Authors:Pen-Chiang Chao, Yu-Chi Chou, Shin-Tzu Hu First page: 1 Abstract: This study aimed to explore the impact of special education teachers’ demographics including gender, school level taught, educational program, and teaching experience on the integration of self-determination concept into their instruction. A total of 883 elementary and secondary special educators participated in the research. The Classroom Self-Determination Teaching Assessment (CSDTA) was developed to assess the degree to which teachers integrate the self-determination notion into their instruction. Data were analyzed using descriptive and inferential statistics. Results indicated that there was no interaction among the four factors, nor among any combination of three of them. In summary, secondary school teachers demonstrated a significantly higher degree of teaching independent living skills than their elementary school counterparts, particularly those with more extensive teaching experience. Moreover, teachers in resource classes exhibited a greater proficiency in teaching self-advocacy and goal-setting skills, while those in self-contained classes predominantly focused on instructing independent living skills. Recommendations are provided. PubDate: 2024-08-03 DOI: 10.5430/jct.v13n4p1 Issue No:Vol. 13, No. 4 (2024)
Authors:Hasnae El Hnot, Bouamama Cherai, Moussa Jaouani First page: 15 Abstract: This paper investigates the outcomes of implementing a model-based training approach at the Centre Régional des Métiers de l’Éducation et de la Formation de Tanger Tetouan Al Hoceima (CRMEFTTH). The primary objective is to enhance the scientific knowledge of future primary school teachers, correct misconceptions about scientific concepts, and develop their creative and innovative thinking abilities, essential for science teaching. The approach involves trainee-teachers producing and utilizing scientific models, following a structured process prioritizing reflection and creativity. The training process begins with a pre-test to assess trainees' existing knowledge, followed by modelling activities where groups manipulate models based on specific instructions. This phase concludes with a post-test to evaluate the impact of analogue modelling on the understanding and appropriation of scientific concepts. Additionally, a satisfaction questionnaire is analyzed to assess the effectiveness of the approach. The results demonstrate that this modelling approach significantly enhances the training of novice teachers by improving their comprehension and representation of scientific concepts. The analysis of the questionnaires revealed that trainee teachers were highly satisfied with their achievements and the skills they developed, including observation, conceptualization of phenomena, production and evaluation of models, imagination, and team spirit. The implications of this study suggest that implementing modelling-based training approaches in teacher education programs can significantly improve the quality of science teaching in primary schools. By equipping future teachers with the necessary skills and knowledge to effectively construct scientific concepts to young learners. This approach has the potential to transform science teaching at primary level. PubDate: 2024-08-03 DOI: 10.5430/jct.v13n4p15 Issue No:Vol. 13, No. 4 (2024)
Authors:Ali Hubais First page: 34 Abstract: The internationalization of Curriculum (IoC) is a significant aspect of higher education to prepare graduates for a globalized world. This study explores academic staff perceptions of IoC at the University of Technology and Applied Sciences-Salalah (UTAS) in Sultanate of Oman, addressing a gap in the literature on IoC in non-Western contexts. Furthermore, the study explores the perspectives of academic staff regarding the implementation of IoC at different levels within the institution, department, and courses. Not only this, it also explores how these perspectives may vary based on the number of years of experience, as well as the differences in perceptions among different departments. Additionally, the study explores the perceptions of academic staff regarding the three fundamental levels of IoC, namely awareness, competence, and expertise. A quantitative cross-sectional survey was conducted among all academic staff at UTAS. Data were analyzed using descriptive statistics, ANOVAs, and paired t-tests. Results revealed that perceptions of IoC did not vary significantly based on years of experience or across departments. However, perceptions varied significantly across the three core levels, with expertise rated highest and awareness lowest. Strengths and weaknesses were identified within each level. This study contributes to the understanding of IoC in non-Western settings and informs institutional policies and practices. A holistic and contextually sensitive approach is needed, involving staff development, institutional support, and cross-disciplinary collaboration. Finally, the findings represent a significant step towards a more inclusive understanding of IoC in the Omani context and beyond. PubDate: 2024-08-02 DOI: 10.5430/jct.v13n4p34 Issue No:Vol. 13, No. 4 (2024)
Authors:Piyatida Panaputto, Autthapon Intasena, Thussaneewan Srimunta First page: 46 Abstract: The study was conducted with the primary objective of investigating the effectiveness of the SQ4R technique in enhancing the reading comprehension skills of 10th-grade students. To achieve this objective, a quasi-experimental research design was chosen, involving a single group of participants. The study cohort consisted of 40 10th-grade students from a secondary school in Thailand. The instruments were an SQ4R learning management plan and a specially designed reading comprehension test. Data analysis in this study was conducted using two distinct approaches. First, the effectiveness index (E.I), calculated as the ratio of E1 (process effectiveness) to E2 (product effectiveness), was employed to gauge the overall effectiveness of the intervention. Second, a paired sample test was utilized to determine any statistically significant differences between the participants' pre-test and post-test scores. The data collection process spanned an entire semester and was conducted within a public school in Thailand during the first semester of the 2023 academic year. The results obtained from this study unequivocally demonstrate the positive and constructive impact of the SQ4R technique on the reading comprehension abilities of the participating students. These findings not only contribute valuable insights to the field of education but also emphasize the practical utility of the SQ4R model in enhancing reading comprehension, particularly within the context of 10th-grade students in Thailand. PubDate: 2024-08-02 DOI: 10.5430/jct.v13n4p46 Issue No:Vol. 13, No. 4 (2024)
Authors:Onsiripim Borihantanachot, Charin Mangkhang, Pailin Phujeenaphan, Chaiwat Nantasri First page: 55 Abstract: This study aims to synthesize theories and concepts related to educational management, personality traits, and citizenship characteristics evident in the education systems of the United Kingdom, Canada, the United States, Singapore, and Thailand; to develop an innovative model of open-badge digital social education to enhance the cultivation of citizenship characteristics among high school students in Chiang Mai; and to study the results of developing digital badge innovations to enhance the development of students’ personality traits and citizenship characteristics in the educational innovation area of Chiang Mai province. A mixed-method approach is employed in order to synthesize the universal core values that ensure societal peace within diverse communities from the curricula of the five countries. When comparing the results with the Thai context, it becomes apparent that the Thai curriculum still lacks precise definitions of “universal core values” and activities that instill these core values. Through purposive sampling, this study extracts the necessary values from the opinions of involved personnel and pilot schools in the Education Sandbox program in Chiang Mai. The results suggest that ten core values need to be addressed firmly in the Digital Open Badge learning innovation and guidelines for both in-class and out-of-class activities. The citizenship characteristics platform and guidelines in social studies are designed based on the 5Ts Action Learning model with 40 hours of observation. The outcomes demonstrate that overall satisfaction with the curriculum is high. Notable changes from interviews and observations indicate that responsibility and cooperation are the most significant changes in students’ character traits. These traits are expressed mostly at the individual level (35.02%), followed by the family level (29.39%), the community level (22.62%), and lastly, the global level (12.97%). PubDate: 2024-08-02 DOI: 10.5430/jct.v13n4p55 Issue No:Vol. 13, No. 4 (2024)
Authors:Samaher Alkhatatneh First page: 71 Abstract: This paper aimed to investigate the perceptions of mathematics teachers in Saudi Arabia regarding the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach. A sample of 350 teachers from the Eastern Province completed a 40-item survey on their STEAM perceptions and teaching requirements. Descriptive and inferential statistical analyses revealed overall positive perspectives, with 78.6% strongly agreeing that STEAM transforms classrooms into creative environments. However, just 58.4% felt it enabled active learning, and 67.4% were unsure about systemic support. Significant differences emerged based on teacher gender and qualifications, but not experience levels or stages. While largely optimistic attitudes exist toward STEAM's value, persistent resourcing, competency, and policy barriers likely impede classroom adoption. Recommendations encompass boosting investments in STEAM infrastructure, aligned teacher professional development, specialized materials and tools, and integration support across subjects. Further research incorporating mixed methods, expanded samples, and longitudinal tracking can delineate evidence-based strategies to catalyze effective STEAM adoption. The study recommended enhancing the effectiveness of the STEAM approach in education, especially in mathematics. PubDate: 2024-08-03 DOI: 10.5430/jct.v13n4p71 Issue No:Vol. 13, No. 4 (2024)
Authors:Akmarzhan A. Nogaibayeva, Adem Ozkan, Ahmet Yildiztas, Mehmet Tas First page: 93 Abstract: This systematic review investigates teachers' viewpoints on technology integration in language teaching and learning, focusing on developing a sustainable adoption framework. Using the PRISMA framework, 225 peer-reviewed articles were initially selected, and 35 articles were finally included as they specifically addressed teachers' attitudes towards technology. Noteworthy findings reveal that 90% of these articles reflect positive perceptions among teachers, indicating a belief in technology's potential to enhance learning and teaching. However, despite this optimism, approximately 90% of those with positive views encounter challenges in effectively integrating technology into their teaching practices. The identified challenges underscore the need for a sustainable framework to promote technology integration into language teaching and learning. The findings contribute to the discourse on technology integration in language education, offering practical implications for educators, institutions, and policymakers. The proposed sustainable framework guides overcoming challenges and ensuring holistic and sustained technology integration in language teaching and learning. PubDate: 2024-08-03 DOI: 10.5430/jct.v13n4p93 Issue No:Vol. 13, No. 4 (2024)
Authors:An Zhu, Peng-Fei Chen First page: 112 Abstract: In the situation of sudden disasters, linguistic communication became a key part of disaster research. Both China and the West emphasized the importance of disaster education, and the development of emergency language courses in universities has become an important concern in the above context. This study constructs an emergency language course based on the situational teaching theory to improve the emergency language competence of Chinese university students. Firstly, the curriculum was designed using the situational teaching method, based on which the 4 units of the emergency situation design were used to prepare the draft of the curriculum. Then the content validity of the curriculum was reviewed by experts, finally form the capability indicators of emergency language talent and the simulation-oriented emergency language curriculum. PubDate: 2024-08-03 DOI: 10.5430/jct.v13n4p112 Issue No:Vol. 13, No. 4 (2024)
Authors:Li Xiaochao, Adenan Ayob, Hisbulloh Als Mustofa First page: 124 Abstract: This conceptual paper investigates the evolutions, and effect of web-based professional development (WPD) on English teachers' instructional practices and the subsequent effects on students' learning outcomes. It examines the evolution from traditional in-person workshops to dynamic online learning environments and discusses how WPD can address the pedagogical needs of the 21st-century classroom. Key components of effective WPD, such as interactive content, personalized learning paths, and continuous support mechanisms, are explored to determine how they contribute to teacher proficiency and pedagogical innovation. This research is characterised as a systematic review of the the paper presents empirical insights from recent studies, highlighting the direct correlation between WPD and improvements in students’ English language proficiency, engagement, and self-regulated learning skills. It also addresses the challenges and limitations of WPD, including accessibility, the digital divide, and the need for face-to-face interactions. Concluding remarks emphasize the necessity for ongoing research, equitable access, quality assurance, and blended learning models in the continuous development of WPD programs. This paper argues that, despite its challenges, WPD remains a critical tool for enhancing educational practices and outcomes in the rapidly evolving landscape of English language education. This comprehensive exploration of WPD underscores its potential to significantly impact educational practices and outcomes. As we move forward, it is crucial to build on the insights and lessons learned, continuously seeking ways to innovate and improve professional development for the benefit of teachers and students alike. PubDate: 2024-08-03 DOI: 10.5430/jct.v13n4p124 Issue No:Vol. 13, No. 4 (2024)
Authors:Wittaya Worapun, Prasart Nuangchalerm First page: 138 Abstract: This research endeavors to address the pressing need for nurturing creative thinking skills among primary school students in the context of Mahasarakham province, Thailand. By systematically analyzing the specific challenges and requirements faced by educators, a comprehensive model for enhancing creative thinking skills was developed. This model integrates multidisciplinary methods, hands-on realistic tasks, and combines STEAM (Science, Technology, Engineering, Arts, and Mathematics) education with the 6E technique. The study demonstrates the model's effectiveness in significantly improving creative thinking skills among students. The key findings underscore the value of multidisciplinary approaches, emphasizing experiential learning through practical tasks that stimulate creativity. The fusion of STEAM education and the 6E technique proved to be particularly impactful, aligning with prior research in the field. The research contributes vital insights and practical recommendations for educators and policymakers, urging them to consider multidisciplinary methods, STEAM education, and the 6E technique as viable strategies to bolster creative thinking skills in primary school students. PubDate: 2024-08-04 DOI: 10.5430/jct.v13n4p138 Issue No:Vol. 13, No. 4 (2024)
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