https://www.redfame.com/journal/index.php/jets/issue/feedJournal of Education and Training Studies2024-03-28T00:48:42-07:00Robert Smithjets@redfame.comOpen Journal SystemsJournal of Education and Training Studies (ISSN: 2324-805X; E-ISSN: 2324-8068) is an international, peer-reviewed, open-access journal, published by Redfame Publishing. The journal is published <strong>quarterly</strong> in both <strong>print and online versions</strong>. The journal accepts article submissions <strong><a href="/journal/index.php/jets/about/submissions#onlineSubmissions">online</a></strong> or by <strong><a href="mailto:jets@redfame.com">e-mail</a></strong>.https://www.redfame.com/journal/index.php/jets/article/view/6649Retaining Teachers Through Building Confidence in Collaboration Skills: Promoting 21st-Century Teaching Skills in Teacher Education2024-03-28T00:48:42-07:00Linda Shidlerlshidler@yahoo.com<p>In 2023, the United States faces a monumental teacher shortage. Murdock (2022) has quoted an estimated 36,504 full-time teaching positions as unfilled, with another 163,650 positions filled by underqualified individuals or by those teaching outside of their field of study. Although this figure falls short of the 53 percent of all schools reported by the National Education Association (NEA) as understaffed, it is a figure of consequence for educators and schools (Walker, 2022). The NEA has also reported that 55percent of those in teaching and in educational support positions have considered leaving the profession earlier than planned. In 2018, the Organization for Economic Co-operation and Development (OECD) conducted their Teaching and Learning International Survey (TALIS) and found similar results. In the survey, 14 percent of teachers aged 50 years or younger stated their desire to leave the profession within the next five years.</p>2024-01-06T15:17:21-08:00Copyright (c) 2023 Linda Shidlerhttps://www.redfame.com/journal/index.php/jets/article/view/6571The Influence of a Culturally Informed Suicide Prevention Training on School Mental Health Professionals’ Beliefs2024-03-28T00:48:42-07:00Emily C. Brownbrownemily@umsl.eduMary Edwinedwinmo@umsl.edu<p>Youth suicide is a significant public health concern in the United States, and students from culturally minoritized groups may be at higher risk of suicidality and suicide ideation. As key stakeholders in comprehensive suicide prevention efforts, school mental health professionals need targeted professional development to help them address the mental health needs of all their students. The study aimed to pilot the Culturally Responsive Suicide Prevention in Schools (CRSPiS) professional development session and evaluate its impact on school mental health professionals’ beliefs about the influence of culture on suicidal thoughts, behaviors, communication, and response. A pre-and post-training design was used. Professionals attended the pilot of a structured 3-hour professional development session. Immediately after the training school mental health professionals who participated in the CRSPiS session reported stronger beliefs in the influence of culture on suicide ideation and response. Participants’ beliefs did not vary by previous hours of suicide training and years of experience. CRSPiS training may help improve professionals’ ability to respond to suicide and conduct assessments in culturally relevant ways.</p>2024-01-31T18:11:56-08:00Copyright (c) 2024 Emily C. Brown, Mary Edwinhttps://www.redfame.com/journal/index.php/jets/article/view/6582The Paradigm Shift in Education in Big Data Era: Exploring the Intersection of Historical Assessment Frameworks and AI-Powered Assessment Methods in Education2024-03-28T00:48:42-07:00Kuixi Dukuixi.du@usm.eduJonathon Geigerjonathon.geiger@usm.eduTommie Killentommie.killen@usm.eduAbril Escobal Portaabril.escobalporta@usm.eduThomas O'Brienthomas.obrien@usm.edu<p>This paper delves into the dynamic intersection between traditional assessment processes and AI-powered technology assessment models within the expansive landscape of the big data era. Tracing the origins of large-scale standardized testing, from Francis Galton's pioneering intelligence testing proposals to the subsequent development of norm-referenced testing (NRT) by Alfred Binet and Theodore Simon, the historical trajectory underscores the evolution towards authentic assessment paradigms such as computerized adaptive testing (CAT) and performance-based assessment (PBA). These shifts reflect a broader aim of equipping educators with tools to measure student learning effectively and foster continuous learning beyond the confines of the classroom. However, despite the proliferation of methods integrating big data and AI technologies in educational settings, a discernible gap persists between technological capabilities and their practical implementation in education, notably in the realm of student assessment and evaluation. This gap highlights challenges in enhancing assessment accuracy and reliability, evaluating non-cognitive skills, and delivering personalized feedback. The introduction of AI-powered technologies like ChatGPT raises ethical considerations regarding fairness, privacy, and bias, necessitating responsible and equitable deployment.</p><p>This paper addresses fundamental research questions concerning the historical influences on assessment frameworks, the role of AI-powered technology in driving paradigm shifts, and the ethical considerations surrounding its application. Through a comprehensive literature review, it explores the potential of AI technology to enhance assessment accuracy and reliability while advocating for its responsible use. Despite the challenges posed by traditional assessment processes and AI-powered technology assessment models, educators continually strive to improve student learning and readiness for lifelong learning.</p><p>By celebrating the invaluable contributions of educators, we can shift the narrative surrounding assessment practices towards a more positive and supportive environment, fostering ethical and innovative uses of AI-powered technology. This celebration serves as inspiration for future research and development in assessment, emphasizing the importance of building upon educators’ innovative practices to shape the future of assessment in the big data era.</p>2024-01-31T18:18:53-08:00Copyright (c) 2024 Kuixi Du, Jonathon Geiger, Tommie Killen, Abril Escobal Porta, Thomas O'Brienhttps://www.redfame.com/journal/index.php/jets/article/view/6589Weaving Pathways: The Role of High School Family and Consumer Sciences Courses in Cultivating a Teacher Pipeline Across the Midwest2024-03-28T00:48:42-07:00Micheal P Rowleymprowl1@ilstu.eduElizabeth M Wilkinsewilkins@usi.edu<p>High School Family and Consumer Science classrooms hold the potential for university and high school partnerships for teacher education pipelines. This study uses a comparative policy analysis to provide a regional resource for laws, policies, and programs within the Midwest regarding FCS classrooms and courses that are offered. Utilizing a comparative policy analysis approach, the aim is to create an opportunity for guiding current high school students toward becoming future candidates in teacher education programs by doing intentional outreach. This analysis will provide an outline of how university Teacher Education programs can partner intentionally to recruit and mentor incoming first-year college students while they are learning educational pedagogy in their high school FCS classrooms. This analysis provides a foundation for how high school FCS classrooms and university teacher education classrooms can foster cohesive and supportive mutually beneficial partnerships in the states surrounding Illinois and Indiana. Data were gathered by accessing regional education department websites and illustrating the potential opportunities for high school coursework to connect with established teacher education university programs and align pedagogically. Key findings include multiple opportunities in the Midwest for partnerships that are mutually beneficial and are easily accessible if intentional connections are made between faculty.</p>2024-01-31T18:25:42-08:00Copyright (c) 2024 Micheal P Rowley, Elizabeth M Wilkinshttps://www.redfame.com/journal/index.php/jets/article/view/6761Preparing Students to Move into Societal Roles as Leaders2024-03-28T00:48:42-07:00Richard F. Bowmanrbowman@winona.edu<p>Leadership instruction in academic environments involves teaching and practicing the social and emotional skills of leadership. In practice, leadership is about the ability to connect with the perspectives and emotions of others. This paper illustrates how to create four distinctive leadership mindsets in a classroom setting: (a) Living sustainably, (b) Race-conscious leadership, (c) Discovering self-worth, and (d) Conceptualizing leadership development through passions, principles, partners, and plans.</p>2024-02-24T00:00:00-08:00Copyright (c) 2024 Richard F. Bowmanhttps://www.redfame.com/journal/index.php/jets/article/view/6785Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?2024-03-28T00:48:42-07:00Aakash Kumarw-rupley@exchange.tamu.eduWilliam H. Rupleyw-rupley@exchange.tamu.eduDavid Paigew-rupley@exchange.tamu.eduDebra McKeownw-rupley@exchange.tamu.edu<p><strong>Abstract</strong></p><p>This study explores the effectiveness of dynamic assessment (DA) in addressing grammatical writing difficulties in Pakistani English as a Second Language (ESL) learners' writing. Adopting an interactionist approach to DA, the research observes mediational moves by a teacher during the writing assessment process. The study employs a qualitative case study design, examining the interactional patterns and outcomes of DA for three higher secondary-level Pakistani ESL learners over an eight-week period. The findings indicate that the interactionist approach to DA is a promising method for improving the grammatical accuracy of Pakistani ESL learners, particularly in areas such as tenses, pronouns, and subject-verb agreement. The results of this study have significant implications for writing instruction in ESL contexts. Dynamic assessment can support the development of writing skills by providing ESL writers with opportunities to engage in distributive practice and receive feedback on their writing, resulting in a tailored and effective approach to writing instruction.</p>2024-03-06T00:00:00-08:00Copyright (c) 2024 Aakash Kumar, William H. Rupley, David Paige, Debra McKeownhttps://www.redfame.com/journal/index.php/jets/article/view/6793How Constructivist Learning Impacts Secondary Girls’ STEM Career Interests2024-03-28T00:48:42-07:00Yonghong Jade Xuyxu@memphis.eduMei Yangyxu@memphis.eduShaoan Zhangyxu@memphis.eduVenkatesan Muthukumaryxu@memphis.edu<p>This is a quantitative study that examines how constructivist learning in a summer camp impacted middle school and high school girls’ STEM knowledge, self-efficacy, and ultimately, their interests in future STEM learning and growth. An online survey was used to collect information from thirty-one girls at the end of a five-week summer camp. The results are mostly confirmative of past studies that used student-centered project-based authentic STEM learning with significant gains in students’ understanding of STEM, self-efficacy, and interests in STEM for future development. The unique contribution of the study, though, is the finding that, when given the opportunity to engage in active learning and problem-solving, girls’ interest in STEM subjects could be substantially boosted; the constructivist learning environment along with their gains in STEM knowledge can compensate any insufficiency in self-efficacy in this regard. This study provides insight about the importance of instructional approach in STEM education.<strong></strong></p>2024-03-08T00:00:00-08:00Copyright (c) 2024 Yonghong Jade Xu, Mei Yang, Shaoan Zhang, Venkatesan Muthukumarhttps://www.redfame.com/journal/index.php/jets/article/view/6744A Mathematics Intervention in Kindergarten Using Shel Silverstein’s “The Missing Piece Meets the Big O”: Early Childhood Educators’ Perceptions on a Teaching Framework Integrating Literature in Mathematics-Related Concepts2024-03-28T00:48:42-07:00Christina Kalaitzichr.kalaitzi@gmail.comTeaching mathematics in kindergarten necessitates interdisciplinary methods. By merging different disciplines, educators should create an environment conducive to learning, equipped with diverse materials, which allows children to engage with mathematical concepts through play, observation, and read-aloud stories. The aim of the present study is to explore early childhood educators’ perceptions of a teaching framework integrating literature in mathematics-related concepts. The hypothesis is that a mathematics intervention using Shel Silverstein’s “The missing piece meets the big O” could affect the teaching of mathematics in kindergarten. In this action research, twenty-four (n=24) early childhood educators participated by implementing the intervention and completing a semi-structured questionnaire. Data analysis included descriptive and inferential statistical analysis that was used to compare the mean scores of the two parts of the questionnaire before and after the intervention. Results show that educators were more positively inclined to use picturebooks as a stimulus for approaching mathematics-related concepts and creating a demarcated and inviting space for learning mathematics. Their answers lead to the assumption that a clear and concise framework, which integrates literature in mathematics and offers specific phases with activities would facilitate their teaching process. The notable deviation in their answers before and after the intervention demonstrates the extent to which the intervention affected their perceptions. Discussion of findings highlights the need for the Greek curriculum for preschool education to offer methodological recommendations for the integration of picturebooks in the teaching of mathematics.2024-03-22T17:28:36-07:00Copyright (c) 2024 Christina Kalaitzihttps://www.redfame.com/journal/index.php/jets/article/view/6755Enhancing Team-Based Learning by Moderating FIRST-ADLX Framework inTeacher Professional Development2024-03-28T00:48:42-07:00Mohamed Bahgatmbahgat@segagroup.netZeina Almasrizalmasri@segagroup.netAshraf Elsaftyashraf@ashrafelsafty.comAhmed Seddekahmed.seddek@ashrafelsafty.com<div><p>Over the past few decades, teacher professional development has increasingly focused on developing teachers’ professional skills in the use of TBL (team-based learning) in their classrooms, gaining new insights and perspectives, and enhancing their ability to meet the diverse needs of their students. Consequently, many studies have investigated the effectiveness of learner-centric approaches such as team-based learning, inquiry-based learning, problem-based learning, project-based learning, and others on learner engagement and knowledge acquisition. While such approaches have been found to motivate learners and improve learning outcomes, many teachers have struggled to create an impactful learner experience by following the recommended sequence alone. To address this issue, this paper proposes an integrated approach to designing and facilitating a learner experience using FIRST-ADLX (Focusing – Interacting – Reviewing – Sequencing – Transforming-Active Deep Learner eXperience) Framework to moderate a team-based learning session. The effectiveness of integrating team-based learning within FIRST-ADLX Framework in improving learner engagement, overall satisfaction, and knowledge retention is investigated through an auto-ethnographic research design (Lichtman, 2012; Méndez, 2013; Ellis & Bochner, 2000; Starr, 2010). Results indicate that FIRST-ADLX Framework effectively facilitates communication and collaboration among team members, supports the achievement of learning outcomes, and increases overall satisfaction and engagement. Therefore, using FIRST-ADLX Framework to moderate a learner-centric approach is an effective way to “develop and train teachers on how to understand, experience, practice and have a sustainable impact on learners” (Bahgat et al. 2020).and on the other hand to help teachers in several aspects of designing and facilitating a sustainable learning experience for their students.</p></div>2024-03-22T17:34:17-07:00Copyright (c) 2024 Mohamed Bahgat, Zeina Zeina Almasri, Ashraf Elsafty, Ahmed Seddekhttps://www.redfame.com/journal/index.php/jets/article/view/6714What Training Do Foundation Doctors Feel They Require to Develop as Clinical Teachers?2024-03-28T00:48:42-07:00Hannah Piercehannah.pierce2@nhs.netAlex Kermackap1s07@soton.ac.ukVikki FoleyV.foley@keele.ac.uk<p><em>Purpose</em></p><p>To explore the teaching that foundation doctors at the University Hospital of North Midlands undertake and what training they believe is necessary to develop as clinical educators.</p><p><em>Methods</em><em></em></p><p>A mixed methods approach consisting of questionnaires and focus group discussions (FGDs), following an explanatory sequential design. FGD data was thematically analysed.</p><p><em>Results</em><em></em></p><p>Thirty-four responses to the questionnaire were analysed. 97% respondents felt that teaching was an important part of their job role. The amount of time spent teaching each week varied from no time to more than two hours, and on average 25% of this teaching occurred outside of clinical hours.</p><p>Foundation doctors enjoy teaching and want to help others. Challenges described were lack of time, shortage of opportunities and others’ perceptions of their ability to teach. Foundation doctors requested tailored training and formalised feedback to facilitate their development as teachers.</p><p><em>Conclusion</em><em></em></p><p>This study has shown that foundation doctors undertake a significant amount of teaching and there is a clear desire for additional training. These doctors utilise different teaching methods to their seniors and therefore any training should focus on ad hoc sessions, ward supervision and bedside teaching. Local trusts, medical schools and the UK foundation programme could do more to support foundation doctors’ development as educators by giving them protected time and formalised feedback opportunities. Foundation doctors could be an untapped resource to support the medical school expansion plan in educating the increased numbers of medical students over the coming years.</p>2024-03-25T18:37:34-07:00Copyright (c) 2024 Hannah Pierce, Alex Kermack, Vikki Foleyhttps://www.redfame.com/journal/index.php/jets/article/view/6545Examining the Psychometric Properties of the Adolescent Students' Basic Psychological Needs at School Scale for the Azerbaijani Sample2024-03-28T00:48:42-07:00Maarif Mammadovmaarif.pdr@gmail.comAnar Babayevmaarif.pdr@gmail.comMirsadig Mukhtarovmaarif.pdr@gmail.com<p>The purpose of this study is to adapt the "The Adolescent Students' Basic Psychological Needs at School Scale (ASBPNSS)," which was developed to assess satisfaction with basic psychological needs at school, into Azerbaijani and evaluate its psychometric properties. Among the students involved in the study, 255 (50.5%) were female, and 250 (49.5%) were male. The average age of the participants was 14.65 (SD = 1.15), with an age range of 12-17. Exploratory and confirmatory factor analyses were conducted to assess the construct validity of the scale. The results of the exploratory factor analysis for the items of ASBPNSS revealed three factors: autonomy, relatedness, and competence. Confirmatory factor analysis supported this structure. The three factors collectively explained the overall structure with a total variance of 58.061%. Criterion-related validity was also examined for validity purposes. Internal consistency was assessed for the reliability of the scale, yielding an internal consistency coefficient of .82. The results indicate that the scale is a psychometrically sound measurement tool for assessing the extent to which adolescent students' basic psychological needs are met at school.</p>2024-03-27T07:58:02-07:00Copyright (c) 2024 Maarif Mammadovhttps://www.redfame.com/journal/index.php/jets/article/view/6840Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 12, No. 22024-03-28T00:48:42-07:00Robert Smithjets@redfame.com<p align="center">Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 12, No. 2</p><p>Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS<em> </em>publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.</p><p><strong>Reviewers for Volume 12, Number 2</strong></p><p>Alphonce John Amuli, ADEM, Tanzania</p><p>Anoma Samanthi Perera, Australian College of Business and Technology, Sri Lanka</p><p>Ashraf Elsafty, Eslsca University, Egypt</p><p>Chosang Tendhar, Hackensack Meridian School of Medicine, USA</p><p>Chris Mutseekwa, Bindura University of Science Education, Zimbabwe</p><p>Ebrahim Mohammadpour, Farhangian University , Iran</p><p>Ehab Gouda Tolba, Mansoura University, Egypt</p><p>Fathia Lahwal, Elmergib University, Libya</p><p>Hassan Shaaban, Atomic energy Authority, Egypt</p><p>Hossein Chaharbashloo, Kharazmi University, Iran</p><p>Jacinthe Rihan, Ain Shams University, Egypt</p><p>Jane Liang, California Department of Education, USA</p><p>Jingwu Yao, Business School of Yulin Normal University, China</p><p>Joel Maligaya Cuadra, NU Laguna, Philippines</p><p>John Cowan, Edinburgh Napier University, UK</p><p>John Mark Asio, Gordon College, Philippines</p><p>Jonathan Chitiyo, University of Pittsburgh Bradford, USA</p><p>Julio Cesar André, Center for Studies and Development of Health Education-CEDES, Brazil</p><p>Katya De Giovanni, University of Malta, Malta</p><p>Kendall Hartley, University of Nevada, USA</p><p>Linda J. Rappel, Yorkville University/University of Calgary, Canada</p><p>Maurizio Sajeva, Pellervo Economic Research PTT, Finland</p><p>Michael Baron, University of Melbourne, Australia</p><p>Niveen M. Zayed, MENA College of Management, Jordan</p><p>Richard H. Martin, Mercer University, USA</p><p>Richard Penny, University of Washington Bothell, USA</p><p>Selloane Pitikoe, University of Eswatini, Eswatini</p><p>Senem Seda Şahenk Erkan, Marmara University, Turkey</p><p>Shanita L. Pettaway, University of South Alabama, USA</p><p>Sijia Liu, South China Normal University, China</p><p>Stamatis Papadakis, University of Crete, Greece</p><p>Robert Smith</p><p>Editorial Assistant</p><p>On behalf of, The Editorial Board of <em>Journal of Education and Training Studies</em></p><p>Redfame Publishing</p><p>9450 SW Gemini Dr. #99416</p><p>Beaverton, OR 97008, USA</p><p>E-mail: jets@redfame.com</p><p>URL: http://jets.redfame.com</p>2024-03-27T00:00:00-07:00Copyright (c) 2024 Robert Smith