Pub Date : 2022-08-01DOI: 10.11114/jets.v10i4.5537
Edward Hilton Iv, Muath A. Aldosari, R. Kakadia, L. López, Aram Kim, Sang E Park
Introduction: The purpose of the study was to describe the integration of self-assessments into the Objective Structured Clinical Examination (OSCE) as a part of reflective practice in clinical education. An emphasis was placed on the process of student learning to complement the existing comprehensive patient care assessment model.Methods: Student self-assessment data was captured three times throughout patient care experiences during the clinical education period and measured against corresponding faculty assessments of students at these times in the predoctoral dental program.Results: Analysis revealed that there were some disciplines in which faculty and student assessments were moderately reliable; however, as students progressed through the clinical program, their overall self-assessments did not have a higher correlation with faculty assessments.Conclusion: The OSCE can be designed as a useful tool in measuring non-traditional competencies and provide an opportunity for students to self-assess their learning. However, further emphasis on self-assessment skills for students needs to be incorporated as they progress through clinical programs.
{"title":"Developing Self-Assessment Skills in Objective Structured Clinical Examinations","authors":"Edward Hilton Iv, Muath A. Aldosari, R. Kakadia, L. López, Aram Kim, Sang E Park","doi":"10.11114/jets.v10i4.5537","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5537","url":null,"abstract":"Introduction: The purpose of the study was to describe the integration of self-assessments into the Objective Structured Clinical Examination (OSCE) as a part of reflective practice in clinical education. An emphasis was placed on the process of student learning to complement the existing comprehensive patient care assessment model.Methods: Student self-assessment data was captured three times throughout patient care experiences during the clinical education period and measured against corresponding faculty assessments of students at these times in the predoctoral dental program.Results: Analysis revealed that there were some disciplines in which faculty and student assessments were moderately reliable; however, as students progressed through the clinical program, their overall self-assessments did not have a higher correlation with faculty assessments.Conclusion: The OSCE can be designed as a useful tool in measuring non-traditional competencies and provide an opportunity for students to self-assess their learning. However, further emphasis on self-assessment skills for students needs to be incorporated as they progress through clinical programs.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43257415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper is based on literature review to understand global approaches for implementation of core values in schools. The paper is organized thematically to ensure progressive coverage. The introduction covers the concept of values and elaborates to present global and national perspectives on implementation of values. Further, values have been categorized into academic, social and civic and the core values for schools identified. Statement of the problem shows a gap in the development of values nationally as reflected by incidences of social, economic and psychological, crimes, among them; violence, rape, defilement, incest, child abuse, spouse abuse, femicide, suicide, intolerance and integrity issues of corruption. In addition studies show minimum implementation of values even within the carrier subjects. Requirements for successful implementation of values have been discussed capturing; proper planning, training that is ongoing and specific and, necessary administrative/ organizational arrangements for the integration, interpersonal forms of communication for close contact with implementers, school consultations and guidance, modeling by teachers ,a conducive school environment and adoption of an interdisciplinary approach. Further, the paper has explored approaches that can be used to implement values in the school; direct, integrated, holistic, pedagogical, hidden curriculum, peer to peer, moral reasoning and action learning approach. In addition benefits of value based education and theoretical framework emphasizing the change theory as a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context have been discussed. The paper concludes that, a whole school approach, backed by effective and efficient administrative leadership is crucial for implementation of values. Recommendations propose; strengthening of home and school partnership, community service programmes, continuous reinforcement of values, ongoing teacher development and development of a healthy relationship between, learners, teachers and parents.
{"title":"Inculcating Values Among Learners in Schools: An Analysis of Global Practices and Approaches","authors":"M. Mugambi","doi":"10.5296/jet.v9i2.20055","DOIUrl":"https://doi.org/10.5296/jet.v9i2.20055","url":null,"abstract":"The paper is based on literature review to understand global approaches for implementation of core values in schools. The paper is organized thematically to ensure progressive coverage. The introduction covers the concept of values and elaborates to present global and national perspectives on implementation of values. Further, values have been categorized into academic, social and civic and the core values for schools identified. Statement of the problem shows a gap in the development of values nationally as reflected by incidences of social, economic and psychological, crimes, among them; violence, rape, defilement, incest, child abuse, spouse abuse, femicide, suicide, intolerance and integrity issues of corruption. In addition studies show minimum implementation of values even within the carrier subjects. Requirements for successful implementation of values have been discussed capturing; proper planning, training that is ongoing and specific and, necessary administrative/ organizational arrangements for the integration, interpersonal forms of communication for close contact with implementers, school consultations and guidance, modeling by teachers ,a conducive school environment and adoption of an interdisciplinary approach. Further, the paper has explored approaches that can be used to implement values in the school; direct, integrated, holistic, pedagogical, hidden curriculum, peer to peer, moral reasoning and action learning approach. In addition benefits of value based education and theoretical framework emphasizing the change theory as a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context have been discussed. The paper concludes that, a whole school approach, backed by effective and efficient administrative leadership is crucial for implementation of values. Recommendations propose; strengthening of home and school partnership, community service programmes, continuous reinforcement of values, ongoing teacher development and development of a healthy relationship between, learners, teachers and parents.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73711275","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 qualitative descriptive study explored elementary teachers’ virtual teaching experiences during the COVID-19 pandemic. Data were collected from four participants through semi-structured interviews and focus groups. An inductive content analysis approach was used to analyze the data. The findings of this study showed that the interactions between teachers and students in the virtual environment were limited. The learning outcomes of virtual teaching in the elementary classroom fell short due to the students’ copy-and-paste culture, too much help from their parents, and an unconducive learning environment at home. This study suggests that elementary teachers need professional development in pedagogical and technological knowledge to effectively teach in a virtual setting. Further, parental orientation is essential to make the parents cooperative and aware of their children’s virtual learning.
{"title":"“Like Walking Them to the Bus Stop, and Then They Still Miss the Bus”","authors":"Muhammad Sharif Uddin","doi":"10.5296/jet.v10i1.19913","DOIUrl":"https://doi.org/10.5296/jet.v10i1.19913","url":null,"abstract":"This qualitative descriptive study explored elementary teachers’ virtual teaching experiences during the COVID-19 pandemic. Data were collected from four participants through semi-structured interviews and focus groups. An inductive content analysis approach was used to analyze the data. The findings of this study showed that the interactions between teachers and students in the virtual environment were limited. The learning outcomes of virtual teaching in the elementary classroom fell short due to the students’ copy-and-paste culture, too much help from their parents, and an unconducive learning environment at home. This study suggests that elementary teachers need professional development in pedagogical and technological knowledge to effectively teach in a virtual setting. Further, parental orientation is essential to make the parents cooperative and aware of their children’s virtual learning.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77169136","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}
A. Sofyan, Misriandi Misriandi, Johan Aristya Lesmana
This study aims to analyze the strategy of the Republic of Indonesia Embassy through the management of Indonesian Schools and diaspora in maintaining religious values, archipelago cultural treasures, and Pancasila values. This research was carried out based on the phenomenon that the Indonesian Foreign School (SILN) had planted religious values, in Pancasila and promoted the culture of the archipelago, but the diaspora preferred to live abroad. In addition, the issue of the tendency for radical religious understanding was also a concern for SILN students and the Indonesian diaspora in Malaysia, Saudi Arabia, and the Netherlands as representatives of the Asian, African and European regions. This study uses descriptive qualitative methods the data was collected from diaspora representatives, the head of the Indonesian School, Indonesian School students, and the Indonesian Ministry of Foreign Affairs, while in-depth interviews, questionnaires, and observations were made of the 3 countries. The purpose of the results of this study was to map the suitability of the curriculum with the local environment from the dimensions of religion, Pancasila, and archipelago culture. In the future, the government not only organizes Indonesian Schools Abroad but also Indonesian Madrasas Abroad (MILN) to increase moderate religious values that are not affected by radicalism activities and provide distinctive characteristics of the archipelago culture and are characterized by Pancasila.
{"title":"Defense Strategy of Religious, Pancasila, and National Culture in Indonesian School and Indonesian Diaspora as Anti-Radicalism Efforts","authors":"A. Sofyan, Misriandi Misriandi, Johan Aristya Lesmana","doi":"10.5296/jet.v9i2.20054","DOIUrl":"https://doi.org/10.5296/jet.v9i2.20054","url":null,"abstract":"This study aims to analyze the strategy of the Republic of Indonesia Embassy through the management of Indonesian Schools and diaspora in maintaining religious values, archipelago cultural treasures, and Pancasila values. This research was carried out based on the phenomenon that the Indonesian Foreign School (SILN) had planted religious values, in Pancasila and promoted the culture of the archipelago, but the diaspora preferred to live abroad. In addition, the issue of the tendency for radical religious understanding was also a concern for SILN students and the Indonesian diaspora in Malaysia, Saudi Arabia, and the Netherlands as representatives of the Asian, African and European regions. This study uses descriptive qualitative methods the data was collected from diaspora representatives, the head of the Indonesian School, Indonesian School students, and the Indonesian Ministry of Foreign Affairs, while in-depth interviews, questionnaires, and observations were made of the 3 countries. The purpose of the results of this study was to map the suitability of the curriculum with the local environment from the dimensions of religion, Pancasila, and archipelago culture. In the future, the government not only organizes Indonesian Schools Abroad but also Indonesian Madrasas Abroad (MILN) to increase moderate religious values that are not affected by radicalism activities and provide distinctive characteristics of the archipelago culture and are characterized by Pancasila.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83020557","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}
Satisfying a user's actual underlying needs in the image retrieval process is a difficult challenge facing image retrieval technology. The aim of this study is to improve the performance of a retrieval system and provide users with optimized search results using the feedback of eye movement. We analyzed the eye movement signals of the user’s image retrieval process from cognitive and mathematical perspectives. Data collected for 25 designers in eye tracking experiments were used to train and evaluate the model. In statistical analysis, eight eye movement features were statistically significantly different between selected and unselected groups of images (p < 0.05). An optimal selection of input features resulted in overall accuracy of the support vector machine prediction model of 87.16%. Judging the user’s requirements in the image retrieval process through eye movement behaviors was shown to be effective.
{"title":"Research on Image Retrieval Optimization Based on Eye Movement Experiment Data","authors":"Tianjiao Zhao, Mengjiao Chen, Weifeng Liu, Jiaying Jia","doi":"10.11114/jets.v10i4.5380","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5380","url":null,"abstract":"Satisfying a user's actual underlying needs in the image retrieval process is a difficult challenge facing image retrieval technology. The aim of this study is to improve the performance of a retrieval system and provide users with optimized search results using the feedback of eye movement. We analyzed the eye movement signals of the user’s image retrieval process from cognitive and mathematical perspectives. Data collected for 25 designers in eye tracking experiments were used to train and evaluate the model. In statistical analysis, eight eye movement features were statistically significantly different between selected and unselected groups of images (p < 0.05). An optimal selection of input features resulted in overall accuracy of the support vector machine prediction model of 87.16%. Judging the user’s requirements in the image retrieval process through eye movement behaviors was shown to be effective.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63549987","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 : 2022-06-27DOI: 10.11114/jets.v10i3.5621
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 10, Number 3 Alphonce John Amuli, ADEM, TanzaniaChris Mutseekwa, Bindura University of Science Education, ZimbabweFathia Lahwal, Elmergib University, LibyaFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHassan Shaaban, Atomic energy Authority, EgyptIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Cowan, Edinburgh Napier University, UKJonathan Chitiyo, University of Pittsburgh Bradford, USAKendall Hartley, University of Nevada, USAMichail Kalogiannakis, University of Crete, GreeceMinh Duc Duong, Thai Nguyen University, VietnamMuhammad Haris Effendi-Hasibuan, Universitas Jambi, IndonesiaNan Thin Zar No, Chindwin Technological University, MyanmarNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USARima Meilita Sari, STKIP Al-Washliyah, IndonesiaSadia Batool, Karakoram International University, PakistanSamah El-Sakka, Suez University, EgyptSandro Sehic, Oneida BOCES, USASarah Nabih Nasif, October University, EgyptSelloane Pitikoe, University of Eswatini, Eswatini 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10卷第3号审核员Alphonce John Amuli, ADEM，坦桑尼亚achris Mutseekwa，宾杜拉科学教育大学，津巴布韦fathia Lahwal, Elmergib大学，利比亚froilan D. Mobo，菲律宾商船学院，菲律宾hassan Shaaban，原子能机构，埃及takhab Khan，阿卜杜勒阿齐兹国王大学，沙特阿拉伯John Cowan，英国爱丁堡纳比尔大学jonathan Chitiyo，美国匹兹堡布拉德福德大学endall Hartley，内华达大学USAMichail Kalogiannakis，希腊克里特岛大学minh Duc Duong，越南泰国大学muhammad Haris effendi - hashibuan，印度尼西亚占比大学anan Thin Zar No，缅甸钦德温科技大学niveen M. Zayed，约旦MENA管理学院richard H. Martin，美世大学，美国richard Penny，华盛顿大学Bothell, USARima Meilita Sari, STKIP Al-Washliyah，印度尼西亚adia Batool，喀拉昆兰国际大学，巴基斯坦amah El-Sakka，埃及苏伊士大学sandro Sehic, Oneida BOCES, USASarah Nabih Nasif，埃及十月大学selloane Pitikoe, Eswatini大学，Eswatini Robert smith编辑助理代表，教育与培训研究杂志编辑委员会redfame publing9450 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
{"title":"Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 10, No. 3","authors":"Robert Smith","doi":"10.11114/jets.v10i3.5621","DOIUrl":"https://doi.org/10.11114/jets.v10i3.5621","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 10, Number 3 Alphonce John Amuli, ADEM, TanzaniaChris Mutseekwa, Bindura University of Science Education, ZimbabweFathia Lahwal, Elmergib University, LibyaFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHassan Shaaban, Atomic energy Authority, EgyptIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Cowan, Edinburgh Napier University, UKJonathan Chitiyo, University of Pittsburgh Bradford, USAKendall Hartley, University of Nevada, USAMichail Kalogiannakis, University of Crete, GreeceMinh Duc Duong, Thai Nguyen University, VietnamMuhammad Haris Effendi-Hasibuan, Universitas Jambi, IndonesiaNan Thin Zar No, Chindwin Technological University, MyanmarNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USARima Meilita Sari, STKIP Al-Washliyah, IndonesiaSadia Batool, Karakoram International University, PakistanSamah El-Sakka, Suez University, EgyptSandro Sehic, Oneida BOCES, USASarah Nabih Nasif, October University, EgyptSelloane Pitikoe, University of Eswatini, Eswatini 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":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45379144","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 : 2022-06-07DOI: 10.11114/jets.v10i4.5594
C. Fichten, Alice Havel, M. Jorgensen, Susie Wileman, J. Budd
Virtually all North American two- and four-year colleges provide accommodations to their increasing numbers of students with disabilities. To explore technology and non-technology related accommodations for these students we surveyed 118 Canadian two- and four-year college students who self-reported at least one disability, including a mental health related disability, and indicated that they had registered for access services from their college. Seventy-four students without disabilities were included in some analyses. Our findings reveal emerging issues such as non-binary gender and multiple comorbidities, in addition to more targeted recommendations concerning technology use. For example, over half of our sample self-reported multiple disabilities; there is a large number of students with mental health related disabilities (e.g., anxiety disorders, mood disorders), many of whom have comorbid disabilities; binary (male, female) gender designations are outdated; and exam and classroom accommodations without technologies are still the most popular. Grades of students with and without disabilities did not differ. Similarly, the number of different types of accommodations in two- and four-year colleges did not differ. Students generally had high technology related self-efficacy and they saw the substantial benefit of technologies, especially of writing tools. Students with mental health related disability used somewhat fewer technologies for reading, writing and time management. Self-efficacy and perceived benefit were highest for writing technologies. General use technologies such as Microsoft Office and Google Docs that were reported by most students in this study are increasingly used as adaptive aids. In future, use of technology related accommodations is likely to include showing students how to use general use software.
{"title":"Twenty Years Into the 21st Century – Tech-related Accommodations for College Students with Mental Health and Other Disabilities","authors":"C. Fichten, Alice Havel, M. Jorgensen, Susie Wileman, J. Budd","doi":"10.11114/jets.v10i4.5594","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5594","url":null,"abstract":"Virtually all North American two- and four-year colleges provide accommodations to their increasing numbers of students with disabilities. To explore technology and non-technology related accommodations for these students we surveyed 118 Canadian two- and four-year college students who self-reported at least one disability, including a mental health related disability, and indicated that they had registered for access services from their college. Seventy-four students without disabilities were included in some analyses. Our findings reveal emerging issues such as non-binary gender and multiple comorbidities, in addition to more targeted recommendations concerning technology use. For example, over half of our sample self-reported multiple disabilities; there is a large number of students with mental health related disabilities (e.g., anxiety disorders, mood disorders), many of whom have comorbid disabilities; binary (male, female) gender designations are outdated; and exam and classroom accommodations without technologies are still the most popular. Grades of students with and without disabilities did not differ. Similarly, the number of different types of accommodations in two- and four-year colleges did not differ. Students generally had high technology related self-efficacy and they saw the substantial benefit of technologies, especially of writing tools. Students with mental health related disability used somewhat fewer technologies for reading, writing and time management. Self-efficacy and perceived benefit were highest for writing technologies. General use technologies such as Microsoft Office and Google Docs that were reported by most students in this study are increasingly used as adaptive aids. In future, use of technology related accommodations is likely to include showing students how to use general use software.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"21 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41295453","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 : 2022-06-07DOI: 10.11114/jets.v10i4.5465
B. Hannon
This study examined the concurrent (mean age: 5.96 years) and longitudinal (mean age: 5.96 years) contributions that multiple component skills of reading made to 155 beginning readers’ comprehension scores for narrative and expository texts. The component skills included: word decoding, text memory, knowledge integration, and working memory. For narrative texts, word decoding was one of the best predictors of comprehension scores both concurrently and longitudinally; although longitudinally, the predictive strength of word decoding was equivalent to knowledge integration. In contrast, for expository texts, knowledge integration was a much better predictor of comprehension scores than any other component skill, including word decoding. When the contributions of the component skills were considered between text types, word decoding was a better predictor of comprehension scores for narrative texts than expository texts, whereas knowledge integration was a better predictor of comprehension scores for expository texts than narrative texts. Taken as a whole, these findings suggest that the contributions that component skills make to the comprehension scores of beginning readers vary as a function of text type, and that the common assumption that word decoding is the most important skill for beginning readers may be limited to just the comprehension scores of narrative texts.
{"title":"Children’s Comprehension of Narrative and Expository Texts: The Contributions of Word Decoding and Knowledge Integration Skills Vary Within and Between Text Types","authors":"B. Hannon","doi":"10.11114/jets.v10i4.5465","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5465","url":null,"abstract":"This study examined the concurrent (mean age: 5.96 years) and longitudinal (mean age: 5.96 years) contributions that multiple component skills of reading made to 155 beginning readers’ comprehension scores for narrative and expository texts. The component skills included: word decoding, text memory, knowledge integration, and working memory. For narrative texts, word decoding was one of the best predictors of comprehension scores both concurrently and longitudinally; although longitudinally, the predictive strength of word decoding was equivalent to knowledge integration. In contrast, for expository texts, knowledge integration was a much better predictor of comprehension scores than any other component skill, including word decoding. When the contributions of the component skills were considered between text types, word decoding was a better predictor of comprehension scores for narrative texts than expository texts, whereas knowledge integration was a better predictor of comprehension scores for expository texts than narrative texts. Taken as a whole, these findings suggest that the contributions that component skills make to the comprehension scores of beginning readers vary as a function of text type, and that the common assumption that word decoding is the most important skill for beginning readers may be limited to just the comprehension scores of narrative texts.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43953318","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}
P. Anthony, E. Fountain, Hideki Takei, Rachel L. White, Luke Williams
Competency-based education (CBE) is a growing movement of higher education institutions to educate non-traditional adult learners. Coaching quality influences CBE's success as coaches share learning responsibility with students. FlexIT-Pro is a modified CBE program. After years of effective coaching, we developed a FITP Strategic Coaching Model and implemented it. This paper will present the Strategic Coaching Model, the assessment of the model, and the modified version of the model.
{"title":"Validation of Strategic Coaching Model for FlexIT-Pro Online-based Competency-based Education Program","authors":"P. Anthony, E. Fountain, Hideki Takei, Rachel L. White, Luke Williams","doi":"10.5296/jet.v9i2.19828","DOIUrl":"https://doi.org/10.5296/jet.v9i2.19828","url":null,"abstract":"Competency-based education (CBE) is a growing movement of higher education institutions to educate non-traditional adult learners. Coaching quality influences CBE's success as coaches share learning responsibility with students. FlexIT-Pro is a modified CBE program. After years of effective coaching, we developed a FITP Strategic Coaching Model and implemented it. This paper will present the Strategic Coaching Model, the assessment of the model, and the modified version of the model.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74290928","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}
Early Childhood Education is crucial to the holistic growth of zero to eight years old children. This growth and development can to a large extent be realized through the provision and use of appropriate physical infrastructure. This study aimed to find out the status of Early Childhood physical infrastructure and how it influences participation rates, an aspect of internal efficiency in Public Primary Schools. Using stratified and simple random sampling techniques to get 39 public primary schools from 5 sub-districts; 39 primary headteachers, 156 primary teachers, and 39 ECE teachers. The study used a correlation design and collected data using questionnaires, a documentary analysis guide, and observation schedules. Data were analyzed using SPSS. Results were presented using percentages, frequencies, means, standard deviations, and inferential statistics of Pearson correlation. Results showed that there was a positive correlation between physical infrastructures such as kitchens, toilets for boys and girls, classrooms that are well ventilated, playgrounds, sports facilities, strong tall fences, furniture in good condition, and water points and internal efficiency (r=0.653, n=37, p<.05). The study concludes that there is a positive correlation between physical infrastructure and participation rates. There is a need for the county government in partnership with headteachers and parents to provide adequate physical infrastructure in Early Childhood Education.
{"title":"Mainstreaming Physical Infrastructure in Early Childhood Education and its Influence on Participation Rates in Public Primary Schools in Embu County, Kenya","authors":"Anastasia Kamwitha Muthanje","doi":"10.5296/jet.v9i2.19910","DOIUrl":"https://doi.org/10.5296/jet.v9i2.19910","url":null,"abstract":"Early Childhood Education is crucial to the holistic growth of zero to eight years old children. This growth and development can to a large extent be realized through the provision and use of appropriate physical infrastructure. This study aimed to find out the status of Early Childhood physical infrastructure and how it influences participation rates, an aspect of internal efficiency in Public Primary Schools. Using stratified and simple random sampling techniques to get 39 public primary schools from 5 sub-districts; 39 primary headteachers, 156 primary teachers, and 39 ECE teachers. The study used a correlation design and collected data using questionnaires, a documentary analysis guide, and observation schedules. Data were analyzed using SPSS. Results were presented using percentages, frequencies, means, standard deviations, and inferential statistics of Pearson correlation. Results showed that there was a positive correlation between physical infrastructures such as kitchens, toilets for boys and girls, classrooms that are well ventilated, playgrounds, sports facilities, strong tall fences, furniture in good condition, and water points and internal efficiency (r=0.653, n=37, p<.05). The study concludes that there is a positive correlation between physical infrastructure and participation rates. There is a need for the county government in partnership with headteachers and parents to provide adequate physical infrastructure in Early Childhood Education.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79461862","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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