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Results in Journal Journal of Education and Learning: 900

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Glen Miller, Gary Blau, Deborah Campbell
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n2p1

Abstract:
Helping military veterans successfully transition to civilian life is an important issue. Education can help with this transition. No prior studies were found on the general type of undergraduate major United States (US) Chapter 31 veterans enroll in. Chapter 31 provides tuition benefits to help entitled transitioning military veterans, with service-connected disabilities, go to college to obtain a degree. Self-determination theory (SDT) suggests two general categories of majors, intrinsic (I) versus extrinsic (E). Intrinsic motivation emphasizes doing a task for its inherent satisfaction, while extrinsic motivation targets doing the same task to achieve external rewards, such as compensation. Archival data was analyzed using small samples of undergraduate Chapter 31 military veterans in 2016, 2018 and 2020. Overall, the results supported the research question, i.e., Chapter 31 veterans will be more likely to choose intrinsically motivating versus extrinsically motivating college majors. Results, including limitations and suggestions for future research are discussed.
Emmerline Shelda Siaw, George Tan Geok Shim, Farah Liyana Azizan, Norhunaini Mohd Shaipullah
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n1p47

Abstract:
For many students, mathematics is regarded as a challenging subject to learn and master in class. One of the significant factors contributing to the students’ difficulties in learning mathematics is caused by a phenomenon called mathematics anxiety. Mathematics anxiety is a feeling of unease and anxiety toward mathematics and it can be different from person-to-person. Understanding the effects of mathematics anxiety levels on students’ mathematics performances in class can be the key to help students’ mastery of mathematics. The aim of the study is to investigate the relationship between mathematics anxiety levels and students’ mathematics performances at the foundation level. A sample of 545 students from a local foundation centre was chosen for this study. Data collection via questionnaire was used where quantitative data were analysed using correlation, t-test, and descriptive analyses. The results showed that there was a weak positive correlation between students’ anxiety levels and the students’ mathematics performance in their final examination. Recommendations and future potential for this study were further discussed in this paper.
David C. Coker
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n1p22

Abstract:
COVID-19 mitigation efforts resulted in many schools making the transition to online and remote instruction. Juvenile delinquents, as a group, attained lower academic achievement before the pandemic, and little was known how juvenile delinquents’ education fared after schools ceased face-to-face instruction. Using a mixed methods approach, three steps were conducted to analyze the education of juvenile delinquents in the United States: a qualitative literature review, a grounded theory study of teachers’ concerns in traditional schools, and an instrumental case study of juvenile delinquents’ enrollment during COVID-19. Researchers and experts recommended the development of a community online and in remote instruction, but most teachers felt overwhelmed and unable to rise to the challenge. Juvenile delinquents responded by most students disappearing from school attendance rolls. A grand theme, to shift the nature of online learning, is offered based upon the convergence of the research findings. A theory of humanistic schooling online, centered on a community of learners with the dimensions of academics, physical health, social, and attention to the individual, offers to radically transform practices and past recommendations.
Erez Nahmias, Mina Teicher
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n1p55

Abstract:
In this paper, we examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking. We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students’ geometric ability. The study was performed on middle school mathematics teachers of the ninth grade. The experiment we conducted shows that building instructional units that incorporate metacognition intent benefit learning processes on two levels: First, in the subject matter. Second, they contribute to a deeper understanding that improves student’s ability to connect related subjects to mathematical geometry. moreover, we will present a practical model that incorporates different aspects that could operate a guideline for middle school mathematics teachers.
Goachagorn Thipatdee
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n1p39

Abstract:
The purposes of this research were to study needs of high school students and teachers on competency-based curriculum integrated with local community for high school students, develop a curriculum based on the needs, implement the developed curriculum, and evaluate the developed curriculum. The samples of the needs study stage consisted of 244 high school students, and 82 teachers in schools located in Ubon Ratchathani, and Warinchamrab Municipalities, gained by quota sampling, and those for the curriculum implementation consisted of 34 high school students studying at Luekamhan Warinchamrab School, in the second semester of academic year 2018, gained by cluster sampling. The research instruments were the developed curriculum, questionnaires for the students and the teachers, a test of English expression, a test of writing, and an attitude evaluation form. The findings revealed the students and the teachers rated their needs on competency-based curriculum at a higher level, the developed curriculum consisted of vision, mission to achieve the students’ competency through the aims, contents, and instructional procedures concentrated on practicing and the evaluation focused on performances, the students had significantly higher learning achievement and writing skills after the curriculum implementation than those before the implementation at the level .01. The developed curriculum was evaluated by the students at medium level of its feasibility.
Mustafa Kayıhan Erbaş
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n1p61

Abstract:
This study aimed to determine the relationship between the teaching efficacy of physical education teacher candidates and their teaching-learning conceptions and to determine the validity of the level of teaching efficacy predicting teaching-learning conceptions. The study group consisted of 433 teacher candidates studying in physical education and sport teaching departments. The study revealed that teacher candidates’ teaching efficacy levels and their adoption of constructivist conceptions were high and that teacher efficacy levels were important predictors of teaching-learning conceptions.
Xiaoyao Yue, Yongjun Feng
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n1p7

Abstract:
Teacher leadership continues to be a growing educational reform initiative across the world. With the rapid development of Chinese language education, the role of teacher leadership in education reform is becoming more and more prominent. Based on the survey data of 104 teachers in a secondary vocational school in Yuxi City, this study investigated the level of teacher leadership capacity and discussed their promotion strategies. Based on Lambert’s (2003a) theory of teacher leadership capacity, the author developed a research questionnaire that including four structures of teacher leadership capacity, which focus on the vision, reflection and innovation, shared governance, supervision, and response to student achievement. This study adopted the five-likert point scale. Data analysis shows that the average scores of 17 items does not exceed 4.00 points, while the highest and lowest score are from “focus on the vision.” To improve the teacher leadership capacity, the study suggests that leaders should concentrate on the school’s vision as well as establish collaborative culture and atmosphere among teachers.
Gary Blau, Corinne Snell, Daniel Goldberg
Journal of Education and Learning, Volume 10; doi:10.5539/jel.v10n1p1

Abstract:
The Covid-19 pandemic has created many challenges for universities around the world, including how to keep students engaged in their professional development, despite the challenges of remote learning and virtual student services. The goal of this study was to demonstrate the continued importance of Career Professional Development Center (CPDC) support (pre-pandemic to early stages of the pandemic) for business-related internships influencing student professional development engagement (PDE) and anticipated employment upon graduation. PDE encompasses typical CPDC resources (e.g., internship search support; involvement in student professional organizations (SPOs); professional development coaching; and job search assistance). A survey, the Senior Student Satisfaction Survey (SSSS) was deployed prior to graduation to business students. Using the SSSS, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). Pre-pandemic survey results showed that students having at least one internship experience (versus none) were more likely to: join an SPO sooner; attend more SPO meetings/semester; complete their professional development sooner; and anticipate “by graduation” full-time employment. Despite the drop in survey participation due to the pandemic onset, results consistent with this were found with the early pandemic survey. Like other academic-related and campus services in the face of the pandemic, the business school CPDC is adapting to the new remote ways of operating and successfully transitioned their delivery mode to a 100% virtual model to meet the resource challenge of supporting student PDE. It is hoped that the ideas discussed will be useful to a wider audience.
Şule Kırbaş
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n6p196

Abstract:
This study was conducted to determine the views of academicians regarding “The Views of Physical Education and Sports Teaching Instructors on Education in the Covid-19 Period”. The study used the phenomenological design, which is among qualitative research designs. The study group comprised 63 academicians carrying out duty in 21 different universities in Turkey during the 2019-2020 academic year. In line with the goal, the study was carried out with academicians who could contribute on voluntary basis. In order to determine the views of the academicians, a structured interview form was used. The interview form comprises four questions aiming to determine the necessity of distance education in the physical education area, which courses in the area can be given within the scope of distance education, possibility of teaching applied courses via distance education and problems they face in courses in the distance education process which has been put into effect compulsorily due to pandemic. The interview form was presented to the opinion of two instructors in the educational sciences area who have carried out qualitative research and then expert opinion was received. The application was conducted by primarily reaching the aforementioned academicians via telephone interview between 1 June-27 July 2020 and conveying the questions via e-mail. The descriptive analysis technique was used in analysis of the data. In the study 79% of the academicians stressed that applied courses should not be taught via distance education, while 52% stated that all theoretical courses could be taught via distance education. Examining the views of the academicians on the problems they faced in courses in the distance education process; 55% stated that the problems were associated with the system, 36% efficiency of the course, 30% inadequate student participation in the course, 21% inadequate student feedback, 21% evaluation, 19% inexperience about distance education and 17% lack of internet and computer opportunities in hometowns of students. Considering the findings of the study integratedly; it is believed that teaching applied courses via distance education is inadequate and inefficient. Also it is possible to state that it may not be appropriate to teach theoretical courses via distance education, except when necessary.
Grace Lin
Journal of Education and Learning, Volume 9; doi:10.5539/jel.v9n6p206

Abstract:
Reviewer Acknowledgements for Journal of Education and Learning, Vol. 9, No. 6, 2020
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