Creative Education

Journal Information
ISSN / EISSN : 2151-4755 / 2151-4771
Current Publisher: Hans Publishers (10.4236)
Former Publisher: Scientific Research Publishing, Inc, (10.4236)
Total articles ≅ 2,283
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Latest articles in this journal

Mohammad Monirujjaman Khan, S. M. Tahsinur Rahman, Sabik Tawsif Anjum Islam
Creative Education, Volume 12, pp 441-452; doi:10.4236/ce.2021.122031

This paper finds digital education as one of the most popular means of education due to the unexampled days caused by COVID-19 pandemic across the globe. One of the tragedies of the epidemic, beneath the death circle and economic cost, is the human cost on our students and on their education. As the virus is spreading across the country, more than 90% of enrolled students were affected by some kind of limitation posed by the educational institutions, with more than a billion impacted around the world. The miniature-term fight versus the virus is about health. But its lengthy-term effects can only be controlled by a digital education system which is comprehensive and rapid. This is the mere way to eliminate a lost generation due to COVID-19 outbreak, and in an “epidemic-aware” earth could be a stable positive step towards educational inclusion. In this paper an online education system in Bangladesh during COVID-19 pandemic has been discussed. The current scenario of education in Bangladesh during COVID-19 has been investigated. This paper also includes the discussion of digital education methods in Bangladesh, possibilities of digital education system and challenges for digital education system. In addition to that the mental health among students during the COVID-19 pandemic in Bangladesh has been discussed.
Haige Huang, Jihua Wei, Qiong Liang, Xusen Huang, Chongchan Bao, Yan Jiang, Bin Ge, Haisheng Lan, Li Zhou, Qiuhao Li, et al.
Creative Education, Volume 12, pp 486-493; doi:10.4236/ce.2021.123034

A discussion is conducted on the problems of ideological and political education, rotation learning in departments, clinical and scientific research capabilities, paper writing, and improvement of the quality of papers encountered by professional master of clinical medicine in the “two-track integration” mode during the standardized training of resident doctors. On that basis, several methods are proposed in the present study (e.g., stressing ideological education for professional masters, coordinating learn of professional skills, enhancing paper writing ability and scientific research ability, organizing a professional team of tutors). On that basis, this study summarizes the problems and challenges exposed in training professional medical students, especially under “two-track integration” mode, seeks to propose a novel idea to serve better for the “two-track integration” educational mode, including provide solutions to help students establish learning goals, to enhance their writing ability, to narrow the bridge between teachers and students, etc. All of which, aims to optimize the training of professional masters of clinical medicine, and give some feasible suggestions for subsequent research. Hopefully, the suggestions and proposal in this study would draw attention and serve better to increase the education quality on professional medical students.
Olympia Tsolou, Thomas Babalis, Konstantina Tsoli
Creative Education, Volume 12, pp 529-544; doi:10.4236/ce.2021.123036

The current study is aimed at investigating the problem of students’ social exclusion and dropping out of school as a consequence of COVID-19 pandemic, which abruptly disrupted school life and education in general. The closure of all educational institutions rendered distant learning an unavoidable, yet important, measure taken by education stakeholders around the globe, which, however, raised issues of unequal participation of all students. Benefits largely remain skewed towards those who are considered privileged in all aspects, thus leaving many poor, ethnic and racial minorities, and other marginal groups shortchanged, especially in Greece, which has been tortured by a severe financial crisis since 2011. Groups of Greek students that were already experiencing adverse educational and social conditions due to their families’ socio-economic status or due to specific individual and ethnic characteristics, find themselves unable to keep up with the requirements set by the mode of synchronous teaching and learning, ending up socially and educationally excluded and marginalized and ultimately being prematurely forced to abandon school, thus rising dropping-out rates tremendously. Thus, the various parameters of this multi-faceted problem are examined and social and practical recommendations are made accordingly.
Congcong Gou, Die Zhou, Hongqiao Li
Creative Education, Volume 12, pp 809-816; doi:10.4236/ce.2021.124057

Today with the rapid development of economy and society, the power of science and technology, the continuous learning, understanding and application of knowledge are playing a crucial role in developing talents. Universities are the cradle of cultivating talents. At present there are numerous universities in China, symbolizing that a hundred flowers blossom and a hundred schools of thought contend. Each university has its own characteristics and highlights. However, the mirror of market economy clearly reflects a large number of high-ranking intellectuals’ corruption, duty crimes and serious violations of financial discipline, which poses a severe challenge to the university talent cultivation. Therefore, university needs to keep pace with the times, change with the times, innovate constantly, and formulate scientific and real-time talent cultivation program guided by the market. This paper studies the epochal character of “curriculum including ideology and politics” in the financial and economic talent cultivation with the core of moral education. Taking the financial and economic majors of Sichuan University of Arts and Science as an example, this paper uses the methods of literature research and investigation, and studies the connotation, core elements, and the coupling degree of talent cultivation of “curriculum including ideology and politics”, further puts forward the operation mechanism of “curriculum ideological and political” for the cultivation of professional talents for financial and economic major in Sichuan University of Arts and Science.
Chen Guan, Huijun Fu, Yan Liu
Creative Education, Volume 12, pp 618-624; doi:10.4236/ce.2021.123042

As the Chinese people’s precious cultural heritage, the red culture deserves the Chinese younger generation’s worship and inheritance. However, current college English teaching doesn’t play a positive role in the inheritance of Chinese red culture. This paper takes red culture education in Baoding district as an example, discusses the significance of introducing red culture into college English teaching, presents the current problems of the integration of red culture into college English teaching, and finally puts forward countermeasures to the above-mentioned problems. Hopefully, this paper can provide some insight into how to effectively integrate red culture into college English teaching.
Sh. U. Kosimov, M. R. Rafiqova, M. I. Murodova
Creative Education, Volume 12, pp 666-677; doi:10.4236/ce.2021.123046

The article deals with the problems of developing the technological competence of future teachers. It contains definitions of the concepts of competence and technological competence, provides an overview of the history of entry into education and the current level of relevance. Providing close cooperation between vocational education and production, improving the quality of vocational education, and continuous improvement of the educational process is an urgent task for reforming the system of professional education, training personnel capable of actively and effectively participating in the process of its sustainable growth and modernization. In the lesson of preparation for the profession, students acquire the skills, abilities, competencies, and the competence of interdependence. From a pedagogical point of view, competence is interpreted as a combination of the knowledge, skills and experience of individuals with specific social and professional status to the extent of the complexity of the tasks and problems they perform. Suitable for the competence approach we are considering is the “competence” and “jurisdiction”, which differ in each other. The article describes the objectives of continuous improvement, effectiveness, and adaptation of the content of professional education, as well as the components of practical professional education.
Cita Cassiana Henry, Maslawati Mohamad
Creative Education, Volume 12, pp 678-695; doi:10.4236/ce.2021.123047

Critical thinking skills are one of the most soughed after criteria for studies and work in the 21st century, impacted by the industrial revolution that revamped the nature of the job, lifestyle and education. Critical thinking skills develop through the process of critical reading which involves the high order thinking, are lacking among the graduates, contributing to the statistic of unemployment in the nation. The past studies revealed the tertiary students’ critical reading skills do not surpass the comprehension level and need for critical reading in English text training. Critical reading skills can be instilled in the tertiary students through continuous practice. In addressing to this problem, a mobile phone application is developed as practising tool, with practice module divided into themes with different levels of difficulties. The purpose of this paper is to meet the need to enhance the critical reading skills of the pre university program students in Samarahan District, Sarawak, Malaysia via purposing the use of ReadMe mobile application as effective language practising tool. The research methodology employed the quantitative approach and data was collected via survey questionnaire with quasi experimental approach involved the administration of pretest, post test and document analysis. It was found that half of the respondents showed improvement in the critical reading competency thus enhanced their interest in reading.
Nor Fazila Bahri, Faridah Yunus
Creative Education, Volume 12, pp 1-20; doi:10.4236/ce.2021.121001

English Language adopted the “rhythmic technique” to cultivate and enhance mastery of the second language among preschool children. This rhythmic technique such as jazz chant, nursery rhyme, singing and dancing could broaden the domain of development in the learning and facilitating, or teaching and learning process. In addition, pre-literacy in English Language consisted of four main components relating to children’s sensory and auditory skills which are listening, speaking, reading, and writing skills, integrated in this technique. Thirty preschoolers participated in this study who underwent several tests on preliteracy skills after rhythmic techniques were introduced to them. This paper discusses the procedures of intervention method and the scores obtained by the children through five bases or questions (from Q1 to Q5). The results or scores recorded by teachers/researchers on children (K21-K30) show that on average children have improved their skills. These findings are parallel to the previous observations that children tend to master the new vocabulary when emphasis was given to the phrase during rhythmic techniques on induction sets, developments and even plenary. Furthermore, it was hoped that this technique would be a tool for teachers in improving existing teaching processes; for researchers to further enhance the techniques. This study was however limited to the beginning of the implementation and would need further in-depth studies in the future to ensure the optimal growth of English vocabulary mastery in preschools.
Shivaughn M. Marchan
Creative Education, Volume 12, pp 54-61; doi:10.4236/ce.2021.121005

Background and Objective: The curricula of dental schools have evolved over the last two decades in an attempt to develop graduates that are critical thinkers that can solve problems related to the overall competency basedmanagement of patients. Inherent to this process is the introduction of teaching and learning strategies that assist professional students in becoming self-directed learners early in their training. At the UWI-SOD self-directedlearning influenced by peer interaction is used in part as a teaching/learning strategy in the delivery of a dental biomaterials course in the second year of study. This study aims to examine student perceptions of this strategy compared to faculty driven instruction. Methods: A 25-item survey, which was previously subjected to a face validity exercise was deployed to the Year 2 cohort after all assessments for the course were completed and final course grades published. Items explored perceptions related to the process of peer assisted learning, peer interaction during group learning, preferences between didactic lectures and peer based learning, preferences on other types of active learning strategies, and preparedness for this type of learning strategy. Items were scored on a 5-point Likert scale from 1-strongly disagree to 5-strongly agree. Overall mean scores for each item were calculated using SPSS (Version 24, IBM, Chicago). Responses were grouped as follows: scores of 1-strongly disagree and 2-disagree were grouped together to show disagreement, scores of 4-agree and 5-strongly agree to show agreement. Results: There was a response rate of 92%. When the process was compared to PBL, 78% of surveyed students preferred this methodology as a learning strategy and 60% preferred didactic lectures over this peer based learning strategy. Sixty-five percent of students agreed that they learnt and assimilated knowledge from their peers during PAL. Only 29% of students preferred PAL over purely didactic lectures. Conclusion: While more than half of the surveyed students claimed they learned from their group peers during peer sessions, the vast majority of students preferred a faculty driven instruction method for the delivery of this course.
Khaoula Boulaamane, Yamina Bouchamma
Creative Education, Volume 12, pp 62-81; doi:10.4236/ce.2021.121006

We examined “school-family-community” collaboration in a context of ethnocultural diversity to identify and analyze collaborative practices involving immigrant families. Interviews were conducted in Québec with 11 education stakeholders, 10 community representatives, and 7 members of immigrant-origin families. Our conceptual framework was inspired by Bronfenbrenner’s ecosystems model (1979) and Epstein’s overlapping influence approach (2001). Thematic analysis brought forth two dimensions favoring collaboration: leadership and the child’s perception of the integration process. Our results nevertheless show that school-immigrant family-community collaboration remains hindered by the trust issues and reluctance of certain partners, thus calling for additional resources and investments by every level concerned, particularly government decision makers.
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