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

Showing 1 - 6 of 6 Journals sorted alphabetically
	Applied Economics and Finance (Followers: 11)
	Applied Finance and Accounting (Followers: 9)
	Business and Management Studies (Followers: 16)
	Intl. J. of Social Science Studies (Followers: 14)
	J. of Education and Training Studies (Followers: 4)
	Studies in Engineering and Technology

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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

[7 journals]

Press the Button: Designing Learning from Home – The Teacher's
Willingness to Change the School Work Routine
- Authors: Beifang Ma; Esther Winther
  Abstract: What are the challenges and prerequisites for successfully reshaping instructional practices for home-based or remote digital learning' The success of organizational change processes is largely contingent on the willingness of those involved. This article investigates the factors influencing teachers' readiness to digitize their daily work routines, particularly in terms of teaching and learning processes. A total of 72 teachers from vocational schools in Germany participated via the SmartSurvey App during the Covid-19 Pandemic. The quantitative analysis is structured across three levels: firstly, assessing how teachers adapted to the new reality of remote work; secondly, analyzing their readiness to navigate the new instructional landscape characterized by remote teaching and learning processes; and thirdly, exploring teachers' overall attitudes towards digital media and their competency in media-didactics, drawing connections to the remote utilization of digital tools.
  PubDate: Thu, 01 Aug 2024 00:00:00 -070
Expatriate Teachers’ Experiences with Organizational Factors in
International Schools: A Case Study
- Authors: Kerry Norris; Michael Shriner
  Abstract: The purpose of this qualitative, exploratory case study was to examine the personal and professional experiences of expatriate international teachers at international schools to develop a deeper, more heuristic understanding of the international teaching experience, particularly how the experiences might affect their decision to remain at a school past their initial contract period. International teachers are more likely to renew contracts when there is a reciprocity of trust and respect between faculty and administration, authentic appreciation, strong community and access to quality professional development. Participants value strong, student-centered leadership and philosophical approaches rooted in diversity, equity, and inclusion. More research surrounding diversity, equity and inclusion in international schools is required, specifically surrounding administrators and the lack of diversity within international school leadership.
  PubDate: Thu, 25 Jul 2024 00:00:00 -070
Maximizing the Benefits of ChatGPT with FIRST-ADLX Framework: Promoting
Responsible, Ethical, and Impactful AI Integration in Education
- Authors: Zeina Almasri; Mohamed Bahgat, Ahmed Seddek, Ashraf Elsafty
  Abstract: In the era of fast technological advancements and the inclusion of Artificial Intelligence (AI) in education, it is more important than ever for educators to have a pedagogy that embeds this technology. A humanistic approach to education is demanded. The focus on the individual student and their emotional and spiritual needs is essential if an active deep learner experience is to be created.This paper aims to explore the integration of Chat Generative Pre-Trained Transformer (ChatGPT) within Focusing, Interacting, Reviewing, Sequencing, Transforming-Active Deep Learner eXperience Framework (FIRST-ADLX Framework) and investigate the framework’s capacity to effectively incorporate the latest technology while prioritizing the learners’ needs and promoting responsible and ethical use of AI in education. By embedding ChatGPT within a comprehensive, holistic, and humanized Framework that prioritizes pedagogy over technology and focuses on the learner rather than on the digital tool, it becomes possible to create an immersive and impactful ADLX. This ensures that the technology used enhances the learner’s experience and does not overshadow it. Furthermore, the study shows how the implementation of the domains and principles of FIRST-ADLX Framework can maximize the benefits of ChatGPT in particular, encourages facilitators and learners to embrace AI technologies as valuable tools and resources, and supports both in utilizing AI ethically, responsibly, and appropriately.The study adopts a qualitative auto-ethnographic approach where data is collected from the facilitator’s personal diary, observations, participants’ comments, and assessments furthermore, this study offers a more objective perspective and embraces descriptive quantitative methods to analyze the results of formative quizzes and the final summative assessment. This approach aims to emphasize the importance of integrating AI within a comprehensive and humanistic framework, avoiding its random use and ensuring alignment with student-centered principles.
  PubDate: Thu, 11 Jul 2024 09:05:33 -070
Translations and Adaptations of Assessment Tools in Early Childhood
Education: A Scoping Review
- Authors: Chelseaia Charran; Carmen Dionne
  Abstract: Objective: This scoping review sought to provide an insight into the key processes used in the translation and adaptation of assessment tools in peer-reviewed literature on assessment tools in early childhood education. Methods: Peer-reviewed articles published between 2012 and 2022 were identified via independent systematic searches using the databases Academic Search Complete, ERIC, Education Source, and APA PsycInfo. The articles included in this scoping were coded using a data extraction form developed for specifically for this study. Results: In the 56 articles selected, 33 reported forward translation; the analyses and findings of this scoping review were based on these 33. 30% of the articles did not report any methods of quality control methods. The most used quality control methods were back-translation only, and back-translation and expert review. 42% specified at what point the target population was included in the adaption process, and the preference was during pilot testing and focus groups. Regarding translators, 7 articles indicated the tools were translated by the researchers, 10 by independent bilinguals, and 3 utilized a team in the translation process. Conclusion: While cultural relevance and appropriateness were emphasized in these articles, there is limited information reported on what this process entailed. There were no specific or general guidelines reported. More focus should be placed on developing a culturally relevant protocol and related guidelines for the translation and adaptation process of assessment tools.
  PubDate: Thu, 11 Jul 2024 08:55:48 -070
Teaching Specialty Courses Using Educational Applications: Five Teaching
Scenarios from Technical Vocational Education
- Authors: Marios Koutsoukos; Eleni Mavropoulou, Serafeim Triantafyllou
  Abstract: The main objectives of this study are to examine the teaching of specialty courses using educational applications and to assess technology-enhanced learning. More specifically, a unit of analysis of 25 teachers from five different subjects developed five teaching scenarios that utilize specific educational applications. Emphasis was placed on the targeted integration of these applications into the learning process and their framing with participatory and learner-centered educational techniques. According to the teachers participating in the research, the most important criteria for selecting an educational application are the relevance of the application to the teaching unit, the structure and content of the application, the ease of use, the possibility of assessing progress with quizzes and interactive tests, and the free access and use of the application by students. Concerning the benefits of using the apps, these focus on differentiating traditional teaching and providing new learning incentives, enhancing student interest, developing digital skills, enhancing collaborative learning, and lifting time and space constraints. The originality of this research lies in the use of specific educational applications for the development of teaching scenarios for specialty courses.
  PubDate: Tue, 25 Jun 2024 00:25:28 -070

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