Journal of Practical Studies in Education

Journal Information
EISSN : 2634-4629
Total articles ≅ 32
Filter:

Latest articles in this journal

JoAnne D. Gorospe, Elbert C. Edaniol
Journal of Practical Studies in Education, Volume 3, pp 1-8; https://doi.org/10.46809/jpse.v3i4.50

Abstract:
Teachers’ resistance to change is believed to affect their engagement in work which could lead to slow the implementation of educational reform. This study had the main purpose of investigating the work engagement of the faculty of Occidental Mindoro State College in San Jose, Occidental Mindoro, Philippines as influenced by the extent of their resistance to change given the new teaching and learning modalities. Descriptive research design was used to address the problems of the study. It was found that the faculty’s extent of resistance to change does not influence the level of their work engagement and none of the factors of resistance to change significantly influence the level of work engagement of the faculty. When the teachers are grouped according to college/department, they are found to differ on the level of their resistance to change specifically in terms of routine seeking, emotional reaction, and short-term focus. Since there are changes in the educational set-up in most higher education institutions in the country, teachers may resist change for a variety of systemic or individual reasons. Understanding those reasons for resistance may provide educational leaders with more effective strategies for implementing change.
Dan Manolescu
Journal of Practical Studies in Education, Volume 3, pp 17-21; https://doi.org/10.46809/jpse.v3i3.48

Abstract:
In the context of our changing times with dramatic and unexpected challenges, Leadership Matters sends a strong message to higher education leadership, addressing the pressing needs for flexibility and adaptation, but also focusing on the tasks for those who govern these “repositories of American culture.” Extraordinary challenges require governance prowess and extraordinary decisions. Organized in nine chapters followed by extensive notes, the book represents a major contribution to the overall concepts of strategic planning, management and operations, stakeholder relations, campus and community, accreditation and athletic conferences, to name just a few. W. Joseph King and Brian C. Mitchell share with the readers their strong belief that the American higher education system will continue to be relevant in the coming years if their leaders can prove themselves to be adaptable and effective in their decision-making approach.
Jeff Irvine
Journal of Practical Studies in Education, Volume 3, pp 7-16; https://doi.org/10.46809/jpse.v3i3.46

Abstract:
The vice principal has the potential to significantly influence everyone in the school building. The expertise required to effectively carry out the duties of the role include interpersonal skills, leadership skills, reflective practice, and knowledge of the current research in the field of education. The position of vice principal requires a skillful blend o f practice and theory to successfully maximize the role’s impact on students and staff. Foremost among the necessary skills is interpersonal relationships, as the majority of the vice principal’s activities involve interactions with students, staff, parents, support staff, and members of the community. While often viewed as a preparatory stage prior to becoming a principal, the vice principal position has a significant impact on the lives of many people. It is therefore important that the vice principal build a repertoire of skills and knowledge in order to maximize the positive impact that the vice principal exerts. To that end, this paper describes 10 lessons the author learned as a vice principal in Ontario, Canada, and the theory underpinning those lessons that also had to be learned in order to make the role as effective as possible. This blending of theory and practice is imperative for the vice principal’s role to be as effective as possible for students and educational institutions. This paper provides a practitioner’s viewpoint of how theory supports practice. While functioning in the role, the author had the opportunity to impact the lives of a large number of students and staff. In addition, the author learned a great deal about current research and how it applies to the role of vice principal. By typifying the role of lifelong learner, a vice principal can maximize their impact while also serving as a role model for aspiring school administrators.
Dan Manolescu
Journal of Practical Studies in Education, Volume 3, pp 12-15; https://doi.org/10.46809/jpse.v3i2.44

Abstract:
This article is a quick inquiry into the quest for knowledge. Preliminary steps include the idea of light as it was promulgated during the period of Enlightenment, followed by the relevant role played by education, and then focusing on the passion for knowledge, as it is found in major literary and philosophical works. Curiosity and inquisitiveness are also mentioned because of their intrinsic value with references to classical as well as contemporary approaches. Throughout history, knowledge has been treated not only as quintessential in its multiple uses, but also prevalent because it deepened and broadened our core connection with the outside world. Famous dramatists are part of our discussion, starting with Christopher Marlowe, who condemns his Faustus and continuing with Goethe, the German poet who argues that Faustus should be forgiven because he was in the pursuit of knowledge. Along the same lines, a new approach to learning in our quest for knowledge was introduced by Peter Senge. What we do when we really learn something new is, according to Senge, what makes us human. In conclusion, we might say that the quest for knowledge brings us joy and that the passion for knowledge is an inborn trait that makes us who we are. We learn something every day and we are never satisfied because we always want to know more.
Roshan K. Morve, Suresh Chandra Maurya
Journal of Practical Studies in Education, Volume 3, pp 7-11; https://doi.org/10.46809/jpse.v3i2.43

Abstract:
This paper analyses the issues and challenges of linguistically diverse English Language Teaching (ELT) classrooms in India. In India, the English language is not the first language; the majority of them speak Hindi or their state languages. Due to this concern, numerous questions are arising for teachers, such as (a) How many languages and which specific language should be used as a mode of classroom communication to convey the message/instruction effectively? (b) What should be the number of students in a particular class? and (c) Does the teacher have competency in the native language? Most of the local schools in Tribal areas do not teach in native or “Adivasi” language in ELT classrooms. Indian speaking now many languages, they are multilingual but for communicating, we have to speak in a single language. So, the question is arising for how to tackle with this multilingual classroom to teach the English language? This is a challenge for India in the twenty-first century. Thus, we need to have some ways to accept the challenge and to increase the level of students in India. This paper suggests some solutions to those challenges and seeks the answer to such problems to enhance the quality of multilingual in ELT classrooms.
Bassam Almagarbeh
Journal of Practical Studies in Education, Volume 3, pp 1-6; https://doi.org/10.46809/jpse.v3i2.42

Abstract:
The use of digital techniques has become very common inside the classroom as the past few decades witnessed a continuous development in the field of education. Concerning EFL language teaching and learning, digital information has developed to be usual practice in the classroom. The number of EFL learners who are considered “highly ready” for this kind of digital transformation is very limited. These EFL learners used personal devices such as laptops, IPads, smart devices with particular resource materials that were prepared before teaching and using these devices in the classroom. Generally, EFL teaching and learning appeared to be more exciting due to the use of smart devices and digital touch. They seemed to be creative and innovative inside the e-classroom. This paper aimed at investigating learners’ aptitude towards the use of digital techniques in learning EFL. It attempted to examine the way digital learning media motivates EFL learning; then, sketches the difficulties experienced by EFL learners inside the e-classroom; and finally, recommends possible solutions to these difficulties. This research is designed to support professional learning and contribute to further investigations on similar themes. The study consisted of 30 EFL learners at the Institute of Languages at the University of Tabuk in Saudi Arabia selected randomly. It is based on Tubaishat and Lansari‘s (2011) Model of E-learning. Two research instruments were used; an Active Inspire Test and a questionnaire survey. The findings indicated that there are statistically significant differences at level (0,05) in learners’ aptitude towards the use of digital techniques in learning EFL inside the e-Classroom.
Venessa S. Casanova, Wenceslao M. Paguia
Journal of Practical Studies in Education, Volume 3, pp 14-22; https://doi.org/10.46809/jpse.v3i1.39

Abstract:
This descriptive study determined the level of expectations, experiences, and satisfaction of the graduate students with distance online learning environment in Occidental Mindoro State College Graduate School during the Covid-19 pandemic. The study was conducted from January 2021 until August 2021 at OMSC Labangan Campus, San Jose, Occidental Mindoro, Philippines. A total of 58 respondents selected through a simple random sampling technique participated in the study. The questionnaire was the main instrument used in gathering data for the study. Data gathered were analyzed using frequency and percentage, weighted mean, Pearson-r moment correlation, and Regression analysis. It was found that the level of expectation, the extent of the learning experience, and the level of satisfaction with the online learning environment of the graduate school are very high. There is a high positive correlation between expectations, experience, and satisfaction. Experience has a high positive correlation with satisfaction. None of the indicators of expectation influenced satisfaction. The social and cognitive presence influence the satisfaction of the graduate students with the distance online learning environment of the OMSC Graduate School. It was suggested to improve internet connectivity, use asynchronous and modular delivery modes of instruction, give feedback and return students' output, and the faculty must keep up their good work to improve the distance online learning environment. It was concluded that graduate student's expectation and experience greatly influence their level of satisfaction with the online distance learning environment. Concrete actions are needed to improve and optimize the processes in the distance learning environment to enhance students' experiences and increase satisfaction.
Yanelly Torres, Nichole Walsh, Negin Tahvildary
Journal of Practical Studies in Education, Volume 3, pp 3-13; https://doi.org/10.46809/jpse.v3i1.38

Abstract:
Mentorship in the field of service-learning has many variations. The utilization of peace circles has been on the rise as a way of bringing inclusion and cultural awareness when interacting with diverse perspectives in a group setting. Research on the impact of service-learning experiences on college students reflects that participation in these high-impact practices in higher education lead to positive outcomes through engagement in active learning practices that will impact their future careers. The purpose of this study was to investigate the potential factors that impact college students’ own growth and development within mentorship service learning experiences in virtual settings with school-aged students. Using Likert-style retrospective survey questions with open-ended responses, this mixed-methods research explored the impact of participating in mentorship service learning on college students’ development of social-emotional and cultural competence. The findings of the study are presented in a descriptive approach which led to conclusions and recommendations to improve the efficiency and effectiveness of the Mediator Mentors program at Fresno State University to positively impact the growth and development of college students in the areas of social-emotional expertise and cultural competence.
Jerell B. Hill
Journal of Practical Studies in Education, Volume 3, pp 1-2; https://doi.org/10.46809/jpse.v3i1.37

Abstract:
The Guide for Teaching Excellence in ESL provides several demonstrations of the connection between language and culture. The book outlined the history behind words, the development of languages and alphabets, and the relationship between language and culture. Dan Manolescu recognized the student needs and core competencies that teachers must demonstrate to improve learning outcomes for students learning English. The book provided references to establish sources of information to support the author's work and approach to ESL instruction. He used his knowledge and experiences to create a comprehensive work that may benefit those new and veteran teachers who support ESL students. The author's knowledge of language and teaching is very evident throughout the book. The author signals the importance of performing an environmental scan when providing instructional tips to students because excellence can be achieved and is vital to building knowledge.
Andrew Bula
Journal of Practical Studies in Education, Volume 2, pp 23-24; https://doi.org/10.46809/jpse.v2i6.36

Abstract:
Associate Professor Dr. M. Murat Erguvan has 28 years of teaching and administrative experience in various countries and positions such as programme coordinator, dean, vice rector for education, research and/or external affairs. He has been with the International Black Sea University (IBSU), in Tbilisi, Georgia, a country located at the convergence of Eastern Europe and Western Asia since 2012, and has occupied the positions of the Head of Total Quality Management & Strategic Planning Office (TQM), International Relations Office (IRO), and Vice Rector for Education and Research. Murat earned his doctoral degree in Education Management: “A Framework for Implementation of Total Quality Management in Georgian Higher Education Institutions in the Context of International Black Sea University”. Currently, he offers Quality Management classes at bachelor’s and master’s levels, as well as Using Instructional Technology in Education classes to bachelor’s and master’s students. Besides coordinating bachelor’s and master’s theses, this professional educationist supervises the work for strategic planning and takes part in producing information system modules by developing database structures. In addition, he has taken part in ISO 9001:2008 implementation in higher education institutions, and received EFQM Assessor Training in Brussels. In this interview, therefore, Murat converses with Andrew Bula, a lecturer at Baze University, Abuja, Nigeria, on the current state of online education around which he remains committed.
Back to Top Top