Pub Date : 2019-01-01DOI: 10.20472/te.2019.7.2.005
Leona Stašová Leona
{"title":"DISCOURSE ON FAMILY IN CONTEXT OF EDUCATION: FAMILY AS A TOPIC IN SELECTED CZECH JOURNALS OF PEDAGOGY","authors":"Leona Stašová Leona","doi":"10.20472/te.2019.7.2.005","DOIUrl":"https://doi.org/10.20472/te.2019.7.2.005","url":null,"abstract":"","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83622546","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 : 2019-01-01DOI: 10.20472/iac.2019.050.032
Anca Tamaș
Purpose ? The aim of this paper is to investigate the correlation between the short Cognitive Reflection Test and the long Cognitive Reflection Test (CRT), the gender effect and the educational level effect on short CRT and long CRT, as well as the Granger causality between the two ones.Design / Methodology / Approach ? A statistical analyze was provided and econometric measures and tests were used, in EViews and SPSS, like the Pearson Correlation Coefficient and the Granger Causality. A critical assessment of literature review was made. For collecting the data, quantitative methods were used (questionnaires).Findings - There is a significant, strong and positive correlation between the short Cognitive Reflection Test version (short CRT) and the long version (long CRT), long CRT Granger causes short CRT, girls outperformed boys on each educational level.Practical implications - Long CRT could be an alternative for short CRT, which is now overexposed and widely known.Originality / Value - Once thinking system 2 is trigged by completing another questionnaire, the results on CRT in either version increased, even if the nature of the other questionnaire is completely different.Limitations ? The other questionnaire was administrated only for high school students. Future research should be conducted in order to trig the thinking system 2 before administrating the test for secondary school and university students too.
{"title":"COGNITIVE REFLECTION TEST - NEXT GENERATION","authors":"Anca Tamaș","doi":"10.20472/iac.2019.050.032","DOIUrl":"https://doi.org/10.20472/iac.2019.050.032","url":null,"abstract":"Purpose ? The aim of this paper is to investigate the correlation between the short Cognitive Reflection Test and the long Cognitive Reflection Test (CRT), the gender effect and the educational level effect on short CRT and long CRT, as well as the Granger causality between the two ones.Design / Methodology / Approach ? A statistical analyze was provided and econometric measures and tests were used, in EViews and SPSS, like the Pearson Correlation Coefficient and the Granger Causality. A critical assessment of literature review was made. For collecting the data, quantitative methods were used (questionnaires).Findings - There is a significant, strong and positive correlation between the short Cognitive Reflection Test version (short CRT) and the long version (long CRT), long CRT Granger causes short CRT, girls outperformed boys on each educational level.Practical implications - Long CRT could be an alternative for short CRT, which is now overexposed and widely known.Originality / Value - Once thinking system 2 is trigged by completing another questionnaire, the results on CRT in either version increased, even if the nature of the other questionnaire is completely different.Limitations ? The other questionnaire was administrated only for high school students. Future research should be conducted in order to trig the thinking system 2 before administrating the test for secondary school and university students too.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72790144","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 : 2019-01-01DOI: 10.20472/TE.2019.7.1.003
B. Charles
This paper focuses on the impacts of Positive Behavior Intervention Supports (PBIS/PBI/PBS) on the progression of positive student behavior traits. Specifically, there will be a focus on the ways that PBIS impact student behaviors in the classroom. The research will focus on: the benefits and detriments of enacting PBIS into the classroom, the role PBIS can have on the academic outcomes of students, and the role technology can have in promoting student self-regulation in the 21st century. In conducting this study, the goal is to connect my desired research with that of prior analysis to support my argument that PBIS is essential to positive classroom and school culture that fosters educational success in all learning environments.
{"title":"CLASS DOJO AND STUDENT SELF-REGULATION: AN EXAMINATION OF BEHAVIOR PATTERNS AND ACADEMIC OUTCOMES","authors":"B. Charles","doi":"10.20472/TE.2019.7.1.003","DOIUrl":"https://doi.org/10.20472/TE.2019.7.1.003","url":null,"abstract":"This paper focuses on the impacts of Positive Behavior Intervention Supports (PBIS/PBI/PBS) on the progression of positive student behavior traits. Specifically, there will be a focus on the ways that PBIS impact student behaviors in the classroom. The research will focus on: the benefits and detriments of enacting PBIS into the classroom, the role PBIS can have on the academic outcomes of students, and the role technology can have in promoting student self-regulation in the 21st century. In conducting this study, the goal is to connect my desired research with that of prior analysis to support my argument that PBIS is essential to positive classroom and school culture that fosters educational success in all learning environments.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72749462","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 : 2019-01-01DOI: 10.20472/IAC.2018.042.045
Anca Tamaș
Purpose - the aim of the paper is to assess the relationship between the Cognitive Reflection Test (CRT) scores and the Math National Evaluation scores.Design/methodology/approach - statistical analyze and econometric methods, using SPSS, the Pearson correlation; critical assessment of literature review; quantitative methods.Findings - there is a significant, strong and positive correlation between the Math National Evaluation scores and the Cognitive Reflection Test scores, in both versions, the original CRT and the 10 items LCRT (Long Cognitive Reflection Test). Practical implications ? optional courses focused on logical reasoning could have a positive impact on Math National Evaluation scores.Originality/value ? to the author?s knowledge, this is the first analysis of the relationship between CRT scores and Math scores at secondary school level.Limitations - the participants were only from the Eastern part of Romania.
{"title":"CORRELATION INVESTIGATION: THE COGNITIVE REFLECTION TEST AND THE MATH NATIONAL EVALUATION SCORES","authors":"Anca Tamaș","doi":"10.20472/IAC.2018.042.045","DOIUrl":"https://doi.org/10.20472/IAC.2018.042.045","url":null,"abstract":"Purpose - the aim of the paper is to assess the relationship between the Cognitive Reflection Test (CRT) scores and the Math National Evaluation scores.Design/methodology/approach - statistical analyze and econometric methods, using SPSS, the Pearson correlation; critical assessment of literature review; quantitative methods.Findings - there is a significant, strong and positive correlation between the Math National Evaluation scores and the Cognitive Reflection Test scores, in both versions, the original CRT and the 10 items LCRT (Long Cognitive Reflection Test). Practical implications ? optional courses focused on logical reasoning could have a positive impact on Math National Evaluation scores.Originality/value ? to the author?s knowledge, this is the first analysis of the relationship between CRT scores and Math scores at secondary school level.Limitations - the participants were only from the Eastern part of Romania.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80170086","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 : 2019-01-01DOI: 10.20472/te.2019.7.2.002
J. Šafránková, J. Coufalová, M. Šikyř
The University of West Bohemia in Plzeň is the only one public higher education institution in the Pilsen Region The evaluation of the quality of teaching and the evaluation of education at universities, methods of evaluating teaching and assessment are one of the key criteria for university evaluation. At present, a pilot project of the ESF project of the University of West Bohemia in Pilsen was realized and one of its activities is focused on "Improving Educational Activities and Modern Educational Trends" and on the subsequent implementation and reflection of student education with new teaching methods. The pilot survey was conducted in May and June 2018 in 79 in-depth interviews. The results analyze in detail the views of the students taking into account the extension of pedagogical competencies within the framework of the career order. The aim of the project is a comprehensive system of interconnection of the education of academic staff in the area of increasing pedagogical competencies with introduction of new teaching methods into practice and taking into account the extension of pedagogical competencies within the framework of the career order.
{"title":"THE QUALITY ASSESSMENT METHODS OF TEACHING IN CZECH REPUBLIC","authors":"J. Šafránková, J. Coufalová, M. Šikyř","doi":"10.20472/te.2019.7.2.002","DOIUrl":"https://doi.org/10.20472/te.2019.7.2.002","url":null,"abstract":"The University of West Bohemia in Plzeň is the only one public higher education institution in the Pilsen Region The evaluation of the quality of teaching and the evaluation of education at universities, methods of evaluating teaching and assessment are one of the key criteria for university evaluation. At present, a pilot project of the ESF project of the University of West Bohemia in Pilsen was realized and one of its activities is focused on \"Improving Educational Activities and Modern Educational Trends\" and on the subsequent implementation and reflection of student education with new teaching methods. The pilot survey was conducted in May and June 2018 in 79 in-depth interviews. The results analyze in detail the views of the students taking into account the extension of pedagogical competencies within the framework of the career order. The aim of the project is a comprehensive system of interconnection of the education of academic staff in the area of increasing pedagogical competencies with introduction of new teaching methods into practice and taking into account the extension of pedagogical competencies within the framework of the career order.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89982691","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}
Without the study of culture, second language acquisition is not complete (Kramsch, 1993) . Teaching about culture raises the learners’ awareness of the target culture and compares it with the home culture, providing an intercultural competence (Ibid). Due to the growing number of immigrants in Ireland (CSO Ireland, 2017) , there is also an increasing number of immigrant learners in the English for Speakers of Other Languages (ESOL) providers in Ireland. The successful integration of these learners into Irish society depends on the successful development of their intercultural competence. This paper aims to provide insight into the models and frameworks for developing intercultural competence through the use of English language teaching materials in an Irish context. The paper involves presenting four models-based frameworks. The frameworks consider increasing content knowledge, sharpening mental skills, fostering attitudinal skills and increasing awareness which constitute the four fundamental components of intercultural competence. T he paper endeavours to contribute to the vibrant global conversation among professionals about how to develop intercultural competence. Most significantly, however, it attempts to support teachers in incorporating cultural elements into their teaching materials effectively and appropriately.
{"title":"Towards intercultural competence: models and frameworks for developing ESOL learners’ intercultural competence in Ireland","authors":"G. Nagy","doi":"10.31880/10344/6951","DOIUrl":"https://doi.org/10.31880/10344/6951","url":null,"abstract":"Without the study of culture, second language acquisition is not complete (Kramsch, 1993) . Teaching about culture raises the learners’ awareness of the target culture and compares it with the home culture, providing an intercultural competence (Ibid). Due to the growing number of immigrants in Ireland (CSO Ireland, 2017) , there is also an increasing number of immigrant learners in the English for Speakers of Other Languages (ESOL) providers in Ireland. The successful integration of these learners into Irish society depends on the successful development of their intercultural competence. This paper aims to provide insight into the models and frameworks for developing intercultural competence through the use of English language teaching materials in an Irish context. The paper involves presenting four models-based frameworks. The frameworks consider increasing content knowledge, sharpening mental skills, fostering attitudinal skills and increasing awareness which constitute the four fundamental components of intercultural competence. T he paper endeavours to contribute to the vibrant global conversation among professionals about how to develop intercultural competence. Most significantly, however, it attempts to support teachers in incorporating cultural elements into their teaching materials effectively and appropriately.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43948673","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 aims to determine the effect of applying problem based learning model on students' mathematics learning outcomes viewed from critical thinking skills of fifth grade students of the private primary school in the Surakarta region. This research is an experimental research using sample of 309 students consisting of experimental class of 153 students and control class of 156 students. Method of data analysis using Two-Way Anova. Results of this study indicate (1) There are significant differences in mathematics learning outcomes between students who following Problem Based Learning model with conventional model (2) There is a significant difference in mathematics learning outcomes between students who have high and low critical thinking skills. (3) There is no interaction effect between learning model and critical thinking skills on mathematics learning outcomes.
{"title":"THE EFFECT OF PROBLEM BASED LEARNING MODEL ON STUDENT MATHEMATICS LEARNING OUTCOMES VIEWED FROM CRITICAL THINKING SKILLS","authors":"Heri Mulyanto, G. Gunarhadi, M. Indriayu","doi":"10.24331/IJERE.408454","DOIUrl":"https://doi.org/10.24331/IJERE.408454","url":null,"abstract":"This study aims to determine the effect of applying problem based learning model on students' mathematics learning outcomes viewed from critical thinking skills of fifth grade students of the private primary school in the Surakarta region. This research is an experimental research using sample of 309 students consisting of experimental class of 153 students and control class of 156 students. Method of data analysis using Two-Way Anova. Results of this study indicate (1) There are significant differences in mathematics learning outcomes between students who following Problem Based Learning model with conventional model (2) There is a significant difference in mathematics learning outcomes between students who have high and low critical thinking skills. (3) There is no interaction effect between learning model and critical thinking skills on mathematics learning outcomes.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46802995","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}
Medical ethics can be traced back to Hippocratic Oath in antiquity. Last decade witnessed improvements in science and technology which attracted attention to the ethical impacts of the innovations in medicine. The need to combine medical innovations with a preservation of human values and to cultivate ethical competencies required by professionalism conceived medical ethics education in various levels in medical schools. Despite the diversities regarding teaching hours, methodology and content of the courses, medical ethics became a fundamental part of medical education around the world. In Turkey medical ethics education is given both in undergraduate and postgraduate levels. The high increase in the number of medical schools and shortfall of instructors who have medical ethics as their primary academic focus creates a big challenge in medical ethics education in both levels. Currently there are 89 medical schools in Turkey and only six medical schools are giving postgraduate medical ethics education. In 2010 only 33 of all medical schools could establish a separate department dedicated to medical ethics. There are no medical ethics courses embedded in residency programs. The quality and standardization of undergraduate medical ethics education has started but there are no initiatives to do so in postgraduate level.
{"title":"MEDICAL ETHICS EDUCATION IN TURKEY; STATE OF PLAY AND CHALLENGES.","authors":"Perihan Elif Ekmekçi","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Medical ethics can be traced back to Hippocratic Oath in antiquity. Last decade witnessed improvements in science and technology which attracted attention to the ethical impacts of the innovations in medicine. The need to combine medical innovations with a preservation of human values and to cultivate ethical competencies required by professionalism conceived medical ethics education in various levels in medical schools. Despite the diversities regarding teaching hours, methodology and content of the courses, medical ethics became a fundamental part of medical education around the world. In Turkey medical ethics education is given both in undergraduate and postgraduate levels. The high increase in the number of medical schools and shortfall of instructors who have medical ethics as their primary academic focus creates a big challenge in medical ethics education in both levels. Currently there are 89 medical schools in Turkey and only six medical schools are giving postgraduate medical ethics education. In 2010 only 33 of all medical schools could establish a separate department dedicated to medical ethics. There are no medical ethics courses embedded in residency programs. The quality and standardization of undergraduate medical ethics education has started but there are no initiatives to do so in postgraduate level.</p>","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4871155/pdf/nihms774214.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34404911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：