Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 3)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access   (Followers: 1)
21st Century Pedagogy     Open Access   (Followers: 5)
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 74)
Academic Psychiatry     Full-text available via subscription   (Followers: 27)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 57)
Acción y Reflexión Educativa     Open Access   (Followers: 8)
Accounting & Finance     Hybrid Journal   (Followers: 33)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 15)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 9)
Acta Científica : Ciências Humanas     Open Access  
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 63)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 44)
Action Research     Hybrid Journal   (Followers: 45)
Active Learning in Higher Education     Hybrid Journal   (Followers: 191)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 16)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 150)
Adult Education Quarterly     Hybrid Journal   (Followers: 90)
Advanced Education     Open Access   (Followers: 13)
Advances in Arts, Social Sciences and Education Research     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 5)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 33)
Advances in High Energy Physics     Open Access   (Followers: 23)
Advances in School Mental Health Promotion     Partially Free   (Followers: 7)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Hybrid Journal   (Followers: 26)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 7)
African Journal of Health Professions Education     Open Access   (Followers: 5)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 11)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Al-Mudarris : Journal of Education     Open Access   (Followers: 2)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 12)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
AMC Journal     Open Access   (Followers: 1)
American Annals of the Deaf     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 153)
American Journal of Business Education     Open Access   (Followers: 14)
American Journal of Distance Education     Hybrid Journal   (Followers: 30)
American Journal of Education     Full-text available via subscription   (Followers: 157)
American Journal of Educational Research     Open Access   (Followers: 57)
American Journal of Health Education     Hybrid Journal   (Followers: 35)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Antistasis : An Open Educational Journal     Open Access   (Followers: 1)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 16)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Art Education     Hybrid Journal  
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 36)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 18)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 20)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 15)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Science Education     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 16)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 3)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 6)
ASp     Open Access  
Assessing Writing     Hybrid Journal   (Followers: 16)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 126)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 44)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 3)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access  
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 15)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational Researcher     Hybrid Journal   (Followers: 28)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 7)
Australian Journal of Education     Hybrid Journal   (Followers: 44)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 14)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 8)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 214)
Australian Journal of Teacher Education     Open Access   (Followers: 29)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 157)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 3)
Baltic Journal of Career Education and Management     Open Access  
Barn : Forskning om barn og barndom i Norden     Open Access  
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access  
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 1)
Beijing International Review of Education     Full-text available via subscription  
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 1)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access  
Bioeduscience     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal  
Biosaintifika : Journal of Biology & Biology Education     Open Access  
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Journal of Scientific Research     Open Access   (Followers: 2)
BMC Medical Education     Open Access   (Followers: 47)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access  
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 160)
British Journal of Educational Studies     Hybrid Journal   (Followers: 123)
British Journal of Educational Technology     Hybrid Journal   (Followers: 93)
British Journal of Music Education     Hybrid Journal   (Followers: 18)
British Journal of Religious Education     Hybrid Journal   (Followers: 7)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 59)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
Brock Education : A Journal of Educational Research and Practice     Open Access   (Followers: 1)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buckingham Journal of Education     Open Access   (Followers: 1)
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersaberes     Open Access  
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 3)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)

        1 2 3 4 5 6 7 8 | Last

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Acta Educationis Generalis
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2585-7444 - ISSN (Online) 1339-4363
Published by Sciendo Homepage  [370 journals]
  • Organizational Justice, Perceived Stress and Leader Support as Predictors
           of Teachers’ Job Satisfaction

    • Abstract: Introduction: Teachers’ job satisfaction which has a positive effect on the quality of education, students, teachers and schools is significant for the successful functioning of schools. On the other hand, the increase in the level of dissatisfaction causes disciplinary problems, inefficiency, job dissatisfaction, alienation from the job, or leaving the job. Therefore, research on teachers’ job satisfaction can help to understand the general and specific aspects of teachers’ job satisfaction, which in turn this information can provide a scientific basis for solving problems.Methods: The study uses quantitative research methodologies based on a correlational research. The research data obtained the convenience sampling method from 396 teachers who work for public schools in the province of Denizli in Turkey. Multiple regression was used for analysis.Results: The results of the study showed that organizational justice, perceived stress and leadership support are all significant predictors of teachers’ job satisfaction. The relative importance order of the specified variables in predicting teachers’ job satisfaction is organizational justice, perceived stress and leader support, respectively. Predictor variables account for approximately 50.4% of the total variance in teachers’ job satisfaction.Discussion: Within the scope of the research, the relationships determined between job satisfaction, organizational justice, perceived stress and leader support are consistent with the results of the research conducted on teachers and other professional groups in the literature. Implications of the study results were discussed in detail.Limitations: In addition to its contributions to the literature, the research also has some limitations. Basically, correlational research results can be useful to reveal the existing relationships between variables, but it should be emphasized that these relationships are not causal ones. Furthermore, the use of convenience sampling method among non-random sampling methods can be considered as another limitation. However, the consistency of the relationships determined between the variables of the study with the existing literature indicates that the bias due to this limitation is relatively low.Conclusion: The results of the study indicated that the order of relative importance in educational policies and practices that will take teachers’ job satisfaction into account should be structured as organizational justice, perceived stress and leader support. However, it is thought that holistic approaches that include all variables can be more effective, since variables of organizational justice, perceived stress and leader support are significantly associated with teachers’ job satisfaction.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • EFL Teachers’ Sources of Remote Teaching Anxiety: Insights and
           Implications for EFL Teacher Education

    • Abstract: Introduction: This study aims to explore an under-researched issue; namely, remote teaching anxiety.Methods: This study employed a sequential mixed-methods exploratory design where participants initially reported their remote teaching anxiety sources and then rated each. For the analysis, inductive content analysis and statistical tests were employed.Results: The content analysis revealed two major themes: digitalisation-related concerns and online pedagogy-related concerns. Statistically significant difference was only found between anxiety sources and online teaching experience but not between gender, age, teaching experience, work setting and anxiety sources.Discussion: Several studies (Çoklar, Efilti, Şahin, & Akçay, 2016; Hassan et al., 2019) found digitalisation-related concerns causing stress among teachers; however, remote teaching anxiety remains an underexplored construct (Russell, 2020). Although online pedagogy-related concerns were found to cause teaching anxiety in our study, a recent study (Lazarevic & Bentz, 2020) found using technology helpful to decrease anxiety.Limitations: The data were limited to the views of 96 EFL teachers in the Turkish context.Conclusion: We can conclude that limited experience with remote teaching can contribute to higher anxiety among EFL teachers. Additionally, this research can contribute to the relevant literature with several implications on the future of language education.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • Effects on Primary School Teacher Candidates of Developing and
           Implementing Jigsaw Technique Activities Enriched with Educational Games
           in Science and Technology Teaching Lessons

    • Abstract: Introduction: The aim of the study was to examine the effects on Primary School Teacher Candidates of developing and implementing jigsaw technique activities enriched with educational games in Science and Technology Teaching lessons.Methods: In the study, the mixed design was used. The single group pre-test post-test weak experimental pattern from among quantitative research methods and a case study from among qualitative research methods were used. The study group consisted of 48 teacher candidates continuing their education at Istanbul University, in the Primary Education Department Classroom Teaching Program during the 2018-2019 academic year. In the Science and Technology II lessons the “Jigsaw technique enriched with educational games” was implemented. The “Communication Skills Scale” and the “Opinion Form Jigsaw Technique Enriched with Educational Games” (JTEEG) were used as data collection tools. The SPSS 16 program and the content analysis method were used for data analysis.Results: When the quantitative data obtained from the study were examined, it was determined that there were statistically significant differences between the pre-test and post-test mean scores of the communication skills scale in favor of the post-test. Based on the qualitative findings of the study, teacher candidates stated opinions including the themes of “Positive Opinions”, “Negative Opinions”, and “Preferring the Technique “and” Suggestions for technique related changes”. It was also observed that the majority of the teacher candidates indicated positive opinions.Discussion: It is important that teacher candidates who will be educating students in the future develop their skill levels in order to improve the communication skills of their students. As can be understood from the results of the present study, JTEEG is effective in developing the communication skills of classroom teacher candidates. Also, it is very important that the classroom teachers who will teach a science lesson for the first time increase the interest of the class making sure that the students enjoy science. It can be put forth, based on the findings of the study that JTEEG is quite effective in making students like a science lesson and learn through enjoyment.Limitations: There were several limitations to this study. The first limitation was that this research relied on only Primary School Teacher Candidates’ data. The second limitation was the subject. The study was carried out only on the “Properties of Matter” unit. The third limitation was that the study data were only collected in Turkey, and so, the study results are only regionally generalizable.Conclusion: In conclusion, it was observed as a result of the present study on the impacts of developing JTEEG related activities and implementing them that the technique used in this study resulted in an increase in the communication skill levels of teacher candidates. As can be understood from the results of the present study, JTEEG is effective in developing the communication skills of classroom teacher candidates. Hence, it can be suggested in the light of the findings of this study that education environments should be arranged based on JTEEG. Also, it can be stated, based on the statements of the teacher candidates, that they mostly have positive opinions on the implemented technique. Science lessons are among the lessons that students mostly approach with concern. The fact that it involves abstract concepts and that some of its subjects are perceived as difficult are among the reasons for this concern. Students get to take a science lesson for the first time in the 3rd grade. It is very important that the classroom teachers who will teach the science lesson for the first time increase the interest of the class by making sure that the students enjoy science. It can be put forth, based on the findings of the study, that JTEEG is quite effective in making children like the science lessons and learn through enjoyment, since it enables them to be more active, take responsibility while providing them with the opportunity to develop new games and activities, establish more communication with other students in addition to making abstract concepts more concrete. For this reason, it is very important that the techniques to be applied are learned and applied by the teacher candidates.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • Formation of Art Design Skills (Crossover Point) in the Process of
           University Education

    • Abstract: Introduction: The actualization of crossover point design activities in modern artistic practice is due to the growing mass demand for entertainment. The musical and theater project involves the introduction of new technologies. Creation of synthesized art “crossover-projects” requires the efforts of a group of managers and performers, taking into account the demands of the art market, their complex perception by a wide audience, and non-traditional approaches to staging classical works, taking into account the peculiarities of the location.Purpose: The purpose of the paper is to characterize art “crossover-projects” in the context of present culture and to reveal the method of preparation of future specialists to art design during getting university education. The article analyzes the methodology of training future specialists for art design in the process of their university education. The need for such an approach is due to the fact that the functioning of artistic culture in public practice is carried out in accordance with the laws of business, in which the commercial component is of decisive importance. Modern art projects have a high cost, as they involve the support and participation of creative individuals and groups.Results: The growing demand for modern cultural projects containing a creative search, creative component has made it necessary to introduce the corresponding disciplines into the KNUKiM (Kyiv National University of Culture and Arts) curriculum for master students of creative specialties (audiovisual art and production, theatrical art, musical art, choreographic art), as well as design protection of graduation work in the form of a master’s creative project. The formation of a creative project within the framework of a master’s program is an important element of the formation of skills of the theorist and the practice of artistic culture in their harmonious combination.Discussion: The phenomenon of design activity - “crossover point” and its distribution in modern artistic practice are characterized. Their polyfunctionalism, “manufacturability” and focus on mass character induce to creative methods that are not burdened with the experience of the past. Indicative in this respect is the design activity of Filevskaya - art manager, sponsor of many projects dedicated to Ukrainian avant-garde art, founder of the public organization “Malevich Institute”. Her work fits into the concept of “crossover projects”.Conclusion: Preparation for art design within the framework of university education provides for the necessary lines of intersection of various art branches, specialties and specializations, encouraging students to create a synthetic artistic product at the intersection of various types of arts and aesthetic and artistic traditions, since the “purity” of art is no longer a criterion for creativity and professional success.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching,
           and Evaluation of Students

    • Abstract: Introduction: Motivation plays a central role in teachers’ instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers’ motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teachers have to conduct in their profession.Methods: To collect data, Work Tasks Motivation Scale for Teachers was used. The sample consisted of 1786 EFL teachers teaching throughout Turkey in all types of schools and locations across seven geographical regions.Results: The quantitative data revealed that motivational constructs vary according to the work tasks of class preparation, teaching, and evaluation of students indicating that teacher motivation has a multifaceted nature and is a non-uniform construct.Discussion: The results indicated that Turkish EFL teachers did not value the task of classroom preparation, while the task of evaluation of students seemed to be valued. Gender-based differences also indicated that female teachers had higher amotivation and external regulation levels towards classroom preparation and teaching despite their higher levels of intrinsic motivation towards evaluation of students. In addition, considering age variable, the younger group of EFL teachers were found to be more intrinsically motivated towards teaching and evaluation of students compared to the older groups while being more amotivated towards the task of classroom preparation.Limitations: Despite the high number of the participants, the findings of the study are limited to the analyses of quantitative data as the main source.Conclusions: The findings of the study indicated that EFL teachers working in all regions and cities of Turkey demonstrated high levels of a) amotivation towards classroom preparation, b) introjected regulation towards teaching, and c) intrinsic motivation towards evaluation of students. Moreover, EFL teachers’ work task motivations displayed variations based on their gender, their age, the location and the type of their school. Further research could investigate potential reasons for the differences in EFL teachers’ motivation levels while further increasing the reliability of the results by integrating qualitative data through interviews, observations, or teacher diaries.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • Digital Technologies and Their Application in a Child’s Life

    • Abstract: Introduction: This research aims to examine pedagogically significant applications of digital technologies and attempt to identify certain principles of educational influence in pre-primary education. A qualitative methodology was used for this purpose.Methods: The research is focused on in-depth interpretive analysis and identification of the meanings of the use of digital technologies for didactic purposes from a pedagogical point of view. The research was conducted in a kindergarten in Šaľa, Slovakia; the research group consisted of 12 children aged 5-6 years and 10 parents of children of preschool age from 3 to 6 years.Results: The results have shown that through the constant comparative strategy and the sampling of extreme and similar cases we were able to analyse particular occurrences and mutual connections between them as interpreted by children and parents.Discussion: We know that there are disagreements and conflicts between parents and children in the area of using digital technologies by children. In the application of digital technologies, we see not only a typical feature of contemporary society´s behaviour (communicating, presenting, etc.) but also certain support of development-forming aspects of children’s personalities.Limitations: The research was conducted during the COVID-19 pandemic when the kindergartens were attended by a limited number of children. The interviews with parents were carried out online without a closer social contact.Conclusion: We identified identical and non-identical categories in opinions between children and parents relating to the use of digital technologies by children. We discovered that parental educational principles related to the use of digital technologies are opinion-determined.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • The Relationship between Waldorf Pedagogy and Information and
           Communication Technologies in Hungary

    • Abstract: Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018; Livingstone, 2012; Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found.Purpose: This study provides an overview of the pedagogical and epistemological reasons why Waldorf pedagogy and Waldorf Steiner schools take a critical approach to the use of information and communication technologies (ICT) and to “screens” in general, together with mapping out the current state of Waldorf schools in Hungary.Methods: In the present study, we applied source analysis as a traditional research method in the philosophy of education.Conclusions: The findings show that the institutional use of information and communication technologies entirely contradicts the basis, tasks and spirit of Waldorf pedagogy. If we look at the epistemology and anthroposophical anthropology of Waldorf pedagogy, we can see that the autonomy of a Waldorf teacher is not limitless, and so a continuous practical and theoretical responsibility of the Waldorf movement and Waldorf teachers is to establish and uphold coherence between the practices of every Waldorf institution and Waldorf pedagogy.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • The Effectiveness of Mindfulness-Based Thriving Programs on High School
           Students’ Perceived Stress, Mindfulness, Thriving and Self-Efficacy
           Levels

    • Abstract: Introduction: Adolescence is a period of rapid change marked by increased stress levels. Individuals with high self-efficacy better alleviate the effects of the stress of this period by exerting conscious control over their own thoughts, behaviours and feelings – a trait strongly associated with mindfulness. In this regard, the concept of mindfulness-based self-efficacy has been a much-researched area in recent students. Mindfulness practices ensure individuals with vitality and energy since they learn to become more open and engaged. In this respect, mindfulness is associated with thriving. This experimental research investigates the effects of the Mindfulness-Based Thriving Program (MTP) on high school students’ perceived stress, mindfulness, thriving and self-efficacy levels.Methods: The study was conducted with 17 randomly assigned, female 11th grade students (X̄=16.62 for experimental group, X̄=16.77 for control group), who acquired educational support in Uskudar Municipality Youth Academy in the 2019-2020 academic year. The inclusion criteria included scoring highly on the Perceived Stress Scale (PSS) and scoring lowly on the Mindfulness Attention Awareness Scale (MAAS), Thriving Scale (TS) and Self-Efficacy Scale (GSES) in a pre-test assessment. The experimental group (n=8) received a six-session MTP intervention developed by the researcher, while the control group (n=9) received no intervention. To determine the immediate and long-term effects of the MTP, all participants completed post-tests (PSS, MAAS, TS, GSES) two months after the program.Results: The 6-week MTP applied to adolescents was significantly effective in decreasing perceived stress and increasing mindfulness, thriving and self-efficacy levels.Discussion: All findings were supported by the relevant literature and recommendations on their possible application have been given.Limitations: Scores obtained from the scales, the narrow range of the sample (only 11th grade female students), the lack of a placebo group to support reliability and the lack of a comparable program for the current one all indicated the limitations of the study.Conclusions: The 6-week MTP applied to adolescents showed the effectiveness in decreasing perceived stress and increasing mindfulness, thriving and self-efficacy levels. In this regard, thriving and mindfulness together have an important role in the development of self-efficacy and in decreasing perceived stress during adolescence. Thus, all these conclusions highlight the potential contribution of eclectic mindfulness practices for adolescence.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • Depression, Anxiety, and Stress in University Students: Effects of
           Dysfunctional Attitudes, Self-Esteem, and Age

    • Abstract: Introduction: This study aimed to investigate the direct and indirect effects of dysfunctional attitudes (perfectionism and dependency) and age on depression, anxiety, and stress and the mediator role of self-esteem in these relationships in undergraduate university students.Methods: This study was designed as a relational study to examine the relationships between dysfunctional attitudes, depression, anxiety, stress, self-esteem, and age using path analysis technique. The participants consisted of 407 undergraduate university students, 287 females and 120 males. The data were collected using the Depression, Anxiety, Stress Scale (DASS-21), the short form of the Dysfunctional Attitudes Scale (DAS-17), the Rosenberg Self-esteem Scale, and Demographic Information Form.Results: The findings showed that perfectionism positively affected the participants’ depression and stress levels; however, direct effect of the perfectionism on anxiety was not significant at the alpha level of .05. Dependency directly and positively affected their stress level; however, it did not have a significant effect on their depression and anxiety levels. Self-esteem and age directly and negatively affected their depression, anxiety, and stress levels. Perfectionism and dependency negatively affected their self-esteem. Finally, dependency positively affected their depression, anxiety, and stress levels through the mediation of self-esteem.Discussion: The findings showed that the students with high self-esteem would stay away from depression, anxiety, and stress. University students, who want to be flawless in all tasks and to be approved by others, have difficulties in making positive judgments about their selves. When the perfectionist and dependent students face difficulties, they may react emotionally, physically or behavioraly, and may feel disappointed, unhappy, guilty or depressed. The students who lose self-esteem, self-confidence, and optimism due to not feeling perfect may be more depressive and stressful. Self-esteem was found to have a full mediator role in the relationship between dependency and both depression and anxiety. The beliefs about the necessity of approval by others for being happy indirectly lead to worries about experiencing bad events in the future and being sad, unhappy, and depressed. These beliefs increase the negative self-judgments and cause losing self-confidence and underestimating the abilities and success. When the university students lose their self-esteem due to being disapproved by others, they may feel guilty, unhappy, depressive, and anxious. Self-esteem had a partial mediator role in the relationship between dependency and stress. Considering that stress is a reaction occurring when an individual feels threatened, it might be thought that the university students, who have beliefs about dependency, feel more threatened. The students who are not approved by others lose their self-esteem, so they may experience more stress. Finally, the increase in age led to a decrease in depression, anxiety, and stress. In addition to the developmental difficulties, the difficulties about university life may cause younger university students to experience more depression, anxiety, and stress.Limitations: The data were collected from the students enrolled in the same university in the South-Eastern Anatolia Region of Turkey. The gender distribution of the participants was not balanced. The participants of this study were selected using the convenience sampling method. This study was designed quantitatively.Conclusion: The results revealed that low self-esteem and the presence of dysfunctional attitudes were important risk factors in terms of university students’ mental health. In order to prevent depression, anxiety, and stress in university students, the university counseling centers may organize individual or group counseling practices. These counseling practices should aim to support the development of self-esteem. Besides, psycho-educational programs aiming to increase self-esteem should be conducted.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • What are Turkish Preservice Science Teachers’ Claims about Daily
           Life-Threatening Situations'

    • Abstract: Introduction: Science courses involve a wide range of content. The benefits of science education become clear when science is applied to daily life because science has the capability of raising the quality of life by eliminating a variety of problems. Accordingly, as technological advances are made, daily life applications are frequently refreshed and improved. Though such improvements aim to make contributions to human life, many points still need to be considered carefully. In this study, we wanted to address this issue from the perspective of preservice science teachers. The target of the present study therefore is to investigate the claims of preservice science teachers about daily life-threatening situations which can be explained within the scope of their scientific knowledge of physics, chemistry and biology. Thus, the study will introduce examples given by preservice teachers regarding everyday situations that endanger daily life, along with their reasons for providing these examples. It will also be possible in this way to determine situations that were not mentioned by the participants.Methods: A qualitative study was conducted with a total of 153 third-year preservice science teachers studying in three different state universities in western Turkey. Data were collected with the help of a questionnaire consisting of three open-ended questions. Content analysis was utilized in the data analysis. The analysis results yielded themes and categories that the participants identified as daily life-threatening situations. An analysis was also made of why the participants chose to offer these particular examples.Results: According to the results, the most common daily life-threatening situations identified by the participants were electric shock (68.6%), which fell within the scope of their physics knowledge; not taking safety precautions while working with chemicals (74.5%), falling within the scope of their chemistry knowledge; and damaging nature (33.3%), which fell within the scope of their biology knowledge. The participants generally referred to health and environmental problems as the reasons leading them to provide their examples.Discussion: The study focused on the association of scientific knowledge with daily life, which is one of the aims of science education. The results indicated that preservice teachers associated their scientific knowledge with daily life-threatening situations at various levels. Also, the reasons they offered made connections with various health and environmental issues. In addition to the examples provided by the participants, several situations were seen to be ignored. Additionally, and in line with the literature, a few misconceptions were encountered in their explanations.Limitations: The present study was limited to the findings obtained from three state universities in Turkey. Similar investigations might be conducted in different countries so that further comparisons may be made possible in this context.Conclusion: To conclude, preservice science teachers were aware of various health and environmental issues with respect to the examples they offered. However, there were also gaps in their associations between scientific knowledge and daily life. The findings obtained from the present study might be used to design the content of courses (such as Environmental Science or Science Teaching Laboratory Practice) given in faculties of education, and to raise awareness among preservice teachers in this context.
      PubDate: Thu, 03 Mar 2022 00:00:00 GMT
       
  • A Scoping Review on Intergenerational Learning in Urban China

    • Abstract: Introduction: The ageing world gives rise to changing family structures, as well as the way different generations interact with each other. While research on intergenerational relationships and intergenerational learning have started as early as in the 1960s and 1970s in North America and Europe, little is known about scholarly discussions in this field in China.Purpose: This paper presents an overview of the published journal articles in Chinese on the topic of intergenerational learning in urban China, with the goal of identifying the common themes under discussion, the theoretical frameworks adopted in these studies, and empirical research in this field.Methods: A scoping review was conducted to look for relevant journal papers published in Chinese between the years 2006-2020. We identified 117 journal papers that fit our criteria and a majority of them were found by using the key words gedai jiaoyu (education in skip-generation situations).Conclusion: The overall quality of the published research is poor in that most authors only provided personal observations and opinions. Almost all studies set their focus on grandparenting and emphasis is often placed on how grandparenting affects young children’s growth, with little attention given to its influences on grandparents. Research on intergenerational interactions beyond family settings is almost non-existent. A number of recommendations for future studies are offered at the end of the article.
      PubDate: Fri, 17 Dec 2021 00:00:00 GMT
       
  • The View of Student Teachers on the Teacher’s Profession

    • Abstract: Introduction: In recent years, teaching is no longer perceived only as a job, but as a profession. The study focuses on student’s view on the teacher’s profession, which is important in the context of becoming a teacher. During their university studies, student teachers are at the beginning of their professional careers. Their attitudes, values and principles are still evolving.Methods: Building on previous studies, qualitative methodology was applied. The main goals of the research were to describe the changing views of student teachers on the teacher’s profession, and to compare their views in the first and third years of study. Therefore, thematic writing was chosen.Results: The results show that the student teacher’s views change significantly during their university studies. While in the first year, student teachers focus more on the importance of childhood, their own practical experience and the teacher’s influence on a child’s life; in the last year of bachelor´s study, the emphasis is on the teacher’s personality, teaching professionalism and on the teacher as a learner can be observed. This paper can provide evidence that university education for kindergarten teachers is important and it most likely influences their future work.Discussion: The research findings show that it is appropriate to pay attention to how views about the teacher’s profession change. This could broaden the view of the development of the teacher profession concept and could also be a useful tool for modifying the content of future teachers’ education.Limitations: A certain limit of research can be sen in using one method. It would certainly be appropriate to supplement the research with interviews with participants. In my future research I will focus on this issue.Conclusion: 1. The student teachers’ views change significantly during their university studies, 2. The focus moves from their practical experience to the didactic theory. 3. There is a shift from focusing on personality of teachers to their abilities.
      PubDate: Fri, 17 Dec 2021 00:00:00 GMT
       
  • Different Types of Subitizing Activity: A Teaching Experiment with
           Preconservers

    • Abstract: Introduction: Subitizing, a quick apprehension of the numerosity of a small set of items, is consistently utilized to support early number understanding. Perceptual subitizing is the innate ability to recognize less than five items without consciously using other mental or mathematical processes. Conceptual subitizing, which requires higher-level abilities, means perceiving the quantities as groups and performing a mental process on them. Research on conceptual and perceptual subitizing indicates some limitations about the activities regarding the children’s early number development. So, MacDonald and Wilkins (2016) developed a framework that explained the types of activities that young children used while subitizing. In this framework, five sets of perceptual subitizing activity were described to explain how young children’s perceptual subitizing activity changed. Besides, two types of conceptual subitizing activities were defined to explain how children’s limited or flexible number understanding related to their subitizing activity. These seven different types of activities characterize the changes in children’s subitizing actions. The study aims to investigate the relationship between children’s number understanding and subitizing activity.Methods: A teaching experiment was conducted with two preschool-aged children to analyze what perceptual and conceptual processes children relied upon when subitizing. The teaching experiment consisted of twenty-six sessions. The interviews were conducted to determine whether children are able to conserve numbers or not, and whether they rely on a variety of different types of subitizing activity or not. After the interviews, 26 teaching sessions were carried out with two preconserver children.Results: In the experimental process, it was observed that the children rely on the color of items, the gap between items, and symmetrical aspects of items when perceptually subitizing. However, they could not manage to transition their subitizing activity from perceptual to conceptual subitizing. The study indicates that children’s subitizing skills were closely related to their number conservation development.Discussion: Based on the findings from this study, for Eren and Beren, subitizing activities were found to be perceptually limited. Specifically, it was found that four types of perceptual subitizing emerged to explain how symmetry, the gap between items, color of items, and canonical patterns promoted strategies that children relied on when constructing number understanding. During the teaching experiment, although these children carried out the activities that required the separating and combining numbers and seeing the relationship between the subgroups and the composite groups, they used perceptual units in this process. The relationship between the number conservation activity and the conceptual subitizing activity requires the coordination of thinking structures related to both ordering and classification. However, it was found that the children could not move from perceptual to the conceptual subitizing.Limitations: As all studies have some limitations, this study has, too. One of the limitations of the study is the sample size/number of participants. But teaching experiments aim to get a deep understanding, studying with a small sample is an obligation. Secondly, this study focused on some compounds of subitizing such as perceptual and conceptual ones.Conclusion: In order to make the transition from perceptual subitizing to conceptual subitizing children should have more experiences with subitizing activities.When designing mathematical games and assessments for young children, being aware of different types of subitizing categories may provide better support children’s number understanding and subitizing.
      PubDate: Fri, 17 Dec 2021 00:00:00 GMT
       
  • The Role of a Writing Center in Academic Writing Socialization of Second
           Language Graduate Students

    • Abstract: Introduction: The present study aims to investigate second language graduate students’ academic writing socialization in relation to their experiences at writing center in North American higher educational context. The study documents how graduate students are socialized to use academic language in order to participate effectively within their academic communities by employing Weidman, Twale, and Stein’s (2001) framework for Graduate and Professional Student Socialization.Methods: The data is collected through semi-structured interviews with five graduate students who had experience visiting writing center to receive support for their academic writing. The data was analyzed based on the tenets of thematic analysis, which followed an iterative process.Results: It was revealed that second language graduate students’ reasons for visiting the Campus Writing Center included their educational background, field of study, and their first language(s). It was also shown that all participants expected revision on their grammatical errors as well as feedback on global areas such as idea development and organization during their visits. Furthermore, the analysis indicated that the participants gained both positive and negative experiences from the tutoring sessions, while it was found that writing center was not the only resource our participants relied on for the development of their academic writing.Discussion: There are various factors influencing and contributing to second language graduate students’ development of writing socialization within academic community. It is a challenging task for students from other educational and cultural backgrounds to adapt and socialize into new environments, especially in the academic community of higher education. Therefore, the support from writing service and writing development programs/workshops that are tailored to the specific needs of second language graduate students would be one helpful resource to help them go smoothly through the process of second language academic writing socialization. Given that second language graduate students generally benefited from a strong supervision and supportive feedback, and appreciated them as reported in the literature, it is also important to survey international students’ academic enculturation experiences periodically in terms of areas such as writing, speaking and participation in scholarly activities, faculty mentorship and offer feedback-support to overcome issues reported by students.Limitations: The number of participants and the lack of students’ academic text investigation were noted as limitations of the study. It is suggested that further research incorporates various sources of data collection such as tutor’s perspectives and the analysis of participants’ texts.Conclusions: It was concluded that writing center played an important role in academic writing socialization experiences of the participants, and there were various factors influencing and contributing to their academic writing socialization. Overall, it was concluded that the developmental processes into academic writing in second language were non-linear, dynamic, and multimodal.
      PubDate: Fri, 17 Dec 2021 00:00:00 GMT
       
  • Employment Status and Educational Achievements in Universities: Evidence
           from Southeast Nigeria

    • Abstract: Introduction: Educational achievement has remained the common yardstick for assessing human capital development across the world. However, it has been observed that Nigeria is one of the developing countries facing the challenge of low level of academic achievement by employees in the university system, which in turn has grave implications for the overall performance of the Nigerian university system in terms of efficient work delivery.Methods: This study adopts a robust and stratified sampling technique to select 4,122 employees in selected federal universities in the southeast of Nigeria and uses structural questionnaire and binary logistic regression to analyse the effect of employment status on academic achievement in South East Nigeria.Results: The findings show that employment status negatively and significantly influences the academic achievement of employees in Nigerian universities.Discussion: The major focus of this study is to examine the impact of employment status on educational achievement in the universities for southeast, Nigeria. To drive more effective and efficient service delivery in the universities, there is need for adequate salary enhancement for employees in order to motivate them to strive for higher educational attainments.Limitations: The study was carried out in federal universities in Nigeria. It is expected to expand the study to cut across both private, states in Nigeria for effective and efficient comparison among the universities found in southeast geopolitical zones.Conclusion: The study concludes that government should continuously motivate these employees so that they can strive for higher educational attainments.
      PubDate: Fri, 17 Dec 2021 00:00:00 GMT
       
  • Philosophical, Aesthetic, Psychological and Pedagogical Aspects

    • Abstract: Introduction: Computers and the applications of today’s high technology can simulate reality so realistically that virtuality has become part of both children’s and adults’ lifestyles (Nagy & Kölcsey, 2017; Szécsi, 2012). However, it did not emerge with the computer applications, but with human thinking and part of that, the virtual conception of the world. In addition to social changes this development can be observed on individuals as well.Purpose: This study shows the development of virtuality through the examples of cultural, philosophical, aesthetic, then the psychological and pedagogical development of the individual with the help of some important studies.Methods: This study presents the social and individual development of virtuality throughout theoretical analysis of the research results.Conclusion: Virtuality has already an important role in the technological and economic sphere and its impact on social innovations, individual and social life can be felt as well. Virtuality-research, its application and improvement contribute to experience a more complete reality and to the improvement of human life quality.
      PubDate: Fri, 09 Aug 2019 00:00:00 GMT
       
  • Moral Reciprocity, Ethics of Appropriation of Indigenous Medicinal Plant
           Knowledge and Associated Biopiracy

    • Abstract: Introduction: Although this paper deals mostly with the positive effects of a posthumanist worldview on environmental sustainability, partnership, or moral accountability in science and scientific research, it also promotes a new understanding of our educational practice in higher education. The ideas espoused have the ability to inspire educators at all levels to show students, future researchers or other professions about the importance of a progressive, holistic approach to our environment. We claim that being sensitive and caring for our environment is not only part of our moral and ethical responsibility, it is an inseparable aspect of our environmental education, our environmental intelligence. This paper discusses posthumanist1 reciprocity ethics in the context of traditional knowledge (TK) and the protection of indigenous traditional knowledge from commercial exploitation.Methods: Instances of unethical bioprospecting and biopiracy were common throughout the turn of the 21st century and are discussed using cases in countries such as Cameroon, India, South Africa and Australia, where medicinal plant species were, are still a highly sought-after source of potent, pharmacologically active phytochemicals.Results and discussion: The observed increase in regulations against bioprospecting on indigenous land in these countries as a result of intellectual property monopoly by big pharmaceutical companies is discussed in this paper along the lines of a ‘humanist vs posthumanist’ ontology. Patent exclusivity laws have historically marginalized the proprietary owners of indigenous traditional knowledge, creating a moral and ethical rift between those that seek to exploit this knowledge commercially and those from whom the knowledge originally comes from. This disconnection from nature and natural resources due to a humanistic approach2 to growth and development, often leads to environmental exploitation, exploitation of indigenous people and unsustainable commercial practices. Existing research and bioprospecting ethics that are practiced on indigenous lands must be questioned in their ability to provide mutually beneficial outcomes for all stakeholders.Conclusions: The posthumanist approach to morality and research ethics is discussed in this paper as a possible and practical alternative to humanism along with the potential for posthumanist ethics to be a tool to shape legal frameworks and the policies that protect at-risk communities and their respective natural environments. Our current developmental trajectory as a collective species has us blurring the lines that separate the ‘human’ from the ‘non-human’ elements in our world as humanity grows towards a more technologically advanced but equally environmentally dependent people. Thus, the currently existing systems of ethics that govern the relationship between the ‘human’ and ‘non-human’ must be called into question. This paper aims to illustrate the positive effects of a posthumanist worldview on issues such as environmental sustainability, partnership, moral accountability and reciprocity ethics in the context of modern science and modern scientific research.
      PubDate: Fri, 09 Aug 2019 00:00:00 GMT
       
  • The Role of Resilience in Coping with Negative Parental Behaviour

    • Abstract: Introduction: Negative parental behaviour is among the significant risk factors that can have a negative impact on an individual’s development. In certain contexts, when appropriate protective factors are available, individuals deal with adversity better and it does not come to a decrease in their social performance nor their achievement in various spheres of life.Purpose: The purpose of the presented paper is to provide a literature review on the role of resilience in dealing with harsh circumstances when negative parental behaviour occurs in a family.Methods: In the study, the traditional desk research method was used to gather data.Conclusions: Exposure to negative parental behaviour – including abuse and neglect, as well as domestic violence, can have detrimental consequences for children’s health and welfare. Under such circumstances, protective factors available to children play a significant role. Exposure to negative parental behaviour, including abuse and neglect, as well as domestic violence, can have detrimental consequences for children’s health and welfare. Under such circumstances, protective factors available to children play a significant role. If a family fails to protect a child or even represents a risk factor in the child’s life, the importance of other social institutions, such as schools, church, peer groups, etc., increases, as both internal and external protective factors are important. They can provide children at risk with support, help them develop own coping strategies and foster their resilience in order to overcome significant adversity in their families without serious harm. An individual’s resilience is a decisive factor in the process of dealing with threatening situations.
      PubDate: Fri, 09 Aug 2019 00:00:00 GMT
       
  • Developing Students’ Language Competence and Essential 21st Century
           Skills for Future Employability: The Case of Latvia and Lithuania

    • Abstract: Introduction: Nowadays, language and intercultural competences have become core employability skills in many fields, supporting the development of other skills which emphasizes the necessity for specific pedagogic approaches in developing online learning materials and courses that would develop learners’ language competence and other relevant 21st century skills for future employability. The current comparative summative evaluation research conducted in two higher education institutions in Latvia and Lithuania analyses students’ feedback, elicited from 200 students, on the efficiency of the methods and methodologies applied in the course development and their suitability to develop the above-mentioned skills and competences.Methods: The research implies a mixed-model design comprising a students’ questionnaire (a quantitative tool) and students’ essays (a qualitative tool). Quantitative data analysis was done applying descriptive and inferential statistics tests by IBM SPSS 22 software, qualitative data analysis – applying discourse analysis.Results: The findings indicate that students highly evaluate the learning platform and the courses created. They find them as useful, visually appealing, interesting, interactive, well-structured, and easy to understand. Students acknowledge that they have developed their knowledge of professional lexis, reading skills, grammar and gained useful knowledge in their field. Significant differences were found concerning students’ group, specialization and the course completed – local students vs. international students as to the evaluation of the learning platform, students of IT field vs. business fields, Latvian students vs. Lithuanian students as to the intercultural B2/C1 English course completed. The research results strengthen the cognitions derived from theory on significant issues to be observed when creating blended-learning courses.Discussion: The course designed is an alternative way of learning and may be useful for anyone who wishes to update their language and intercultural competence either through a formal or non-formal education course or on a lifelong learning basis.Limitations: The research period covered one semester only. Although the study materials for 16 languages have been created, the current paper analyses only the results obtained in piloting English and Spanish courses, with the predominance of learners opting for English courses.Conclusions: The research results show that the methods and methodologies applied in the given interactive blended-learning courses have developed the students’ language competence and have fostered the development of their digital competence, team-working and collaboration skills, problem-solving skills and learning-to-learn thus motivating them to become autonomous learners. The pedagogy-based approach applied in the current research has been successful despite a few flaws in the design of the course materials.
      PubDate: Fri, 09 Aug 2019 00:00:00 GMT
       
  • Comparison of Teachers’ Opinions on Inspections

    • Abstract: Introduction: The quality of school depends on a well-functioning school management, managed by the top school managers. It is very important to know the real conditions of the school to be able to provide any effective changes. Especially, it is necessary to know the educational process which can be efficiently determined by an inspection process. The inspection process is present in current pedagogical science and in pedagogical practice which deserves increased attention of all participants in the educational process.Methods: The study is based on a theoretical analysis of the presented issues and on a research. The findings were analysed, compared, and conclusions were drawn for school practice. We used the following research methods:- content analysis of the existing literature;- the quantitative method of gathering data by the medium of a twelve-item questionnaire containing four closed and eight semi-open questions. The questionnaire contained data necessary to process and evaluate the questionnaire, these were inserted as the last question;- statistical data processing methods.Results: New times bring a new style of management and a new understanding of the inspecting activity, which creates a partnership between the student and the teacher. It is to promote mutual understanding between them, based on the principles of democracy. Innovations in the educational practice also affect the realization of inspecting activities. The aim of managers, as well as inspectors, is to promote inspections not only as a tool for evaluating the teaching process but also as methodological help for teachers. The goal of our research was to map the state of the inspecting activity in selected high schools and to find out about the changes in teachers’ opinions on inspecting activities over the twenty-year horizon. We cannot generalize our findings for schools of all kinds as only 88 respondents (44 respondents participated in the 1998 research and 44 respondents in the 2017 research) took part in our research.Discussion: Managing the educational process and taking the responsibility for its quality are among the basic duties of the school management and in the conditions of the Slovak Republic, as it follows from Act no. 596/2003 on state administration in education and school self-government as last amended. Supervising school leadership is one of the fundamental means of feedback that allows the study of the level of educational and training results, the fulfillment of the conceptual development of school, and the fulfillment of the tasks in the short-term school plan. The objective of the principal of the school is to obtain objective information about the level and the outcomes of the educational work of the school and, if deficiencies are identified, it is his/her duty to eliminate them. The most important task of the school is to implement the School Educational Program in line with the State Educational Program (SEP), which should take into account the needs of students, the interests of students and their parents, and contribute to improving the processes going on in the school, especially in the educational process. The research revealed that inspections conducted by school managers (the principal, deputies, administrators) are the most beneficial for the work of teachers. This fact was caused by the effort of the school managers to view inspections as a means of personal growth of teachers and not only as a controlling mechanism of teachers’ work. This was also confirmed by the research showing that inspections by the members of school management are now clearly focused on emphasizing the positive aspect of teachers’ work. This was caused by a shift in the inspectors’ perception of the inspecting activities in the period of twenty years - they use them as a teacher-oriented tool.Limitations: The number of participants in the research sample was one of the methodological limitations of this research. We cannot consider this number to be representative for the purpose of generalizing the results.Conclusion: In this study, we realized a mutual comparison of attitudes and opinions of teachers regarding inspecting activities. This comparative study, taking into account the twenty-year time span, has shown that the inspectors (school managers) have acquired such methods of evaluating their teachers, which objectively refer of their actual performance, that the most beneficial inspections for teachers’ own pedagogical work are the inspections conducted by the members of the school management, that the adherence to pedagogical ethics by the inspectors has an increasing tendency, and that formalism, as well as the subjective evaluation of teacher’s work, have a downward tendency and have disappeared from the conclusions of inspections. Based on the research results, it can be concluded that, in the course of two decades, significant changes have taken place in the realization of inspections, both on the part of the inspectors and on the part of the teachers and their perception of inspections.
      PubDate: Fri, 09 Aug 2019 00:00:00 GMT
       
 
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