World Journal of Education
ISSN / EISSN : 19250746 / 19250754
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 597
Latest articles in this journal
World Journal of Education, Volume 10; doi:10.5430/wje.v10n2p1
This paper investigates learning difficulties of the linguistic minority schoolchildren (LMS) in Darfur, Sudan, in the contexts of the current conflict and the official monolingual policy. Employing quantitative and qualitative data gathering tools, we examined how the LMS at the internally displaced persons (IDPs) camps were educationally disadvantaged due to their low proficiency in Arabic, curricula developed insensitively to their identities and cultures, and how parents and teachers perceived of teaching the children in Arabic as the sole medium of instruction. The study concluded that monolingualism in education resulted in the underachievement of the IDPs schoolchildren; the vast majority of the parents and a great number of teachers believed the children could have achieved better had the teachers used, besides Arabic, native languages in teaching; and that learning of the children could be improved if their ethnic identities and cultures were integrated in curricula. Preferences of teaching the children in Arabic among the parents were primarily attributed to the current conflict, which gave rise to the revitalisation of native languages in Darfur. The teachers’ preferences thereof, however, differed – crudely traceable between one group of monolingual supporters whose perceptions were informed by their internalised state ideology of Arabicisation and another group of multilingual proponents whose viewpoints were derived from the trendy approaches favouring multilingualism in education. The findings also suggested that the government deliberately distanced itself from taking remedial interventions to mitigate the underachievement of the children with the expectation the displacement would expedite their linguistic and cultural assimilation, which have not only rendered them the most linguistically disenfranchised children in Sudan, but created the most profound de facto government language policy of its kind as well.
World Journal of Education, Volume 10; doi:10.5430/wje.v10n2p15
This study explored social justice education literature to argue for greater emphasis on equity and diversity courses in teacher education. Global migration has changed the demographics of Western schools, which more than ever are racially, sexually, and culturally diverse, requiring well-prepared teacher candidates who can support their future studentsʼ diverse needs. The author argues that teacher candidates exposed to in-depth social justice, equity, and diversity courses will develop competencies to help them better understand and apply the concepts of social justice, equity, and diversity. Also, teacher candidates will better understand students’ academic progress, the teacher’s role as an agent of change in the classroom, and students’ heightened awareness of power, privilege, and oppression.Keywords: social justice, education, teacher candidates, diversity, equity
World Journal of Education, Volume 10; doi:10.5430/wje.v10n1p81
Despite research on the benefits of implementing Differentiated Instruction (DI) practices within an inclusive classroom, many teachers do not utilize the practice regularly. An instrumental case study that included teachers from 1 middle school in a rural school district in a southeastern state was used as the qualitative research design in this study. The purpose was to explore rural middle school teachers’ experiences and challenges with incorporating the components of DI to support special education students in inclusion classrooms. Tomlinson’s model of DI as it relates to teachers providing responsive instruction to meet the needs of each of their students regardless of their ability was used as the conceptual framework. A purposeful sample of 10 middle school teachers Grades 6–8 from various content areas in the school participated in interviews, observations, and submitted documents for review. Data were coded and thematic relationships and patterns related to the DI framework emerged. Themes included concerns regarding teachers’ lack of knowledge and professional development for fidelity of implementation of DI with special needs students, insufficient resources to support implementation of DI, and concerns with class size and accommodation of DI needs of all students within an inclusion-based classroom. Based on the results, the research may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes and by providing instructional support to enhance learning and increase academic success for special education students.
World Journal of Education, Volume 10; doi:10.5430/wje.v10n1p97
The paper examined gender difference in the Scholastic Achievement Test (SAT) among senior secondary school adolescents using the physical science of physics in three (3) separate papers. The paper attempted to ascertain whether gender difference accounts for the score differential observed in the Scholastic Achievement Test (SAT). The study adopted a field experiment and a sample size of 410 respondents consisting of 208 males and 202 females respectively. The correlation matrix of the three (3) papers was performed and the two (2) hypotheses were tested with the quintessential Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. The results showed that the gap between males and females widened from one paper to the other with males performing better than females in physics. It was therefore recommended that some motivational strategies should be adopted to stir up female adolescents in physics and other physical sciences as a way of enhancing their career prospects in science-related disciplines.
World Journal of Education, Volume 10; doi:10.5430/wje.v10n1p149
The knowledge and ability of the individuals in a managerial position are to fulfill some specific management activities or tasks. Managerial skills are important for many reasons. Being a manager in an educational setting is a position to act as an effective leader and problem-solver in many simple and complex situations. However, in Thailand, it was observed that some managerial skills need to improve their skills. School managers should strengthen and develop to manage effectively and efficiently. This mixed research surveyed the managerial skills of the school administrators in terms of conceptual skills, human skills, and technical skills in selected private catholic secondary schools in Bangkok, Thailand. The respondents self-assessed their managerial skills in the form of a checklist, and to validate the results, interviews were conducted to determine the professional development needs according to the lowest items assessed by the school administrators. A questionnaire anchored on Robert Katz’s theory of managerial skills and developed by Goodarzi (2002) was used to gather data. With regards to the assessment of managerial skills’ practice of the school administrators, most of them assessed themselves as very good in terms of conceptual skills, human skills, and technical skills. The professional development needs of the private catholic school administrators in terms of conceptual skills are the identification of informal organization, articulation of strategy, and ability of prediction. On the other hand, school administrators need training in controlling conflict, report generation, and official correspondence in terms of human skills. Finally, they need professional development in financial management, computer skill, and marketing in terms of technical skills.
World Journal of Education, Volume 10; doi:10.5430/wje.v10n1p134
The aim of this study was to examine 6th-grade students’ mathematical abstraction processes related to the concept of variable by using the teaching experiment method and to reveal their learning trajectories in the context of the RBC+C model. A teaching experiment was administered to a class of 29 middle school students for 3 weeks. Observations, interviews, and the Diagnostic Algebra Test were used as data collection instruments to reveal the students’ abstraction processes and determine their learning trajectories. Qualitative data were analyzed through content analysis, and qualitative data were analyzed through paired-samples t-test. The learning trajectories showed that only the students with good performance exhibited the “construction” action when using “variables as changing quantities,” but the “building-with” action when using the other types of variables. Mediocre students, however, needed teacher support to perform the building-with action in the process of abstraction of variables. The students’ written tips such as drawing arrows or deleting the variable show that it helps to learn how to replace a variable with a known value. This study shows that the development of thought on variables is embedded in the progression of the concept of variable as a changing quantity. Similar studies can be conducted for the use of variables in equations and for the understanding and interpretation of variables when solving equations.
World Journal of Education, Volume 10; doi:10.5430/wje.v10n1p117
Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.
World Journal of Education, Volume 10; doi:10.5430/wje.v10n1p164
This study examines how parents’ marital relations and the explicit and implicit messages conveyed by mothers to their children about their fathers affect father-child relationships. A homogeneous sampling method was used to select as the participants nine women and seven men, aged 18-20 (x = 18.88), all of whom were students in the Departments of Turkish Language (N=6), Mathematics (N=5), and Psychological Counseling at Marmara University in Istanbul, Turkey. The data were collected using the semi-structured, in-depth interviewing technique and were analyzed using Interpretative Phenomenology Analysis. This study identified three overarching themes as part of the analysis: (i) children’s varying interpersonal boundary relationships with their parents, (ii) relationship issues in the parents’ marriage which affect the father-child relationship, and (iii) inconsistency in the messages conveyed by mothers regarding the fathers. The findings are explained within the contexts of Turkish culture, family therapies, and the extent literature on fatherhood.
World Journal of Education, Volume 10; doi:10.5430/wje.v10n1p110
This study was conducted with the aim of investigating the physical activity self-worth of women who study in university. To measure the physical activity self-worth of the participants, the “Physical Activity Self-Worth Inventory”, which was developed by Huberty et al. (2013), was employed. As a result of the data obtained, “Independent samples t-test”, which is one of the parametric tests, was conducted to evaluate the level of differentiation in the variable of gender, an independent variable. To determine the differences in the answers provided for the question, “Are there any physical activities that you do for at least half an hour or longer in a week?” and the variable of grade, “One-Way Variance Analysis” was conducted, which is one of the parametric tests. The level of statistical significance (α error level) was regarded as p0.05). In conclusion, in the comparison of the students of the faculty of sports sciences to the students of other departments, it was observed that the physical activity self-worth scores of those who exercise at least half an hour were higher compared to those who exercise irregularly and those who never exercise. Accordingly, the contents of elective lessons that can increase participation in physical activities in other departments of universities should be increased. To increase the individuals’ time and frequency of participation in physical activities, informative education that includes the benefits of physical activity to general health should be conducted.
World Journal of Education, Volume 10; doi:10.5430/wje.v10n1p69
The aim of the study was twofold; first, to examine the degree of achieving International Society for Technology in Education (ISTE) standards among pre-service teachers at the college of basic education at the Public Authority for Applied Education and Training (PAAET) from their point of views and second, to examine differences in the pre-service teachers’ point of views of the degree of achieving ISTE standards based on their gender, age, major, academic year, their technological competence, their attitudes towards the use of technology, and their extent of technology use. A cross-sectional design was used; questionnaire instrument was designed and developed to collect data from the participants. The participants were student teachers enrolled in different classes in the summer semester in the academic year of 2018/2019 at the college of basic education at “the Public Authority for Applied Education and Training” (PAAET) in Kuwait. Two hundreds and eighty three pre-service teachers completed the questionnaire. The results showed that the participants expressed positive perceptions of achieving ISTE standards. The results showed insignificant variations in pre-service teachers’ perceptions of the achievement of ISTE standards based on their gender, age, major, and academic year. Furthermore, the results showed that pre-service teachers’ perceptions of the achievement of ISTE standards had significant relationships with pre-service teachers’ attitudes towards the use of technology, pre-service teachers’ perceptions of their technological competences, and pre-service teachers’ extent of using technology. Based on the findings, set of recommendations for practice and for future research were provided.