced students to find and use information rather than memorizing and repeating concepts and facilitate effective group work. In addition, the grade comparisons for three semesters indicate that the higher the use of discovery learning during the course the higher the course grades are found to be.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43060704","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 : 2023-07-27DOI: 10.11114/jets.v11i4.6149
E. Wilkins, Simone Nance, Ilfa Zhulamanova, Kelly Sparks
Teacher education programs are established to create opportunities for preservice teachers to learn actively through course work and practicum experiences. This mixed methods study looked to understand preservice perceptions of their program post covid and to assess their perceived proficiency as an educator, by examining expectations placed on preservice teachers to indicate that there is a gap in their understanding of important concepts related to pedagogy and their application of best practices. The preservice teacher survey indicated a positive experience during their practicum experiences but the skill application for behavior management, flexibility, and classroom processes indicated limited experience and little empathetic understanding. The aim of this study is to reevaluate teacher education programs to better support and provide authentic opportunities for pedagogical skill development before graduation.
{"title":"Teacher Education and Internship: An Evaluation of Alignment Between Preparation, Practice, and the Necessity of Engagement with Social Emotional Learning","authors":"E. Wilkins, Simone Nance, Ilfa Zhulamanova, Kelly Sparks","doi":"10.11114/jets.v11i4.6149","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6149","url":null,"abstract":"Teacher education programs are established to create opportunities for preservice teachers to learn actively through course work and practicum experiences. This mixed methods study looked to understand preservice perceptions of their program post covid and to assess their perceived proficiency as an educator, by examining expectations placed on preservice teachers to indicate that there is a gap in their understanding of important concepts related to pedagogy and their application of best practices. The preservice teacher survey indicated a positive experience during their practicum experiences but the skill application for behavior management, flexibility, and classroom processes indicated limited experience and little empathetic understanding. The aim of this study is to reevaluate teacher education programs to better support and provide authentic opportunities for pedagogical skill development before graduation.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45527269","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}
Constituting a substantive part of my unpublished Doctoral Dissertation that was defended in 2015, the present study probes into the impact of (meta) cognitive reading strategy training on Moroccan EFL students’ strategic processing of textual content. In principle, it draws parallels between the (meta) cognitive strategic act implemented by the English department first-semester university learners (Control group: N=50; Experimental group: N=63) before the metacognitive strategy intervention and the one enacted by these two targeted groups after the intervention. To put to the test this straightforwardly stated assumption, such research instruments as reading comprehension texts, reading strategy training, and retrospective questionnaire were resorted to for eliciting the relevant data. The results reveal that the delivery of explicit (meta) cognitive strategy training is deemed a contributive factor in culminating in improved (meta) cognitive strategy application among the treatment group. Thus, a panoply of recommendations that are germane to education and research as well as a range of limitations which confronted the current research study are tacitly put forth.
{"title":"The Learnability of Cognitive and Metacognitive Reading Strategies in Moroccan Higher Education: A Quasi-experimental Study","authors":"Mohammed Msaddek","doi":"10.5296/jet.v10i2.21164","DOIUrl":"https://doi.org/10.5296/jet.v10i2.21164","url":null,"abstract":"Constituting a substantive part of my unpublished Doctoral Dissertation that was defended in 2015, the present study probes into the impact of (meta) cognitive reading strategy training on Moroccan EFL students’ strategic processing of textual content. In principle, it draws parallels between the (meta) cognitive strategic act implemented by the English department first-semester university learners (Control group: N=50; Experimental group: N=63) before the metacognitive strategy intervention and the one enacted by these two targeted groups after the intervention. To put to the test this straightforwardly stated assumption, such research instruments as reading comprehension texts, reading strategy training, and retrospective questionnaire were resorted to for eliciting the relevant data. The results reveal that the delivery of explicit (meta) cognitive strategy training is deemed a contributive factor in culminating in improved (meta) cognitive strategy application among the treatment group. Thus, a panoply of recommendations that are germane to education and research as well as a range of limitations which confronted the current research study are tacitly put forth.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86405878","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 : 2023-07-18DOI: 10.11114/jets.v11i4.6150
K. Yamasaki, K. Uchida
Schoolteachers in Japan frequently suffer from mental health problems, resulting in a high rate of leaves of absence from work. Considering the poor condition of Japanese teachers, this study aimed to develop a questionnaire to assess self-esteem in the teaching profession for students in teacher training courses at university. As self-esteem is generally associated with health and adaptation, improving teachers’ working conditions and enhancing their self-esteem are expected. First, we created an original version of the questionnaire taking into consideration the content validity. Thereafter, a web-based survey was conducted among registered participants of a survey company in Japan. The final sample for analysis consisted of 422 participants (176 males and 246 females). The results showed factorial validity through exploratory and confirmatory factor analyses, along with internal consistency and an undistorted distribution of scores for the normal distribution. Thus, the “Self-Esteem Questionnaire in the Teaching Profession (SEQ-TP)” that includes twelve items with the score range of 12 to 84 was completed for future study. Finally, the limitations of this study are discussed, along with possibilities for future research.
{"title":"Development of a Questionnaire to Assess Self-Esteem in the Teaching Profession","authors":"K. Yamasaki, K. Uchida","doi":"10.11114/jets.v11i4.6150","DOIUrl":"https://doi.org/10.11114/jets.v11i4.6150","url":null,"abstract":"Schoolteachers in Japan frequently suffer from mental health problems, resulting in a high rate of leaves of absence from work. Considering the poor condition of Japanese teachers, this study aimed to develop a questionnaire to assess self-esteem in the teaching profession for students in teacher training courses at university. As self-esteem is generally associated with health and adaptation, improving teachers’ working conditions and enhancing their self-esteem are expected. First, we created an original version of the questionnaire taking into consideration the content validity. Thereafter, a web-based survey was conducted among registered participants of a survey company in Japan. The final sample for analysis consisted of 422 participants (176 males and 246 females). The results showed factorial validity through exploratory and confirmatory factor analyses, along with internal consistency and an undistorted distribution of scores for the normal distribution. Thus, the “Self-Esteem Questionnaire in the Teaching Profession (SEQ-TP)” that includes twelve items with the score range of 12 to 84 was completed for future study. Finally, the limitations of this study are discussed, along with possibilities for future research.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178963","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 : 2023-06-28DOI: 10.11114/jets.v11i3.6197
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 11, Number 3Alphonce John Amuli, ADEM, TanzaniaChris Mutseekwa, Bindura University of Science Education, ZimbabweGuilherme Tucher, Universidade Federal do Rio de Janeiro (UFRJ), BrazilHassan Shaaban, Atomic energy Authority, EgyptHelena Reis, Polytechnic Institute of Leiria, PortugalIntakhab Khan, King Abdulaziz University, Saudi ArabiaJane Liang, California Department of Education, USAJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAKendall Hartley, University of Nevada, USAMaria Rachel Queiroz, Universidade do Estado da Bahia, BrazilMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMichail Kalogiannakis, University of Crete, GreeceNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASabrine Chbichib, The Higher Institute of Computing&Multimedia Gabes Tunisia, TunisiaSarah Nabih Nasif, October University, EgyptSelloane Pitikoe, University of Eswatini, EswatiniSenem Seda Şahenk Erkan, Marmara University, TurkeyWong Ken Keong, Inspectorate of School Sabah, MalaysiaYuChun Chen, Louisiana Tech University, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL: http://jets.redfame.com
{"title":"Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 11, No. 3","authors":"Robert Smith","doi":"10.11114/jets.v11i3.6197","DOIUrl":"https://doi.org/10.11114/jets.v11i3.6197","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 11, Number 3Alphonce John Amuli, ADEM, TanzaniaChris Mutseekwa, Bindura University of Science Education, ZimbabweGuilherme Tucher, Universidade Federal do Rio de Janeiro (UFRJ), BrazilHassan Shaaban, Atomic energy Authority, EgyptHelena Reis, Polytechnic Institute of Leiria, PortugalIntakhab Khan, King Abdulaziz University, Saudi ArabiaJane Liang, California Department of Education, USAJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAKendall Hartley, University of Nevada, USAMaria Rachel Queiroz, Universidade do Estado da Bahia, BrazilMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMichail Kalogiannakis, University of Crete, GreeceNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASabrine Chbichib, The Higher Institute of Computing&Multimedia Gabes Tunisia, TunisiaSarah Nabih Nasif, October University, EgyptSelloane Pitikoe, University of Eswatini, EswatiniSenem Seda Şahenk Erkan, Marmara University, TurkeyWong Ken Keong, Inspectorate of School Sabah, MalaysiaYuChun Chen, Louisiana Tech University, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL: http://jets.redfame.com","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43699224","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}
Employers have expressed discontent with the workplace skill sets and overall professionalism of recent college graduates. Employers specifically report that graduates lack important work-related writing skills such as editing, research, and data analysis skills. The literature continually provides metrics on recent graduates’ weaknesses as workplace writers. If graduates are to maximize their marketability to employers, perceived writing gaps must be addressed specifically in the context of higher education writing curricula and pedagogy. Based on employer reports on the specific writing skill sets lacking in recent college graduates, this article is a primer on the topic of meeting employers’ workplace writing needs and puts forth (1) the context behind and causes of a workplace writing skills gap in recent college graduates, (2) curricular and pedagogical suggestions for institutions of higher education (IHEs) to strengthen work-related writing competencies in college students, and (3) recommendations for future research pertaining to meeting the writing needs of the workplace.
{"title":"The Role of Institutions of Higher Education in Preparing Students to Write in the Workplace: Suggestions for Writing Curricula and Pedagogy","authors":"Matthew R. Hodgman","doi":"10.5296/jet.v10i2.21027","DOIUrl":"https://doi.org/10.5296/jet.v10i2.21027","url":null,"abstract":"Employers have expressed discontent with the workplace skill sets and overall professionalism of recent college graduates. Employers specifically report that graduates lack important work-related writing skills such as editing, research, and data analysis skills. The literature continually provides metrics on recent graduates’ weaknesses as workplace writers. If graduates are to maximize their marketability to employers, perceived writing gaps must be addressed specifically in the context of higher education writing curricula and pedagogy. Based on employer reports on the specific writing skill sets lacking in recent college graduates, this article is a primer on the topic of meeting employers’ workplace writing needs and puts forth (1) the context behind and causes of a workplace writing skills gap in recent college graduates, (2) curricular and pedagogical suggestions for institutions of higher education (IHEs) to strengthen work-related writing competencies in college students, and (3) recommendations for future research pertaining to meeting the writing needs of the workplace.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82904268","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 : 2023-06-03DOI: 10.11114/jets.v11i3.6066
Samuel Ahenkora, Emmanuel Boakye Adubofour, Emmanuel Gyimah Osei, Amina Mustapha Ibrahim
The study sought to investigate technology use among Ghanaian Junior High School mathematics teachers in the Ahafo-Ano South District of Ghana. Descriptive survey (cross-sectional survey) design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all JHS mathematics teachers in Ahafo-Ano South District, Ashanti region. A stratified sampling technique was used to select 60 JHS mathematics teachers from rural, peri-urban and urban schools in the district. The findings revealed that mathematics teachers technology use in teaching Mathematics at the Junior High School level in the district was low (2.048 ± .85388). These technologies were grouped into manipulatives, digital/computer-based and audio-visual technologies. The results established that most of the teachers used manipulates in teaching Mathematics (3.120 ± 1.063). On the contrary, the results also showed that digital/computer-based technologies such as virtual protractors, calculators, geometry pad, stepping stones 2.0 comprehensive mathematics and computer game programs such as Globaloria etc., were never used by mathematics teachers in the district (1.621 ± .840). Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ± .712).
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