Escalating rates of teacher attrition require teacher training programs to consider more contemporary training methods. Adapted from the medical and aviation fields, the concept of simulations is currently making an entry into the world of education. An international pioneer in this venture, Israel already has twenty simulation centers at its universities and teacher training colleges and has more in the planning stages. Through qualitative research methods, this study analyses the factors contributing to their success. It highlights benefits derived by teachers from experiences at simulation centers including, inter alia, heightened self-awareness leading to more successful interactions in the workplace. Numerous benefits, particularly for graduates entering the teaching profession, suggest that simulation center experiences should be necessary inclusions of teacher training programs around the world.
{"title":"AN ANALYSIS OF THE USE OF SIMULATION CENTERS IN THE TRAINING OF PRE-SERVICE AND NOVICE ENGLISH TEACHERS IN ISRAEL. WHAT MAKES THEM WORK WELL?","authors":"Nicole Broder","doi":"10.36315/2023v1end009","DOIUrl":"https://doi.org/10.36315/2023v1end009","url":null,"abstract":"Escalating rates of teacher attrition require teacher training programs to consider more contemporary training methods. Adapted from the medical and aviation fields, the concept of simulations is currently making an entry into the world of education. An international pioneer in this venture, Israel already has twenty simulation centers at its universities and teacher training colleges and has more in the planning stages. Through qualitative research methods, this study analyses the factors contributing to their success. It highlights benefits derived by teachers from experiences at simulation centers including, inter alia, heightened self-awareness leading to more successful interactions in the workplace. Numerous benefits, particularly for graduates entering the teaching profession, suggest that simulation center experiences should be necessary inclusions of teacher training programs around the world.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84723533","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}
J. F. Salles, Gabriella Koltermann, Érica Prates, Krás Borges
Relations between parental variables and children’s early literacy skills allow for preventive interventions and effective public policies in health and education. The present study aims to investigate the relation between parents’ characteristics (parental literacy expectations and attitudes, number of books at home) and parents’ practices (formal and informal literacy activities - shared book reading - and parental involvement) and children’s early literacy skills (word/pseudoword reading, spelling, knowledge of the alphabet, oral language) during the Covid-19 pandemic. Thirty-five first grade children aged between 6 and 7 years old (M = 6.29; SD = 0.45) from private Brazilian schools took part in this study. The number of books at home predicted 16% of the variance in shared book reading frequency between parents and children. Moderate positive correlations were found between shared book reading frequency and phonological awareness and oral language performances. Parental involvement was strongly correlated with pseudoword reading performance, word/pseudoword spelling, letter writing and phonological awareness. Shared book reading explained 16.5% of the variance in phonological awareness performance and 11.8% in oral language. Parental involvement explained 28% of the variance of children's performance in phonological awareness. Family practices, especially shared book reading and parental involvement in children’s learning processes seem to promote phonological awareness and oral language skills development during a period of school closures and remote teaching/learning. These metalinguistic and oral language skills are important predictors of success in learning to read and spelling and can therefore be promoted through parenting practices.
{"title":"THE RELATION BETWEEN PARENTS’ CHARACTERISTICS/PRACTICES AND CHILDREN’S EARLY LITERACY SKILLS DURING THE COVID-19 PANDEMICS","authors":"J. F. Salles, Gabriella Koltermann, Érica Prates, Krás Borges","doi":"10.36315/2023v1end095","DOIUrl":"https://doi.org/10.36315/2023v1end095","url":null,"abstract":"Relations between parental variables and children’s early literacy skills allow for preventive interventions and effective public policies in health and education. The present study aims to investigate the relation between parents’ characteristics (parental literacy expectations and attitudes, number of books at home) and parents’ practices (formal and informal literacy activities - shared book reading - and parental involvement) and children’s early literacy skills (word/pseudoword reading, spelling, knowledge of the alphabet, oral language) during the Covid-19 pandemic. Thirty-five first grade children aged between 6 and 7 years old (M = 6.29; SD = 0.45) from private Brazilian schools took part in this study. The number of books at home predicted 16% of the variance in shared book reading frequency between parents and children. Moderate positive correlations were found between shared book reading frequency and phonological awareness and oral language performances. Parental involvement was strongly correlated with pseudoword reading performance, word/pseudoword spelling, letter writing and phonological awareness. Shared book reading explained 16.5% of the variance in phonological awareness performance and 11.8% in oral language. Parental involvement explained 28% of the variance of children's performance in phonological awareness. Family practices, especially shared book reading and parental involvement in children’s learning processes seem to promote phonological awareness and oral language skills development during a period of school closures and remote teaching/learning. These metalinguistic and oral language skills are important predictors of success in learning to read and spelling and can therefore be promoted through parenting practices.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84295024","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}
{"title":"COVID-19: RETHINKING THE SKILLS REQUIRED OF 21ST CENTURY EDUCATORS","authors":"","doi":"10.36315/2023v1end125","DOIUrl":"https://doi.org/10.36315/2023v1end125","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87944226","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}
Teaching and developing students' ability to think critically is highlighted as one of the tasks of modern education and a part of curricular documents in various countries. Teachers are expected to teach the students how, and not what to think, emphasizing the change of focus in modern education, whose demand becomes a critical reflection on the content of teaching, and not exclusively its adoption and reproduction. Tennessee Williams’s play The Streetcar Named Desire although written in 1947 is frequently staged in theatres all over the world. The plot depicts family and social relations and, among others, the destiny of Blanche, a character with anxiety disorder, an alcoholic, labelled sexually deviant, older, who instead of being supported by her family, ends up in a mental institution. The goal of this paper is to analyse the presentation of characters in the play through the social model of disability, the central thesis of which is: disability, that is physical or mental impairment, is undoubtedly a limitation of functionality for each individual; however, disability also arises because of social processes. The way the disability is presented in the play can be a basis for teaching understanding, empathy and tolerance as well as correct decision-making as the foundation of critical thinking.
{"title":"CAN THE ANALYSIS OF THE PLAY THE STREETCAR NAMED DESIRE BY TENNESSEE WILLIAMS THROUGH THE SOCIAL MODEL OF DISABILITY, ENCOURAGE THE DEVELOPMENT OFCRITICAL THINKING","authors":"Izabela Potnar Mijić","doi":"10.36315/2023v1end057","DOIUrl":"https://doi.org/10.36315/2023v1end057","url":null,"abstract":"Teaching and developing students' ability to think critically is highlighted as one of the tasks of modern education and a part of curricular documents in various countries. Teachers are expected to teach the students how, and not what to think, emphasizing the change of focus in modern education, whose demand becomes a critical reflection on the content of teaching, and not exclusively its adoption and reproduction. Tennessee Williams’s play The Streetcar Named Desire although written in 1947 is frequently staged in theatres all over the world. The plot depicts family and social relations and, among others, the destiny of Blanche, a character with anxiety disorder, an alcoholic, labelled sexually deviant, older, who instead of being supported by her family, ends up in a mental institution. The goal of this paper is to analyse the presentation of characters in the play through the social model of disability, the central thesis of which is: disability, that is physical or mental impairment, is undoubtedly a limitation of functionality for each individual; however, disability also arises because of social processes. The way the disability is presented in the play can be a basis for teaching understanding, empathy and tolerance as well as correct decision-making as the foundation of critical thinking.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86701806","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}
Maíra Anelli Martins, N. D. Bianco, Ilaria D'Angelo, C. Giaconi, S. Capellini
Introduction: Assessment measures of oral reading fluency can be applied by teachers or education professionals and help to provide an overview of the academic development in reading of each student; and when these simple measures are systematically applied over time, they can be used to track a student's possible difficulties. Aim: This study aimed to monitor the development of oral reading fluency in students from the 2nd to the 5th grade of Elementary School I during the school year. Method: This study was approved by the research ethics committee (09575419.0.0000.5406) of the home institution. The study included 400 students from the 2nd to the 5th grade of Elementary School I from a municipal public school in the interior of the State of São Paulo, aged from 7 years to 10 years and 11 months. The Performance Assessment in Reading Fluency was applied. Reading fluency measures were performed by collecting oral reading of three texts of the same textual complexity in the months of March, July and November. For the analysis of each text, the analysis parameters of the types of errors made during reading were used, referring to words read correctly and incorrectly per minute. Results: The results were statistically analyzed using the Statistical Package for Social Sciences, version 22.0, with a significance level of 5% (0.050). With the application of the Wilcoxon Signed Rank Test, it was possible to verify that there was a statistically significant difference in the groups of this study both for the total number of words read correctly in one minute and the total number of words read incorrectly between the third moment of the fluency measure in comparison with the first moment. With the application of the Mann-Whitney Test, it was possible to verify that there was a statistically significant difference, indicating that the groups had a lower number of words read correctly per minute in the first reading measure compared to the second and third measures. This same finding was found in the reading of misspelled words per minute. Conclusion: The results of this study allowed monitoring and accompanying in a simple, reliable and valid way, the progressive development of oral reading fluency, evidenced by the increase in the number of words read correctly and the decrease in the number of errors from the 2nd to the 5th grade of Elementary School I.
简介:口头阅读流畅性的评估方法可以由教师或教育专业人员应用，并有助于提供每个学生在阅读方面的学术发展概况;当这些简单的措施系统地应用一段时间后，它们就可以用来追踪学生可能遇到的困难。目的:本研究旨在监测一学年小学二年级至五年级学生口语阅读流畅性的发展情况。方法:本研究经所属机构研究伦理委员会(09575419.0.0000.5406)批准。这项研究包括400名来自圣保罗州内陆一所市立公立学校的小学一年级二年级到五年级的学生，年龄从7岁到10岁零11个月不等。采用阅读流畅性测验。通过收集3月、7月和11月三篇相同文本复杂性的口语阅读来进行阅读流畅性测试。对于每篇文章的分析，使用的是阅读过程中错误类型的分析参数，即每分钟正确阅读和错误阅读的单词。结果:使用Statistical Package for Social Sciences, version 22.0对结果进行统计分析，显著性水平为5%(0.050)。通过应用Wilcoxon sign Rank检验，可以验证本研究的各组在流利度测量的第三个时刻与第一个时刻相比，在一分钟内正确阅读的单词总数和错误阅读的单词总数有统计学上的显著差异。通过曼-惠特尼测试的应用，可以验证有统计学上显著的差异，表明在第一次阅读测量中，与第二和第三次测量相比，两组每分钟正确阅读的单词数较低。同样的结果也出现在每分钟阅读拼写错误的单词上。结论:本研究结果能够以简单、可靠、有效的方式监测和陪伴小学二年级至五年级学生口语阅读流畅性的逐步发展，表现为正确阅读单词数的增加和错误数的减少。
{"title":"MONITORING ORAL READING FLUENCY IN ELEMENTARY SCHOOL I","authors":"Maíra Anelli Martins, N. D. Bianco, Ilaria D'Angelo, C. Giaconi, S. Capellini","doi":"10.36315/2023v1end064","DOIUrl":"https://doi.org/10.36315/2023v1end064","url":null,"abstract":"Introduction: Assessment measures of oral reading fluency can be applied by teachers or education professionals and help to provide an overview of the academic development in reading of each student; and when these simple measures are systematically applied over time, they can be used to track a student's possible difficulties. Aim: This study aimed to monitor the development of oral reading fluency in students from the 2nd to the 5th grade of Elementary School I during the school year. Method: This study was approved by the research ethics committee (09575419.0.0000.5406) of the home institution. The study included 400 students from the 2nd to the 5th grade of Elementary School I from a municipal public school in the interior of the State of São Paulo, aged from 7 years to 10 years and 11 months. The Performance Assessment in Reading Fluency was applied. Reading fluency measures were performed by collecting oral reading of three texts of the same textual complexity in the months of March, July and November. For the analysis of each text, the analysis parameters of the types of errors made during reading were used, referring to words read correctly and incorrectly per minute. Results: The results were statistically analyzed using the Statistical Package for Social Sciences, version 22.0, with a significance level of 5% (0.050). With the application of the Wilcoxon Signed Rank Test, it was possible to verify that there was a statistically significant difference in the groups of this study both for the total number of words read correctly in one minute and the total number of words read incorrectly between the third moment of the fluency measure in comparison with the first moment. With the application of the Mann-Whitney Test, it was possible to verify that there was a statistically significant difference, indicating that the groups had a lower number of words read correctly per minute in the first reading measure compared to the second and third measures. This same finding was found in the reading of misspelled words per minute. Conclusion: The results of this study allowed monitoring and accompanying in a simple, reliable and valid way, the progressive development of oral reading fluency, evidenced by the increase in the number of words read correctly and the decrease in the number of errors from the 2nd to the 5th grade of Elementary School I.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86854504","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}
{"title":"SIGNIFICANCE AND ATTITUDE OF TEACHING APPLIED MECHANICS CALCULATIONS IN CIVIL TECHNOLOGY: STUDENTS ANALOGY","authors":"","doi":"10.36315/2023v1end106","DOIUrl":"https://doi.org/10.36315/2023v1end106","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82234809","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}
{"title":"ENGLISH IN ALGERIAN PRIMARY SCHOOLS: PROSPECTS AND REALITIES","authors":"","doi":"10.36315/2023v1end134","DOIUrl":"https://doi.org/10.36315/2023v1end134","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"12 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89848431","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}
{"title":"UNCOVERING A PRESUMPTIVE LEARNING PROGRESSION ON ELECTRICITY AND MAGNETISM: A CASE STUDY OF MEANINGFUL SCIENCE TEACHING AND LEARNING IN SOUTH AFRICAN HIGH SCHOOLS","authors":"","doi":"10.36315/2023v1end137","DOIUrl":"https://doi.org/10.36315/2023v1end137","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78445724","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}
South Africa has eleven official languages, and yet only two languages, English and Afrikaans are the Languages of Learning and Teaching (LoLT) in schools. Language is important in shaping the learning and teaching environment in a classroom. Teaching Natural Sciences in English in a multilingual classroom can be challenging when learners are not proficient in the language of LoLT. That complexity is exacerbated by the nature of scientific language which is designed and considered to be academic concise, precise, and authoritative, making scientific concepts inaccessible to most learners. This is an unfortunate situation because in science classrooms, learners are expected to read, comprehend, write, articulate, and use English and subject-specific terminologies. The authors of the current paper argue that both English language and scientific language create a learning barrier for the learners whose home languages are different from English, the LoLT. It is against this background that the current study being reported herein sought to determine multilingual learners’ perceptions of the role of English language and scientific language in their learning of Natural Sciences. In a qualitative research design two grade 8 and 9 Natural Sciences classes and their teachers were selected from two high schools in township areas using purposive sampling technique. Data collection involved focus group interviews with learners and individual interviews with the teachers. Each teacher was observed once whilst teaching Natural Sciences to grade 8 or grade 9 classes. The qualitative data collected was subjected to content analysis and two main themes were obtained: 1. Learners’ perceptions that English language and scientific language limit their understanding of scientific concepts; and 2. Teachers’ assistance in mitigating challenges imposed by English language and scientific language experienced by English-second-language speakers. Learners from the two schools indicated that both English language which is their second or third language and scientific language imposed many challenges in their learning of Natural Sciences. These challenges included failure to read, write and understand Natural Sciences content. Those learners showed excitement at the prospect of learning science in their home languages as they were not comfortable with being taught in English. Teachers used code switching and hands on activities to mitigate language challenges in their classrooms. The study findings thus have implications for both curriculum policy implementation and continued teacher professional development
{"title":"MULTILINGUAL LEARNERS’ PERCEPTIONS OF THE ROLE OF ENGLISH AND SCIENTIFIC LANGUAGE ON NATURAL SCIENCES LEARNING","authors":"Nishana Wilson, Lydia Mavuru","doi":"10.36315/2023v1end117","DOIUrl":"https://doi.org/10.36315/2023v1end117","url":null,"abstract":"South Africa has eleven official languages, and yet only two languages, English and Afrikaans are the Languages of Learning and Teaching (LoLT) in schools. Language is important in shaping the learning and teaching environment in a classroom. Teaching Natural Sciences in English in a multilingual classroom can be challenging when learners are not proficient in the language of LoLT. That complexity is exacerbated by the nature of scientific language which is designed and considered to be academic concise, precise, and authoritative, making scientific concepts inaccessible to most learners. This is an unfortunate situation because in science classrooms, learners are expected to read, comprehend, write, articulate, and use English and subject-specific terminologies. The authors of the current paper argue that both English language and scientific language create a learning barrier for the learners whose home languages are different from English, the LoLT. It is against this background that the current study being reported herein sought to determine multilingual learners’ perceptions of the role of English language and scientific language in their learning of Natural Sciences. In a qualitative research design two grade 8 and 9 Natural Sciences classes and their teachers were selected from two high schools in township areas using purposive sampling technique. Data collection involved focus group interviews with learners and individual interviews with the teachers. Each teacher was observed once whilst teaching Natural Sciences to grade 8 or grade 9 classes. The qualitative data collected was subjected to content analysis and two main themes were obtained: 1. Learners’ perceptions that English language and scientific language limit their understanding of scientific concepts; and 2. Teachers’ assistance in mitigating challenges imposed by English language and scientific language experienced by English-second-language speakers. Learners from the two schools indicated that both English language which is their second or third language and scientific language imposed many challenges in their learning of Natural Sciences. These challenges included failure to read, write and understand Natural Sciences content. Those learners showed excitement at the prospect of learning science in their home languages as they were not comfortable with being taught in English. Teachers used code switching and hands on activities to mitigate language challenges in their classrooms. The study findings thus have implications for both curriculum policy implementation and continued teacher professional development","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76027740","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}
{"title":"EMBEDDING TRAUMA-INFORMED CARE PRACTICES INTO SPECIAL EDUCATION PERSONNEL PREPARATION PROGRAMS","authors":"","doi":"10.36315/2023v1end087","DOIUrl":"https://doi.org/10.36315/2023v1end087","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78233018","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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