https://www.macrothink.org/journal/index.php/jet/issue/feedJournal of Education and Training2024-02-17T05:27:02-08:00Dora Wangjet@macrothink.orgOpen Journal Systems<img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/jet/JET-final-2019.png" alt="" width="300" /><em>Journal of Education and Training (JET) </em>is an international, peer-reviewed online journal published by Macrothink Institute, USA.<p>This journal aims to provide an international forum for the exchange of ideas, opinions, innovations and research on topics related to education and teaching. Professionals and researchers are encouraged to contribute their high quality, original works of the field.</p><p>The journal publishes research papers cover the whole range of education and training:</p><ul><li>Educational Theory, Policy and Practice</li><li>Educational Administration and Evaluation</li><li>Educational Psychology</li><li>Educational Technology</li><li>Creativity and Entrepreneurship at Schools</li><li>Sociology of Education</li><li>Language Teaching, Sports Pedagogy</li></ul><p><strong>--------------------------------------------------------------------</strong></p><h3>Index/List/Archive</h3><p>CrossRef</p><p>Google Scholar</p><p>LOCKSS</p><div><a href="https://www.mendeley.com/" target="_blank">Mendeley</a></div><p>PKP Open Archives Harvester</p><p><a href="http://repec.org/" target="_blank">RePEc</a></p><p>Sherpa/Romeo</p><p><strong><strong>--------------------------------------------------------------------</strong></strong></p><p>The journal accepts<a href="/journal/index.php/jet/about/submissions#onlineSubmissions"> <strong>Online submission</strong></a> and <strong><a href="mailto:jet@macrothink.org">Email submission</a></strong>. Manuscripts (MS office word format) and supplementary materials can be submitted via the journal’s Online Management System or email to <a href="mailto:jet@macrothink.org">jet@macrothink.org</a>. For online submission, Please <a href="/journal/index.php/jet/user/register">Register</a> at JET and then clicking New Submission link in your "User Home".</p>https://www.macrothink.org/journal/index.php/jet/article/view/21399Course Modality and Student Outcomes: The Mediating Role of Connection2024-02-17T05:27:02-08:00Melinda A. Fordstevenhawkins@suu.eduBryan S. Gradenstevenhawkins@suu.eduSteven R. Hawkinsstevenhawkins@suu.eduJonathan E. Leestevenhawkins@suu.edu<p>During the Covid-19 pandemic, institutions of higher education were required to use multiple teaching modalities, often in the same course, to facilitate student learning, giving students the option of attending face-to-face, attending live over zoom, or watching the recorded lecture videos asynchronously. Simultaneously, some students were forced to enroll in courses with modalities that did not align with what they believed to be most effective for them. This study examines the relationship between accounting students’ perceptions of learning in each modality and course outcomes. Students from nine introductory accounting classes were surveyed on several dimensions of the learning environment. Results demonstrate that the correlation between synchronous attendance (alignment of modality) and course grades is mediated (partially mediated) by students’ connection to their professor. Connection to their professor also fully and directly mediates synchronous attendance on satisfaction and, through sequential mediation in combination with student engagement, also fully mediates alignment of modality on student satisfaction. Regardless of modality (synchronous or asynchronous), or students’ ability to attend the modality that is most effective for their learning, students and professors can improve course outcomes (course grades and course satisfaction) by increasing student-professor connection.</p>2024-10-22T00:00:00-07:00Copyright (c) 2023 Melinda A. Ford, Bryan S. Graden, Steven R. Hawkins, Jonathan E. Leehttps://www.macrothink.org/journal/index.php/jet/article/view/21400The Integrated Project-Based Approach to Learning (IPBAL) and the Acquisition of Lifelong Learning Skills in Pupils of Government Bilingual Primary Schools in Mbouda Sub-Division2024-02-17T05:27:02-08:00Enjei Joan Tembeichuambe@gmail.comKibinkiri Eric Lenchuambe@gmail.com<p>This study was designed to investigate the relationship between the integrated project-based approach to learning and the acquisition of lifelong learning skills in pupils of Government bilingual nursery and primary schools in the Mbouda sub-division. The study was guided by the cognitive development theory of Jean Piaget and the experiential theory of John Dewey. The study adopted a cross-sectional survey design. The sample population for the study was made up of respondents that were Headteachers, and teachers. The population and sample were selected using the purposive sampling technique. The instruments used were closed-ended questionnaires. Data was collected from a sample of 14 head teachers and 80 teachers. Data were analyzed using descriptive and inferential statistics. The hypotheses of the study were tested using a non-parametric Spearman’s rho test. Findings showed that there was a significant, positive, and relatively strong relationship between the identification of problems and learners' acquisition of lifelong skills (R-value 0.504<sup>**</sup>). Similarly, findings revealed that there was a significant, positive, and strong relationship between the use of appropriate instructional methodologies and learners' acquisition of lifelong skills (R-value 0.630<sup>**</sup>). Furthermore, findings showed that there was a significant, positive, and relatively strong relationship between collaboration learning and learners' acquisition of lifelong skills (R-value 0.515<sup>**</sup>). Findings equally revealed that there is a significant, positive, and strong relationship between the integration of ICT in the teaching-learning process and learners' acquisition of lifelong skills (R-value 0.556**). It was concluded that an integrated project-based approach to learning influences the lifelong learning skills in some government bilingual primary schools in Mbouda Sub Division. Based on the findings: it was recommended that teachers should be given the impunities and facilities that can help them identify pupils’ problems and provide possible solutions. Teachers and the community should work together on appropriate instructional methodologies, integrating ICT into the teaching-learning process so that pupils can acquire lifelong learning skills.</p>2023-10-22T00:00:00-07:00Copyright (c) 2023 Enjei Joan Tembei, Kibinkiri Eric Lenhttps://www.macrothink.org/journal/index.php/jet/article/view/21480Application of the Problem Based Learning Model Through the Use of Waste as a Teaching Aid Media in Elementary School Students2024-02-17T05:27:02-08:00Iswan Iswaniswanfipumj@gmail.comRefiana Habillahiswanfipumj@gmail.com<p>Research with the title Application of the Problem Based Learning Model through the Use of Waste as a Teaching Aid Media for Elementary School Students. This research is motivated by the importance of using waste as a teaching aid medium in the learning process for elementary school students, which needs to be given a very interesting priority, given its existence. Efforts to utilize waste so that used items that are no longer used can be processed as media materials for teaching aids to support the learning process. The research method used was an experimental method, the population used was students from the Mazroatul Ulum Private Madrasah Ibtidaiyyah, South Tangerang. Indonesia, the number of samples in the research was 30 students. The data collection technique uses questionnaires, pretest posttest and documentation. The research results show that the R value or correlation coefficient between the Problem Based Learning variable on waste utilization is 0.982, meaning the program has an influence, namely 0.982, which means sufficient or moderate. This can be seen from: 0.00-0.20 means very low or very weak, 0.20-0.40 means low or weak but certain, 0.40-0.70 means quite means moderate, 0.70- 0.90 means high or strong, 0.90-1.00 means very high or very strong. Meanwhile, R<sub>square</sub> is also called the coefficient of determination. It can be read that the R<sub>square</sub> value shows 0.633. This figure can be interpreted that the school environment on achievement motivation is 63.3% while the remaining 76.7% is influenced by other factors.</p>2023-11-19T00:00:00-08:00Copyright (c) 2023 Iswan Iswanhttps://www.macrothink.org/journal/index.php/jet/article/view/21645'Multilingualising' Language Education: A Teacher Training Programme for English as a 'Bridge Language' in Early Childhood Education2024-02-17T05:27:02-08:00Anastasia Gkaintartziagaintartzi@uth.grAchilleas Kostoulasagaintartzi@uth.grMagda Vitsouagaintartzi@uth.gr<p>This article outlines a teacher training programme called: "English in the Kindergarten: Towards Multilingual Education", which was designed and implemented as a response to the introduction of English in Greek state preschools from 2021 onward. The programme aims to develop teachers' knowledge, skills, and attitudes for the introduction of the English language as a cross-linguistic and cross-cultural bridge and ultimately to promote multilingualism and inclusion in the class. It is theoretically grounded on a critical sociolinguistic approach toward languages in education, which valourises the children's entire linguistic repertoire and challenges 'parallel monolingualisms' that typify some initiatives in the field of early (foreign) language education. Classes are reimagined as spaces where learners and teachers engage with age-appropriate experiential and plurilingual practices, art-based learning, drama techniques, and puppetry. At the same time, pluralistic approaches and translanguaging are proposed to be used to leverage children's linguistic and cultural capitals as they engage with English in early language education, thus enhancing multilingual and intercultural awareness. After discussing the theoretical tenets of the program's design, an overview of its structure and sample activities is provided as well as extracts from participant teachers' output and data from its evaluation. The paper concludes with the implications of the programme and the perspective it advances.</p>2024-01-19T00:00:00-08:00Copyright (c) 2024 Anastasia Gkaintartzi, Achilleas Kostoulas, Magda Vitsouhttps://www.macrothink.org/journal/index.php/jet/article/view/21484The Evolution of an Online Geoscience Lab Course: Experiences from a Regional University2024-02-17T05:27:02-08:00Thomas Lan Depriesttdepriest@utm.eduAdam Wilsonawilson9@utm.eduJoey Mehlhornjmehlhor@utm.edu<p>This article seeks to provide a template for faculty to address the challenges of teaching an online lab science course and the efforts of faculty and staff to ensure quality, academic integrity, and student success by relating our university’s experience in developing and continuing to evolve our geoscience lab course for online delivery over twenty years. After a brief review of the literature surrounding the pedagogy and challenges of teaching online lab science course, the bulk of this article will address UT Martin’s path navigating from early iterations of general education Geology lab courses to the versions offered currently.</p>2024-01-18T23:25:45-08:00Copyright (c) 2023 Thomas Lan Depriest, Adam Wilson, Joey Mehlhornhttps://www.macrothink.org/journal/index.php/jet/article/view/21391Alternative Certification Programs in K-12 Schools: The Experiences of Diverse Teachers2024-02-17T05:27:02-08:00Muhammad Sharif Uddinmuhammad.uddin@morgan.edu<p>Through individual interviews and focus groups, this qualitative phenomenological study explored 11 conditionally licensed teachers’ experiences in earning their full teaching license in a Mid-Atlantic state in the United States. Data were analyzed using a thematic analysis method. The findings of this study showed that the conditionally licensed teachers were career changers from diverse ethnic identities, and they mainly struggled with classroom management. The study also found that they had little support and information regarding the certification process, and their work-life-study balance was challenging. This study suggests that schools, school districts, and the university develop strong partnerships to provide appropriate support to these teachers to make them licensed and effective classroom teachers in order to meet the needs of the national teacher shortage.</p>2024-02-05T23:04:11-08:00Copyright (c) 2023 Muhammad Sharif Uddinhttps://www.macrothink.org/journal/index.php/jet/article/view/21719Reviewer Acknowledgements for Journal of Education and Training, Vol. 11, No. 12024-02-17T05:27:02-08:00Dora Wangjet@macrothink.org<p>Journal of Education and Training (JET) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JET<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 11, Number 1</strong></p><p> </p><p>A. F. Elgamal, Mansoura University, Egypt</p><p>Antonella Nuzzaci, University of L'Aquila, Italy</p><p>Bryan Spiegelberg, Rider University, USA</p><p>John Cowan, Edinburgh Napier University, Scotland</p><p>Jukdao Potisaen, Rajabhat Mahasarakham University, Thailand</p><p>Lazarus Ndiku Makewa, University of Eastern AfricaBaraton, Kenya</p><p>Montasser Mohamed AbdelWahab Mahmoud, Imam Abdulrahman bin Faisal University, Saudi Arabia</p><p>Rania Elsayed Ibrahim, National Authority for Remote Sensing and Space Sciences, Egypt</p><p> </p><p> </p><p>Dora Wang</p><p>Editorial Assistant</p><p>Journal of Education and Training</p><p>Macrothink Institute</p><p>-----------------------------------------</p><p>5348 Vegas Dr.#825</p><p>Las Vegas</p><p>Nevada 89108</p><p>United States</p><p>Phone: 1-702-953-1852 ext.534</p><p>E-mail 1: jet@macrothink.org</p><p>E-mail 2: jet@macrothink.com</p><p>Website: http://jet.macrothink.org</p>2024-02-17T00:00:00-08:00Copyright (c) 2024 Dora Wang