Journal of Educational Issues
https://www.macrothink.org/journal/index.php/jei
<p><img src="/journal/public/journals/56/journalThumbnail_en_US.gif" alt="90" width="377" height="397" align="right" /></p><p><em>Journal of Educational Issues (JEI)</em> is an international, double-blind peer-reviewed, open-access journal, published by the Macrothink Institute. It publishes original research, applied, and educational articles semiannually in all areas of education.</p><p><em>Journal of Educational Issues</em> is striving to provide the best platform for researchers and scholars worldwide to exchange their latest findings. The scopes of the journal include, but are not limited to, the following fields:</p><ul><li>Educational Administration</li><li>Language Education</li><li>Teacher Education</li><li>Educational Technology</li><li>Business Education</li><li>Medical Education</li><li>Sociology of Education</li><li>Social Context of Education</li><li>Curriculum Studies</li><li>Technology and Design Education</li><li>Educational Change</li><li>Theory of Education</li><li>Physical Education</li><li>Music Education</li></ul><p><strong><strong>----------------------------------------------</strong></strong></p><p><strong>Issues<br /></strong></p><ul><li><a href="/journal/index.php/jei/issue/current"><strong><span style="color: #930000;">Current Issue</span></strong></a></li><li><strong><a href="/journal/index.php/jei/issue/archive"><span style="color: #930000;">All Issues</span></a></strong></li></ul><p><strong><strong><strong>----------------------------------------------</strong></strong></strong></p>Macrothink Instituteen-USJournal of Educational Issues2377-2263<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the authorities responsible where the work was carried out. However, we accept submissions that have previously appeared on preprint servers (for example: arXiv, bioRxiv, Nature Precedings, Philica, Social Science Research Network, and Vixra); have previously been presented at conferences; or have previously appeared in other “non-journal” venues (for example: blogs or posters). Authors are responsible for updating the archived preprint with the journal reference (including DOI) and a link to the published articles on the appropriate journal website upon publication.</p>Copyrights for articles are retained by the authors, with first publication rights granted to the journal. Authors have rights to reuse, republish, archive, and distribute their own articles after publication. The journal/publisher is not responsible for subsequent uses of the work. Authors shall permit the publisher to apply a DOI to their articles and to archive them in databases and indexes such as EBSCO, DOAJ, and ProQuest.Character Development: Contributions from Undergraduate Activities and Interactions
https://www.macrothink.org/journal/index.php/jei/article/view/21234
<p>This examination assessed the significant contributions of institutional activities and interactions regarding students’ character development within a liberal arts institutional setting. Data elements from four classes of alumni participants were utilized and extracted from the Higher Education Data Sharing Consortium’s Alumni Surveys. The results of this exercise confirmed many established outcomes concerning student character development, in addition to substantiating assertions concerning which college relationships and experiences have the greatest impact in contributing to its enhancement.</p>Michael D. Thompson
Copyright (c) 2023 Michael D. Thompson
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2023-10-082023-10-0810111310.5296/jei.v10i1.21234An Efficient Method for Finding Improvements in Japanese Management Training Programs Using Text Mining
https://www.macrothink.org/journal/index.php/jei/article/view/21279
<p>While changes in the business environment are accelerating, working life is lengthening as we enter an era of 100-year lifespans, making it necessary for working adults to continually improve their skills. Training for working professionals is becoming increasingly important, and educational institutions continuously strive to improve their training programs. However, it is difficult to efficiently extract important information from the vast number of participant satisfaction survey comments for the purpose of program improvement. In this study, we used text mining to examine how to efficiently retrieve important information from comment data of satisfaction surveys on management training programs in Japan. In general, a method for extracting dissatisfaction from the polarity of words in comments has been considered. Nonetheless, the analysis results confirmed that even when describing dissatisfaction or demands expressions, Japanese managers do not use straightforward expressions, but rather characteristic expressions. Based on an understanding of their politeness and considerate expressions, we learned that extracting and utilizing keywords from the comments of a small group was effective in efficiently detecting the overall dissatisfaction and demand expressions. It was also discovered that the same working adults used different words to express dissatisfaction and demands, depending on their job positions. Using these novel study findings, essential improvements can be efficiently explored from post-training satisfaction questionnaires, contributing to improving the quality of education for working adults in the future.</p>Kyoko HayashiKazuhiko Tsuda
Copyright (c) 2023 Kyoko Hayashi, Kazuhiko Tsuda
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2023-12-042023-12-04101144110.5296/jei.v10i1.21279A Study on the Model of College English Self-managed Learning Based on the Flipped Classroom
https://www.macrothink.org/journal/index.php/jei/article/view/21419
<p>With the rapid development of the information society, the traditional college English teaching model has become inadequate to meet the needs of social development. A new teaching model, the flipped classroom, has emerged. Based on blended learning theory and humanistic theory, this study focuses on the college English teaching model within the context of the flipped classroom, outlines the relationship between the flipped classroom and self-managed learning, analyzes the current situation of college students’ self-managed learning, and explores the construction of college English self-managed learning model. The experimental results indicate that the model of college English self-managed learning based on flipped classroom not only improves the quality of college English teaching and students’ self-managed learning abilities, but also has a positive impact on students’ attitudes toward study, which benefits the improvement of college students’ comprehensive abilities.</p>Yaqin Lu
Copyright (c) 2023 Yaqin Lu
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2023-12-042023-12-04101425010.5296/jei.v10i1.21419Research on Metaphors in College English Teaching
https://www.macrothink.org/journal/index.php/jei/article/view/21456
Metaphor has not received the necessary attention in language learning and teaching because it has always been narrowly understood as a rhetorical device. The author of this article will provide a broad interpretation of metaphor, emphasizing that it is not only a rhetorical device, but also a way of thinking and an effective way to grasp the true meaning of language. Only after realizing the important role of metaphor in English teaching can teachers improve students’ metaphorical cognition and critical thinking abilities in their teaching practice, and consciously explore the true meaning and cultural background behind language. Therefore, only by making good use of metaphors can teachers effectively promote English teaching.Cao HaifengSun ShulingLu Yaqin
Copyright (c) 2023 Cao Haifeng, Sun Shuling, Lu Yaqin
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2024-01-042024-01-04101515710.5296/jei.v10i1.21456Adaptation Problems of Foreign Students Studying in Secondary Education Institutions
https://www.macrothink.org/journal/index.php/jei/article/view/21720
<p>The principle of generality and equality, one of the fundamental principles of national education, states that educational institutions are open to all, regardless of religion, language, race or gender.</p><p>In recent years, there has been an intense wave of migration from other countries to settle in Turkey. Especially in tourism cities, many people from different nationalities and cultures come and settle. As a result of the integration of these people from different cultures with each other and with local people, cities with a multicultural social structure are formed. With this project study, it is aimed to draw attention to the differences in the activities in the field of education and training in multicultural cities. For this purpose, Abdurrahman Alaattinoğlu Anatolian High School in Alanya district was selected as the study area. Foreign students at Abdurrahman Alaattinoğlu Anatolian High School were identified and a questionnaire was applied to students and parents. Oral and written interviews were conducted with the teachers and school administrators of these students. The data obtained were analyzed and interpreted, and the current situation was described.</p><p>As a result of this study, it is hoped that a new perspective on multicultural education will be formed in administrators, teachers, parents of foreign students and Turkish families in the field of education. Because living conditions in the globalizing world make multicultural education compulsory.</p>Mustafa SoydamFaruk Ateş
Copyright (c) 2023 Mustafa Soydam, Faruk Ateş
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2024-03-012024-03-01101587010.5296/jei.v10i1.21720