International Education Studies

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ISSN / EISSN : 1913-9020 / 1913-9039
Total articles ≅ 2,506
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Caroline Graeske, Sofia Aspling Sjöberg, Stina Thunberg
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n3p53

Abstract:
Several studies have shown that Swedish students’ reading comprehension and ability to understand fiction are decreasing year by year. Numerous alarming reports point to the unsustainable situation concerning young people’s reading engagement, but the ideas of how it can be remedied are few. This study aims to investigate and evaluate a didactic design that includes avatars as game elements in order to promote students’ reading of fiction. What opportunities and challenges might such a design present? In the study, an action research method and game theory were used, where teachers and researchers collaboratively explored and evaluated the outcome. The results showed that this design offered many opportunities and generated reading engagement. The students co-design their learning by creating an avatar and then entering the fictional world of a short story. Creating an avatar that interacts with the fictional text requires both participation, reading comprehension and meta analytic skills. However, the design also presented challenges, that some students did not link their avatars clearly to the text and instead did their own stories. The design could thus be further developed to provide more room for avatars to interact more with the chosen literary environment.
Hwa Young Lee, Shine Chang, Cheryl B. Anderson, Erin K. Dahlstrom, Carrie Cameron
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n3p61

Abstract:
International graduate trainees, many of whom are non-native English-speaking (L2) trainees, comprise more than half of graduate-level trainees in STEM, but little is known regarding factors that influence their career intentions, especially those that foster their growth as scientists to achieve their full potential in research. Thus, the purpose of our studies was to examine the relationship between L2 status and contextual factors that help shape the learning experiences and plans for research-focused careers. Study 1 collected cross-sectional survey data from doctoral and postdoctoral trainees (N=510) from research institutes in the Texas Medical Center in Houston. We examined which factors were associated with research career intentions using multiple linear regression analysis. Study 2 collected longitudinal data from doctoral and postdoctoral trainees (N=185) from 71 institutions in 33 states in the U.S. Repeated measures of career intentions were evaluated using mixed-effect modeling, and cross-tabulation analysis evaluated job-seeking behaviors by language status. Results showed that L2 trainees had stronger intentions to pursue research careers than did native English-speaking trainees (L1), controlling for other variables. Mentoring, trainee self-efficacy, and the perception of working more than mentors expected influenced each career intention differently. In Study 2, career intentions did not change over time for L2 or L1 trainees, but L2s preferred working in higher education or research institutes more than L1s. L2s, however, were more likely to be in early stages of seeking jobs compared to L1s. These findings provide implications for research mentors, advisors, and academic administrators in facilitating L2 career advancement and success.
Ceyda Çavusoglu Deveci, Rabia Karatoprak Ersen
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n3p39

Abstract:
Success is a concept that is desired by everyone. In the Turkish education system, Anatolian high schools are considered one of the most prestigious schools which accept students via national central exams. The purpose of this study is to reveal indicators explaining the placement into Anatolian high schools, which is an important sign of success, in socioeconomically different regions. Logistic regression analyses were used as a prediction design. Data was collected from the 1049 10th grade high school students in Istanbul. According to findings, the indicators affecting the probability of studying in Anatolian high school differ between the low life quality indexed region (LLQR) and the high life quality indexed region (HLQR). In LLQR GPA, gender, number of people in the household, and mother’s monetary contribution were found as significant indicators. In HLQR GPA, father’s income and mother’s education level were found as significant indicators. These results are discussed using the main theories of educational sociology.
Ardej Upanan, Parud Boonsriton, Thongchai Phuwanatwichit, Chetthapoom Wannapaisan
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n3p85

Abstract:
“Path of Khruba” is a discourse created in the context of Lanna society, to reflect the practice and attributes of monks in beautiful Buddhism, to be good and practice, as well as to be firm in dharma discipline, as well as to be highly respected of the people’s faith and to contribute significantly to the development of people and society. According to the study of Khruba practice in Lanna society, the “Path of Khruba” is the most popular. There are five key points of good citizenship: (1) Sujarittham, who focuses on non-corruption, public property of the community or the society in which they live (2) Karawatham, focus on citizens to respect the law, the rules and laws that the community or society have together designed and accepted are common practices (3) Sangkhahatham, focusing on the groups of people living together with the public consciousness and helping the underprivileged, as well as in need of help (4) Khantithamma, focus on the people who are tolerant of conflicting issues, and open to accepting differences in faith, culture, religion, language, and other values, and (5) Santitham, focusing on the power of peace and jointly addressing the conflict from escalating to violence by opening up space for reconciliation and consultation, this will lead to the coexistence between the groups of people by respecting, praising, and honoring each other. Therefore, “Path of Khruba” is the perfect combination between being a “good person” and a “good citizen” to become a model for the way citizens develops into society.
Kuljira Raksanakorn, Supattarasak Khumsamart, Tuwanan Ratthananin
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n3p77

Abstract:
The objectives of this research were: 1) to study the components, 2) to study the current situation and the desirable conditions, and 3) To assess needs for enhancement of leadership of school administrators in Education 4.0 under the Office of Secondary Education Service Areas in the Northeast region. The sample group included schools under the Office of Secondary Educational Service Areas in the Northeast region. The data were collected from 15 school administrators, 365 teachers, with the total number of 380 persons by using Stratified Random Sampling. The instruments used in this research were component evaluation form and questionnaire. The statistics used for data analysis comprised percentage, mean, standard deviation, reliability and PNI modified. The research results were found that: I. The components for leadership enhancing in education 4.0 professional administrators consisted of 7 components as follows: 1) Knowledge and ability, 2) Leadership skills, 3) Academic skills, 4) Morality and ethics, 5) Modern skills, 6) Characteristics, and 7) Results of performance. II. The current situation for leadership enhancing in education 4.0 professional, in overall, was rated at a moderate level, the desirable conditions, in overall, were rated at the highest level. III. The priorities of needs assessment are 1) Results of performance, 2) Morality and ethics, 3) Characteristics, 4) Modern skills, 5) Leadership skills 6) Knowledge and ability, and 7) Academic skills.
Marios Koutsoukos
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n3p1

Abstract:
Interest in mentoring, which is an innovative method in adult education (CEDEFOP, 2013), has been growing rapidly in Europe, especially since the Lisbon European Council in 2000. In Greece, this interest has found expression either through the development of educational material in the context of adult educator training programmes, or the investigation of the mentoring needs of adult learners (Koutsoukos, 2021). In spite of the obvious fact that the mentor plays a key role in ensuring that the mentoring process is constructive and successful, there has been little research to date on the attributes of an effective mentor in adult education. The present study, using multimethod research, examined the perceptions of 337 Greek adult educators as to what characteristics constitute an effective mentor, as well as the role and the selection criteria of a successful mentor. The findings indicated that the key qualities of an effective mentor were: having sufficient training in adult education and mentoring, teaching, communication and relational skills, as well as having a positive attitude to lifelong learning and a willingness to innovate. In addition, the role of an effective mentor was perceived by the study participants as being a trainer, a model teacher, as well as an equal partner.
Noor Talal AL Bdour, Murad Ahmad Al-Bustanji, Yahya Ahmad AL Dhamit
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n3p26

Abstract:
The present study aimed to identify the level of self-esteem among individuals with speech disorders; fluency, articulation, and voice disorders, in light of some variables. Researchers used Rosenberg’s self-esteem scale on the study sample consisted of (97) individuals with speech disorders in hearing, speech clinics and special education centers in Jordan. Results showed that the level of self-esteem among individuals with speech disorders was moderate, and the type of disorder was the most influential factor on self-esteem, as individuals with speech and voice disorders had more self-esteem compared to those with fluency disorders (stuttering), results also indicated that individuals with category of less than (18) years old show more self-esteem than those of more than (18) years old, and that those with mild and moderate disorders have more self-esteem than those with severe and very severe disorders, furthermore, study pointed out that there were no statistically significant differences in the degree of self-esteem among individuals with speech disorders attributed to the variables of gender, social status, and monthly income of the family. The study concluded with a number of recommendations, as establishing specific groups for self and inclusive-support to develop self-esteem among individuals with speech disorders.
Melvina Brandau, Marjorie Vogt, Mary Lou Garey
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n3p14

Abstract:
Background: The unexpected COVID-19 pandemic impacted not only students at institutions of higher learning, but also faculty who often made rapid transitions from face-to-face to online or distance learning. Distance learning has been shown to negatively impact college students’ physical activity, screen time, and mental health concerns. Little is known, however, about the transition and impact of the pandemic and distance learning on university faculty. Purpose: The purpose of this study was to examine the impact of the rapid transition from traditional face-to-face teaching methodologies to distance learning on professional quality of life, physical activity, screen time, and anxiety and depression among faculty. Methods: A descriptive survey design with snowball sampling, was used to collect data anonymously, online. An electronic survey was developed to explore professional quality of life, physical activity, screen time, anxiety, and depression. Results: The COVID-19 pandemic and subsequent rapid transition of teaching and learning methodologies impacted not only students, but faculty at institutions of higher learning. Most faculty indicated concerns with their professional quality of life, putting them at moderate risk of burnout. A negative correlation between leisure time and anxiety or depression was found as well as a positive correlation between increased screen time and depression. Conclusion: Increased screen time and decreased physical activity or leisure time may contribute to increased faculty burnout, depression, and anxiety. University administration may need to consider strategies to help faculty cope with transitions to unfamiliar teaching methodologies and self-care behavioral changes to avoid faculty dissatisfaction and disengagement.
Chris Lee
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n2p206

Abstract:
Reviewer acknowledgements for International Education Studies, Vol. 15, No. 2, 2022.
Emin Yaşar
International Education Studies, Volume 15; https://doi.org/10.5539/ies.v15n2p191

Abstract:
In this research, the problems experienced by the teachers in Science and Art Centers (BILSEM) during their consultancy processes of projects and the suggestions for these problems were examined. 15 teachers working in Nuray Tuncay Kara and Şahinbey Municipality BILSEMs Gaziantep Province participated in this study, which was designed in the qualitative research method and case study pattern. Criterion sampling, maximum variation sampling and easily accessible sampling were used together to determine the participants of the study. The research data were gathered with a semi-structured interview form prepared by the research group and the gathered data were analyzed through content analysis and descriptive analysis. According to the results of the research, a significant part of the participants stated that the project consultancy process provides maximum job satisfaction, that financial and cooperation problems are experienced mostly in the process in which colleague support is important in solving the problems, that a budget for projects should be planned. The findings of the research were discussed regarding the relevant literature and some suggestions were made based on the research results.In this research, the problems experienced by the teachers in Science and Art Centers (BILSEM) during their consultancy processes of projects and the suggestions for these problems were examined. 15 teachers working in Nuray Tuncay Kara and Şahinbey Municipality BILSEMs Gaziantep Province participated in this study, which was designed in the qualitative research method and case study pattern. Criterion sampling, maximum variation sampling and easily accessible sampling were used together to determine the participants of the study. The research data were gathered with a semi-structured interview form prepared by the research group and the gathered data were analyzed through content analysis and descriptive analysis. According to the results of the research, a significant part of the participants stated that the project consultancy process provides maximum job satisfaction, that financial and cooperation problems are experienced mostly in the process in which colleague support is important in solving the problems, that a budget for projects should be planned. The findings of the research were discussed regarding the relevant literature and some suggestions were made based on the research results.
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