Publisher: Redfame Publishing   (Total: 7 journals)   [Sort by number of followers]

Showing 1 - 7 of 7 Journals sorted alphabetically
Applied Economics and Finance     Open Access   (Followers: 11)
Applied Finance and Accounting     Open Access   (Followers: 9)
Business and Management Studies     Open Access   (Followers: 13)
Intl. J. of Social Science Studies     Open Access   (Followers: 14)
J. of Education and Training Studies     Open Access   (Followers: 4)
Studies in Engineering and Technology     Open Access  
Studies in Media and Communication     Open Access   (Followers: 15, SJR: 0.401, CiteScore: 1)
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Journal of Education and Training Studies
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2324-805X - ISSN (Online) 2324-8068
Published by Redfame Publishing Homepage  [7 journals]
  • Effective Classroom Management Training to Promote Better Education:
           Changes in Pre-service Teacher Strategies after Triad Debriefing

    • Authors: Laëtitia Delbart; Christophe Baco, Marie Bocquillon, Antoine Derobertmasure
      Abstract: Throughout the world, training teachers in effective classroom management strategies is a major societal challenge. It is important for pre-service teachers to receive feedback on specific classroom management strategies from their trainers (supervisor and cooperating teacher), using an observation tool and ideally a video recording of their practice. Yet little is known about the evolution of pre-service teachers' actual classroom management practices during their internships and the feedback they receive from their trainers. This article therefore presents the evolution of the actual practices of pre-service French-speaking Belgian teachers observed on two occasions during their internships (Observation 1 and Observation 2). It also presents the link between the feedback given by the trainers and the intentions to act expressed by the pre-service teacher during the debriefing following the first observation (O1) and the strategies implemented by the pre-service teachers during the second observation (O2). To this end, an observation grid inserted into an observation software was used live in secondary school classrooms, and the debriefings were recorded and then analyzed. By comparing the feedback and intentions to act expressed during the debriefings with the actual strategies of the pre-service teachers, it was possible to identify which feedback and intentions to act were actually implemented by the pre-service teachers, on the basis of observable indicators. The results point to a number of positive developments in pre-service teachers' practices, and indicate certain avenues for improvement. They also show that pre-service teachers followed half the feedback given to them by their trainers. The results provide a basis for formulating ways of training teachers in effective classroom management.
      PubDate: Thu, 09 Nov 2023 00:00:00 -080
  • Exploring the Effect of a Collaborative Problem-Based Learning Simulation
           Within a Technology-Enhanced Learning Environment on Tutor Perceptions and
           Student Learning Outcomes

    • Authors: Michael Detyna; Francesca Granelli, Tab Betts
      Abstract: Alternative learning experiences and environments are being increasingly investigated, in response partly to technological developments but also following the emergence of the COVID-19 pandemic. Educators have found that pedagogic strategies and learning environments profoundly influence behaviour of students, approach to learning, learning outcomes and overall level of satisfaction. There is nascent literature on how specific pedagogical approaches (in this case, collaborative problem-based learning) and environments (technology-enhanced learning environment: TELE) can positively impact student learning. In this article, the authors explore the value of a technology-enhanced problem-based simulation exercise for achieving learning objectives and engagement. This approach is novel in combining research on active learning, collaboration and simulation within a specific context. This was a mixed-method study, and staff and student participants were engaged, gathering data through several methods, including questionnaires and interviews. The data was analyzed through different methods, including thematic analysis. The results suggested that the pedagogic approach and learning environment explored in this study positively enhanced student understanding of subject content and learners’ ability to apply abstract theories and concepts. Moreover, evidence shows that these interventions increased learner motivation and knowledge retention.   
      PubDate: Sat, 28 Oct 2023 00:00:00 -070
  • A Creative Writing Intervention for Second Language Acquisition
           Development in Multilingual Students

    • Authors: Christina Kalaitzi; Dimitrios Theocharis
      Abstract: The primary goal of this research is to examine how creative writing-based methods impact the development of narrative skill in students who are learning Greek as a second language at the A1-A2 proficiency levels. More specifically, this study aims to evaluate the extent to which the writing abilities of A1-A2 level Second Language Learners (SLL) can progress from basic, structured stories to more complex narratives at higher proficiency levels. In this study, a total of fifty-four A1-A2 level SLL were divided into two groups: the Experimental Group (E.G.) and the Control Group (C.G.). Both groups underwent a pretest and a posttest assessment. An intervention, consisting of six class hours per week over a three-month period, was exclusively administered to the E.G. When designing the creative writing activities, the research considered the A1-A2 level writing criteria and writing competencies outlined in the Common Application Text for European Languages. The results of the study reveal that, following the intervention, there was a statistically significant difference between the two groups. The C.G. displayed only a marginal improvement across all measurement scales, while the E.G. performance reached the levels of B1-B2 in terms of written narrative skill. These findings confirm previous research indicating that creative writing, as an engaging teaching approach, empowers A1-A2 level SLL to employ specific narrative techniques, thus elevating their narrative writing skill to B1-B2 proficiency levels. As a result, the discussion underscores the importance of enriching teaching practices with effective tools such as creative writing to enhance the narrative skill of multilingual students, ultimately facilitating their acquisition of a second language.
      PubDate: Tue, 24 Oct 2023 18:40:18 -070
  • How Teacher and Student Leader Collaboration Contribute to Learning

    • Authors: Ololade Shonubi
      Abstract: The collaboration between teacher and student leader as a possible factor contributing to learning outcomes remains under-researched. To understand the combined efforts of teachers and student leaders toward attaining teaching outcomes, this paper addresses the following questions: What are the value-added dimensions of the teacher toward achieving learning outcomes' How do student leader activities contribute to the achievement of learning outcomes' Without making any claim to tight causal relationships, this paper argues that the effective involvement of student leaders in the teaching process has considerable effects on learning. These effects do not only revolve around student development (for example leadership skills, and citizenship awareness in terms of rights, duties, and responsibilities), but also on the teaching and learning output (Heck, & Hallinger, 1999). Undeniably a common acceptance is that the teacher is permanently the leader while students are mere followers, who do not share teaching and learning behavior when it comes to the exhibition of power and authority within the classroom social environment. Nevertheless, this research reveals how collaboration between teachers and student leaders may improve students’ academic outcomes.
      PubDate: Tue, 24 Oct 2023 00:00:00 -070
  • Psychosocial Health Education Within Community Mental Health Inpatient
           Recovery Wards In UK: Patients’ Voices

    • Authors: Joy M. Rooney; Phil Brain
      Abstract: Societies include people vulnerable to mental health distress; such people may find themselves detained. Mental health recovery wards seek to rehabilitate individuals who suffer severe, and enduring mental health distress, through community living, to re-establish, or learn new life-skills. The National Institute of Clinical Excellence (NICE) recommended more structured group activity to improve interpersonal functioning, including psychologically informed approaches. Psychosocial health education is qualified teacher-led, rather than psychoeducation, psychology, or interventions implemented by other health professionals, peer support workers, or storytelling by patients to each other. This study outlines patients’ evaluations of psychosocial education within inpatient recovery/rehabilitation wards during 2016-2021. Patients (87%; n=82) who opted to attend 12 courses, provided anonymous voices through use of a numerical rating scale, manuscript written free text (n=93), and completed a short questionnaire (n=10), across two National Health Service (NHS) wards in the West Midlands, England, UK. Patients’ voices were qualitatively analysed thematically. Ten distinguished themes suggested that psychosocial education was interesting, enjoyable, sociable, transformative, of decent quality, and projected to be of much benefit to patients’ future lives. Ratings (n=270) were hierarchically analysed using GENSTAT to distinguish patients’ preferences. Preferences for courses from patients’ voices were exercise and mental health, wellness planning, feelings and emotions, Tai chi, mood and food, steps to confidence, stress busting, hearing voices, peer recovery, self-esteem, motivation, and bite size psychology. Patients believed education, with goal setting supported by all staff, provided new embedded knowledge, applicable to integration into society, with improved interpersonal functioning.
      PubDate: Tue, 10 Oct 2023 00:00:00 -070
  • A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC
           Teachers in Institutions of Higher Education in the North of China

    • Authors: Liqin Tang; Erica Allen, John Matt
      Abstract: Viewed as one of the essential skills needed to succeed in the 21st Century, advancing student's critical thinking (CT) is a significant focus in higher education. This study utilized a non-experimental causal-comparative methodology with an explanatory mixed methods research design. The purpose of this study was to explore the status quo (current situation) of Chinese teachers’ (including ISEC and non-ISEC teachers) CT, as well as the perception, attitude, and practice of CT among them in institutions of higher education in the north of China. There were 102 participants took the California Critical Thinking Skills Test (CCTST). The results from the quantitative research showed the CT skills of Chinese teachers fell in the upper range of moderate level. There were no significant differences or relationships in CT skills for ISEC and non-ISEC teachers based on the variables: gender, professional rank, educational background, discipline taught, age, and years of teaching. Twelve participants were interviewed. The core phenomenon or theory emerged from the qualitative data: Chinese teachers advocated and supported CT instruction, but they had a varied and fragmented perception about CT. Although they held a positive attitude towards CT and CT instruction, they applied limited CT teaching strategies in their practice. All participants displayed a strong desire to participate in CT training programs. The findings from the qualitative paradigm supported, complemented, and deepened the findings from the quantitative paradigm.
      PubDate: Wed, 04 Oct 2023 20:16:07 -070
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