International Journal on Social and Education Sciences
The International Journal on Social and Education Sciences (IJonSES) is a peer-reviewed scholarly online journal. The IJonSES is published quarterly in Winter, Spring, Summer, and Fall. There is no publication fee in the IJonSES. The IJonSES welcomes any research papers on education and social sciences using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, book reviews, and review articles. The focus of the journal is mainly on education so submissions from social sciences areas should have educational aspects. The journal is aimed at covering educational topics. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJonSES. The submission cannot be withdrawn without the approval of the editorial office during the review, the revision, the production after acceptance or publication process. The submission is first reviewed by the editorial team. This initial review is completed in two weeks. If the submission passes the initial review, then the blind review takes about 6 months. The journal has a double-blind review process. Any manuscript submitted for consideration in publication in the regular or special issue of the journal is reviewed by at least two international reviewers with expertise in the relevant subject area. The final author versions of the papers should be proofread in terms of language and APA style. If any paper does not meet the language and/or APA style standards at any level of review or publication process, then it will be rejected. Please use an institutional email address for the contact author. Requests or submissions submitted using alternative or generic email addresses (e.g.; @gmail.com, @yahoo.com, @hotmail.com) will not be processed. Use of generic emails prevents unambiguous identification of the author. The template is not mandatory for articles submitted for review. The template can be used for accepted papers.
International Journal on Social and Education Sciences (IJonSES)
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal on Social and Education Sciences (IJonSES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Building Organizational Culture: The Role of Supportive Leadership of School Principals
This research aimed to prove the existence or absence of the influence of supportive school principal leadership in building the school organizational culture in Papua Island. The method used was a quantitative method with a survey approach. The research respondents consisted of 52 teachers spread across the provinces on the island of Papua. The sampling technique used the snowball method. Data collection through questionnaires distributed to principals and teachers in various schools in Papua. Data were analyzed using statistical techniques to identify patterns, relationships, and influences among variables related to supportive leadership and organizational culture. The research results indicate that supportive leadership by school principals plays a significant role in shaping a positive organizational culture in schools on the island of Papua. Supportive and flexible principals are able to face the geographical and social challenges in Papua more effectively, thereby improving the quality of education and the welfare of the school community. This research suggests that educational policies in Papua should place greater emphasis on developing supportive leadership to achieve higher and more sustainable educational goals.
Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
Research on the Role Transformation of Teachers in the AI Era
With the rapid development of emerging information technologies, the art education system is gradually entering the era of intelligence and building a new type of educational ecosystem. In this context, the transformation of society, the widespread application of artificial intelligence technology, and the sustained development of the education field urgently require art history teachers to change their role positioning. This study focuses on the impact and reshaping mechanism of AI technology on the professional role of art history teachers. Through literature research and semi-structured interview analysis, it reveals three major challenges faced by teachers: digital literacy gap, curriculum design paradigm transformation pressure, and insufficient interdisciplinary collaboration ability. The study proposes a "trinity" role transformation strategy: ability reshaping: functional upgrading; Collaborative mechanism. The research conclusion points out that the transformation of teachers' roles needs to break through the level of "tool operators" and deepen towards "educational value leaders": using AI technology to deconstruct knowledge authority and reconstruct a teacher-student equal dialogue model with "problem exploration" as the core. Teachers fully recognize the development of disciplines, educational value, technological tools, and AI ethics, implement human-machine collaborative educational activities, and possess intelligent educational literacy covering three dimensions: society, technology, and education. Universities should establish a collaborative support system of "technology teaching humanities" to assist teachers in achieving a leap from "adapting to technology" to "mastering technology".
A Study on Web Accessibility in Public and Foundation Universities in Turkiye
The rapid development following the emergence of web technologies has facilitated users' access to information. The design processes of web platforms are of great importance to ensure that all users can access these platforms. Within this process, it can be said that the use of web accessibility in the field of web technologies has become a key element. In this context, the need has arisen for individuals with various disadvantages and general users to access digital platforms on equal terms. Web accessibility is not limited to the implementation of technical criteria; it is also associated with users’ ability to perceive and interpret focal points through the fundamental principles of visual and cognitive psychology. In this regard, the transition of web accessibility from technical standards to the process of visual perception and interpretation offers a significant perspective through Gestalt Psychology and theory. The visual perception principles of Gestalt Psychology and theory, which are increasingly utilized in design processes, are widely used in interface designs of digital platforms and in the design of accessible websites. Web platforms prepared in accordance with Gestalt principles and WCAG 2.1 web accessibility criteria are of critical importance in being equal, accessible, and barrier-free for all users. In this context, the aim of this study is to examine the websites of universities in terms of web accessibility criteria and to determine the extent to which they comply with these criteria. The study provides information on the use of Gestalt principles and web accessibility criteria in web interface design, the importance of web accessibility, and fundamental issues related to the web. In the study, based on the Webometrics Index ranking, the websites of the foundation universities ranked among the top three and the state universities ranked among the bottom three in Türkiye were examined within the scope of 30 basic web accessibility criteria of WCAG 2.1 Level A. In this context, the web accessibility status of the universities was revealed, deficiencies were identified, and necessary recommendations were provided.
The Mentorship from Senior Faculty to Junior Faculty at Historically Black Colleges and Universities
An important feature of higher education is the mentorship of junior faculty by senior faculty. Addressing the vital role mentorship plays in an academic institution's survival promotes more opportunities and positive learning experiences. Research shows that mentorship programs for faculty have numerous benefits. Dr. Dessell and others found in their literature review that formal mentoring programs have been associated with faculty member job satisfaction, commitment, reductions in turnover, and productivity. Conversely, faculty mentorship at Historically Black Colleges and Universities (HBCUs) provides emerging research on the importance of recruiting, retaining, and promoting faculty within HBCUs. However, there are benefits of mentorship including professional development, peer mentoring, and psychosocial support. For instance, through their mentors, junior faculty can better become acquainted with the unique needs and strengths of the student body and be introduced to faculty and student resources and protocols. Therefore, this article will present some of the benefits of mentorship as well as the specific issues and aspects of mentorship in HBCUs.
Historically Black Colleges and Universities
Who is Represented? A Content Analysis of Characters in Award-Winning and Acclaimed Literature for Elementary and Middle School Students
Equity and inclusion in education are global priorities, and teachers play a vital role in promoting these values through diverse children's literature. Many U.S. classrooms feature extensive collections of inclusive books that foster cultural awareness and provide tools to address discrimination. This study supports global audiences in understanding how U.S. children’s literature reflects educational values by analyzing character representation in award-winning and acclaimed titles for PreK–8 students. A database of 4,244 titles from 23 awards and recommended lists was compiled, with 86 titles selected for descriptive content analysis. The study examined main characters’ representation across race/ethnicity, gender, socioeconomic status, disability, religion, and sexual orientation. Findings reveal a lack of representation that reflects contemporary U.S. children. While gender representation is balanced, non-binary characters are absent. White characters dominate, and other groups—particularly in terms of religion and disability—remain underrepresented. These patterns echo previous research and highlight the need for more inclusive literature. The paper argues that educators must intentionally select diverse books to promote equity, inclusion, and empathy, ensuring all children see themselves in the stories they read. It also emphasizes the global significance of U.S. children’s literature in reflecting cultural values and advancing representation.
Adaptation of Climate Change Stages of Change Questionnaire into Turkish: A Study of Reliability and Validity
There is growing interest in climate change education, however there are very limited tools in elementary and secondary level to measure students’ understanding. Departing from this need, this study aimed to adapt the Climate Change Stages of Change Questionnaire into Turkish and examine its validity and reliability. The adaptation process stated with the International Test Commission guidelines and involved expert consultation, forward-backward translation, and pilot testing. The latter phase included large scale data collection and the questionnaire was distributed to randomly selected middle school students in three different Turkish cities. 493 sixth- and seventh-grade students participated in the large-scale data collection. Confirmatory Factor Analysis supported the original five-factor structure, yielding acceptable fit indices (e.g., RMSEA = 0.075; CFI = 0.915). Internal consistency reliability ranged from acceptable to high across most subscales, although the two-item contemplation subscale showed a lower alpha value. Results indicate that the Turkish version of the CCSOCQ is a valid and reliable tool for assessing students’ behavioral change stages regarding climate action. The scale can serve as a valuable resource in designing targeted climate education interventions and evaluating their impact on students’ progression toward sustainable behaviors.
Interest Matters: A Motivational Variable in Translation - Survey on the Interest Area
Translation has been considered a readily accessible tool that can be utilized to build national image, possibly ensure intercultural communication and the exchange of knowledge between any two given countries that differ in culture and belong to different language groups. Deliberating on the question of what to translate? Who to translate for? And what topic will interest a particular target population in space and time, this article through a survey, investigated the interest areas of foreigners, particularly Ghanaians about knowing China, to initiate a purposeful translation activity base on the topmost interest area of the target population. The results of the findings indicated that Ghanaians are interested in a translated material on China’s trade policy and E-commerce, an outcome that runs contrary to the presumption of the author that Ghanaians would be interested in Chinese culture and Chinese medicine. This study has also through empirical evidence, demonstrated and proposed the need for the consideration of the “concept of interest” of both the audience and the translator involved in translation action especially for those involved in domain-specific translations. This study creates awareness and calls for the consideration of the concept of interest in translation. It also contributes new knowledge to the existing literature in the field of translation and applied linguistics.
University Teachers’ Perspectives on Using Artificial Intelligence in Teaching and its Related Aspects
This study explores interconnections between university teachers’ self-efficacy beliefs, intrinsic motivation, behavioural commitment, and teachers’ views on the ethics of AI and the possibilities of using AI in teaching. Furthermore, the aim is to investigate how teachers’ teaching experience and their participation in AI training relate to these aspects. The data consist of teachers’ (n=92) survey responses and open-ended answers. Data analyses included both quantitative and qualitative methods. The quantitative data were analysed with correlations, t-test, and ANOVA, while content analysis was used to analyse the qualitative data. The results indicated that teachers emphasized the importance of ethical perspectives on AI. A positive connection was found between university teachers’ self-efficacy for using AI in teaching, intrinsic motivation, and behavioural commitment. Teachers with AI training reported higher self-efficacy for using AI in teaching, and they had significantly higher levels of intrinsic motivation and behavioural commitment than teachers without AI training. Moreover, they highlighted more possibilities for using AI in planning their teaching and supporting student learning than teachers without AI training. This study enhances understanding of how university teachers’ self-efficacy, intrinsic motivation, and behavioural commitment to using AI in teaching are interrelated, highlighting the potential moderating role of AI training participation.
Positive Exploring on Online Teaching Learning
Online education is considered a type of education in which students and faculty members use their own devices to access the internet instead of presenting physically in the institution. The present study aimed to explore positive exploration of online teaching-learning at the postgraduate level at the University of Dhaka. Under a qualitative research design, a total of 27 students and 4 faculty members were selected by convenience sampling. Semi-structured interviews for 6 students and 4 faculty members and a focus group discussion were organized for the other 21 students in three sessions. Data was analyzed using the thematic data analysis method. Treating these difficulties rigorously, this study recommended that strong network coverage, cost-efficient data packages, proper planning, incentives for faculty members, and enhancement of their skills will create a positive field of education and blended learning as an alternative to conventional teaching and learning, resulting in great outcomes in all areas. However, the study identified multiple prospective solutions, such as developing a comprehensive strategy for digital infrastructure, increasing financing for digital literacy training, and establishing partnerships between international, corporate, and governmental organizations to promote e-learning.
Improvement Capacity in High-Poverty Rural Schools
This study examines the capacity for improvement in high-poverty Mississippi schools by comparing internal coherence (IC) levels in Mississippi high-needs improving (MHN-I) and Mississippi high-needs struggling (MHN-S) schools. Despite decades of research identifying best practices in leadership and instruction, the state ranks among the lowest in national student achievement metrics. This research builds on the Internal Coherence Framework, which emphasizes the role of leadership, collaborative instructional practices, and organizational structures in fostering sustainable school improvement. The study utilized a quantitative approach, analyzing IC survey results from 19 schools through statistical tests, including t-tests and correlation measures. Findings indicate that MHN-I schools exhibit significantly higher IC levels than MHN-S schools, underscoring the importance of leadership that promotes shared instructional goals and professional collaboration. The results provide insights for policymakers, educators, and researchers interested in leveraging IC strategies to enhance educational outcomes in underperforming schools. Future research should explore the longitudinal impact of IC interventions and the role of external supports in sustaining coherence-driven school improvement.
Fostering Interdisciplinary Learning Activity for Gifted Students
The study focuses on the importance of interdisciplinary learning experiences for exploring diverse subjects. Qualitatively conducted with 9 gifted high school students at a Science and Arts Center in Türkiye, the research involved collaboration among teachers in science, information technologies, and English, guided by a gifted education specialist. The interdisciplinary activity spanned 16 class hours, integrating Molecular Biology and Genetics with English, cinema, and information technologies. The students undertook a DNA comparison and gel electrophoresis experiment, followed by vocabulary activities, English improvisation, and a short film creation. Feedback from students was positive, and expert evaluations noted a high level of creativity in both the short film (average score 4/5) and the poster (average score 3.75/5). The study underscores the success of the tailored interdisciplinary approach for gifted students, offering valuable insights for future research and guidance for teachers in the gifted education domain.
Enhancing Pre-service Science Teachers' Views on the Nature of Science through QR Code Activities
The aim of this study is to enhance pre-service science teachers' understanding of astronomy topics, such as the Kuiper Belt, dwarf planets, and Pluto's reclassification as a non-planet, and to develop their views on the nature of science through activities utilizing QR code technology. Additionally, the study aims to encourage pre-service teachers to design similar activities and incorporate various aspects of the nature of science, such as variability, imagination and creativity, subjectivity, observation, and inference, into these activities. Designed as a qualitative research, the study used pre- and post-implementation interviews, reflective evaluations, and QR code activities developed by the pre-service teachers as data collection tools. The data were analyzed using descriptive analysis. The findings indicate that QR codes helped improve the participants' conceptual understanding and successfully integrated aspects of the nature of science into their activities. Furthermore, the pre-service teachers found the QR code activities to be interactive and useful. However, concerns were raised about using this technology in their professional lives due to the lack of technological infrastructure in schools. This highlights the importance of supporting technology integration in teacher education programs.
An Analysis of Situational Challenges and Opportunities in Educational Knowledge System
This study examines Thailand’s educational knowledge system, analyzing its structural characteristics, challenges, and opportunities for development. Using a mixed-methods approach, the research combined survey data from 195 faculty members, in-depth interviews with 30 experts, and analysis of institutional research outputs from 2016-2021. The findings reveal significant patterns in knowledge production, including a 5.2% annual growth in research outputs but with notable imbalances - thesis production dominates at 77.1%, while international publications remain limited at 12.3% of total output. Analysis identified key structural challenges: centralized research funding (reported by 80.0% of respondents), limited research support infrastructure (only 32.4% of institutions maintain dedicated research offices), and high teaching workloads (x̄=4.45). However, emerging opportunities include increasing domestic research collaboration (45.3%) and growing digital research adoption (68.4%). The study contributes to understanding educational knowledge systems in developing contexts, offering evidence-based recommendations for system enhancement through decentralization, capacity building, and infrastructure development. These findings provide a foundation for policy reforms aimed at strengthening Thailand’s educational research ecosystem while addressing both immediate challenges and long-term development needs. The research highlights the importance of balanced development approaches that consider both local contexts and global research standards.
Digital-Based Learning Media Innovation: Improving Motivation and Science Learning Outcomes
This study aims to explore the effectiveness of digital-based learning media innovation in improving students' motivation and learning outcomes in Natural and Social Sciences (IPAS) subjects at elementary school level. The research approach used is qualitative with a case study method on fifth grade students at an elementary school in Indonesia. Data were obtained through observation, in-depth interviews, and analysis of relevant documents. The results of the study indicate that the use of digital-based learning media, such as interactive applications and learning videos, can increase students' enthusiasm in the learning process. Students show higher motivation, characterized by active involvement and positive responses during learning. In addition, student learning outcomes also increase, both in terms of understanding concepts and the ability to apply the material. Supporting factors for the success of digital media implementation include technology accessibility, teacher training, and the suitability of the material to the curriculum. This study concludes that digital-based learning media innovation not only facilitates more interesting learning but also contributes significantly to increasing student motivation and learning outcomes. This study recommends further development of child-friendly digital media designs and improving technology infrastructure in elementary schools.
Designing and Developing Learning Management Processes to Promote Self-Directed Knowledge Construction
This study aims to: 1) Examine the experiences and needs essential for fostering self-directed knowledge construction among science teachers and lower secondary students; and 2) Develop a learning management process to enhance self-directed knowledge construction for lower secondary students. Targeting 35 students from a school in Kalasin province during the first semester of 2023, the research employs interviews, response assessments, and practical exercises. Following Richey & Klein’s design-based research methodology, the project consists of two primary phases. The initial design phase analyzes user experiences and relevant research to construct a learning management framework. The subsequent development phase involves expert review to refine and ensure the framework's effectiveness. Expert evaluations have tailored the learning management process to the specific context of lower secondary education, promoting student engagement and knowledge creation through practical, real-world applications. Findings highlight the efficacy of constructivist approaches in learning management, demonstrating their ability to meet the evolving needs of students and educators by enabling independent knowledge generation. This study provides a robust framework for developing effective, self-directed learning environments, contributing significantly to the field of educational design.
Analysis of Attitudes of Undergraduate Art Students Toward Painting Workshop Lessons
Art education has a very important place in the general education system. Given the history of education of civilized nations, the importance of art education is obvious. For this reason, we have to develop our art education by put it in the center of our education system. Students are given art drawing and painting basic art workshop lessons in many art faculties that maintain art education at undergraduate level. These lessons are different from each other regard to quality and quantity. There are also differences in students’ painting workshop lessons according to their secondary education fields and types they graduated. In this study, it’s been researched the attitudes of undergraduate art education students toward the art drawing lesson at first level and the painting workshop lessons at the second, third and fourth levels are analyzed according to their high school graduation fields. In the clarity of findings, some recommendations were made and it’s been tried to make contributions to art education by them.
Motivation and Learning Strategies of University Students in a Self-Paced Developmental Course
This study used the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies of students in a self-paced developmental mathematics class. A total of 194 undergraduate students participated in this study. Descriptive statistics, correlation coefficients, and regression analysis were conducted to assess students’ motivation and their use of various learning strategies. The correlation analysis revealed that most MSLQ scale scores were significantly correlated with one another and with the overall MSLQ. Specifically, motivation—particularly task value and test anxiety—was a significant predictor of learning strategies. The mean scores for the MSLQ scales ranged from moderate to high.
Investigation of the Academic Career Awareness of Teacher Candidates
The aim of this study is to examine the academic career awareness of prospective Turkish and Turkish language and literature teachers. It is important in terms of contributing to the field due to the limited studies conducted at the undergraduate level to examine the academic career awareness of prospective Turkish and Turkish language and literature teachers. Relational survey model, one of the quantitative research methods, was used in the study. In the 2022-2023 academic year, Atatürk University Faculty of Education Turkish and Turkish language and literature teacher candidates who continue to teach Turkish and Turkish language and literature at the 1st grade level 131; at the 2nd grade level 85; at the 3rd grade level 133 and at the 4th grade level 87 in total 436 teacher candidates were voluntarily included in the study group using the convenience sampling method. personal information form and academic career awareness scale developed by the researcher himself were used as data collection tools in the research. In the study, it was determined that there were significant differences between the mean scores of the participants according to their gender and grade levels. On the other hand, it was determined that there was no significant difference between the career awareness levels of the participants according to the types of high schools they graduated from and their economic income levels according to the mean scores they obtained from the career awareness scale.
Developing Learning Management Skills for Science Teachers in the 21st Century
The aim of this study is to enhance science instructors' 21st-century learning management abilities. Among the sample group are teachers of primary science. This resulted from using a straightforward random sample selection technique (basic random sampling). The test, the learning management assessment, and the 21st Century Science Learning Management Handbook were the instruments employed in the study. ANOVA and the t-test use pre-made statistical routines. The results show that the development of learning management skills for scientific instructors in the twenty-first century includes the theories, concepts, and tenets of a model that stresses engagement in teaching and learning activities as well as actual action. There are five steps in the model: Step 1 Engagement, Step 2 Exploration, Step 3 Explain, Step 4: Elaboration, Step 5: Evaluation, Comparing, and Measuring the 21st-Century Learning Activity Skills of Science Teachers It is clear that, following the arrangement of learning activities connected to the improvement of learning management skills for scientific teachers in the twenty-first century, there is a statistically significant difference at level 0.05. In comparison to the pre-activity, the average score rose after the learning exercise.
Science Learning Management in the 21st Century
Developing Learning Management Skills in the 21st Century
Conceptualizing the Praxis of Critical Education Theory among Teacher Educators
This article explores the praxis of critical education theory among teacher educators in Thailand’s contemporary education reform movement. Using qualitative methods, including semi-structured interviews and classroom observations with fifteen teacher educators from ten institutions, the research examines how critical pedagogy is implemented in teacher preparation programs. Four key themes emerged from the data analysis: 1) reconceptualizing “teacher” and “teacherness,” 2) knowledge production and discourse formation, 3) professional development and critical reflection, and 4) contestation, negotiation, and cooperation in implementing critical approaches. Findings reveal that teacher educators are actively challenging traditional pedagogical paradigms, fostering critical consciousness among pre-service teachers, and navigating institutional constraints to promote more inclusive and socially relevant curricula. The study highlights the complex dynamics of implementing critical education theory within a system that often resists change. This research contributes to the understanding of how critical pedagogy can be operationalized in teacher education, offering insights into the challenges and opportunities of fostering a more equitable and transformative education system in Thailand. The findings have implications for teacher education policy and practice, suggesting the need for a more flexible and critically oriented approach to teacher preparation.
Challenges and Experiences in Teaching Multilingual Learners in Social Studies Classrooms
This study examines the challenges and experiences faced by educators and school leaders in supporting Multilingual Learners (MLs) in North Carolina’s social studies classrooms. Utilizing a narrative inquiry approach, the research explores the perspectives of 21 ESL teachers and public school administrators through interviews and open-ended questions. Key findings reveal that cultural and language barriers are the most significant obstacles to providing effective instruction for MLs. These challenges are often exacerbated by cultural biases and stereotypes, affecting both educators and students. The study emphasizes the need for targeted professional development programs to equip educators with research-based instructional strategies that address the unique needs of MLs in social studies education.
Balancing Rigor, Equity and Pedagogy: The Role of Specifications Grading in Higher Education Assessment
This paper examines the impact of Specifications Grading (Specs) compared to Traditional Grading in a General Chemistry II course. Specifications Grading focuses on student competency, aiming to promote deeper learning, academic rigor, and equity through clear and standardized criteria. In this study, students were assessed using tasks aligned with Student Learning Objectives (SLOs) and were provided multiple opportunities to demonstrate mastery. The study found a significant increase in the percentage of students passing under the Specifications Grading system compared to Traditional Grading, with the passing rate increasing from 21% under traditional methods to 56% under Specs. This shift highlights the potential of Specifications Grading to improve student success and mastery of course material. Additionally, a student survey conducted at the end of the course revealed positive feedback toward the Specifications Grading system. Students reported that they found the system to be more transparent and equitable than traditional grading methods. Many expressed that the clear expectations and multiple chances for improvement made them feel more in control of their learning experience, contributing to greater engagement and reduced anxiety. The study concludes that Specifications Grading is an effective and pedagogically sound approach that fosters fairness, promotes mastery, and supports better student outcomes. These insights offer valuable guidance for educators looking to refine their assessment strategies.
The Relationship between Critical Thinking Standards and Critical Thinking Attitudes of Teacher Candidates
The purpose of the research is to determine the direction and level of the relationship between the attitudes of teacher candidates towards critical thinking and their critical thinking standards and the degree to which the attitudes of teacher candidates towards critical thinking predict their critical thinking standards. The research model is a correlation survey model, one of the quantitative research models. The study group consists of teacher candidates studying at the faculty of education of a state university in Turkey in the 2023-2024 academic year. When the research findings are examined, it is seen that the attitude scores of the teacher candidates towards critical thinking and the critical thinking standards scores of the teacher candidates correspond to the “very high” level. According to another finding of the research, there is a moderately significant relationship between the level of teacher candidates’ attitudes towards critical thinking and critical thinking standards. Also, it was seen that the attitudes of teacher candidates towards critical thinking significantly predicted critical thinking standards. It can be stated that 45% of the total variance regarding the critical thinking standards of teacher candidates is explained by their attitudes towards critical thinking.
In Their Words: Assessing Undergraduate Intellectual Curiosity Across Home, Classroom, and Digital Landscapes
This study explored intellectual curiosity among undergraduate students, focusing on the interplay of home, school, and digital environments, particularly in the post-pandemic educational context. Employing a sequential exploratory mixed-method design, data were collected from undergraduates at a southeastern U.S. university through surveys, interviews, and reflective journals. The research examined how cultural backgrounds, family dynamics, personal relationships, and digital tools influenced students' learning engagement and intellectual curiosity. Findings revealed that supportive professors, experiential learning opportunities, and the integration of digital technologies play pivotal roles in fostering intellectual curiosity. Students expressed a strong desire to explore new ideas, yet many identified rigid academic structures and outdated teaching methods as barriers to engagement. Family and peer relationships further shaped students' academic motivation, with digital tools such as YouTube, TikTok, and Google serving as significant resources for informal learning. The quantitative analysis highlighted that meaningful professor-student interactions and effective technology integration significantly predicted student engagement. The study underscores the importance of creating culturally responsive, flexible, and interactive learning environments that connect personal, academic, and digital space. The study emphasizes the value of integrating digital tools, cultivating professor-student relationships, and designing innovative teaching strategies to enhance intellectual curiosity. These insights highlight actionable ways educators can create personalized and engaging academic experiences in an increasingly interconnected educational landscape.
An Ecological Examination of Elderly American Racial/Ethnic Disparities in Time Allocation
Time allocation studies date back to the late 19th and early twentieth century (Bauman et al., 2019), but the role of race and ethnicity in shaping daily time use among elderly Americans remains underexplored (Bartel et al., 2019). Recent research has addressed related topics on timeuse that included health and well-being (Zick et al., 2019), disability and sleeping time (Shandra et al., 2014), and social interactions (Ferranna et al., 2022). This paper aimed to investigate racial and ethnic disparities in time allocation among elderly Americans using an ecological framework. The current research examined how racial/ethnic backgrounds influenced American timeuse in later life. Bronfenbrenner’s ecological model (1974, 1968, 1989) offered a framework for this study, focusing on three levels of systems: the ontogenic system (demographic characteristics), the microsystem (immediate environment), and the exosystem (indirect influences like social networks and community context). The macrosystem, which reflected broader cultural and societal structures, was excluded but could inform future research. Understanding these factors may help policymakers promote racial and ethnic equity, improving active engagement in the daily lives of elderly Americans (Fetter & Lockwood, 2018).
Longitudinal Analysis of Hispanic Literacy Development in the Southwestern US: Addressing the Fourth-Grade Slump and Corresponding Matthew Effect
Hispanic literacy development in the Southwestern US is examined through standardized assessment data derived from recent National Assessment of Educational Progress (NAEP) and Texas Academic Performance Reports (TAPR). This longitudinal study focuses on significant variables across a spectrum of grade levels for Hispanics of Mexican descent. Results confirm a steady decline in reading performance after 4th grade. At the secondary level, a corresponding Matthew effect is also detected—whereby students whose reading development begins to decline in 4th grade continues to decline in secondary grades. Socioeconomic status (SES), gender, and bilingual language development are correlated as mitigating factors for reading performance. Hispanic students who attended a slightly more affluent and racially diverse high school showed moderately better reading scores. Hispanic males with low SES should be seen as most at-risk for reading failure in this region. Recommendations for alleviating these developmental literacy challenges include a more systematic implementation of Science of Teaching Reading (STR) at the earlier grade levels and raising awareness about gender differences in reading instruction. Parents, educators, and administrators interested in Hispanic reading development should find this study informative.
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Acclaimed Children's Literature as Global Resources
Acclaimed children's books in the United States (U.S.) may be utilized as resources to instruct global issues. As children’s literature reflects social context and values, acclaimed books may provide curricular materials for those within the U.S. and to international audiences. Stakeholders, including librarians, teachers, national industry experts, and parents, are among those who review and award prizes to children’s literature. This work has resulted in booklists teachers, families, and librarians use to guide their book purchasing and sharing practices. We investigate the histories, composition, and criteria for 22 award and acclaimed U.S. children’s book lists containing 4,244 titles. Fewer than 100 titles appear consistently across multiple stakeholder lists. International audiences will become more aware of the types of U.S. awards for children’s literature that exist and reflect on the award and acclaimed book lists published in their countries and how they might be used by teachers, parents, and other stakeholders.
Investigating the Relationship between Interpersonal Communication Disposition and Psychological Resilience in University Students
This study aims to examine the relationship between psychological resilience and interpersonal communication skills of university students. The study group consisted of 544 female (272) and male (272) university students with normal development attending the Faculty of Health Sciences of 5 different universities in Ankara in the 2022-2023 academic year. Brief Resilience Scale and Interpersonal Communication Competence Inventory were used as data collection tools. The data obtained showed that there was a statistically significant difference between male and female participants in terms of psychological resilience. The study shows that males scored higher on the resilience scale than females. This result is in line with the belief that females are “more vulnerable” and “less psychologically resilient” than males. It also shows that there is no relationship between a higher degree of resilience and social support system. This study aims to motivate university students to strengthen their resilience and communication skills for better service.
The Effects of Dual Coding Theory on Social Studies Vocabulary and Comprehension in Elementary Education
The goal of this quasi-experimental study was to assess the effects of Dual-Coding Theory on domain-specific vocabulary and comprehension in a 5th grade social studies classroom. The pretest/posttest design research was conducted in a rural elementary school (N = 49). Twenty-three students participated in an intervention of dual-coding based strategies. This study sought to determine if the instructional strategies that incorporated dual coding were more effective than traditional social studies strategies to promote domain-specific vocabulary learning and academic achievement. In addition to the measures for vocabulary and comprehension, students completed a motivational questionnaire on their view of social studies to ascertain if their motivation and enjoyment changed after the experiment. ANCOVA analyses showed consistent, statistically significant results indicating that dual coding strategies benefitted students in the area of academic achievement. Dual coding strategies appeared to have had a positive impact on student vocabulary learning and academic achievement.
Differences that Make a Difference: Adapting a Professional Development Program for the Post-COVID-New-Normal
The unpredictable nature of the COVID-19 pandemic created unprecedented challenges including a need for new curricula, pedagogy, and more accessible forms of professional development (PD). A gap in research exists regarding professional development of educators. This qualitative study used data collected from two surveys, a focus group, and a geographical distribution map. The analysis focuses on identifying factors that influence in-service educators when choosing and participating in an extended, elective PD that focuses on writing and its instruction over two years. Analysis of two online summer National Writing Project institutes revealed several motivators for participation including desires to improve pedagogical skills, online accessibility, and desire to participate in personal writing. Participants indicated a strong desire for the trainings be moved to a later date in the summer and to be offered online. These actionable requests were implemented in the second summer PD offering. Findings will be used to reframe professional development formats.