bluuebunny/crossref_metadata_2025 huggingface dataset:
Noms et armoiries : succession et héritage dans l’aristocratie portugaise à la fin du Moyen Âge
Authors: Aguiar Miguel
Published: September 2023

Cet article a pour objectif d’étudier la transmission des noms et des armoiries de l’aristocratie curiale portugaise à la fin du Moyen Âge. Les noms et les armoiries jouaient un rôle clé en tant que discours symbolique englobant plusieurs éléments importants dans la définition des hiérarchies au sein de l’aristocratie. Le système de transmission des noms et des armoiries prolonge surtout, mais pas exclusivement, les signes paternels, ce qui est parfaitement cohérent face à la prédominance masculine de la société médiévale. Néanmoins, un nombre substantiel de transmissions passe par le côté maternel ou par d’autres ascendants, et elles forment ainsi une partie structurelle du système. Une division s’opère dans les parentèles aristocratiques : les aînés, en tant que successeurs, prolongent noms et armoiries du père, tandis que les cadets, hommes et femmes, peuvent reprendre, transmettre et faire circuler les symboles des autres ascendants, tout en accentuant les rapports avec d’autres lignages de l’espace social curial. L’origine ainsi que les fonctions sociales de ce système sont à mettre en rapport avec l’organisation du pouvoir aristocratique, sa relation avec la Couronne, et la manière dont la parenté a été un cadre de soutien à la reproduction sociale de l’aristocratie.
An overview of Selected Economically Important Genera of Family Caesalpinioideae
Authors: Pramod Khirade , Sanjay Dudhe
Published: September 2023

In this chapter, economically important plant species belonging to the Caesalpinioideae family are discussed. The plant family Caesalpinioideae is a subfamily belonging to Leguminosae. The plant species of Caesalpinioideae are trees or shrubs with alternate, compound leaves. They are provided with extra-floral nectaries or glands on the rachis. The diagnostic feature of the family is the posterior petal being overlapped by the lateral petals. Since the family is of great importance, this chapter provides detailed information on the uses, folk medicine, chemistry, distribution, cultivation, harvesting, yields and economics of selected economically important genera of the family.
Newgate Novels, Confessions of a Thug and the Narrative of Oriental Criminality
Authors: Harisankar A.
Published: September 2023

In this paper, the author compares the novel Confessions of a Thug (1839), written by a colonial official named Philip Meadows Taylor, with Newgate novels in general and the novel Jack Sheppard  (1839) by William Harrison Ainsworth in particular. During the first half of the nineteenth century, two English colonial administrators named Philip Meadows Taylor and Colonel William Henry Sleeman published two works named Confessions of a Thug (1839) and Ramaseeana (1836). These two works popularised the notion that a religiously motivated murderous cult named 'thugs' operated on the roads of India, and they strangled and looted the unfortunate travelers. However, studies by Postcolonial scholars such as Kim A Wagner (2004), Aijaz Ahmed (1991), Maire Ni Fhlathuin (2001), and Amal Chatterjee (1998) questioned the veracity of the phenomenon of 'thuggee' and especially its supposed religious foundation. Ajay Dandekar (2014) notably considered thuggee and its religious associations to be a fictional creation of Sleeman and Taylor that led to the Inhuman Criminal Tribes Act of 1871. In this paper, the author analyzes the contradictions within the narrative of Confessions of a Thug and proves how the novel’s similarity with Newgate novels effectively negates the colonial narrative that portrays criminality and lawlessness as something unique to Asian and African nations. This paper also clarifies that the different critical receptions of Confessions of a Thug and Jack Sheppard, despite similar themes, effectively illustrate the argument of Edward Said that no knowledge is non-political.
DEVELOPMENT OF TEACHING STAFF IN PUBLIC KINDERGARTENS IN NINH KIEU DISTRICT, CAN THO CITY, VIETNAM / PHÁT TRIỂN ĐỘI NGŨ GIÁO VIÊN TẠI CÁC TRƯỜNG MẦM NON CÔNG LẬP QUẬN NINH KIỀU, THÀNH PHỐ CẦN THƠ
Authors: Thuy Nguyen Thi Mong , Dan Thai Cong
Published: September 2023

This study is to research and collect data on the current situation of teacher development in public preschools in Ninh Kieu District, Can Tho City, Vietnam, using the survey from the principal (n = 4), vice-principal (n = 8), professional team leader and deputy team (n = 50) from 4 kindergartens, namely Rang Dong Kindergarten, Hoang Yen Kindergarten, June 1 Kindergarten, September 2 Kindergarten, with the three specific objectives: first, to systematize the theoretical basis for the development of PKSs; second, to survey on the current situation of teacher development in PKSs in Ninh Kieu District, Can Tho City; and finally, to propose some measures to develop teaching staff at PKSs in Ninh Kieu District, Can Tho City. And there are three research questions as follows (1) What is the current situation of developing teaching staff of public kindergarten schools in Ninh Kieu District, Can Tho City? (2) What are the suggested measures to develop the teaching staff of public kindergarten schools in Ninh Kieu District, Can Tho City with high efficiency? And (3) What are the theoretical and practical bases to propose such measures? The study has outlined the basic concepts related to the management and development of public preschool teachers, survey and assessment of the current situation of teacher development in PKSs in Ninh Kieu District, Can Tho City, Vietnam through the three research questions towards the specific research objectives, and at the same time raise the advantages, difficulties, strengths and weaknesses of teacher development work and propose some measures at these schools.
 

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ANALYSING THE TIME MANAGEMENT THOUGHTS OF PRE-SERVICE TEACHERS PREPARING FOR KPSS IN TERMS OF DIFFERENT VARIABLES
Authors: Ürekli Fatma Nur , Karaer Nihat , Gündüz Mevlüt
Published: September 2023

The aim of this study is to reveal the level of time management thoughts of pre-service teachers preparing for KPSS. For this purpose, the thoughts of the pre-service teachers about time management were analysed in terms of different variables. In the study, survey method from quantitative research was used to determine the situation. In 2019, pre-service teachers in Isparta and Burdur constituted the study group of the research. Voluntary 408 pre-service teachers participated and expressed their opinions. In the scales applied, 60 scales were not included in the evaluation due to the fact that not all of the sections in the personal information section were not filled in, there were items that were not marked in the second section, and there were double markings in the items. As a result, the study group consisted of 348 pre-service teachers. In this study, Personal Information Form and Time Management Scale were used as data collection tools. In the form, questions about the pre-service teachers' gender, age, department, employment status, marital status, and the duration of preparation for the exam were included. The Time Management Scale used in the study was taken from İşcan's (2008) study and adapted to pre-service teachers preparing for KPSS. İşcan translated and adapted the scale developed by Britton and Tesser (1991) into Turkish. In the analysis of the data, frequency and percentage values were found from descriptive statistics. Since the data were normally distributed, Independent Sample t-test was used to analyse the variables consisting of two categories from parametric tests, and One-Way Analysis of Variance was used when there were more than two groups. The significance level was taken as .05. The following results were obtained in the research: pre-service teachers' thoughts about time management were found to be at "medium" level. While there was a significant difference in the pre-service teachers' thoughts about time management according to gender, marital status, duration of preparation for the exam; there was no significant difference according to age, the department they studied, and employment status.

 

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ANALYSIS OF RECYCLING PERCEPTIONS OF 5-6-YEAR-OLD CHILDREN THROUGH PICTURES
Authors: Tümer N. Bilge Koçak
Published: September 2023

The aim of this study is to examine the drawings of 5-6-year-old children attending preschool educational institutions regarding their perceptions of recycling. For this purpose, the pictures drawn by children who were administered recycling-themed drama activity and those who were not were examined. The study was designed in an experimental design with a control group. The content analysis method, one of the qualitative data collection methods, was used in the study. The data were collected by using the draw-narrate technique through the pictures drawn by the children. A total of 24 children aged 5-6 years, who were attending kindergartens in the 2022-2023 academic year, determined by convenience sampling method, participated in the study. After the drama activity on recycling was administered to 10 children in the first group, they were asked to draw pictures about recycling in the evaluation phase. The 13 children in the second group were asked what they thought of when they thought of recycling and were asked to draw pictures. The expressions of children describing the pictures they drew were noted. By using the content analysis method in the analysis of the data, children’s perceptions of recycling were tried to be revealed. As a result of the research, the rate of recycling figures in the pictures of children who drew pictures related to recycling after the drama activity on recycling was found to be significantly high (90%) compared to the pictures containing figures related to recycling in the pictures drawn by children who did not have a drama activity on recycling (46,1%).
 

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THE USE OF INTERACTIVE STORYBOOK WITH DEMONSTRATION AS A SUPPLEMENTAL TOOL IN TEACHING THEORIES OF CHILD DEVELOPMENT: AN ACTION RESEARCH
Authors: Moda Rocelyn D. , Ambat Erica A. , Bernardino Katherine Joy B. , Rosalita Jelord B.
Published: September 2023

This study aims to measure the effectiveness of an interactive storybook with demonstrations as a supplemental tool in teaching theories of child development. The researchers implemented their own storybook and a sixty (60) item questionnaire, with ten (10) questions for each theory of Freud's 3 Components of Personality and Psychosexual Stages, Erikson’s psycho-social stages of development; Piaget’s stages of cognitive development; Kohlberg’s stages of moral development; Vygotsky’s language and zone of proximal development; and Bronfrenbrenner's ecological system theory. The participants of this study are the students from the Bachelor of Secondary Education of UM Digos College for the School Year 2022-2023 who have already taken EDUC 101: Child and Adolescent Development subject. The result of the study revealed that there is a significant difference in the pre-test (x̄=19.84, SD=11.44) and post-test (x̄=52.36, SD=2.72) scores of students; t(21) = -13.389, p = 0.000. In addition, the innovation increased students’ overall performance by 62.15%, indicating that the created innovation is effective. Overall, the result revealed that using a storybook with demonstration allows students to increase their performance in child development theories. Based on the findings, the researchers concluded that using the aforementioned supplemental tools would aid the teachers in delivering the concepts of child development theories.
 

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THE EFFECTS OF ROLE-PLAY GAMES ON YOUNG LEARNERS’ GRAMMAR LEARNING: A CASE STUDY AT A PRIMARY SCHOOL IN VIETNAM
Authors: Du Thuy Thu Thi , Nguyen Huan Buu
Published: September 2023

Research into the effects of role-play games has indicated their role in facilitating young learners’ grammar learning. However, an intriguing concern is how to implement this method of teaching English grammar within the Vietnamese context. Little research has examined the effects of integrating role-play games into grammar lessons and explored learners’ perceptions of this instructional approach in Vietnam. The current study therefore aims at investigating this area of interest. A quasi-experimental design was employed to explore the effects of role-play games on young learners’ grammar learning. The participants were 72 fifth-graders from a public primary school in the Mekong Delta of Vietnam. Data collected in this study include pre-and post-tests, questionnaires, and semi-structured interviews. The quantitative analysis reveals that young learners in the treatment group made progress in their grammar learning compared with those in the control group. The findings reveal that role-play games influenced young learners’ grammar learning and these learners perceived the effects of role-play games on their grammar learning. Pedagogical implications for teachers and school administrators are made.
 

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EFL TEACHERS’ PERCEPTIONS OF YOUNG LEARNERS’ ENGAGEMENT IN LISTENING LESSONS
Authors: Kieu Nguyen Thi Diem , Hung Luu Nguyen Quoc
Published: September 2023

In the context of EFL learning and teaching, listening skill is believed to be the most challenging of the four language skills due to typical challenges. Engaging learners in listening lessons is the desirable goal of most teachers to enhance the learners’ listening performance and success. To keep young learners engaged in their learning, teachers need to implement various engaging techniques to increase learner engagement. This study aims to explore EFL teachers’ perceptions of their young learner engagement through the three main aspects of behavioral engagement, cognitive engagement, and emotional engagement. The descriptive method was employed with 78 teachers of young learners in different foreign language centers in Mekong Delta in Vietnam. The results revealed that learning engagement in listening lessons is relatively emphasized, especially in the aspect of behavioral and cognitive engagement. Several important engaging techniques were suggested as effective ways to improve learners’ listening performance.
 

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THE EFFECTS OF USING VIDEOS IN ENGLISH SPEAKING LESSONS ON HIGH SCHOOL STUDENTS' SPEAKING PERFORMANCE, KIEN GIANG PROVINCE, VIETNAM
Authors: Dinh Thuy Hong Thi , Phung Van De
Published: September 2023

Students' speaking abilities are widely thought to play an important role in speaking classes and high school English teachers endeavor to improve their students' speaking performance. The purpose of the current study was to examine whether incorporating videos before and after speaking sessions had a substantial impact on students’ speaking development. The participants were 78 high school students in Kien Giang province. The study used a quasi-experimental mixed-methods design. The participants were organized into two groups: the control group and the experimental group. Both groups underwent a pre-test to check group homogeneity and for later comparison. The students in the experimental group participated in the speaking class where video integration was introduced at the beginning and end of each lesson whereas the students in the control group attended regular speaking classes. The intervention lasted for twelve weeks. A posttest was then given to students of the two groups to check progress in speaking performance. Furthermore, the attitudes of the students in the experimental group were measured using Likert-style questionnaires and semi-structured interviews. Data collected from the pre-test, post-test, and questionnaire were subjected to analysis via SPSS. The findings of the study indicate that the application of videos in speaking classes significantly influenced students' speaking performance. Additionally, students show positive attitudes towards using videos in their speaking classes.
 

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THE EFFECTS OF MIND MAPPING AT WHILE-READING STAGE ON EFL STUDENTS’ READING COMPREHENSION AT A LOCAL HIGH SCHOOL IN KIEN GIANG PROVINCE, VIETNAM
Authors: Nguyen Quynh Lan Thi , Nguyen Huan Buu
Published: September 2023

There is an increased attention to research into the use of mind mapping as a useful tool for enhancing students’ reading comprehension. However, few studies have been conducted to examine the effects of mind mapping at the reading stage on students’ reading comprehension within the Vietnamese context. This paper therefore investigates the effects of mind mapping on 11th graders’ reading comprehension and their attitudes towards this strategy. Participants in this study include 60 students at a local school in Kien Giang province. The data discussed in this paper include tests and interviews. The findings reveal that using mind mapping in the teaching process of reading texts had a moderate impact. Pedagogical implications for teachers and school administrators are presented.
 

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THE EFFECTS OF TEACHER INTERACTIVE FEEDBACK ON EFL STUDENTS’ PARAGRAPH WRITING PERFORMANCE
Authors: Tu Phuong Hong Thi , Phung Van De
Published: September 2023

This study aims to investigate the effectiveness of using teacher interactive feedback (TIF) on students' paragraph writing performance. Furthermore, it examines students' attitudes towards this strategy. The study took place in a lower secondary school and used both qualitative and quantitative data. Participants were 86 students who were randomly assigned to the experimental group (EG) and the control group (CG). While students in the EG learned to write the paragraph utilizing the TIF, students in the CG learned to write the paragraph using the traditional technique. Before the intervention, students in both groups took a pre-test to gauge their level of writing proficiency. The results were then compared to relevant data. The experiment spanned eight weeks during which a post-test was then administered to students in both groups to evaluate their development, particularly that of the EG. To obtain insights into TIF, questionnaires and semi-structured interviews were conducted. The findings from the study demonstrated a considerable improvement in paragraph writing skills through interactive feedback (IF) and paragraph writing instruction. Additionally, the majority of students showed their enthusiasm towards learning to write using TIF and expected to continue practicing this strategy in the future.
 

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FACTORS INFLUENCING VIETNAMESE STUDENTS’ CHOICES TO ATTAIN ENGLISH PROFICIENCY STANDARDS IN A UNIVERSITY IN VIETNAM
Authors: Tran Vo Thien An , Nguyen Dang Ngoc Diep , Nguyen Duc Trung , Phuong Hoang Yen
Published: September 2023

In the current era of globalization, English is considered a necessary skill for education and work and a criterion for evaluation in recruitment and graduation assessments in many places in Vietnam. According to the project entitled "Teaching and Learning Foreign Languages in the National Education System Phase 2008 - 2020", non-English majored university students must achieve a minimum of Level 3 according to the 6-level Foreign Language Proficiency Framework used in Vietnam. Several universities have diversified their ways to meet these standards to facilitate students in meeting the English language outcomes, allowing students more opportunities to choose ways that are suitable for them. However, this also indicates that various influencing factors will impact students' selection of ways to meet these standards. This research explores the primary ways students choose to fulfill English language standards as stipulated and analyzes the factors influencing the choices of non-English major students in universities in Vietnam.

 

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MEDIATING ROLE OF TEACHER AND CLASSMATE SUPPORT IN THE RELATIONSHIP OF SELF-EFFICACY AND ENGLISH-SPEAKING ANXIETY, IN UNIVERSITY SAMPLE
Authors: Dogan Duha Nur , Dogan Duhan Nurdan , Dogan Sule
Published: September 2023

The main purpose of this research is to assess the influence of teacher and student support in reducing speaking anxiety. Learners' self-efficacy was also explored in relation to the influence of teacher and classmate support on lowering speaking fear. For the goals of the study, 94 English Language Teaching Department (ELT) students from Atatürk University in Türkiye participated as the study's working group during the autumn term of the 2021-2022 academic year. The information was gathered using the Classmate Support Scale, the Teacher Support Scale, the General Self-Efficacy Scale, and the English-Speaking Anxiety Scale. The Amos and SPPS 22 programs were used to examine the data. The SPSS Macro Process tool was utilized in the study to compute the indirect impact estimates of the variables. The findings revealed a link between teacher support and self-efficacy. Moreover, classmate support exhibited a favorable relationship with self-efficacy. The findings demonstrated that the stronger the learner's self-efficacy, the less speaking anxiety they experienced during oral presentations. These findings indicate that teacher and classmate support have mediating roles in the link between ELT university students' self-efficacy and English-speaking anxiety.
 

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INSTRUCTIONAL SKILLS AND COMPETENCY SKILLS THEORY IN MODERN TEACHING
Authors: Mallillin Leovigildo Lito D. , Alob Cristopher James A. , Castillo Rhia P. , Celso Eleazar Jadulco , Minglana May Japson , Sombilon Bernie Borres
Published: September 2023

The study aims to identify the contribution of instructional skills and competency skills theory in modern teaching as to classroom management, instructional delivery, formative assessment, personal competency, flexibility and adaptability, facilitation and engagement, collaboration and teamwork, communication and interpersonal skills, caring and inclusiveness, and organization and planning. The research design utilizes the descriptive correlational method because it generates and refines knowledge on instructional skills and competency skills theory in modern teaching. Hence, convenience and non-probability sampling are employed in the study. It provides inclusion gathering of sample size instructional skills and competency skills theory in modern teaching. The study comprised sixty (60) respondents only. Results show that approaches and practices support the learning routine of students for dynamic behavior to minimize emotional exhaustion beneficial in fostering strategy for higher-quality classroom management. It influences and practices personal competency to support the development of learning process network, and resources. It provides changes and practices on the adjusted curriculum, instructional methods and modern teaching technology. It demonstrates understanding on proper plan, learning process, and pace time demand in prioritizing realistic instructional skills and competency skills to implement individualized instructional resources learning process. Findings show that there is a significant agreement on the contribution of instructional skills and competency skills theory in modern teaching as observed by the respondents.
 

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NEOLIBERALISM AND THE CHANGING NOTION OF INDIAN HIGHER EDUCATION
Authors: Sahoo Ranjan Kumar
Published: September 2023

Neoliberalism is currently the most prevalent political philosophy across the world. It is a term used to describe the 20th-century resurgence of 19th-century ideas associated with free-market capitalism. The typical policies associated with neoliberalism include free trade, globalization, privatization, and changes in government spending to stimulate the private sector. This paper aims to better understand the reasons for this neoliberal turn in higher education and explore the visible and invisible ramifications of this paradigm shift in the policies for higher education in India. The paper focuses on the origins and meaning of neoliberalism, its application and practice in higher education, as well as the issues and critiques that have been raised in this context. The author offers both a critique of the neoliberal paradigm of marketized education and a challenge to academics to act as public intellectuals, both individually and with civil society organizations, to establish a counter-hegemonic discourse to neoliberalism for higher education. The paper concludes that neoliberal education reforms have made higher education much more diverse and have given rise to more learning opportunities; however, in India, which has enshrined systemic inequalities, neoliberalism has further reinforced existing inequalities, and public universities have lost their autonomy and led to knowledge capitalism.
 

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AN INVESTIGATION OF PRE-SERVICE PRESCHOOL TEACHERS' ATTITUDES AND SELF-EFFICACY TOWARDS SCIENCE EDUCATION ACCORDING TO VARIOUS VARIABLES
Authors: Meral Seda Eskidemir , Çabuk Feyza Uçar , Dogru Mustafa
Published: September 2023

Science education helps individuals understand the events occurring in their environment and the world, starting from their immediate environment. This study aims to determine pre-service preschool teachers' science education self-efficacy and attitudes toward science teaching according to various variables. This research is a descriptive study based on the survey model. The study group of the research consists of 320 pre-service teachers studying at Akdeniz University, Faculty of Education, and Department of Preschool Education. The data of the study were collected through the "Attitude Scale of Preschool Teachers Towards Science Teaching and "Self-Efficacy Scale of Preschool Teachers Towards Science Education. As a result of the study, it was determined that pre-service preschool teachers had positive attitudes toward science teaching and self-efficacy toward science education was high.

 

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IMPROVING THE QUALITY OF FOREIGN LANGUAGE TEACHING STAFF AT THAI NGUYEN UNIVERSITY, VIETNAM IN THE CURRENT PHASE
Authors: Anh Nguyen Thi Lan
Published: September 2023

Thai Nguyen University in Vietnam identifies improving the quality of the foreign language teaching staff as one of the priority tasks in the development strategy, training advanced and modern human resources to serve the economic, political, cultural, and social development needs of the midland and northern mountainous regions. Despite certain achievements, due to its unique characteristics, Thai Nguyen University is facing numerous challenges, especially in terms of the foreign language faculty, which is deficient and weak compared to the requirements. To meet the needs of training and cultivating foreign language teachers in the future, it is necessary to conduct research to accurately assess the current situation and propose solutions to improve the quality of the foreign language teaching staff.
 

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MOTIVATING STUDENTS IN THE BIOLOGY CLASSROOM VIA GAMES
Authors: Georgiou Martha , Pandi Marina
Published: September 2023

In recent decades, the increased use of digital games by students at all education levels has attracted the attention of many researchers interested in the effect games used in the classroom have on learning. Despite the strong interest internationally in the use of educational games in the teaching of Biology, in Greece the degree of corresponding research is limited. The purpose of our research is to examine the effect that games have on Greek high school students’ acquisition and retention of knowledge relating to genetics concepts. The sample consisted of 32 K-9 students, who were divided into two groups. In the first group, the chosen teaching approach was based on the traditional teaching method, while in the second group, it was based on the use of an educational genetics card game. All students completed the same assessment test both before and immediately after the teaching interventions. Based on the results, it was found that both approaches yielded statistically similar learning outcomes, with students in the group taught by the game-teaching approach performing better on average than those in the control group.
 

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BASIC SCHOOL TEACHERS’ KNOWLEDGE AND USE OF DIFFERENTIATED INSTRUCTION
Authors: Amoakwah Albert , Donkoh Sylvester
Published: September 2023

The school as a microcosm of the society in which it is situated is as diverse as the society. Heterogenous classrooms pose a challenge to teachers. Teachers have to work hard to overcome the challenge posed by teaching learners with diverse learning needs. Overcoming this challenge calls for teachers to be creative, dexterous, and innovative in applying differentiated instruction. The study sought to investigate basic school teachers understanding and use of differentiated instruction. The study adopted a descriptive survey research design. A stratified sampling technique was used to sample 95 basic school teachers, comprising 44 private school teachers and 51 public school teachers. Data was collected using Differentiated Instruction Assessment Questionnaire. Data were analyzed using descriptive statistics. Results indicated that teachers who participated in the study did not have a good knowledge of differentiated instruction and its application in classrooms. Most of the teachers had not attended workshops and in-service training on differentiated instruction. With respect to the use of pre-determined teaching strategies, it can be concluded that teachers do not mostly employ such strategies in their classrooms. The study recommended that teachers are trained through in-service training and workshops on differentiated instruction and its application, as well as using multiple teaching strategies in teaching learners with diverse needs.
 

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EVALUATING THE EFFICACY OF AN ARABIC METALINGUISTIC AWARENESS TRAINING PROGRAM
Authors: Sawad Nouf A. Bin , Law Jeremy M.
Published: September 2023

Recently both academics and professional standards have demonstrated the essential role teachers’ knowledge about metalinguistic awareness plays in pupils' literacy achievement. This study aimed to explore whether an intensive training program in Arabic metalinguistic awareness increases teachers’ knowledge and improves their performance. Changes from pre-test to post-test knowledge and reporting confidence of 25 trainees were investigated. Participants showed significant gains in their knowledge and skills of Arabic metalinguistic awareness upon post-test. In addition, participants reported higher confidence in teaching Arabic metalinguistics after attending the course. Findings from this research bring recommendations toward developing Arabic metalinguistic awareness-related approaches for educators. The importance of professional development is discussed.
 

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THE INFLUENCE OF CURRICULUM AND ASSESSMENT POLICIES AND PRACTICES ON STUDENT ENGAGEMENT AND DROPOUT RISK IN SECONDARY EDUCATION IN MOGADISHU, SOMALIA
Authors: Mohamed Raqia A.
Published: September 2023

The purpose of this research was to investigate the influence of curriculum and assessment policies and practices on student engagement and dropout risk in secondary schools in Mogadishu, Somalia. To combine the data from diverse sources, the research employed a literature review strategy. Dropout risk was defined as the possibility of students leaving school before finishing their secondary education, while student engagement was described as the degree of participation, interest, and excitement that students display in their learning process. Motivation, expectations, mental health, substance abuse, parental involvement, grade retention, IQ, learning difficulties, academic achievement, curriculum quality, relevance, consistency, alignment, teacher capacity, teaching materials, assessment system, governance, and management were identified as factors influencing student engagement and dropout risk at the individual, classroom, school, and system levels. The study found that the curriculum and assessment policies and practices in Mogadishu-Somalia were low in quality, inconsistent, irrelevant, and misaligned with the national standards and the needs of the learners and society. The study recommended improving and aligning the curriculum and assessment policies and practices in secondary education in Mogadishu-Somalia with the national standards, the needs of the learners and society, and the principles of student engagement and differentiation. To achieve this goal, the study suggested developing and sharing a clear vision and goals, involving all stakeholders in the curriculum and assessment processes, adapting the curriculum and assessment to the diverse needs of students, engaging and motivating students in the curriculum and assessment, and improving teacher capacity, curriculum framework, teaching and learning materials, assessment and certification system, and governance and management of the education sector.
 

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PROMOTERS AND OBSTACLES OF COMMUNITY DEVELOPMENT IN A MERGED HE INSTITUTION FROM THE UAS STAFF POINT OF VIEW
Authors: Tapani Annukka , Sinkkonen Merja
Published: September 2023

Universities and universities of applied sciences form the higher education sector in Finland. New HE communities in which both sectors cooperate were formed in the latest reform. Our interest is in community feeling and connectedness taking place inside four such new organisations. The research question is: which are the promoters of and obstacles to communality in merged higher education institutions in Finland from the university of applied sciences staff´s point of view? The data is gathered from 42 key persons. The analysis is done in a qualitative way. As promoters, we found spaces, dignity, shared goals, and action. The obstacles were haste, lack of trust, unfamiliarity, and use of spaces. Spaces seem to play a big role: they serve as promoters and obstacles. They can serve as a source for recognition and one´s meaningful share but also as a place to get to know each other and promote action towards goals. And vice versa. Anyway, feeling connectedness is an important source for creating social identity.

 

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EFFECTIVENESS OF USING GEOGEBRA IN TEACHING AND LEARNING CIRCLE THEOREMS ON STUDENT-TEACHERS’ PERFORMANCE
Authors: Mensah John
Published: September 2023

This paper aims to explore the effect of using GeoGebra in teaching and learning circle theorems on student-teachers’ performance. This paper is based on the results of the four-week experiment of GeoGebra software in teaching and learning the concepts of circle theorems of the geometry of student-teachers at the College of Education. The effectiveness of using GeoGebra software was explored by measuring the achievement level with the help of achievement tests and perceptions of using GeoGebra software through the questionnaire. The data were analyzed and interpreted by using a frequency distribution table, percentage, mean, standard deviation, and t-test. The findings showed that there was a higher mean score in achievement in circle theorems of the experimental group, that is, those taught with GeoGebra software than that of the control group, that is, those taught without GeoGebra software, and the difference was significant at 0.05 level. Similarly, the student-teachers of the experimental group had a positive perception to support the use of GeoGebra software in teaching and learning circle theorems in geometry and mathematics in general. Thus, the use of GeoGebra software is an effective tool to increase achievement; promote curiosity and creativity; make clear sense of concepts and encourage overall learning of students in mathematics. Finally, this study suggests that mathematics teachers need to use ICT tools including GeoGebra for effective teaching and learning.
 

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THE EFFECTIVENESS OF USING GEOGEBRA AND GRAPES ON STUDENTS’ ACHIEVEMENT IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN BOMET COUNTY, KENYA
Authors: Kipng’etich Langat Richard , Wekesa Mukwa Chris , Kiprop Too Jackson
Published: September 2023

Mathematics teaching and learning are crucial to the future of Kenya’s knowledge economy and deserve a special focus in our education system. The objective of the study was to determine the effectiveness of using Grapes and GeoGebra on students’ learning of graphs as compared to the traditional approach. This study was guided by Technology Acceptance Model (Davis, 1989). Technology Acceptance Model (TAM) explains computer-usage behavior that relates to reasons why some people use computers and their attitudes towards them. This study adopted Solomon four group experimental research design. The respondents were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaires, pre-test and post-test. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables, means and percentages were used. Anova, t-test and Multiple Regression Analysis were employed for the inferential statistics. The study found out that the students who were taught using Grapes and GeoGebra performed much better than those who were taught using the conventional method. It is recommended that ICT integration in the teaching of Mathematics should be included in the curriculum of pre-service teachers at the university level.
 

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INVESTIGATION OF TEACHING SELF-EFFICIENCY OF ERCIYES UNIVERSITY PHYSICAL EDUCATION TEACHER DEPARTMENT FINAL YEAR STUDENT
Authors: Akdoğan Esma , Koca Feyzullah
Published: September 2023

The general purpose of this research is to reveal the results and make suggestions with the research of the teaching competence of the last year students of the Department of Physical Education Teaching at Erciyes University. The research consists of 45 students selected by random cluster sampling from the 4th grade students studying at the Department of Physical Education and Sports Teaching at the Faculty of Sport Sciences at Erciyes University. Volunteers participating in the study were asked to fill in the "Ohio Teacher Competency Scale", a demographic information form developed by the researcher, developed by Tschannen-Moran & Woolfolk-Hoy (2001) and adapted into Turkish by Baloğlu and Karadağ (2008). IBM-SPSS (Statistical Package for The Social Sciences) 22 statistical package programs were used in the analysis of the data. The arithmetic average and standard deviation of the students’ scores from the Ohio Teacher Competency Scale are presented as x SD. In pairwise comparisons, a t-test was used for independent groups. As a result, when the students' self-efficiency was examined according to the variables of gender and type of sport, no statistically significant difference couldn't be found between the groups. Teacher candidates feel ready for teaching to a large extent.
 

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THE INFLUENCE OF LEARNING PRACTICES ON QUALITY ASSURANCE MECHANISMS IN SELECTED UNIVERSITIES IN UGANDA
Authors: Ajuaba David Baiko , Ssentamu Proscovia Namubiru , Cutright Marc
Published: September 2023

Quality assurance has always been an integral part of university education. Modern quality assurance mechanisms in Ugandan universities began with the establishment of the national quality assurance framework by the national council for higher education in 2006. Although learners are the reason for the existence of university education, in Uganda there was persistent concern about the learning practices of students and outcomes of their learning. This study established the influence of learning practices on quality assurance mechanisms (QAMs) in selected universities in Uganda, specifically focusing on the extent to which the learning orientation of students and competencies of the learners reflected QAMs. A study based on systems theory adopted the pragmatic paradigm and the cross-sectional survey design. Disproportionate stratified random sampling was employed to reach 300 members of the faculty and students who responded to questionnaires. While 47 and 20 students and managers respectively were interviewed. Descriptive statistics and chi-square were used to analyze the data collected, corroborated with qualitative data. The results demonstrated a positive significant relationship between learning practices and QAMs. The study concluded that learning practices have significantly affected QAMs. It was recommended that the universities sampled should review their programs to ensure the full involvement of learners and the development of both hard and soft skills.
 

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INVESTIGATING CHALLENGES FACED BY EFL TEACHERS AT BLIDA PRIMARY SCHOOLS IN ALGERIA
Authors: Rouabhia Ridha
Published: September 2023

This study investigates the challenges faced by English as Foreign Language (EFL) primary school teachers in Algeria, specifically in Blida primary schools. The study uses a mixed-methods approach, including a questionnaire designed to gather information about various aspects of the teacher's professional experience and a Likert scale to measure the level of agreement or disagreement with statements related to challenges faced by primary school teachers when teaching EFL. The study finds that primary school English teachers in Blida face significant challenges due to limited access to resources and support from parents or school administration. Providing targeted professional development opportunities for classroom management training and support can help overcome these challenges effectively and improve EFL instruction at primary schools. The study also identified challenges with lesson planning and curriculum development, but most EFL primary school teachers in Blida do not feel restricted by inadequate access to instructional materials and resources necessary for effective classroom instruction. The study has several limitations, including a small sample size and the use of a questionnaire, but it makes an important contribution towards understanding how the best educators can overcome some of the obstacles they face while providing high-quality EFL instruction for their pupils.
 

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EFL HIGH-SCHOOL TEACHERS’ PRACTICES OF STRATEGIES FOR CRITICAL THINKING INSTRUCTION IN WRITING CLASSES
Authors: Duyen Nguyen Thi Hong , Doan Nguyen Thi Khanh
Published: September 2023

This study aims to investigate EFL high-school teachers’ practices of strategies for CT instruction in their writing classrooms. The study was designed as a mixed-method one, using a questionnaire, and classroom observation as collecting data instruments. The sample consists of 103 EFL teachers from 21 high schools in Camau province, in the Mekong Delta region for quantitative data; five out of 103 teachers were purposely chosen to be observed to collect qualitative data. The finding of the study revealed that EFL high-school teachers’ practices of CT strategies used in writing classrooms were at a high level but at the lowest rate. At the same time, the results from classroom observation showed that EFL teachers used three more including setting real writing tasks, presentation, and student questioning in addition to the seven CT strategies presented in the research. From the findings, some pedagogical implications and recommendations are promoted in the hope that EFL teachers can effectively employ strategies for teaching CT in writing classrooms. Finally, the study’s limitations and suggestions for further research were also highlighted.
 

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THE EFL 8TH GRADERS’ ATTITUDES TOWARDS THE USE OF COMPETENCY-BASED INSTRUCTION IN LISTENING COMPREHENSION AT A SECONDARY SCHOOL IN KIEN GIANG, VIETNAM
Authors: Thanh Nga Tran Thi , Thanh Tung Nguyen
Published: September 2023

Listening skill is a vital component of language acquisition on the grounds that it can foster the improvement of other language skills. Therefore, enhancing students’ listening is constantly gaining the prominent attention of most English teachers at secondary schools. Besides, applying competency-based instruction into teaching listening is a novel method that helps teachers attain students’ attitudes, affecting their listening comprehension. Therefore, this current study aimed to examine students’ attitudes toward using competency-based instruction in listening for a main idea and specific information. The study employed a qualitative approach to determine 45 8th graders’ attitudes at a secondary school in Kien Giang province. The students’ diaries were the critical data collection. The study’s findings showed that their views affected their listening skills. Most of them had positive attitudes toward the utilization of competency-based instruction in listening comprehension.

 

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FRESHMAN EFL LEARNERS’ ANXIETY IN SPEAKING CLASSES AND COPING STRATEGIES
Authors: Duong Le Thi Thuy , Trang Nguyen Huynh
Published: September 2023

This study aims to investigate what speaking anxiety freshman EFL learners encountered in their classes and what strategies they used to reduce their anxiety. A mixed methods approach was employed to collect the data, including a questionnaire following the quantitative method and individual semi-structured interviews following the qualitative method. The participants were 185 freshman EFL learners at several universities in the Mekong Delta. The combination of the Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz & Cope (1986) and the theories about three kinds of anxiety proposed by Ellis (1994) was adapted to measure freshman EFL learners’ kinds of speaking anxiety in classes. Additionally, the five categories of coping strategies in Kondo and Ling (2004) were adapted to measure the participants’ coping strategies for reducing their speaking anxiety. The results of the study showed that the participants encountered all three kinds of speaking anxiety including trait anxiety, specific-situation anxiety, and state anxiety in classes. Furthermore, the study also indicated five kinds of strategies utilized by the participants to reduce their anxiety in speaking class namely preparation strategies, relaxation strategies, positive thinking strategies, peer-seeking strategies, and resignation strategies. From the results, it was also indicated that preparation strategies were used more frequently than the other strategies by the participants in speaking classes.
 

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CONSTRUCTING THE LANGUAGE IDENTITY OF A HONG KONG CHINESE LANGUAGE TEACHER: A NARRATIVE SELF-STUDY
Authors: Wong On Ki
Published: September 2023

This study examines the development of second language (L2) identity based on the author's personal experiences as a citizen of Hong Kong. Employing a narrative self-study method, the author explores how Hongkongers' perceptions of their language identities evolve over time. The study reveals that the author's own perception of L2 identities has changed due to shifting political and social contexts as she has taken on various roles throughout her life, including daughter, granddaughter, student, and teacher. By using Mandarin and English at different times, the author has gained a unique understanding of her language identity as a Hong Kong citizen. This research demonstrates that L2 identity is fluid and constantly evolving, adapting to roles and experiences, which in turn influence teaching practices.

本研究透過探索香港教師的個人經歷，研究第二語言身份的發展和演變。透過自我敘說研究法，探討香港人如何隨著時間推移感知他們的語言身份的變化和連續性。研究亦探討個人的第二語言身份認同如何隨著生活角色轉換以及政治和社會環境的變化而改變，以及如何影響其教學實踐 

 

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