Faculty development is a critical area of practice for every higher education institution. Many programs, however, are increasingly designed around assuring institutional compliance rather than equipping faculty to be successful teachers. The current study was designed to explore what a community college’s faculty perceived as important faculty development programming. Using a survey of nearly 400 faculty at a suburban community college, faculty identified programs that focus on linking social technology to academic success, generational differences of students, and addressing student disabilities in the classroom as the most important. Nearly half of responding faculty noted that developmental programing is of high importance to them, and just over a third indicated that programing should be in person rather than online. Findings suggest that faculty are seeking the best possible way to connect with students who have grown up with technology.
{"title":"Teaching Better: A Community College’s Faculty Development Needs","authors":"Adam A. Morris, Michael T. Miller","doi":"10.5296/jet.v10i2.20735","DOIUrl":"https://doi.org/10.5296/jet.v10i2.20735","url":null,"abstract":"Faculty development is a critical area of practice for every higher education institution. Many programs, however, are increasingly designed around assuring institutional compliance rather than equipping faculty to be successful teachers. The current study was designed to explore what a community college’s faculty perceived as important faculty development programming. Using a survey of nearly 400 faculty at a suburban community college, faculty identified programs that focus on linking social technology to academic success, generational differences of students, and addressing student disabilities in the classroom as the most important. Nearly half of responding faculty noted that developmental programing is of high importance to them, and just over a third indicated that programing should be in person rather than online. Findings suggest that faculty are seeking the best possible way to connect with students who have grown up with technology.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85441430","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 : 2023-03-08DOI: 10.11114/jets.v11i3.5976
J. Drew, E. Allen, John J. Matt
This quantitative study was designed to understand the relationship between the variables of student attendance, educator experience and turnover, and student achievement at the Molly Hootch schools in rural Alaska, to better understand the current state of achievement according to data from 2002–2019, collected from the Alaska Department of Education and Early Development (AKDEED) database. Data revealed that Molly Hootch school attendance was at 90% and that proficiency among students dropped from 40% to 15% during the years under review. The drop in proficiency during a time period where attendance level was strong leads to further qualitative exploration of the causes of the phenomenon.
{"title":"The Molly Hootch Schools After 40 Years: Successes, Failures, and Opportunities","authors":"J. Drew, E. Allen, John J. Matt","doi":"10.11114/jets.v11i3.5976","DOIUrl":"https://doi.org/10.11114/jets.v11i3.5976","url":null,"abstract":"This quantitative study was designed to understand the relationship between the variables of student attendance, educator experience and turnover, and student achievement at the Molly Hootch schools in rural Alaska, to better understand the current state of achievement according to data from 2002–2019, collected from the Alaska Department of Education and Early Development (AKDEED) database. Data revealed that Molly Hootch school attendance was at 90% and that proficiency among students dropped from 40% to 15% during the years under review. The drop in proficiency during a time period where attendance level was strong leads to further qualitative exploration of the causes of the phenomenon.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41409084","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 : 2023-03-02DOI: 10.11114/jets.v11i2.5961
Maria Pantoja Moreira de Sena, Ronaldo Oliveira Pantoja, Tácio de Mendonça Lima, C. Ribeiro, Marcos Valério Santos Silva, J. L. F. Vieira, L. Sena
The study aims to assess the professional and academic expectations of pharmacy students of faculties that lives in the northern region of Brazil. Data were collected via a printed questionnaire. The number of students that answered the questionnaire was 600. Regards to academic life, 74.6% believe that faculties offer ideal opportunities. The most desired areas of activity were clinical and hospital pharmacies (45%) and commercial pharmacies (32.3%). Their salary expectations are higher than six national minimum wages. The profession is experiencing a period of enormous positive transformations. The study provides a general view of the several fields of work for pharmacy students to plan and conduct their professional activities to improve the health of the population.
{"title":"Professional and Academic Perspectives of Pharmacy Students: A Cross Sectional-Study from Brazil","authors":"Maria Pantoja Moreira de Sena, Ronaldo Oliveira Pantoja, Tácio de Mendonça Lima, C. Ribeiro, Marcos Valério Santos Silva, J. L. F. Vieira, L. Sena","doi":"10.11114/jets.v11i2.5961","DOIUrl":"https://doi.org/10.11114/jets.v11i2.5961","url":null,"abstract":"The study aims to assess the professional and academic expectations of pharmacy students of faculties that lives in the northern region of Brazil. Data were collected via a printed questionnaire. The number of students that answered the questionnaire was 600. Regards to academic life, 74.6% believe that faculties offer ideal opportunities. The most desired areas of activity were clinical and hospital pharmacies (45%) and commercial pharmacies (32.3%). Their salary expectations are higher than six national minimum wages. The profession is experiencing a period of enormous positive transformations. The study provides a general view of the several fields of work for pharmacy students to plan and conduct their professional activities to improve the health of the population.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63550043","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 1 Bryan Spiegelberg, Rider University, USACarolyn Stevenson, Kaplan University, USAJabrane Amaghouss, Cadi Ayyad University, MoroccoJohn Cowan, Edinburgh Napier University, ScotlandMaria Jose Hernandez Serrano, University of Salamanca, SpainMonica B. Glina, University of Oslo, NorwayMontasser M. AbdelWahab Mahmoud, Imam Abdulrahman bin Faisal Univ., Saudi ArabiaPaola Molteni, Università Cattolica del Sacro Cuore di Milano, ItalyRania 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1号审稿人Bryan Spiegelberg，美国Rider大学caroline Stevenson，美国Kaplan大学ajabrane Amaghouss，摩洛哥Cadi Ayyad大学john Cowan，苏格兰爱丁堡Napier大学maria Jose Hernandez Serrano，西班牙萨拉曼卡大学monica B. Glina，挪威奥斯陆大学montasser M. AbdelWahab Mahmoud，沙特阿拉伯伊玛目Abdulrahman bin Faisal大学apola Molteni，意大利米兰天主教大学Elsayed Ibrahim，国家遥感和空间科学管理局，埃及多拉王编辑助理教育与培训杂志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. 1","authors":"Dora Wang","doi":"10.5296/jet.v10i1.21272","DOIUrl":"https://doi.org/10.5296/jet.v10i1.21272","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 1 Bryan Spiegelberg, Rider University, USACarolyn Stevenson, Kaplan University, USAJabrane Amaghouss, Cadi Ayyad University, MoroccoJohn Cowan, Edinburgh Napier University, ScotlandMaria Jose Hernandez Serrano, University of Salamanca, SpainMonica B. Glina, University of Oslo, NorwayMontasser M. AbdelWahab Mahmoud, Imam Abdulrahman bin Faisal Univ., Saudi ArabiaPaola Molteni, Università Cattolica del Sacro Cuore di Milano, ItalyRania 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":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135827220","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 : 2023-02-22DOI: 10.11114/jets.v11i2.5808
I. P. A. Raposo, Adriana Leite dos Santos, Tatiane Almeida de Menezes, Andrewen Felipe Santos Bezerra, Michela Barreto Camboim Gonçalves
This paper investigates the influence of the school shift change on the academic performance of 6th and 7th graders (lower secondary education) of public schools in the city of Recife, Brazil. The empirical analyses use educational data from a panel of the Brazilian Ministry of Education, with a sample of 4,500 students, 3,468 parents or guardians, 85 principals, and 137 teachers working in 87 public schools that were spatially distributed. The identification strategy explores a quasi-experiment in which some classes of the investigated sample had their school shifts changed between the two years, which occurred exclusively due to the school logistics and regardless of the parents’ preferences. Difference-in-differences models combined with propensity score matching demonstrate that students who shifted from morning to afternoon between the two years analyzed improved their Portuguese test scores, and that those who experienced the opposite change, from afternoon to morning, had a drop in the performance. Estimations in intermediary outcomes also reveal that the changes in the students’ sleeping habits are an important mechanism that explains the relation between the scores and the school shift.
{"title":"Effects of School Shift Change on Sleep and Academic Performance: A Quasi-Experimental Evaluation for Adolescent Students in Brazil","authors":"I. P. A. Raposo, Adriana Leite dos Santos, Tatiane Almeida de Menezes, Andrewen Felipe Santos Bezerra, Michela Barreto Camboim Gonçalves","doi":"10.11114/jets.v11i2.5808","DOIUrl":"https://doi.org/10.11114/jets.v11i2.5808","url":null,"abstract":"This paper investigates the influence of the school shift change on the academic performance of 6th and 7th graders (lower secondary education) of public schools in the city of Recife, Brazil. The empirical analyses use educational data from a panel of the Brazilian Ministry of Education, with a sample of 4,500 students, 3,468 parents or guardians, 85 principals, and 137 teachers working in 87 public schools that were spatially distributed. The identification strategy explores a quasi-experiment in which some classes of the investigated sample had their school shifts changed between the two years, which occurred exclusively due to the school logistics and regardless of the parents’ preferences. Difference-in-differences models combined with propensity score matching demonstrate that students who shifted from morning to afternoon between the two years analyzed improved their Portuguese test scores, and that those who experienced the opposite change, from afternoon to morning, had a drop in the performance. Estimations in intermediary outcomes also reveal that the changes in the students’ sleeping habits are an important mechanism that explains the relation between the scores and the school shift.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42024648","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 : 2023-02-04DOI: 10.11114/jets.v11i2.5810
Shahd Haj Mohamad, F. Tilfarlioğlu
The aim of this study is to determine the importance of learning English to find jobs in sectors such as banks, education, and private companies. It also shows the importance of finding a platform with a designed curriculum for those who are interested in working in this field to facilitate their integration to improve employment opportunities with limited duration or based on the challenges that might come out. A questionnaire was conducted on 408 workers with higher levels of education, English speakers, and non-speakers in Gaziantep, in Turkey. The researcher found that English Language learning has a very important role in finding better job opportunities in Turkey. However, the main challenges facing the learners, according to the results, are learner’s lack of confidence, teaching method, being with people who speak your mother tongue, limited learning environments, over-use of native language in the classroom, and inadequate learning materials. Difficulties such as time and cost are the least challenges facing them to learn English in the participants’ opinion. Lastly, as solutions to overcome the learning challenge, the education process should focus more on motivation, speaking, learning vocabulary, using communicative language teaching, and improving teaching methods, social networks, reading, and school. However, living abroad, free and private courses, grammar, university, platforms, and family environment are the least effective supports to overcome those challenges.
{"title":"An Analysis of The Role of English in Business Fields in Non-English- Speaking Countries (A Case Study)","authors":"Shahd Haj Mohamad, F. Tilfarlioğlu","doi":"10.11114/jets.v11i2.5810","DOIUrl":"https://doi.org/10.11114/jets.v11i2.5810","url":null,"abstract":"The aim of this study is to determine the importance of learning English to find jobs in sectors such as banks, education, and private companies. It also shows the importance of finding a platform with a designed curriculum for those who are interested in working in this field to facilitate their integration to improve employment opportunities with limited duration or based on the challenges that might come out. A questionnaire was conducted on 408 workers with higher levels of education, English speakers, and non-speakers in Gaziantep, in Turkey. The researcher found that English Language learning has a very important role in finding better job opportunities in Turkey. However, the main challenges facing the learners, according to the results, are learner’s lack of confidence, teaching method, being with people who speak your mother tongue, limited learning environments, over-use of native language in the classroom, and inadequate learning materials. Difficulties such as time and cost are the least challenges facing them to learn English in the participants’ opinion. Lastly, as solutions to overcome the learning challenge, the education process should focus more on motivation, speaking, learning vocabulary, using communicative language teaching, and improving teaching methods, social networks, reading, and school. However, living abroad, free and private courses, grammar, university, platforms, and family environment are the least effective supports to overcome those challenges.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43680680","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 : 2023-01-03DOI: 10.11114/jets.v11i2.5869
S. L. Russell
There is no question that elementary teachers are feeling added burdens regarding early reading instruction since returning to the post-pandemic classroom. Much discussion is occurring about lags across all areas of language and literacy development. At present, teachers have few empirical resources upon which to draw. This article considers the 2022 nine-year-old reading results from the National Assessment of Educational Progress as well as voices from virtual primary teachers in relationship to instructional recommendations made prior to 2020. Now more than ever, it is imperative that early literacy include not only foundational skills development, but also direct instruction in comprehension, vocabulary, and the development of background knowledge. This article proposes a way to integrate early language arts instruction across the curriculum by harnessing the power of texts written for young readers. Differentiating reader needs is always a consideration. What lies within the text is considered far less often. Walter Kintsch’s (1998) construction-integration and situation models include the surface level, the reader base, and the textbase, providing a paradigm for considering how these three components can work together instructionally to help developing readers gain literacy proficiency. Young children need to practice foundational and comprehension skills in text at their decoding levels. This inquiry pairs expert genre analysis of possible informational text written at a low decoding level with three types of instruction research indicates must happen in the primary grades, illustrating instructional methodologies for a) abstract and concrete high frequency sight words, b) deep comprehension, and c) text structure.
{"title":"Meeting Primary Literacy Needs Post-Pandemic: Maximizing the Instructional Power of Early Reading Texts","authors":"S. L. Russell","doi":"10.11114/jets.v11i2.5869","DOIUrl":"https://doi.org/10.11114/jets.v11i2.5869","url":null,"abstract":"There is no question that elementary teachers are feeling added burdens regarding early reading instruction since returning to the post-pandemic classroom. Much discussion is occurring about lags across all areas of language and literacy development. At present, teachers have few empirical resources upon which to draw. This article considers the 2022 nine-year-old reading results from the National Assessment of Educational Progress as well as voices from virtual primary teachers in relationship to instructional recommendations made prior to 2020. Now more than ever, it is imperative that early literacy include not only foundational skills development, but also direct instruction in comprehension, vocabulary, and the development of background knowledge. This article proposes a way to integrate early language arts instruction across the curriculum by harnessing the power of texts written for young readers. Differentiating reader needs is always a consideration. What lies within the text is considered far less often. Walter Kintsch’s (1998) construction-integration and situation models include the surface level, the reader base, and the textbase, providing a paradigm for considering how these three components can work together instructionally to help developing readers gain literacy proficiency. Young children need to practice foundational and comprehension skills in text at their decoding levels. This inquiry pairs expert genre analysis of possible informational text written at a low decoding level with three types of instruction research indicates must happen in the primary grades, illustrating instructional methodologies for a) abstract and concrete high frequency sight words, b) deep comprehension, and c) text structure.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42534408","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 : 2023-01-02DOI: 10.11114/jets.v11i2.5868
S. Ofer
The academic year of 2020-2021 was characterized by multiple crises, which affected the pedagogical-artistic management of the Department of Dance at the Kibbutzim College of Education, Technology and the Arts – one of the leading colleges in Israel for training teachers of dance. These crises occurred on three levels: the global, the national, and the local. On a global level, the Covid-19 outbreak brought about limitations imposed upon the public, from which emerged extreme social tensions, coupled with a political chasm that led to four election cycles, and finally a controversial military operation on the national level. On a local level, additional challenges included the department's shift to a new location in the city center, integration into a new "Faculty" organizational framework, a six-week lecturers' strike, and the replacement of two of the five administrative-staff members. These extreme conditions increased the number of secondary roles as an integral part of the Head of the Department's function described as fortune-teller, ombudswoman, clerk, real-estate agent, stunt artist, and midwife. The article focuses on presenting each of these roles and the transition from VUCA 1 (Volatility, Uncertainty, Complexity/Chaos, Ambiguity) to VUCA 2 (Vision, Understanding, Courage, Adaptability).
{"title":"Fortune Teller and Midwife: A Reflective View on Pedagogical-Artistic Management in a Reality of Multiple Crises","authors":"S. Ofer","doi":"10.11114/jets.v11i2.5868","DOIUrl":"https://doi.org/10.11114/jets.v11i2.5868","url":null,"abstract":"The academic year of 2020-2021 was characterized by multiple crises, which affected the pedagogical-artistic management of the Department of Dance at the Kibbutzim College of Education, Technology and the Arts – one of the leading colleges in Israel for training teachers of dance. These crises occurred on three levels: the global, the national, and the local. On a global level, the Covid-19 outbreak brought about limitations imposed upon the public, from which emerged extreme social tensions, coupled with a political chasm that led to four election cycles, and finally a controversial military operation on the national level. On a local level, additional challenges included the department's shift to a new location in the city center, integration into a new \"Faculty\" organizational framework, a six-week lecturers' strike, and the replacement of two of the five administrative-staff members. These extreme conditions increased the number of secondary roles as an integral part of the Head of the Department's function described as fortune-teller, ombudswoman, clerk, real-estate agent, stunt artist, and midwife. The article focuses on presenting each of these roles and the transition from VUCA 1 (Volatility, Uncertainty, Complexity/Chaos, Ambiguity) to VUCA 2 (Vision, Understanding, Courage, Adaptability).","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41680542","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 : 2023-01-02DOI: 10.11114/jets.v11i2.5867
C. Fichten, Rosie Arcuri, Chritine Vo, Abi Vasseur, M. Jorgensen
Our objective, in two investigations, was: (1) to provide a listing of safe browser extensions for Google Chrome that are likely to be useful for college students with disabilities, and (2) to provide the results of an empirical study of students with and without disabilities about which browser extensions they use, what they use these for, and why they do not use more browses extensions. Our findings indicate that there are many potentially useful browser extensions that could support students with and without disabilities to do academic work. But it appears that these are not used with any great enthusiasm for school work. Indeed, our findings show that the most popular uses of extensions are for shopping, adblocking, and entertainment. We provide a listing of safe extensions that can assist students with disabilities, speculate about why these are not used more extensively, and make recommendations for accessibility service providers and for the browser industry.
{"title":"Browser Extensions for Post-Secondary Students with Disabilities","authors":"C. Fichten, Rosie Arcuri, Chritine Vo, Abi Vasseur, M. Jorgensen","doi":"10.11114/jets.v11i2.5867","DOIUrl":"https://doi.org/10.11114/jets.v11i2.5867","url":null,"abstract":"Our objective, in two investigations, was: (1) to provide a listing of safe browser extensions for Google Chrome that are likely to be useful for college students with disabilities, and (2) to provide the results of an empirical study of students with and without disabilities about which browser extensions they use, what they use these for, and why they do not use more browses extensions. Our findings indicate that there are many potentially useful browser extensions that could support students with and without disabilities to do academic work. But it appears that these are not used with any great enthusiasm for school work. Indeed, our findings show that the most popular uses of extensions are for shopping, adblocking, and entertainment. We provide a listing of safe extensions that can assist students with disabilities, speculate about why these are not used more extensively, and make recommendations for accessibility service providers and for the browser industry.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41854688","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 : 2022-12-16DOI: 10.11114/jets.v11i1.5824
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 1 Akın Metli, Bilkent Erzurum Laboratory School (BELS), TurkeyAlphonce John Amuli, ADEM, TanzaniaChris Mutseekwa, Bindura University of Science Education, ZimbabweFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHassan Shaaban, Atomic energy Authority, EgyptHossein Chaharbashloo, Kharazmi University, IranIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesKendall Hartley, University of Nevada, USAKeyla Ferrari Lopes, UNICAMP, BrazilLisa Marie Portugal, American College of Education, USAMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilNiveen M. Zayed, MENA College of Management, JordanRichard Penny, University of Washington Bothell, USASadia Batool, Karakoram International University, PakistanSamah El-Sakka, Suez University, EgyptStamatis Papadakis, University of Crete, GreeceThada Jantakoon, Rajabhat Maha Sarakham University, Thailand 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
《教育与培训研究杂志》(JETS)谨向以下审稿人致谢，感谢他们对本期稿件的同行评审提供的帮助。许多作者，不管JETS是否发表他们的作品，都很感激审稿人提供的有用反馈。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11卷第1号审稿人Akın Metli, Bilkent Erzurum实验室学校(BELS)，土耳其alphonce John Amuli, ADEM, tanzanian achris Mutseekwa，宾杜拉科学教育大学，津巴布韦froilan D. Mobo，菲律宾商船学院，菲律宾，hassan Shaaban，原子能机构，埃及，hossein Chaharbashloo, Kharazmi大学，伊朗intakhab Khan，阿卜杜勒阿齐兹国王大学，沙特阿拉伯，John Cowan，英国爱丁堡Napier大学，John Mark Asio, Gordon学院，菲律宾内华达大学肯德尔·哈特利、美国法拉利·洛佩斯、巴西UNICAMP、丽莎·玛丽·葡萄牙、美国教育学院、美国佩克诺学院、玛丽亚·罗莎·m·普拉多、巴西Príncipe、尼文·m·扎耶德、约旦MENA管理学院、理查德·佩尼、华盛顿大学博塞尔、美国巴塔图尔、巴基斯坦喀拉喀拉姆国际大学、萨马·萨卡、埃及苏伊士大学、斯塔玛斯·帕帕达基斯、希腊克里特岛大学、ada Jantakoon、Rajabhat Maha Sarakham大学、泰国罗伯特·史密斯编辑助理代表，教育和培训研究杂志编辑委员会redfame出版9450 SW双子座博士#99416比弗顿，OR 97008，美国e -mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL: http://jets.redfame.com
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