PUPIL: International Journal of Teaching, Education and Learning

ESTABLISHING THE RELATIONSHIP BETWEEN TEACHERS’ SELF – EFFICACY AND FORMATIVE ASSESSMENT: A LITERATURE REVIEW

2025-02-10T09:04:27+00:00

The contribution of formative assessment in teaching and learning process has been widely proven to be very important. The role of teachers in its implementation is also really crucial. However, the way in that formative assessment is implemented in the educational context is not satisfactory for many reasons. Although personal and contextual factors are really important in order for teachers to apply formative assessment practices, it seems that studies and systematic analysis about this topic are rare. This literature review aims to shed light on the relationship between self-efficacy as an important personal factor in implementing formative assessment and formative assessment itself. The results of this literature review showed that more studies need to be carried out in order to gain a better understanding.

SUCCESSFUL SELF-EMPLOYMENT RE-EMPLOYMENT AMONG MIDDLE-AGED AND OLDER ADULTS IN TAIWAN: AN ADULT LEARNING PERSPECTIVE

2025-02-25T08:48:08+00:00

Global aging presents a significant challenge, leading to the rise of the concept of "encore career," where continue working after retirement benefits individuals, families, and society. This study aims to explore the re-employment process of middle-aged and older adults in Taiwan through self-employment. Using qualitative research methods, 33 successfully self-re-employed individuals were interviewed, with an average age of 57.3 and an average self-employment duration of 5.6 years. Findings include: (1) External factors for re-employment include meeting economic needs and ensuring financial security, while intrinsic motivation centers on self-fulfillment; (2) Learning motivation stems from acquiring knowledge and experience in new work; (3) Participants overcame employment challenges through self-empowerment, consulting experts, persistent efforts, and leveraging past experiences and resources; (4) Benefits of re-employment include a sense of achievement, expanded social networks, and enhanced quality of life. These findings provide insight for policymakers and middle-aged or elderly individuals considering self-employment.

INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN SECONDARY EDUCATION IN THE ARAB SECTOR: PARENTAL ATTITUDES AND THE CHALLENGES OF THE DIGITAL DIVIDE

2025-03-21T09:39:02+00:00

The integration of Information and Communication Technology (ICT) in education is vital for
enhancing learning, expanding resource access, and fostering digital skills. This study explores
parental attitudes toward ICT implementation in Arab high schools in Israel, focusing on its
impact on learning, teaching, and school management processes. The research identifies key
barriers, including cultural perceptions, limited infrastructure, and insufficient digital skills,
which hinder effective ICT adoption.Using qualitative research methods, data was collected
from interviews with 22 parents of high school students across 11 schools in northern and
southern Israel. Findings indicate a dual perspective among parents: while recognizing the
potential of ICT to enrich educational experiences, they express concerns about over-reliance
on technology, health risks from prolonged screen time, and the erosion of traditional teacherstudent interactions. A significant digital divide was also observed, disproportionately
affecting underprivileged households. This study introduces a novel focus on high school
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parental perspectives within the Arab sector, emphasizing the need for targeted interventions.
Recommendations include parent training programs to improve digital literacy, enhanced
infrastructure support, and culturally sensitive strategies to bridge the gap between digital and
traditional learning. These efforts can foster a balanced and inclusive educational
environment, leveraging ICT’s benefits while addressing its challenges.

LEADERSHIP, PLANNING, AND CULTURAL VALUES: THEIR IMPACT ON ICT ADOPTION IN ARAB SECTOR HIGH SCHOOLS

2025-03-21T10:02:26+00:00

The Arab society in Israel faces unique challenges stemming from complex socioeconomic realities, educational disparities, and cultural and traditional barriers. These challenges are particularly pronounced among disadvantaged populations, including high schools in the Arab sector in northern Israel and the Bedouin sector in the south. This study examines the impact of management patterns on the implementation of Information and Communication Technologies (ICT) in these contexts, focusing on the interplay between school leadership, teachers, and parents as key drivers of change. The study adopts an integrative approach, involving surveys conducted with 373 high school teachers and 44 semi-structured in-depth interviews—22 with teachers and 22 with parents of students in grades 10–12. Findings highlight the critical role of structured planning, effective communication, monitoring, evaluation, and supervision in the ICT implementation process. Cultural adaptations and strengthened collaboration between parents and teachers emerged as essential factors for success. Furthermore, the study reveals significant gaps in digital literacy among teachers, parents, and students, alongside challenges related to limited access to digital tools and resources. Community-based programs were found to be instrumental in fostering collaboration within the school environment and mitigating cultural and traditional barriers. The study recommends implementing culturally tailored systemic strategies that integrate community collaboration, technological training, and institutional support to enhance ICT integration and reduce educational inequities.

INVESTIGATING THE EFFECTIVENESS OF VARIOUS MODES WITHIN FLIPPED CLASSROOM INSTRUCTIONS IN MATHEMATICS IN HIGHER EDUCATION

2025-03-25T05:49:46+00:00

This study investigated the effectiveness of various modes within flipped classroom instructions on students' academic performance in mathematics courses in higher education. The study explored various factors when implementing the flipped classroom model, including delivery modes, revision sessions, proportions of problem-solving and discussion classes, types of discussions, course levels, target student groups, and core versus elective courses. A quasi-experimental design was employed to compare exam results and final letter grades of students in mathematics courses taught by the same instructor using different flipped classroom modes. The sample consisted of 1107 students across seven selected courses from 2020 to 2023. The sample provided a comprehensive analysis of student outcomes in diverse contexts. The findings highlighted the positive impact of dual-mode classes and the importance of balancing revision sessions. Additionally, a balanced mix of problem-solving and discussion activities, student-initiated discussions, and tailored instruction for different course levels and target student groups were found to enhance student performance. The study provides valuable insights for educators and curriculum designers on the implementation of the flipped classroom instructions in mathematics higher education. The findings support that educators can optimize the effectiveness of the flipped classroom instruction and enhance student performance in mathematics education in certain ways. Those include incorporating dual-mode classes, minimizing reliance on revision sessions, striking a balance between problem-solving and discussion activities, promoting student-initiated discussions, tailoring instruction to different course levels and target student groups, and offering elective options. These findings contribute to the ongoing exploration of innovative teaching methodologies, ultimately improving educational practices and fostering student success in mathematics in higher education.

FACTORS RELATED TO DECISION-MAKING WITHIN INTERPROFESSIONAL TEAMS: A SCOPING REVIEW EXTENDED TO AN ONLINE ENVIRONMENT

2025-03-26T09:50:13+00:00

This scoping review provides a comprehensive synthesis of the various factors associated with interprofessional team decision-making. This review is unique in that it includes a broad number of factors relevant to a variety of health settings and professionals involved in team decision-making. Arksey and O’Malley’s methodological framework was used to explore empirical studies following the established protocol. First, clearly developed and inclusive search criteria were specified to find studies on interprofessional team decision-making. This review located 34136 abstracts; a total of 218 met the inclusion criteria. Second, the variety of factors were classified broadly as occurring at the individual, interpersonal, and organizational levels. These factors were further grouped as individual: attitudes, gender, expertise, personality characteristics, and professional identity; interpersonal: communication, coordination, hierarchy, leadership, role definition, shared understanding, team characteristics; and organizational: evaluation and feedback, organizational structure/culture, procedures, and resources. Our next study draws on these findings to determine how decision-making occurs in an online case consultation environment. Specifically, our goal is to examine the role of expertise and hierarchy, found in our scoping review to affect decision-making. Social work and school psychology students (low expertise) will be invited to participate in online case consultations. Upon hearing an incorrect diagnosis given by students in other professional programs, including medicine (higher status hierarchy), we will observe whether they change their correct diagnosis to the same incorrect one that was stated by another team member. Clinical case consultations are a typical training activity (i.e., occur weekly) and a typical professional activity within all professional fields. Thus, it is important to determine how individual and interpersonal factors might affect clinical decision-making.

CONSUMERS' VISUAL ATTRACTIVENESS TO DMS IN TRAVEL ADVERTISEMENTS: AN EYETRACKING TEST

2025-04-02T10:48:57+00:00

In recent years, with the booming development of sightseeing tourism, the dissemination of tourism information has become more rapid and extensive, and tourism advertising DM has become one of the important marketing tools to attract customers. Different designs of travel advertisement DMs will have an impact on consumers' purchase intention. In this study, we used eye-tracking tests to investigate the visual attractiveness of DM travel advertisements and to analyze the eye-movement responses of secondary school teachers when they viewed such advertisements. The content of the advertisements consisted of four main elements, namely, the main headline of the tour, the promotional image, the price and the brand name of the tour company. 53 secondary school teachers were invited to participate in the eye-tracking test. The results of the study showed that teachers' eye-movement responses and visual attractiveness were mainly influenced by the main headline of the travel advertisement and the promotional image, whereas branding and price had less influence. Therefore, the design of the main headline and images in travel advertisements plays a key role in attracting consumers' attention and influencing their decision-making time.

A STUDY ON SENIOR HIGH SCHOOL TEACHERS' ACCEPTANCE OF COMMUNITY-BASED LOCAL ENROLLMENT

2025-04-02T11:04:18+00:00

The community-based approach to high schools and vocational schools considers the convenience, necessity, geographical relevance, and suitability of students enrolling close to home. It aims to construct a reasonably defined "suitable learning community" by facilitating inter-school collaboration among high schools and vocational schools, as well as resource sharing with junior high schools, colleges, and social welfare organizations. This includes sharing curricula, teaching staff, and both software and hardware resources, thereby providing diverse and suitable learning opportunities for high school and vocational students. This study aims to explore high school teachers' acceptance of community-based local enrollment through the lenses of social change, industrial change, and career development, to understand how these changes influence career development and subsequently teachers' attitudes towards local enrollment implementation. The subjects of this study are high school teachers, and a convenience sampling method was used to collect data. A total of 230 questionnaires were distributed, with 203 valid responses returned. The data were analyzed using AMOS 20 for confirmatory factor analysis. The results indicate a highly significant positive correlation between industrial change and social change, a significant positive correlation between industrial change and career development, and a significant negative correlation between career development and attitudes towards local enrollment implementation.

TRIAL OF PROGRAMMING EDUCATION FOR DEVELOPING ABILITIES OF SHIFTING VIEWPOINT IN ELEMENTARY SCHOOLS: THROUGH PROGRAMMING LEARNING ACTIVITIES USING ROBOTS

2025-04-03T10:46:29+00:00

We organised learning activities for programming with a humanoid robot “Robohon” and conducted trial lessons with 73 third-grade elementary school students with the aim of cultivating their ability to shift their viewpoint at the physical level, the social level, and the third-person viewpoint. By shifting the viewpoint to Robohon the programming activities were adopted as those for cultivating each skill in the class. To measure the effectiveness of the learning activities, four tasks were used. The first was based on Piaget's "Three Mountains Problem", the second was a task to examine the developmental level of the role-taking ability, and the third task was a "Sally and Anne" test to measure the taking of a third-person viewpoint. Those were used in the pre- and post- surveys. Also included in the evaluation was a task to create a flowchart that the children produced in class. As a result of the study, no significant effects on these three abilities were confirmed from the pre- and post-surveys using the three tasks, but the flowchart worksheets created in class indicated that the children were thinking from the viewpoint of others.

EFFECT OF TRANSFORMATIONAL, TRANSACTIONAL AND AMBIDEXTROUS LEADERSHIP ON PUBLIC HEALTH EMPLOYEE SUSTAINABLE PERFORMANCE IN NIGERIA: THE ROLE OF GOVERNANCE QUALITY

2025-04-14T08:38:01+00:00

The importance of employee well-being in healthcare is crucial because of the urgent and ongoing demands for the delivery of care and service to patients. The service level and treatment delivery are often inefficient, ineffective, and not patient-friendly due to high workloads, unforeseen tasks, emergencies, bad working circumstances, lack of managerial support, and inadequate equipment. These difficulties require comprehensive healthcare solutions that address all aspects of employee well-being. Nevertheless, there is a lack of research on how factors such as leadership styles and governance quality might improve employee sustainable performance in the healthcare sector. This study examined the correlation between transactional, and ambidextrous leadership styles and the sustainable performance of employees in healthcare units. The study also examined how governance quality influences the connection between leadership styles and the sustainable performance of employees. The main objective of this research was to provide a framework for healthcare leadership and employee sustainability in order to improve healthcare services for the population of Nigeria. The study employed a cross-sectional quantitative approach, gathering data using both online and in-person survey questionnaires. The study sample comprised medical physicians employed in the public healthcare sector of the southeastern states in Nigeria. A method of sampling called proportionate stratified random sampling was employed to select a subset of individuals from the intended population. The software program SPSS was utilized to do descriptive statistical analysis, while the SmartPLS software was employed to examine the correlations between the variables using structural equation modeling. We received a total of 117 responses that were usable. The results indicated a strong and favorable correlation between transactional, ambidextrous leadership styles, governance quality, and employee sustainable performance. The conditional path analysis indicated that there was no mediating effect of governance quality on the association between ambidextrous leadership styles and employee sustainable performance. The transactional leadership styles and employee sustainable performance is totally mediated by governance quality. The study was noteworthy because its findings aligned with the theories of leadership, governance excellence, and employee sustainable performance. The study has furnished empirical evidence to practitioners and policymakers in health and public sector organizations regarding the correlation between leadership styles, employee sustainable performance, and the role of governance quality as a mediator. The findings emphasized the necessary leadership behaviors required for managing healthcare institutions and achieving long-term employee engagement. Health managers can enhance their understanding of organizational leadership, employee well-being, and institutional quality dynamics by utilizing a framework that enables them to reevaluate their competencies and identify areas for improvement. Future researchers are advised to employ larger sample sizes and qualitative research approaches in order to generalize the findings of this study. It is imperative to extend the inclusion of other groups, such as administrative workers and technicians, as they play a crucial role in the functioning of the healthcare delivery system. Conducting research on the extensive private healthcare sector, despite the fact that their employees' sustainable performance is not as poor as that of the public healthcare sector is needed.

ENHANCING JAPANESE VOCABULARY ACQUISITION WITH AI-GENERATED MUSIC: A NOVEL APPROACH

2025-04-14T09:22:05+00:00

The potential of music to activate the brain and enhance learning has been widely recognized (Mogi, 2008), yet its application in Japanese education remains underexplored. Grammatical errors in popular songs can mislead students, and the need for specialized knowledge to create educational songs poses a challenge for teachers (Liu, 2023). AI music generation technology offers a convenient solution by creating songs tailored for educational purposes. While its benefits in English education have been demonstrated (Takano, 2024; Liu, 2024), its effectiveness in Japanese education still requires further research. This study conducted a two-week empirical investigation with 16 first-year Japanese major students from a university in Weifang City, Shandong Province, China, divided into an experimental group and a control group, each with 8 students. The experimental group was taught using AI-generated Japanese songs, while the control group continued with traditional methods. Results indicated significant improvements in vocabulary retention and comprehension in the experimental group, with more stable and lasting learning outcomes. There was a significant difference in scores between the experimental and control groups (p < 0.05). The study confirms the substantial potential of AI-generated songs to enhance Japanese vocabulary learning, particularly by increasing student engagement and motivation. These findings suggest that AI-generated music could be a valuable addition to traditional language learning methods, leading to more effective and enjoyable educational experiences. We recommend further research with larger sample sizes and more diverse educational contexts to fully realize the benefits of AI in language education and to explore its application across different learning environments.

BLENDED CORRECTIVE FEEDBACK: THE IMPACT OF AI TOOL USAGE ON LEARNING MOTIVATION AND EFL WRITING PERFORMANCE

2025-04-14T10:08:30+00:00

As information and communication technology (ICT) advances at a rapid pace in the twenty-first century, the use of AI writing assistant tool presents a promising solution to address deficiencies in EFL students’ writing ability. A blended corrective feedback (BCF) mode has thus been developed to enhance English as a foreign language (EFL) students’ writing outcomes by integrating automated corrective feedback (ACF) and face-to-face feedback (FFF). However, some researchers question the efficacy of the BCF learning mode. For example, the ACF system does not address the basic literary constructs such as content, coherence, or structure. Furthermore, traditional face-to-face collaborative learning does not direct students/peers to think, to use knowledge, or to solve problems effectively. Given the lack of agreement on the potential efficacy of BCF application, the purpose of this study was to develop a BCF mode that combined the elements of ACF and FFF in the EFL writing process, as well as to investigate whether the BCF intervention could improve students' English writing performance and whether EFL students were more satisfied in the BCF learning environment. The pretest/posttest experimental design was used in this study, which was conducted in two freshman writing classes in Taiwan. The results revealed that implementing the BCF intervention significantly improved EFL students’ writing scores; however, no significant differences in word length, sentence length, or readability score were discovered. ACF and FFF learning were found to have significant relationships with BCF learning motivation. Surprisingly, no significant relationships were discovered between ACF, FFF, and BCF learning motivation and students' writing performance. Based on the findings of the investigation, pedagogical implications, limitations, and future research directions were identified and discussed.

BEHAVIORAL SEQUENCE ANALYSIS IN HMEAYC: A STUDY ON INITIATING ACTIONS AND MOVEMENT PATTERNS UNDER MUSICAL RHYTHM ACTIVITIES

2025-04-15T04:45:46+00:00

This study aimed to analyze the sequential movement behaviors of children within the Holistic Music Educational Approach for Young Children (HMEAYC), focusing on how children initiate actions and follow movement patterns during musical rhythm activities. Specifically, it explored differences in movement behaviors between children with prior music experience and those without. Methodology: Participants were 75 children (43 boys and 32 girls) aged 3 to 6 years from kindergartens in central Taiwan. The researchers utilized video recordings, capturing over ten hours of footage, to observe and code children’s movement behaviors. The coding scheme included six behavior categories: Observation, Execution, Correct Performance, Individual Performance, Abandonment, and Restart. The Social Competence Assessment System for Preschool (SBASP) was also employed to assess participants' social behavior, with a particular focus on self-control, interpersonal interaction, and learning behaviors. Sequential behavior analysis was conducted on the coded data to identify patterns of engagement. Findings: Cluster analysis revealed two distinct behavior patterns. Cluster 1 (n=23) consisted of children with lower prior music experience, characterized by linear and task-focused behaviors. The most significant transition was from Observation (O) to Execution (E) (z = 8.53, p < .001), indicating prompt engagement with tasks but limited reflection or strategy adjustment following mistakes. Children in Cluster 1 often repeated independent actions (IP → IP, z = 2.20, p < .05) without reflecting on errors, highlighting a lack of adaptive learning. In contrast, Cluster 2 (n=52), with more children having prior music experience, demonstrated more reflective learning behaviors. The strongest transition was from Observation (O) to Execution (E) (z = 5.08, p < .001), followed by a notable transition from Correct Performance (CP) to Individual Performance (IP) (z = 3.28, p < .01), indicating that these children engaged in independent task experimentation after initially achieving success. Research Outcomes: Children with prior music experience (Cluster 2) showed greater capacity for reflective learning, using mistakes as opportunities to refine their actions. Conversely, children with less musical exposure (Cluster 1) exhibited limited behavioral flexibility, often repeating actions without adjustment. Future Scope: Future research should explore interventions that foster reflective learning behaviors, particularly in children with limited prior experience in music-related activities. Moreover, longitudinal studies could investigate the long-term impact of music education on children’s cognitive and social development, offering further insights into the role of music in early education.

INVESTIGATING THE EFFECTIVENESS OF ORAL TESTS IN MATHEMATICS IN HIGHER EDUCATION

2025-04-17T05:00:31+00:00

This study investigated the effectiveness of oral tests as an assessment method in undergraduate mathematics courses in university. It aimed at comparing oral tests and traditional written tests in terms of students’ perceptions and actual learning outcomes in various dimensions, such as conceptual understanding and problem-solving skills. The study consisted of a quasi-experimental design which was employed to compare the scores of students in the same mathematics courses taught by the same instructor but which differ in the assessment mode, i.e. with and without oral test. In addition questionnaire surveys and focus group interviews were conducted to find out students’ perceptions of oral tests as a means of assessment. The comparative study showed that oral assessments were effective in enhancing students’ conceptual understanding, and this was very much echoed by the results of the questionnaire surveys and focus group interviews. The findings support that educators can consider introducing such assessments in courses where the understanding of concepts is an important learning outcome, which typically is the case for theoretical courses targeting mathematics majors.

Based on Large-Scale Surveys A Research on the Impact of Scientific Attitudes on Science Achievement Among Primary and Secondary School Students: The Mediating Role of Participation in Informal Science Learning Activities

2025-04-17T05:16:10+00:00

As China continues to implement its national strategy to strengthen the country through science and education, the Ministry of Education has called for greater emphasis on improving the quality of science education. This includes leveraging public platforms to promote scenario-based and experiential science practice activities that engage students beyond traditional classroom settings. In this study, a comprehensive nationwide survey was conducted using questionnaires and interviews, analyzing 847,720 valid student responses collected from 107 sample counties across 31 provinces. The results show that student satisfaction with out-of-school informal science education is generally low. Specifically, satisfaction rates for key aspects such as accessibility, diversity, professionalism, interactivity, and learning support all fall below 50%. Furthermore, students' attitudes toward science play a significant positive role in shaping both their academic achievement in science and their participation in informal science learning activities. Quantitatively, a one-unit improvement in scientific attitude corresponds to an increase of 0.242 units in science achievement, a 0.347-unit rise in participation in out-of-school activities, and a 0.198-unit increase in participation in in-school activities. However, the study also identifies contrasting effects of informal science activities on academic outcomes. While out-of-school informal science learning activities exert a small but positive influence on science achievement, in-school activities have a significant negative effect, with an impact size of -0.222. This negative influence is primarily attributed to poorly designed activities that lack rigor and consume time meant for formal science learning. To maximize the benefits of informal science learning, it is essential to enhance the quality and design of these activities while establishing a balanced schedule for in-school participation. This approach can help unlock the full potential of informal science activities in supporting students' academic and personal growth in science education.

ANALYSIS OF PRIMARY SCHOOL STUDENTS' ASSESSMENT TEXT BASED ON INTELLIGENT TECHNOLOGY: AUTOMATIC CLASSIFICATION OF COGNITION, EMOTION AND REFLECTION

2025-04-17T05:36:39+00:00

Digital transformation of the peer assessment process based on intelligent technology is the key to building a new student assessment ecosystem. As the key process data of peer assessment, the coding of peer assessment text is still limited by the level and time of professionals. In order to improve the speed of text encoding, realize automatic classification and instant feedback, artificial intelligence technology is used to automatically encode cognition, emotion and reflection in 10,771 primary school students' peer assessment text using the ALBERT deep learning model. The study found that the model implements semantic-based text quality evaluation and can perform multi-dimensional hierarchical evaluation of the FCR model in the peer assessment text. Compared with other classic models, it has better classification effect. The accuracy of different dimensions ranges from 78.78% to 97.23%. This study constructs a comprehensive, fast and accurate peer assessment method, which lays an important foundation for building an assessment model based on the teaching process and large-scale intelligent student assessment.

IDENTIFICATION AND QUANTIFICATION OF CRITICAL FACTORS SHAPING THE LEARNING EXPERIENCE OF STUDENTS IN A HIGHER EDUCATION INSTITUTION IN OMAN

2025-04-17T06:13:34+00:00

Aim: This research aims to identify and quantify the factors shaping the learning experiences of students at the College of Engineering, National University of Science and Technology, Oman, particularly in the context of the rise of AI chatbots. Method: A total of 22 students from levels 3 and 4 were selected for focus group interviews conducted in a regular classroom setting. A set of 34 questions was designed based on Urie Bronfenbrenner's updated ecological systems theory. The responses were digitized for both quantitative and qualitative analysis. Main Findings: The results indicate a high awareness among students regarding the importance of achieving a place on the dean's list and the role of AI and machine learning in future education. However, there was low awareness of online library services, MOOCs, and job prospects. Mixed responses were recorded concerning peer tutoring, group assignments, and participation in student clubs. Notably, students expressed a positive attitude toward using social media for study purposes. Implications: These findings are crucial for understanding the pain points and challenges contributing to poor learning experiences and low awareness among students. The insights gained can assist college management in addressing these issues and enhancing the overall learning experience. Novelty: This study offers a novel exploration of the factors affecting students' learning experiences in a post-COVID-19 context, providing valuable information that can lead to improved educational strategies at the college level.

VOLUNTEER TEACHER SPIRIT (VOLTS): AMPLIFYING FAMILY AND COMMUNITY ENGAGEMENT IN TEACHER PREPARATION

2025-04-17T06:50:02+00:00

Family, school, and community engagement is an important factor in primary school students’ academic performance and social and emotional development. However, there is a lack of attention in teacher preparation curricula focused on supporting and developing preservice and in-service educators’ capacity to engage with their students’ families and communities. As a group of University-based teacher educators, we collaborated with local families and community partners to design an open source, web-based curriculum for teacher educators to provide focused instruction on family, school and community involvement. The online and open format provides accessibility for teacher educators to integrate the content into existing courses or teach them as stand-alone content, and for in-service teachers to access the modules as needed. We use Calabrese Barton and colleagues’ Ecologies of Parental Involvement framework to examine the forms and function of capital accessed and utilized during the collaborative development of the curriculum content.

PERSPECTIVES OF UNIVERSITY STUDENTS OF THE CARPATHIAN BASIN ON THE LOSS OF TEACHERS’ AUTHORITY

2025-04-23T08:52:24+00:00

The study examines the perceptions of university students in Hungarian-language institutions in several countries in the Carpathian basin with regards to teacher authority and the loss of authority. The theoretical background portrays the requirements on an ideal teacher, their characteristic features, as well as the evolution of these attributes over time. Expectations for teachers are examined within three dimensions, with the dimension addressing teacher personality traits being dominant in this study. Utilizing the Big Five personality model, each trait is perceived as a spectrum. The study encompasses responses from a total of 1037 university students to a questionnaire, with data processed and analysed via the statistical software SPSS. The findings of the study indicate that the most characteristic features of an authoritative teacher are being strict, respectful, firm, kind, and helpful. The loss of authority, on the other hand, is most likely linked to being disrespectful, unfair, and condescending towards their students.

THE COMMON PROBLEMS OF THAI UNIVERSITY UNDERGRADUATE STUDENTS ON ENGLISH PRONUNCIATION ERRORS

2025-04-25T05:47:53+00:00

Thai students learn English as an international language. One of the goals for English teachers is to help students to be able to communicate in English. However, many factors are involved such as grammatical structure and vocabulary. Pronunciation is also one of those factors. A limited number of researches on Thai university students’ pronunciation errors could be found with the use of teacher’s observation and interview. Therefore, this study aims to bring those aspects into account. There were 122 Thai university participants in this study. Observation checklist and semi-structured interview were employed. Numbers of frequency and percentage were used for observation data; while coding, frequency, and percentage were used for interview data. The majority of them mispronounced (97.54%). Three major errors were found: (1) ending sounds, (2) stress, (3) starting sounds. The top outstanding finding among the pronunciation errors of most students was that they did not realize that their pronunciations were wrong. One interesting finding was that their pronunciation errors had been much influenced from their high school English teachers whose pronunciations might also incorrect and led to their mistakes in pronunciation in the same way. Additionally, the students’ misperception about English pronunciation in some words make them pronounce wrongly because they understand that the pronunciation of the sounds show professionalism, especially the “R” and the “S” sounds. Then, the findings can be applied to plan for English pronunciation lesson that English teachers can focus on while teaching.