Most universities in Vietnam, especially local schools, are struggling to implement the annual enrollment plan because their enrollment plans have not completed recently. What are the important factors affecting admissions results for local universities? On the basis of the theoretical model, the research has proposed, designed and tested the scale of factors affecting the decision to choose a local university in Vietnam. Through a survey of 412 students at local universities, the regression model showed that six groups of proposed factors influence the decision on loal university choice in Vietnam in descending order of impact as follows: Study Costs, Majors, Influence Group, Quality and Reputation, Facilities, Advertising and Operations. The research model explains 62.4% for the overall relationship of the above 6 groups of factors with the dependent variable, which is Decision of choosing local university in Vietnam.

Postgraduate education is the highest level of higher education and the cradle of training high-level professionals in China. The quality of postgraduate training is the lifeline of postgraduate education, which determines the potential of the country’s future economic and social development and the competitiveness of talents. With the continuous expansion of the national graduate enrollment scale, it is of great theoretical and practical significance for local normal universities to cultivate biological professionals to adapt to the development of life science and social needs, and to explore a new model for the cultivation of biological postgraduate professionals. In the past 14 years, the College of Life Sciences of Xinyang Normal University has been focusing on the construction of "Supervisor-Team-Discipline", focusing on improving the theoretical quality and practical ability of postgraduate students, that is, "One center, Two improvements" of the new model of training biological postgraduate students, which has important theoretical significance and potential application value for the continuous improvement of teaching quality of biological postgraduate in education.

The pedagogical challenges in preparing child and youth care (CYC) students for 21st century CYC practice, global citizenship, and life cannot be rightfully addressed by an antiquated higher education system predicated on a Newtonian/Cartesian ontology that assumes a mechanistic view of the materialistic world and a solitary view of the “self” as completely autonomous, ego-based, and self-enclosed. In this article, we propose an alternative ontological stance for teaching and learning in higher education, one that is informed by the growing body of relational ontology scholarship in theology, philosophy, psychology, nursing, political theory, educational theory, and even information science. The basic contention of a relational ontology is that all relations between entities are ontologically more fundamental than the entities themselves. Within this perspective, the “self” is not so much a personal possession as it is a process of relatedness and a reflection of one’s relational experiences. This view of the self has enormous implications for teaching and learning. A relational ontological approach to education will employ more holistic, collaborative, and experiential methods of teaching and learning in which the learner’s (i.e., the self’s) mind, body, emotions, spirit, and environment are all considered essential components of the learning process. The conversation presented in this article is an invitation to rethink the ontological foundations upon which CYC education is currently constructed and to explore the potential of an ontological revolution in CYC teaching and learning pedagogy. In CYC, as in other disciplines, it is the visionaries operating at the edges of the discipline’s philosophical, theoretical, and practice boundaries who provide the critical reflection and creativity of thought to nudge the field forward. Please join us in this adventure.

A mixed method research design was employed to assess the science teachers’ class performance in contrast to the requirements of Science Curriculum 2012 at Grade 8. The population of this study was the Grade 8 Science teachers. Survey questionnaire, semi-structure interview schedule and observation checklist were used. Descriptive statistics and inferential statistics were used. Thematic categories for commonalities were used and coding was used. Teachers have serious limitations in understanding Grade 8 Science curriculum and in applying its instructions in the learning process. Lecture being the principal method used in delivering lesson. Teaching practice indicated that teachers entered into the classrooms without adequate preparation. Most of teachers were readout the textbooks. Teachers’ readiness and school’s preparation should be made before the implementation of new education program. There should be policy guideline to develop professionalism among teachers. Training should be designed and conducted on the basis of teacher’s needs.

In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings and including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student’s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students’ creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students’ creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.

The study investigated Teachers Perception of the Use of Music and Drama in Developing Competencies among learners in secondary schools. The research questions were: To what extent does participation in music develop competencies among learners in secondary schools? and to what extent does participation in drama develop competencies among learners in secondary schools. The study used a descriptive research design in describing teacher’s perception of the use of Music and Drama in developing competencies among learners. Eighty teachers who were in charge of Music and Drama were selected to form the target population. The sampling technique used was census hence all the eighty teachers formed the study sample. Data was generated using Questionnaires. Validity of the instruments was done using research experts. A pilot study of the questionnaires to test their reliability was conducted by the researcher. Data was analyzed and interpreted according to the research questions. It was presented using frequencies and percentages. The findings revealed that learners who participated in music and drama developed various competencies such as: communication skills, creativity skills, critical thinking, problem solving, leadership skills and social skills. The study concluded that learners should be encouraged to participate in co-curricular activities such as Music and Drama to facilitate acquisition of diverse competencies. There is need for supportive policies to be developed and implemented.

The study investigated Teachers Perception of the Use of Music and Drama in Developing Competencies among learners in secondary schools. The research questions were: To what extent does participation in music develop competencies among learners in secondary schools? and to what extent does participation in drama develop competencies among learners in secondary schools. The study used a descriptive research design in describing teacher’s perception of the use of Music and Drama in developing competencies among learners. Eighty teachers who were in charge of Music and Drama were selected to form the target population. The sampling technique used was census hence all the eighty teachers formed the study sample. Data was generated using Questionnaires. Validity of the instruments was done using research experts. A pilot study of the questionnaires to test their reliability was conducted by the researcher. Data was analyzed and interpreted according to the research questions. It was presented using frequencies and percentages. The findings revealed that learners who participated in music and drama developed various competencies such as: communication skills, creativity skills, critical thinking, problem solving, leadership skills and social skills. The study concluded that learners should be encouraged to participate in co-curricular activities such as Music and Drama to facilitate acquisition of diverse competencies. There is need for supportive policies to be developed and implemented.

This study aims to describe how imitation can aid in language learning and in achieving fluency in the target language. A deductive-axiomatic research design using thematic analysis based on data mining and personal experiences of the researcher revealed that a positive and conducive environment is a key factor in successful language immersion and imitation. Additionally, adapting with a positive, new community reinforces imitation skills. Furthermore, imitation must be properly employed to guarantee the success of language learning and communication. Language learners have to know the skill in producing the correct sound that is comprehensible by the native speakers to avoid miscommunication. Nevertheless, it is emphasized that role-playing, being an application of imitation must be taught enjoyably to encourage positive output in language learning. A child first learned how to utter a word before he/she could read and write. It seems that this basic logic in language learning is disregarded within the second language learning curricula.

Cooperative learning is a mode and strategy based on collective learning, which has high value in modern classroom teaching. At present, the most creative and practical teaching mode adopted by most countries in the world is cooperative learning. Cooperative learning has been widely used in the classroom teaching mode. Recently, it is also more and more used in the biology classroom of junior high school, and gradually shows the benefits and advantages that the traditional classroom mode can not bring. The cooperative learning strategy is helpful to improve the students’ interest in learning, enhance the students’ collective consciousness and achieve the teaching goal. Therefore, this paper reviews the development of cooperative learning, summarizes the types of cooperative learning, and finds that cooperative learning can enrich biological classroom teaching activities and improve the quality of biological teaching. At last, it analyzes the strategy of cooperative learning in biology classroom, which has important theoretical significance and application value for the continuous improvement of biology education quality.

This review of the literature analyzes scaffolding as it relates to best practices in the English as a second language (ESL) classroom, grades K-12. As defined by many professional educators, instructional scaffolding is temporary support provided to students on an individual basis based on their needs. Despite the ever-increasing population of ESL students in K-12 classrooms, the ESL instructional approach lacks consistency from country to country, state to state, and classroom to classroom. There is a wealth of research on ESL instructional techniques, but a lack of studies on the impact of various approaches to instructional scaffolding. The articles in question address instructional scaffolding in different ways for different grade levels spanning K-12. Did one prevail as a potential universal scaffold? How might we, as educators, stop reinventing the wheel and rely on a sound methodology? Studies on scaffolding as it relates specifically to ESL student’s comprehension is limited. These findings have important implications for the practices of current and future ESL teachers.

This study aimed at investigating the effect of Content and Language Integrated Learning (CLIL) and drama on developing 7th graders English oral production skills. The sample of the study was (80) 7th graders (divided into two equal groups) from D/Balah preparatory school in Gaza Strip. The researcher used an oral production skills test as the tool of the study. The findings revealed that the suggested program based on CLIL and Drama was effective to improve 7th graders oral production skills.

This research paper is focused to analyze how teachers - students’ relationship plays a crucial role in students’ motivation in learning. This paper is based on the Gardner model of motivation. By adopting a qualitative method approach and a phenomenological research design, the research paper has been prepared. Convenience sampling technique has been used in it. Data were collected by using a questionnaire and unstructured interview via telephone. Four issues were identified between the teachers-student’s relationships throughout the unstructured interview: the importance of teacher-student relationship, teacher expectation, students’ motivation, and increase in academic learning. The delimitation of this researcher was to collect the data from the telephone call due to the high transmission and risk of communicable diseases like corona virus (COVID -19) spreading all over the world. The research found out that, the better contact and mutual relationship between teachers and students result in higher students’ motivation in learning.

This study aimed to identify the effect of a philosophical inquiry program in improving Academic participation among secondary graders in Malaysia Arabic School. Quasi-experimental approach was followed in this study. To achieve the study aim, the tool of the study were a philosophical inquiry (PI) and an academic participation questionnaire. The sample of the study was Twelfth graders in Saudi Arabia Schools in Kalu Lampour who were 39 students. The results of the study showed that there were statistically significant differences between the mean scores of the secondary graders in improving Academic participation in favor of the post application of the tools.

There are wide disparities between the proportion of men and women not only in higher education but also down to the elementary levels. Some researchers have found out that the percentage of women in higher education in Africa is less than 20 percent. ln Nyanza province for instance, record have it that the student who scored plain A in Kenya Certificate of Secondary Education from Ogembo division was only one girl out of 268 students who sat for the examination in Gucha Sub county. Indeed, if this trend continues, there is fear that in future we may not be able to produce female students especially from rural areas joining professional courses such as Law, Pharmancy, and Engineering among others. The purpose of this study was to identify the factors that affect girls’ secondary education achievement level and to establish the possible measure that would be taken to in order to improve the girl-child education. The research question included-what factor affects the secondary education level of the girl child and what possible measures would be taken to improve the girl-child secondary education level. Both stratified and simple random sampling techniques were used to find out the sample for the study. Questionnaire was used to collect data and observation schedule of records in schools. Data collected was analysed by use of descriptive statistics and results presented in percentage means and frequency counts. Conclusions and recommendation were also made based on research findings.

Nowadays, our world is experiencing a technological revolution and witnessing an explosion in the field of information and communication. The use of technology in English education is one of the developments associated with this contemporary scientific and technological advance. This paper discusses some issues which Saudi English teachers encounter in using technology in teaching English subjects at intermediate schools in Riyadh, Saudi Arabia. Taking a qualitative approach, the researcher focuses on the status of using technology in two intermediate schools. A discrepancy is found between intention and practice. During investigations and observations throughout the district, the researcher could not find a language laboratory in government intermediate schools. In this paper, the researcher will discuss three issues respectively as follows: teacher resistance, lack of training and self-confidence, and financial obstacles.

The use of online course delivery has been promoted at many institutions of higher education as a way to provide greater access to students in a variety of degree programs. The lack of emphasis of online pedagogical strategies has left many faculty members to not consider teaching online, while administrators look for ways to increase revenue through enrollment with limited classroom space on campus. In this paper, the reasons faculty who have taught not online are explored and examined, while providing insight into the motivations of teaching online that could lead to increased participation within distance learning frameworks. Currently, universities across the globe are continuously challenged to provide increased opportunities to non-traditional students without increasing tuition for students or the overall operating budget. As most non-traditional students are not able to attend their classes in a full-time status, many universities are now encouraging and developing a strong distance education program across their institutions. Although distance learning does in fact provide non-traditional students the opportunity of higher education the integrity of university must not be lost, and the following case study of a Hispanic Serving Institution in the Southwest United states is a good example of how universities must consider the consequences and not just the benefits that online teaching has to offer.

This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students’ self-efficacy.

This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students’ self-efficacy.

This study aimed at investigating the effect of Content and Language Integrated Learning (CLIL) and drama on developing 7th graders English oral production skills. The sample of the study was (80) 7th graders (divided into two equal groups) from D/Balah preparatory school in Gaza Strip. The researcher used an oral production skills test as the tool of the study. The findings revealed that the suggested program based on CLIL and Drama was effective to improve 7th graders’ oral production skills.

Objective: Mothers of children with autism spectrum disorder (ASD) are likely to develop and experience stress and anxiety due to the overwhelming amount of new information, research on their child’s needs, and coping with everyday hardships. Method: This systematic review analyzed seven recent research articles related to the anxiety and stress in mothers raising children with ASD. Studies were limited to a focus on maternal mental health experiences raising a child with ASD. Findings: All studies examined show a sample of mothers that have anxiety while raising children with ASD. Researchers employed different methodologies in measuring these mothers’ anxiety at either one or two points in time. The strengths and weaknesses of each study were reviewed. Some studies even reported a direct effect concerning the way mothers interact with others and their children as a result of their mental health state. Limitations in most of the studies reviewed showed a smaller sample size than originally intended. Conclusion: While there are many studies that focus on children with ASD, there is a lack of research on the mental health state of their parents, specifically mothers. These parents take on the role of being a provider, advocate, and channel between their children and a world that is rarely accessible to them. Research in this area can greatly benefit new mothers experiencing this, and all parents that may have an unhealthy mental state when dealing with the responsibility and work it takes raising a child with a disability.

The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.

Boredom, as a common emotion for human beings, may affect learning outcomes. English learning is no exception. This research elucidates the conceptual connotation of boredom and determines the conceptual system of it through a comprehensive literature review. Then it investigates the situation of current college students’ boredom of learning English by means of a quantitative analysis. Besides, with the emotion analyzed in the context of “Internet +” era, the research intends to conclude how the English teaching model in college can influence learners’ boredom, based on which it tries to formulate strategies to improve teaching quality.

Epistemic adverbs perhaps, probably, maybe, and possibly are near-synonyms, which share similar denotational meanings but differ in their usages. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as the analyzing tool, this study examines the usage differences among epistemic adverbs by conducting the analysis of concordance, n-grams, and word sketch difference. The results show that different functions of SkE can make different contributions to the discrimination of epistemic adverbs. At the end of the paper, the pedagogical implications of this study are discussed.

African American males are less likely to engage in mental health services. Racial discrimination, cultural mistrust, mental health disparities, and racial identity roles are significant factors impeding African American men from pursuing or continuing counseling. Unfortunately, counselors subliminally acknowledge the stereotypical labels ascribed to African American males lead to a poor or non-existing rapport, and tend to create solutions for the clients, disregarding their intrinsic motivation and autonomy. This conceptual article discussed racial discrimination, microaggression, and community ties as the barriers to counseling engagement among African American males. The article also highlighted the history of counseling African American males and the present urgency for a culturally sensitive model using the concepts of Motivational Interviewing for encouraging counseling engagement and autonomous resolution of ambivalence.

COVID-19 pandemic has affected many aspects of social and economic life, including the educational sector. While each level of education faces its unique challenges, for the Higher Education the pandemic may act as the catalyst triggering a learning revolution. In the current study, which took place in April-May 2020, in the middle of lockdown in Greece, students from two regional Universities in Greece who participated pointed out that the Covid-19 pandemic disturbed their studies, even though their institutions managed to turn very quickly and successfully to distance learning. Despite the fact they are both old enough to handle the online work and technologically savvy enough to navigate new, digital tools and methods, a lot of anxiety, doubts and concerns arose. The main finding is that Greek students found it difficult to handle the lack of the everyday campus life and interaction with their fellow students and teachers, a lesson learnt for faculty to add pedagogically interactive tools, experiences, and ideas to stimulate students’ learning engagement.