Journal of Education and Learning
ISSN / EISSN : 1927-5250 / 1927-5269
Published by: Canadian Center of Science and Education (10.5539)
Total articles ≅ 977
Latest articles in this journal
Published: 23 November 2021
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n1p101
The role of an educational leader is complex, challenging and, at times, fraught with adversity. Overcoming the many challenges and hardships, and flourishing as an educational leader, requires resilience and an instinct for survival. According to Maulding, Leonard, Peters, Roberts and Sparkman (2012), understanding how to prevail in the face of difficult conditions, by employing one’s emotional strengths as well as vulnerabilities and how to increase one’s ability to remain resilient, is valuable for an educational leader to succeed in the face of adversity. The purpose of this study was to research Montana educational leaders to discern whether emotional intelligence (EI) is necessary to remain resilient and successful in a leadership role despite adversity. This quantitative research was undertaken as a non-experimental, ex post facto, or after-the-fact research. Participants for this study included sixty-one superintendents, principals, and assistant principals, from a population of 935 educational leaders, who held a leadership position in the State of Montana during the 2017-2018 school year. A linear regression was used to examine the proportion of variance in years in a leadership position that can be explained by emotional intelligence and resilience. This analysis demonstrated that some EI competencies appear to have an effect on the longevity of an educational leader in a position. However, the effects vary between assistant principals, principals, and superintendents, not all competencies were equal. The coefficient of determination showed assistant principals and principals’ years of service is more strongly influenced by all emotional intelligence competencies than is that of the superintendent.
Published: 12 November 2021
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n1p54
Social integration of special need students is viewed as a necessary phenomenon for the skills’ development which adds quality to their lives and provides them with satisfaction. This study explores the perception and attitude of the teachers towards social integration as a general school policy. A total of 150 individuals were selected from the integrated primary schools in KSA. Survey approach was employed to collect data using a close-ended questionnaire which was then statistically analysed. The results revealed that there is a positive impact of the social integration upon the special needs students. A statistically significant difference was found among participants based on their experience, education, and age. Moreover, there was significant difference in the attitudes of participants with Diploma in Education qualifications and Bachelor in Education qualifications towards integration. The study concluded that the implementation of the integrated school as general policy should be considered and an effective teacher training curriculum with special needs courses should be introduced.
Published: 12 November 2021
Journal of Education and Learning, Volume 10; https://doi.org/10.5539/jel.v10n6p126
The research aimed at: 1) studying practical skills of student teachers majoring in Social Studies at Mahasarakham University through blended learning management using creativity-based learning model that enhances their creative thinking; 2) comparing the students’ creative thinking abilities before and after learning; 3) investigating the students’ satisfaction towards blended learning management through creativity-based learning model. The participants of the study were 30 fourth-year students majoring in Social Studies who were enrolled in Social Study Instructional Media Production course offered in Semester 2 of Academic Year 2020. The purposive sampling technique was employed to obtain the participants. The instruments used in the study include 1) five lesson plans of blended learning management based on creativity-based learning model as to enhance students’ creative thinking; 2) creative thinking test; and 3) the 12-item students’ satisfaction evaluation form towards blended learning and creativity-based learning model as to enhance creative thinking. The statistics used to analyze the collected data were mean, percentage, standard deviation, and t-test (Dependent Samples). The findings of the study are as follows: 1) After the use of creativity-based learning, it was found that the student teachers majoring in Social Studies at Mahasarakham University obtained 510.20 for the mean score of the post-study activities, 3.28 standard deviation, and 85.10 percent. 2) The comparison of creative thinking before and after learning showed that the students’ creative thinking after learning was statistically significantly higher than that before learning at 0.5 level. 3) The students’ satisfaction towards blended learning management in the form of creativity-based learning model that promotes creative thinking ability was at high level.
Published: 12 November 2021
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n1p65
There are numerous scholarly articles that focus on Chinese Students’ decisions to go overseas and challenges they face in American High Schools. These research generates a holistic view on the subject., with many of them agreeing each other. Yet, despite many scholarly articles discussing this topic, I find few of these studies originate from students who have lived through the experience of having left China to study abroad in the US themselves. This essay will explore and investigate the experience of Chinese students in US high schools through a combination of personal experience and scholarly articles. Some of the results go in accordance with the scholarly articles, while some deviate away from the findings.
Published: 11 November 2021
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n1p40
The purpose of this study is to determine whether video modeling is effective in teaching computer skills to students with intellectual disabilities. The study was designed with the multiple probe design across subjects, one of the single-subject research designs. The study was conducted with three female students with intellectual disabilities, who were 17–19 years old. Graphical analysis was used to analyze the data. The results show that video modeling was effective for them to acquire and retain skills for preparing a résumé, printing it out, and emailing it. However, the students had difficulties generalizing some of the skills on different computers and printers. It can be said that the reason for this originates from different designs of technological tools. In line with this, it is thought that removing the accessibility barrier in technological equipment will increase availability. The video modeling motivated students to learn computer skills. The participants reported that they could use these skills to do homework, apply for a job, and communicate with friends.
Published: 29 October 2021
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n1p28
This study focuses on the role of school counselors during the COVID-19 crisis. Previous studies indicated that school counselling lacks a robust professional identity and an unequivocal role definition. Therefore, this study seeks to explore how the school counselors operated during the pandemic and to what extent the school counselor was a significant figure in coping with the challenges of schools, teachers, students, and parents during the crisis. The study focuses on school counselors in Israel, the structure of their work before and during the COVID crisis, and conclusions for the profession’s future. Based on eleven school counselors’ interviews, the research findings raised the need to hold a significant discussion and reexamination of the essence of school counseling role. They emphasize that, due to the sense of chaos and uncertainty among the school staff and students, the work of school counselors in Israel during the pandemic became limited mainly to systemic work and guidance and support of the teachers. The findings attempt to reach conclusions regarding school counselor’s future work structure, clarify their role, and highlight deficiencies that afflict this role.
Published: 26 October 2021
Journal of Education and Learning, Volume 10; https://doi.org/10.5539/jel.v10n6p112
This research article deals with two objectives. The first objective was to develop the professional competence of social studies teacher in the education sandbox. The second objective was to propose social studies classroom-based action learning management innovation to develop professional competence of social studies teacher in the education sandbox and to assess satisfaction levels of students in developing professional competence of social studies teacher in the education sandbox. The conducted research in this article was classroom-based action research whereby the assessment form of area-based competence perception of educational students in Chiang Mai education sandbox, Faculty of Education, Chiang Mai University (pre- and post-assessment). The sample group used in the research consisted of senior educational students in the field of social studies of the second semester of the academic year 2020 accounting for 30 people. For the analysis, descriptive statistics were used. Results of statistical data analysis were shown as mean and standard deviation. From the research results, it was found that the level of perceived competence of becoming a professional teacher in Thailand education sandbox consisted of 3 aspects. 1) For the aspect of self-efficacy regarding knowledge and understanding in becoming a professional teacher, the average summation of the 4 competencies was as follows: the perception was at a high level. 2) For the aspect of skills and capacity in becoming a professional teacher in the Chiang Mai education sandbox, the average summation of 4 competencies was as follows: the perception was at a high level. 3) For the aspect of attitudes on becoming a professional teacher in the Chiang Mai education sandbox, the average summation of 4 competencies was as follows: the perception was at a high level.
Published: 25 October 2021
Journal of Education and Learning, Volume 10; https://doi.org/10.5539/jel.v10n6p103
This study intends to design and verify the quality of a model that measures mathematical proficiency and aims to set the standards in measuring levels of proficiency in the subjects of measurement and geometry. Construct modeling was employed to design a mathematical proficiency measurement model which consists of the mathematical process and the dimensions of a conceptual structure. A total of 517 Secondary Year 1 students were selected from the big data to participate as test-takers. Design-based research encompassing four phases was used to verify the quality of the mathematical proficiency measurement model. A Multidimensional Random Coefficient Multinomial Logit model was used to examine the standards-setting of the mathematical proficiency measurement model. The results indicated that the two dimensions of mathematical proficiency can be further divided into five levels, from non-response/irrelevance to strategic/extended thinking and extended abstract structure for mathematical process and conceptual structural dimensions, respectively. The assessment tool covers 18 items with 15 multiple-choice items and three subjective items in measurement and geometry. Moreover, the results also demonstrated that the validity evidence associated with the internal structure of the multidimensional model is fit. Besides, reliability evidence, as well as item fit, is compliance with the quality of the mathematical proficiency measurement model as illustrated in analysis of the standard error of measurement and infit and outfit of the items. Finally, the researchers managed to set standards for the mathematical proficiency measurement model based on the assessment criterion results from the Wright Map. In conclusion, the standards-setting of the mathematical proficiency measurement model provides substantial information, particularly for measuring those students who are above the lowest level of mathematical proficiency because the error for estimating proficiency was low.
Published: 24 October 2021
Journal of Education and Learning, Volume 10; https://doi.org/10.5539/jel.v10n6p92
In today’s world, where people live together with technology, digitalisation is increasingly taking its place as an indispensable part of our lives. However, rapid developments and changes in technology have led to compulsory digitalisation processes in all sectors. In addition to the pandemic process, digital transformation has now become a necessity. The pandemic threat faced by countries has affected many sectors, especially the education sector. In this context, it has become a necessity to take the necessary measures in the education sector, which affects a large audience. The first of these measures is the emergency distance education plan. Undoubtedly, it is clear that every stakeholder of education is affected by the emergency distance education plan that has come with the pandemic process. The most important of these stakeholders are undoubtedly teachers. In light of all this information, this study aimed to determine the views of teachers on the transition to digital transformation in education during the pandemic process. The research is an example of a qualitative case study. A semi-structured interview form was prepared by the researcher to determine the teachers’ views on the subject. Data were collected using the semi-structured interview form. As a result, the teachers emphasised that they see the transition to digital transformation in education as a necessity, especially during the pandemic process, but they need more in-service training to keep up with this transformation.
Published: 24 October 2021
Journal of Education and Learning, Volume 11; https://doi.org/10.5539/jel.v11n1p11
In the School of Architecture at the Pontificia Universidad Católica del Ecuador, we are continuously reflecting on the teaching-learning process in order to offer the best education. The COVID-19 pandemic brings different changes in social, health, work and educative practices, which people have had to adapt to. These new conditions have shifted the perception of life and society, so it has demanded a new perspective to solve problems and meet the challenges that have arisen. It has happened with education, in which all stakeholders have been working to face and manage the educational practice in a virtual modality. Based on teaching experience, the present research is focused on the teaching-learning process in Architecture, considering design workshops during the first years of the major. The purpose of this paper, which uses an action research methodology, is to explore those changes that come about from this process in virtual environments. In this way, understanding architecture’s teaching and practice through virtual environments can generate an important impact that can transform the perspective on education in this field in the present and in the future.