scholarly journals School-Immigrant Family-Community Collaboration Practices: Similarities and Differences

2021 ◽  
pp. 76-93
Author(s):  
Khaoula Boulaamane ◽  
Yamina Bouchamma
Keyword(s):  
Decision Making ◽  
Teaching Experience ◽  
Future Research ◽  
Community Collaboration ◽  
Immigrant Family ◽  
Influence Model ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Home Learning ◽  
Involvement Theory

We compared school-immigrant family-community collaboration practices based on the six dimensions of Epstein’s influence model (2001). These three groups of stakeholders (N = 54) participated in this study by answering a questionnaire on their collaboration practices. Kruskall-Wallis analyses revealed a notable difference between the three groups with regard to decision-making practices and at-home learning. A positive correlation was found between the number of years of teaching experience in the school and communication, volunteering, parenting, and decision making, as well as between the child’s grade level and parenting. Results show that although the collaboration practices followed Epstein’s involvement theory, they remained weak, with no significant difference between the three groups in terms of their use. Our findings are discussed in light of recent literature and their practical implications and avenues for future research are proposed to better understand and improve the conditions favoring school-immigrant family-community collaboration.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113-122
Author(s):  
Khairunnajwa binti Samsudin ◽  
Mohd Mahzan bin Awang ◽  
Anuar bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals Does Tenure and Age Influence Work Environment Perception of Faculty in Business Schools?

2015 ◽  
Vol 14 (2) ◽  
pp. 67-89
Author(s):  
Asha Sara Mammen ◽  
Harold Andrew Patrick
Keyword(s):  
Work Environment ◽  
Work Experience ◽  
Business Schools ◽  
Teaching Experience ◽  
Faculty Members ◽  
Future Research ◽  
Mixed Response ◽  
Significant Difference ◽  
Demographic Attributes ◽  
The Right

The right attitudes, belief and spirit of acceptance are the basic essentials to achievement of growth, innovation and sustainability in a constantly changing scenario. One aspect that leads to significant difference in attitudes, belief’s and perception are the demographic attributes of employees. Review of literature have shown that there is a negligence of the use of demographics in OB and HRM research leading to a state called black box filled with unreliable, vague and untested theories. Considering the importance and contribution of the Indian educational sector towards the emerging knowledge based and technology driven economy, the core stakeholders which are the faculty need to be in an environment that enables them cater to the development of minds. This paper investigates the influence of demographics which are tenure based and age on the perception held by faculty members towards the dimensions of their psychological work environment. Survey data was collected from a sample of 182 faculty members working in AICTE recognized and state university affiliated business schools in Kerala by administering standardized, valid and reliable tools. One-way ANOVA was used to analyse data. Results show that there was mixed response toperception towards work environment dimensions across the different tenure based demographics considered such as tenure with current organisation, tenure of teaching experience, tenure of industrial experience, tenure of total work experience and age. The implications, findings and suggestions for future research are detailed

scholarly journals EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

2022 ◽  
Vol 13 (1) ◽  
pp. 92-100
Author(s):  
Norah Alghamdi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Elementary Schools ◽  
Language Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Teachers Perceptions ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions regarding mobile-assisted language learning (MALL) in elementary schools in Saudi Arabia, including their attitudes, levels of proficiency, and challenges they experienced regarding the use of MALL. The study also sought to investigate whether EFL teachers’ backgrounds have any significant impact on their perceptions of MALL. To this end, survey data were collected from 123 EFL teachers who have worked in elementary schools in Saudi Arabia. The results revealed teachers’ positive perceptions of MALL, particularly during the COVID-19 pandemic. Overall, participants stated that mobile learning is beneficial and has the potential to support and enhance EFL teaching. Most EFL teachers reported that they did not have a sufficient level of skills/abilities required to develop MALL activities and cited some challenges they faced. The results also indicate a significant difference among participants’ perceptions of MALL based on their professional development and teaching experience, but no difference based on their gender was found. These results indicate that placing a greater emphasis on offering professional development in MALL for Saudi EFL teachers could cultivate both greater proficiency and the ability to overcome challenges. This study concludes by providing recommendations on how to improve MALL implementation as well as directions for future research.

Does participation in case competitions improve career decision-making self-efficacy of university students?

2020 ◽  
Vol 62 (6) ◽  
pp. 659-675
Author(s):  
Maria S. Plakhotnik ◽  
Anastasiia V. Krylova ◽  
Anna D. Maslikova
Keyword(s):  
Decision Making ◽  
University Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Short Form ◽  
Career Decision ◽  
Future Research ◽  
Career Decision Making ◽  
Content Type ◽  
Significant Difference

PurposeThe purpose of this study was to explore the relationship between participation in case competitions and career decision-making self-efficacy (CDMSE) of university students.Design/methodology/approachThe sample included 273 Russian university students; 109 (40%) of them had never participated in case competitions, whereas 164 (60%) participated at least once in case competitions related to business, management and economics. Data were collected via an online survey that included the CDMSE scale–short form. Descriptive, correlation and linear regression analyses of data were conducted to test five hypotheses.FindingsThe research study showed a significant difference in CDMSE between those who had never participated in case competitions and those who had participated at least once. However, the study did not show a significant influence of participation in case competitions on the level of CDMSE. The results also indicated that the level of CDMSE could be explained by the participants' work experience, career choice status and age, as well as the highest level achieved during participation in case competitions.Research limitations/implicationsThe study provides limitations and implications for future research as well as practice, including career centers and career counselors, university faculty, organizers of case competitions and recruitment specialists in organizations.Originality/valuePrior research suggests that participation in case competitions helps students’ transition into the workplace. Despite their global popularity, empirical research on case competitions is very limited and focused primarily on skill development. This study contributes to the knowledge base by exploring links between case participation and CDMSE.

Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers

2021 ◽  
Vol 10 (1) ◽  
pp. 118-132
Author(s):  
Andromeda Hightower ◽  
Peter Wiens ◽  
Steven Guzman
Keyword(s):  
Classroom Management ◽  
Teacher Induction ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
Management Practices ◽  
Teaching Experience ◽  
Future Research ◽  
International Survey ◽  
Content Type ◽  
Years Of Teaching Experience

PurposeWithin schools across the USA, mentees supported by mentors experience a number of potential benefits, including high job satisfaction, less attrition and more opportunities for professional/emotional guidance. However, these benefits are less understood in the context of formal mentorship specifically, as well as to what extent these supports apply to instructional practices. This study aims to address the minimally researched area of how being mentored might impact the instructional practices of teachers at all stages of their career.Design/methodology/approachBased on data recently published for the Teaching and Learning International Survey (TALIS) in 2018, this study examines the relationship of teachers with formally assigned mentors, the number of total years of teaching experience and instructional practices. US teachers who responded to the target survey questions (n = 1,934) were submitted to several one-way analyses of variance to determine (1) the potential relationships between the presence of a formal mentor and instructional practices and (2) how different groups of teachers with varying numbers of total years of teaching experience impacted these relationships.FindingsThe results found that the presence of a formal mentor predicted higher classroom management practices, clarity of instruction practices and cognitive activation activities for the combined sample (p < 0.05), and for teachers with 15 years or more of teaching experience, the presence of a formal mentor predicted higher classroom management and clarity of instruction practices (p < 0.05).Originality/valueThe results provide evidence for the use of formally assigned mentors beyond new teacher induction, but the nature of the formal mentorships in this study is unclear. Future research should further investigate descriptive cases of more inclusive formal mentorship programs.

Differentiating between teaching experience and expertise in the music studio: A pilot study

2020 ◽  
pp. 1321103X1989917
Author(s):  
Jennifer Blackwell
Keyword(s):  
Pilot Study ◽  
Teaching Experience ◽  
Pedagogical Practices ◽  
Future Research ◽  
Expert Teachers ◽  
Secondary Purpose ◽  
Significant Difference ◽  
Demographic Survey

The purpose of this study was to develop a measure to investigate studio teacher’s observational skill as a function of the observer’s ability to identify effective pedagogical practices. A secondary purpose was to see if observational skill varied as a function of scores on a measure of empathy. Participants ( N = 60) were saxophonists who observed and wrote about the strengths and weaknesses of two 1-minute videos of private saxophone lessons and two private violin videos. To develop expertise criteria, four expert teachers observed the videos for their respective instruments and their responses were converted into lists of strengths and weaknesses. These lists were then compared to participants’ responses and used as criteria for determining the degree to which participants’ analyses matched the experts’ responses. Participants also completed a demographic survey and the Toronto Empathy Questionnaire. Results indicated that the degree to which participants’ analyses matched the experts did not vary as a function of teaching experience. The degree to which participants’ analyses matched the experts also did not vary as a function of empathy scores, though descriptive trends indicated that higher empathy scores were accompanied by a greater degree of match. There was a significant difference in degree of match between the participants and experts for the saxophone and violin videos. Implications for tool refinement and future research are discussed.

Faculty Perceptions of Undergraduate Students' Participation in Regional Psychology Conferences

2008 ◽  
Vol 103 (2) ◽  
pp. 426-430 ◽  
Author(s):  
Courtney Haines ◽  
R. Eric Landrum
Keyword(s):  
Decision Making ◽  
Undergraduate Students ◽  
Faculty Perceptions ◽  
Teaching Experience ◽  
Evaluative Criteria ◽  
Submission Process ◽  
Years Of Teaching Experience ◽  
Decision Making Processes

Faculty responded to a survey regarding submission guidelines and decision making processes to regional psychology conferences for undergraduate students. Respondents' mean age was 52.2 yr. ( SD= 10.8), mean years of teaching experience was 22.5 ( SD= 10.7), and 49.7% were women. Analyses indicated that students should know submission guidelines and evaluative criteria prior to submission, but may not. Results are presented to provide feedback for faculty about the conference submission process.

scholarly journals Influence of income on tertiary students acquisition of cellular products

2007 ◽  
Vol 7 (1) ◽  
Author(s):  
G. A.P Drotsky ◽  
B. Janse van Rensburg ◽  
J. W. De Jager
Keyword(s):  
Decision Making ◽  
Low Income ◽  
Service Providers ◽  
Cellular Phone ◽  
Income Group ◽  
Future Research ◽  
Income Groups ◽  
Significant Difference ◽  
Role Players ◽  
Selection Of

Purpose: The purpose of the article is to determine whether there are any differences between high and low-income group students in their selection of a cellular phone brand or network operator. Design/Methodology/Approach: Four hypotheses are set to determine if there are any significant differences between the two income groups in current decision-making. It is established that there exist no significant difference between high and low-income students in their selection of cellular phones and network operators. The levels of agreement or disagreement on various statements do, however, give an indication of the importance that students place on aspects that they view as important when acquiring a cellular phone or network operator.Findings: In the article, it is established that no significant differences exist between the two income groups. The levels of agreement or disagreement indicate the importance that subscription method, social value, service quality and branding has on student decision-making. Implications: The article provides a better understanding of the influence that income plays in student's decision-making in acquiring cellular products and services. Possible future research in student cellular usage can be guided through the information obtained in this article. Originality/Value: The article provides information to cellular network operators, service providers and cellular phone manufactures regarding the influence of income on students' acquisition of cellular products and services. Information from the article can assist in the establishment of marketing plans for the student market by these role players.

scholarly journals PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 1-10
Author(s):  
Florence Omosholape Abidoye
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Lagos State ◽  
Senior Secondary Schools ◽  
Senior Secondary

The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05);  (ii)  there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.

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