Authors:Xinyue (Harriet) Dai Abstract: Book review of Being Modern in China: A Western Cultural Analysis of Modernity, Tradition and Schooling in China Today. PubDate: 2021-12-08 Issue No:Vol. 31, No. 1 (2021)
Authors:Jack Huizenga, Coral Mitchell Abstract: This qualitative study explored the notion of authenticity within the field of independent Christian education in Ontario. Three experienced Christian school principals accepted an invitation to participate in semi-structured interviews in order to draw out insights into the purpose and nature of Christian education. Data analysis yielded five conceptual understandings relative to authenticity: authorship, relatedness, autonomy, reflection, and excellence. These conceptual understandings reveal the potential of authenticity to facilitate thoughtful discussions about the purpose and nature of education. PubDate: 2021-12-08 Issue No:Vol. 31, No. 1 (2021)
Authors:Linda Rak, Kathleen Olmstead, Jie Zhang, Carole Pelttari Abstract: Course reading completion enhances student learning and helps deepen students’ thinking about concepts and ideas presented in class. To better understand the students’ reading completion and the factors which impact course reading compliance, the researchers engaged in an action research with 434 students enrolled in six graduate level literacy courses, or 28 classes, over nine years from 2009 through 2017. The researchers shared the results and discussed recommendations to Literacy instructors for course improvement. PubDate: 2021-12-08 Issue No:Vol. 31, No. 1 (2021)
Authors:George Chitiyo, Lisa Zagumny, Michael N Littrell, Kevin Besnoy, Ashley B Akenson, Krista M Davis, Cephas Ablakwa, Marlana Lastres Abstract: This paper explores students’ perceptions of the benefits of chess-based instruction as part of an evaluation of a Chess in Schools (CIS) program implemented in 2017-2018 by a State Department of Education in the southeastern United States. The data were collected using a cross-sectional survey administered to students at the end of the academic year after one year of exposure to the CIS program. Results from the student survey responses (n = 1,286) indicated that the majority of students across all grade levels felt they had experienced a variety of positive outcomes as a result of their exposure to scholastic chess-based instruction. These perceived positive outcomes are beneficial for understanding the holistic impact of chess-based learning as they provide insight beyond only measuring students on a metric such as a test score or GPA. PubDate: 2021-12-08 Issue No:Vol. 31, No. 1 (2021)
Authors:Mary Gene Saudelli, Robin Kleiv, Jessica Davies, Martin Jungmark, Rebecca Mueller Abstract: Computer simulation educational technologies provide a convenient way of augmenting learning. Simulation technologies have been used and researched in higher education classrooms in fields such as medicine (e.g: Al-Elq, 2010), nursing (Kim, Park & Shin, 2016), and chemistry (Cheng, 2017), among others. The University of Colorado Boulder has created a large number of Physics Education Technology (PhET) computer simulations relevant to concepts in Physics, Chemistry, Biology, Earth Science and Mathematics. These PhETs have been studied in relation to teaching in elementary and secondary schooling (i.e. Hensberry, Moore, Perkins, 2015). However, there is a notable gap in the literature that speaks to the connection of simulation based technologies, learning theories, and pedagogy in practice relation to teaching Physics in higher education. This action research study seeks address that gap by exploring the role of the specific and intentional inclusion of Physics Education Technology (PhET) in the curriculum and teaching practice of an undergraduate Physics class in a Canadian university. Findings centre on the theme of teaching practice change, and discovery that PhETs have value as a more capable peer in relation to Vygotsky’s (1978) zone of proximal development. PubDate: 2021-12-08 Issue No:Vol. 31, No. 1 (2021)
Authors:Tayebeh Sohrabi Abstract: This study examined the effects of group games on cooperation skills in female elementary students. Two classes of elementary female students were assigned as an experimental or a control group. A quasi-experimental method for the evaluation and comparison of cooperation development was used. The Measurement of Competitive-Cooperative Attitudes (Martin and Larsen 1976) was administered to gather data. A T-test was done to examine the hypothesis. A pre-test was performed to measure cooperation skills development and see whether they are comparable. Then, the experimental group played the selected group games, while the control group continued the previous curriculum. A middle test was conducted after six weeks. There were no meaningful differences between the groups. As it was predicted that time would be a factor that affected the results, the program continued for another six weeks. Finally, a post-test was conducted, revealing that group games can increase cooperation skills (p< 0/05). PubDate: 2021-12-08 Issue No:Vol. 31, No. 1 (2021)
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