This study retrospectively examines teaching practice within Israeli teacher education programs. A pilot study investigates the implementation of a novel teacher education program in Israeli academia, with a focus on the freedom it grants to institutions. This program emerged during the Covid-19 crisis when e-learning dominated. The study assesses 45 respondents' perceptions of teaching practice and the academia-school relationship through a combination of qualitative and quantitative methods. On the quantitative front, the study involved the examination of several questionnaires. These included a self-efficacy questionnaire, an attitude survey regarding teaching, an evaluation of professional identity, and an attitude questionnaire centered on practical experiences within schools. In the assessment of self-efficacy, we utilized a modified version of the General Self-Efficacy Scale (GSE). Additionally, the researchers crafted the other questionnaires. The study also encompassed an exploration of student satisfaction levels concerning collaboration during practical experiences, the acquisition of various skills during school-based practice, and the correlation between the teacher training program's different courses and practical work within school settings. The research covered the documentation and formative assessment of the design and alteration processes within teacher education based on the outlined changes. The study evaluated these processes through primary documents from the academic institution, which provided evidence of the change preparation. It also analyzes the goals, learning outcomes, and teaching methods for students specializing in education. The study highlights changes in teaching practice that foster connections between academia and the field, particularly in pedagogy. These changes focus on the intensified school-based experience, paired with e-teaching workshops. Findings reveal that in evaluating teaching practice competence, interpersonal skills and professional identity rank highly among skills gained during field experiences. The research also showcases the acquisition of essential teaching and class management skills. The study raises questions regarding the program's impact on institutions, particularly concerning its role in enhancing autonomy and relevance. The study evaluates the program’s potential as a catalyst for effective teacher education and its ability to attract mission-driven, motivated individuals to the teaching profession.
This paper delves into the challenges impeding effective curriculum implementation in Nigerian higher education institutions, ranging from inadequate funding to a brain-drain crisis. Recognizing the critical role of curriculum implementation in achieving national educational objectives, the study identifies these barriers highlighted concerning the misalignment between intended and implemented curricula, underscoring the need for strategic solutions. The paper then explores the prospects of Educational Resource Centres (ERCs) as catalysts for addressing these challenges. ERCs are portrayed as multifaceted entities capable of alleviating heavy academic loads, compensating for limited school facilities, and fostering inclusive education. The discussion emphasizes the alignment of ERCs with curriculum support, the provision of multimedia resources for diverse learning styles, and the pivotal role in dynamic instruction through advanced teaching aids. Furthermore, ERCs are seen as pivotal in providing educational support services, offering professional development opportunities for educators, and facilitating teachers' involvement in curriculum planning. It concludes by asserting the indispensable role ERCs play in reshaping the landscape of education, ensuring a future where curriculum implementation is not just a challenge but a collaborative journey that aids effective implementation which fosters achieving curriculum objectives that translate to attaining national developmental targets.
The objectives of this research were to study the components, relationships, and influences of factors affecting consumer’s decision to use telepharmacy in the health region 12, Thailand, and to develop a structural equation model of information technology acceptance, e-service quality, and trust affecting consumer’s decision to use telepharmacy in the health region 12, Thailand with the mixed methods research. The samples of qualitative research by in-depth interviews were drawn from key informants including pharmacists, technology experts, and consumers in the study area, totaling 24 persons. The population used in the research were persons aged 18 years and over in the health region 12 of Thailand, with a sample size of 420 persons, using a non-probability random sampling method. Data were collected by interviews and quantitative questionnaires. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and Structural Equation Modeling (SEM). The qualitative research results found that the components and relationship of various factors. The results obtained from the empirical data were consistent with the hypothesized model synthesized from the literature review. Related theories and research that were appropriate for generating a quantitative research concept. For the quantitative research result, it was found that the structural equation model developed was harmoniously consistent with the empirical data. The index values passed all acceptance criteria were 2/df = 0.287, CFI = 1.000, GFI = 1.000, AGFI = 0.989, RMSEA = 0.000, and RMR = 0.001, factors affecting consumer’s decision to use telepharmacy in the health region 12, Thailand through descending order of importance were trust, information technology acceptance, and e-service quality.
This study explores the implications of the current foreign language policy in Algeria by holding evidence from the Algerian government practices and the Algerians’ beliefs and views. The study also responds to the call of Maraf and Osam (2022a) to study neoliberalism as a possible outcome of the English wave in Algeria and considers further implications of linguistic imperialism as an additional outcome. To do so, the study follows a concurrent mixed methods research design that relies on the contribution of 200 Algerian university students who participated in a questionnaire (amongst 20 who participated in semi-structured interviews) who are affiliated with sixty-four Algerian universities, and 20 university teachers through semi-structured interviews. The study concludes that English is a tool leading to neoliberalism in Algeria and that English poses a threat of unnoticed linguistic imperialism that is already visible in the practices of certain youth groups. These conclusions are a roadmap for future problems similar to shadow education and language shift.
This research examined the relationship between job resources (social support, job autonomy, and colleague feedback) and innovative work behaviors of university teachers based on social exchange theory. The mediating role of psychological empowerment (meaning, competence, self-determination, impact) was also examined in the relationship between job resources and innovative work behaviors. Based on the established measurement scales, the questionnaire was used to collect data through quota sampling and purposive sampling methods. Empirical investigation was conducted with confirmatory factor analysis and structural equation modeling analysis. The results reveal that job resources were significantly and positively correlated with innovative work behaviors, and psychological empowerment mediated the relationship between job resources and innovative work behaviors.
This is a case study of classroom interaction of SSS1 English and Igbo in reading comprehension at Premier Secondary School, Aba, Nigeria. The purpose is to determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style and culture. The class sessions were described using Sinclair and Coulthard’s (1992) model of class interaction. The findings reveal that interaction patterns are similar. However, patterns that were specific to languages were in the form of cultural transfer, circumlocutions characteristic of Igbo as opposed to precision in English, and excessive exhibition of teacher’s authority. The study recommends that teachers in language classrooms should engage the students in interesting interactions that encourage active participation and reduce the rate of harsh responses and negative feedback as they can be inhibitive to students’ participation.
The purpose of the study was to assess the level of technological literacy among non-teaching staff (NTS) in selected public universities in Edo State, Nigeria. Two research questions were raised to guide the study and two corresponding hypotheses were formulated and were also tested at 0.05 level of significance. A survey research design was used for the study. The population of the study comprised 1520 NTS obtained from both public and private universities in Edo State used for this study. A forty-item questionnaire structured on a five-point rating scale was the instrument used for data collection. The content and face validity of the instrument were carried out by experts in measurement and evaluation and a science educator A reliability coefficient of 0.80 was obtained. A reliability test of the instrument was also conducted and analysed using mean, standard deviation, and Z-test statistics. Findings show that non-teaching staff in Edo State selected universities possess moderate level knowledge of: (1) technological literacy, and (2) nature of technology. The study also revealed that there were high differences in technological skill levels between public and privately owned universities. Implication of the study was highlighted as being of great benefit to science and technology education planners and administrators, technical instructors and students. Based on the findings of the study, appropriate recommendations were made and if adopted it will enhance the level of technological literacy among non-teaching staff in universities in Edo State, Nigeria.
One of the most important concepts that children in preschool and primary school try to perceive and understand is “death”. Making the phenomenon of death comprehensible to a child is a very difficult and laborious process. The difficulty of defining death, which is an abstract concept, for a child, combined with the pedagogical fear (negative perception that this can cause in a child) and the inability to develop an appropriate discourse (destructive style), leads the adult and parents to an even greater impasse. There are different opinions, especially on whether the phenomenon of death can be included in children’s books and how and in what way this phenomenon should be expressed if it is to be included. One of the publications that successfully answer the question of how and in what way death should be explained to children is the children’s book Duck, Death and the Tulip by Wolf Erlbruch. In this work, the abstract phenomenon of death is made tangible for children with the help of fantastic elements, and death is characterized. Duck, Death and the Tulip, in which values such as “friendship”, “love” and “respect” between a duck and death are treated with pedagogical care, are of great importance for shaping and developing the concept of death in the minds of child readers. This study sought to examine how the concept of death is treated in Wolf Erlbruch’s children’s book Duck, Death and the Tulip based on embodiment, child psychology, and pedagogy.
One of the difficulties in teaching Turkish, which is a phonetically rich language, to foreigners, is that similar sounds are often confused with each other. Since even a single punctuation mark is crucial for writing and reading Turkish letters (ı-i, o-ö, u-ü, c-ç, g-ğ, s-ş, etc.), students who use the Arabic alphabet have great difficulty writing and pronouncing Turkish words correctly. The difficulties that foreigners have in spelling vowels (ı-i, o-ö, u-ü) and consonants (c-ç, g-ğ, m-n, s-ş) when learning Turkish also have a negative impact on their writing and speaking skills. Especially in essay writing classes, students often misspell words, which makes it necessary to determine and implement more effective strategies in alphabet lessons. When teaching the Turkish alphabet, it is of great importance that the teacher uses “onomatopoeia,” which is considered an important feature of Turkish, to overcome this problem. In this study, the effect of onomatopoeia, the word corresponding to sounds in nature, on writing skills in Turkish classes for foreigners was investigated. This study, taken from a class of nine students at the Afyon Kocatepe University Turkish Language Teaching Centre at A1 level in the semesters of 2013–2014, was based on the analysis of three essays written by the students before and after studying onomatopoeia. The analysis of the data revealed that teaching the alphabet with onomatopoeic words was effective for the students in terms of the letters whose spellings were confused with each other and made a significant contribution to the writing skills of foreigners.
With the inclusion of information and communication technologies in almost every aspect of life, a digital world has begun to emerge. In the current age, children can access all kinds of information in the digital environment, use and share this information and produce new information. In this process, the digital literacy perceptions of classroom teachers and prospective classroom teachers, who guide and role model their students, are of great importance. The study aims to reveal the perceptions of prospective classroom teachers about digital literacy through metaphors. For this purpose, phenomenology design, one of the qualitative research designs was used. The study group of the research consisted of 45 pre-service teachers studying in the department of classroom teaching. As a data collection tool, the "Digital literacy is like .... Because ..." form was used. Content analysis technique was used to analyze the data obtained from pre-service teachers. According to the findings, a total of 34 metaphors were produced in the study group. It was found that pre-service classroom teachers had positive thoughts about digital literacy. As a result, the pre-service teachers created a total of 34 metaphors in the categories of infinity, object, movement, need and guide from their perceptions of digital literacy and that these metaphors consisted of expressions with positive meanings.
Digital technologies have become a part of everyday life, taking center stage. It has dominated people's lives and changed the way they live life. The task of protecting and raising awareness of children from the negative effects of the digital age, which especially affects the psychological, physical, social and cognitive development of children, is again on the family, school and society. For this reason, this study aims to define the concept of digital literacy for today's children by presenting a different perspective and inspiring new research to be conducted. In the study, the literature review model, one of the qualitative research methods, was used. Articles, theses, dissertations, professional publications, research and research reports on the subject were examined. In the findings section of the study, the importance of the child and the family raising him/her, the digital age and its impact on education, the importance of digital literacy in education, and the advantages and disadvantages of digital literacy are discussed. In conclusion, in order to shape the future of societies with solid foundations, it is very important to teach children digital literacy skills, which also means understanding technology and using it appropriately, in the light of customs and traditions.
Anxiety disorders are highly prevalent globally and it is much more prevalent among adolescents because of their exposure to a variety of stressors. Research shows that emotional and biopsychosocial well-being changes over the course of their schooling, with a general increase in anxiety, highlighting the need to further investigate the risk factors that contribute to worry and anxiety symptoms among college student populations. In Mauritius, there has been a rise in the number of adolescents who are recipients of psychiatric treatments at the local government hospitals as well as an increase in the number of cases reported to the school authorities. The present study aimed to identify the causal factors of anxiety among adolescents, and its effects in the educational context. Further, the role of educational social workers in overcoming anxiety was explored and the aim was achieved using the exploratory approach. A focus group discussion using a semi-structured questionnaire was conducted with ten (10) people including educational social workers and educational psychologists recruited through convenience sampling. A thematic analysis of the data shows academic anxiety as an emerging factor, followed by bullying and lastly, family issues. The findings revealed impacts at the school level such as students’ inability to concentrate in class, non-participative and also showing emotional distress. While educational social workers provide counselling to students and parents, a need for teacher empowerment and peer counselling are proposed as future avenues.
The researcher in this study applied the notions of quantitative method, theoretical linguistics and applied linguistics to examine the correlation between the linguistic theory of end-weight principle and English adjective clauses in Q1-SCOPUS applied linguistics articles and Thai EFL learners’ descriptive essays. The significance of this study is that structure and use in writing should be learned simultaneously. This current study also innovatively supports Thai EFL learners to examine their linguistic competence in structuring information in their English writing. The data collection in this study was divided into two datasets. The first dataset was 20 Q1-SCOPUS applied linguistics articles published between 2022 and 2024. Approximately 200,000 words provided 117 sentences containing adjective clauses in the final position or VP-postmodifiers. On the other hand, the second dataset was 67 descriptive essays written by Thai EFL high-school learners from both public schools and private schools under the supervision of the Ministry of Education, Thailand. The original theory of the end-weight principle proposed by Quirk et al. (1972) is followed in this study. The syntactic structure of adjective clauses follows Radford (2009) who analyzed adjective clauses as complementizer phrases (CP). The inferential statistical analysis of correlation follows SPSS 29. The results showed that there was a statistically significant relationship between the datasets of applied linguistics articles and EFL learners’ descriptive essays where the p-values were reported at 0.01 and 0.02, respectively. Not only do these statistical relationships show that English is an end-weight language, but also Thai EFL learners can follow the norm accurately. This is due to the positive effect of the mother tongue interference since the Thai language is an end-weight language. The pedagogical implication of the study to EFL learners is that information structures should be contributed to grammar classes. For future studies, it is recommended to test the hypothesis of the end-weight principle with reduced adjective clauses in the medial position of sentences.
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.
One of the basic tools for teaching Turkish to foreigners is reading books. These books provide readers with important benefits such as improved vocabulary, written and oral expression, knowledge, and creativity. Thanks to these books, which have the task of conveying the language and culture to which they belong, it is possible to teach the target language through entertainment. Making learners of Turkish as a foreign language read qualified literary works of Turkish language and culture is of great importance in both language teaching and culture transfer. At this point, children’s books, with their simple language and content, can be considered among the works suitable for learners of Turkish as a foreign language. In this context, Gülten Dayıoğlu’s “Gelincik Series”, which consists of seventeen books written for children aged 8 and above, is among the basic reference works for teaching Turkish to foreigners. With pedagogical sensitivity and colorful, well-illustrated drawings, this series of books offers readers many values. “Gelincik Series” includes books that can play a leading role in introducing and teaching the Turkish language and culture to foreigners. This series can be used as one of the supplementary reading books to support the teaching of Turkish to foreigners. In this study, the values of human love and respect in Gülten Dayıoğlu’s children’s books published under the title “Gelincik Series” were examined, and the contribution of these values to the teaching of Turkish to foreigners was examined through a sample sentence.
The academic performance of students has been a subject of interest for educational researchers for a while; however, most of the research in this area was done outside of Somaliland. Therefore, this study examined factors affecting the academic performance of students in Burao, Somaliland. The study aimed to investigate the influence of employment status, learning style preference, test anxiety, and English communication problems on the students’ GPAs. The undergraduate students of the University of Burao participated in this study. Using stratified sampling, 333 students were chosen from six different faculties, and data was gathered by a questionnaire. The response rate was 69%, so data from 230 students were analyzed using a Binomial logistic regression with the help of SPSS 21. The result indicated that employment status has no significant effect on students’ GPAs, while the other three variables had effects on it. Regarding the influence of learning style preference, the students with auditory learning styles had 3.0 times higher odds of achieving higher grades than students with visual learning styles. The study also discovered that for every one-unit increase in test anxiety, students were 0.56 times less likely to achieve higher grades. Moreover, for every one-unit increase in English communication problems, students were 0.63 times less likely to achieve higher grades. In short, of the four predictor variables, only learning style preference, test anxiety, and English communication problems affected students’ GPAs in different ways. Therefore, the study made several recommendations including the use of various lecture delivery techniques by lecturers and the development of an English communication policy by the university.
The Belt and Road Initiative (BRI) presents a new vision of three-dimensional international cooperation and relations that break not only the regional development model of scattered distribution but also strengthen connectivity and economic collaboration between China and participating nations. Domestically, it runs through eastern, central and western parts of China, linking major coastal port cities and extending to ASEAN countries. Overseas, it embraces Southeast Asia and Northeast Asia via land and connects Europe and Africa via sea, further forming a circular economic zone linking sea and land. This article reviews the literature on the role of BRI in promoting economic cooperation among countries along these routes. Similarly, it examines criticisms leveled against the BRI and clarifies misconceptions embedded in such criticisms. With specific reference to Africa, the paper analyses the benefits inherent in the BRI and critically examines the challenges that may confront the Initiative. The article equally takes into cognizance the inevitability of future challenges and frictions that may occur between China and Africa and, therefore, suggests a co-development model that could be used to ameliorate, if not solve, these challenges. In conclusion, the paper recommended that despite the high risks and existing threats, the BRI can be implemented successfully with both China and Africa achieving a balance of interest as well as long-term and mutual benefits.
This research objectives are to examine the private hospital model in Rayong Province which relations among hospital policy, hospital performance, overall total quality, and hospital personnel’s public mind directly and indirectly influence customer requirements. This study used a hybrid methodology that combined quantitative and qualitative research. A questionnaire was used as the research instrument for the quantitative research investigation. A simple random selection method was used to select four hundred participants from inhabitants in Rayong, Thailand. The model confirmation was examined by the Structural Equation Model (SEM). The results illustrated those exogenous latent variables of hospital policy, hospital performance, and total quality positively have a direct effect on hospital personnel’s public mind and are additionally positive towards customer requirements. The prediction for customer requirements can be made from hospital policy, hospital performance, total quality and hospital personnel’s public mind with a variance of ninety-seven percent. Throughout the qualitative research of in-depth interviews with tri-angular analysis, the conclusion can be made with the fact that hospitals satisfy consumer needs and increase customers with firstly public relations communication presenting the outstanding features in medical treatment of particular hospital, secondly proactive operations with well-defined customer segmentation such as factories and business companies within the area of Rayong Province, thirdly good services that leads to word of mouth, fourthly reasonable pricing, fifthly maintaining medical standards, sixthly providing services conforming to reasonable prices, and lastly emphasizing the care and be active to the satisfaction of consumer needs.
This study aims to investigate the relationship between some protective factors and the academic achievements in science and mathematics classes of socioeconomically disadvantaged eighth-grade students. The quantitative research method and relational screening model were employed in the research. The sample of the study consisted of 250 students between the ages of 12 to 13, who were at the eighth-grade level, from a small province in Eastern Anatolia. Research data were collected from the seventh-grade science and mathematics achievement scores of the students to whom the school attachment, cognitive flexibility, and social support scales were applied. As a result of the analysis consisting of the Pearson Correlation Coefficient; there was a positive significant relationship between school attachment, social support, and cognitive flexibility protective factors and students’ science and mathematics achievement scores. It has been observed that the results of this study are compatible with the results of the studies conducted on similar subjects in the literature. Keywords: Cognitive flexibility, school attachment, science and mathematics education, social support, socioeconomic status.
Instructional contraptions remain the foundation of current instructional design rehearses. Arty pliability components are provided after learners have been given the information required to master objectives and navigation which are the non-instructional component monitors, the learner engages in the cycle of instruction. Linear Navigation can be referred to as program control where the learners do not have control over cycles of instruction. The purpose of this scholarship is to investigate the effect of arty pliability with feedback, and navigation type on accomplishment, stance, and time when students use a web-based instructional program and interaction between ‘arty’ and navigation type. 240 students from Diploma/Undergraduate students at the University of Maiduguri participated in four different web-based atmospheres. Significant differences originated from arty pliability’s main effect, but not from navigation. There were significant differences for stance items, it was determined from this program that it gave enough chance for rehearsal between the treatments who received arty and those who did not. This scholarship reinforces the worth of ‘arty’ and its implications for the design and development of web-based, multimedia instruction.
