This paper is based on a research that explored how Inuit community members in Nunavut Territory, Canada, conceptualized quality education in the socio-cultural context of the territory. Data were collected through telephone interviews of 13 Inuit community members in Nunavut and document reviews both of which were conducted in 2010. The data analysis showed that Inuit community members are r gravely concerned with:(1) the low grade twelve graduation rates and high dropout rates in the territory schools;(2) School improvement planning that engages Inuit communities; (3) Integration of school with the larger community; (4) Communicative engagement with parents and other community stakeholders; (5) Culturally relevant school programming and pedagogy; and (6) Culturally appropriate disciplinary methods. In the conclusion, the paper spells out the policy implications of the findings.

The aim of this study is to develop an Entrepreneurship Scale to measure the entrepreneurial skills of 5th grade students and to conduct the reliability and validity of the scale. This research is a descriptive survey method. The pilot application was made with 432 students in Amasya City in Turkey. SPSS 23 and LISREL 8.80 programs were used to analyze the data. Exploratory and confirmatory factor analysis was performed to construct the validity. As a result of exploratory factor analysis, a 4-factor structure emerged on the scale. Confirmatory factor analysis confirmed the structure, and it was determined that the developed model was in compliance with the criteria in the literature. These sub-factors were identified as meaningful in terms of self-confidence, need for success, personal benefit and leadership and responsibility. The Cronbach Alpha internal consistency coefficient of the scale was determined as 0.77. At the end of the research, a reliable and valid measurement scale about entrepreneurship was developed for the 5^th grade students.

The surge of learners being immersed in computer game contexts for learning has instigated dialogue about the contextually appropriate collection of reliable and valid data to inform education-based decisions. The purpose of this article is to develop educational practitioners’ understanding of preliminary research work, and to inform educational researchers about design and reporting of preliminary research work, in the context of reported preliminary studies on Digital Game-Based Learning Interventions (DGBLIs). First a checklist of processes for the reporting of preliminary studies is provided. Second, a summary is offered of the characteristics of each type of preliminary study including the description, objectives, and methodology. Third, an example from peer-reviewed literature is identified of each type of preliminary study relevant to DGBLIs and conducted within the past five years. Evident from the examples selected, educational researchers and practitioners are best advised to recognize the characteristics of preliminary studies — pilot work, feasibility study, pilot study, pilot trial, and field test — to better inform DGBLIs before embarking on a full-scale study, and to meet the need of educational practitioners for concrete evidence about DGBLIs.

This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. “Computational Thinking Scale (CTS)”, “Torrance Creative Thinking Test (TCTT-Figural)” and “Computer Programming Self-Efficacy Scale (CPSES)” were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.

E-learning pedagogy is used in many health training institutions in Uganda, However, despite the high investment, e-learning adoption is still low. This study aimed at ascertaining the relevance of on-line quality management in improve e-learning adoption in midwifery schools in Uganda. It used an explanatory sequential mixed methods design to ascertain if on-line quality management was significant at improving e-learning adoption and the on-line quality traits which would be implemented by midwifery schools to improve e-learning adoption. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to determine if on-line quality management was significant to e-learning adoption. The second embraced a qualitative data collection and analysis to ascertain the detailed traits of on-line quality management relevant to e-learning adoption. Linear regression analysis established on-line quality management had influence on e-learning adoption (p=0.000). On-line quality management accounted for 55.5% of the variance in e-learning adoption with a strong positive statistically significant relationship, and its salient traits included; Compact Disc, Read-Only-Memory materials meets the expectation of users, collaborative improvement of on-line quality, Learning Management System meets expectations of users, providing the best on-line experience, e-learning program being described as an excellent on-line learning experience, and guidelines for improving on-line quality. Midwifery schools therefore have to focus on the six most relevant traits of on-line quality management if they are to improve e-learning adoption.

The goal of the study is to reveal the effect of activity-based media education on students' critical media literacy levels. A case study with fifth grade students was used in the study. A total of 18 students from a public school were participants. The data was gathered by a rubric and semi-structured interviews. Findings revealed that students have media literacy ability. Based on the result of the study, it can be suggested that either an independent media literacy course or a media literacy education integrated into other courses should be provided from the first grade. Furthermore, because of the fact that media literacy is closely related to critical thinking, teaching methods and activities in which students can gain critical questioning and thinking skills should be preferred.

E-learning has become a viable mean to both Massive Open Online Courses (MOOCs), and Small Private Open Courses (SPOCs). Research has shown that the quality and effectiveness of these types of courses depend largely on the contextual factors that may impact the design and development of online courses. This study highlights a design framework for a SPOC offered at Sultan Qaboos University. It employs a design-based research methodology, which is a systematic research approach aimed to improve instructional practices through iterative analysis, design, development, and implementation to produce contextually-sensitive design principles. The sample of this study consists of a diverse group of subjects including instructional designers, subject-matter experts, as well as students. The findings illustrate the importance of contextual logistics that need to be considered in the design and development of SPOCs. The findings also highlight the importance of the DBR as a suitable research methodology for similar developmental studies.

The aim of this cross-sectional study is to determine the fundamental motor skills (FMS) proficiency of children with mild intellectual disabled (MID) and to compare their FMS proficiencies in terms of age and gender. This study has three purposes. These are a) Defining the FMS proficiencies of the participants, b) Examining the FMS proficiencies of the participants in terms of gender variable, c) Examining the FMS proficiencies of the participants in terms of the age variable. Participants consisted of 122 MID students aged 7-10 years (M = 8.25, SD = 0.92). FMS proficiency was evaluated with the Gross Motor Development Test-Second Edition (TGMD-2). Independent Samples t test and ANOVA test were used to test the differences between groups. As a result: a) It was observed that the participants could not perform the FMS at the mastery level. Participants failed to demonstrate FMS proficiency appropriate for their age and showed delays in FMS compared to the TGMD-2 normative sample. Most of the participants performed “below average” and “poor” for LOC and OC skills. It was determined that the participants obtained higher scores in LOC subtest compared to OC subtest, b) It was determined that males were more proficiency in FMS and subtests than females, c) No difference was found in FMS proficiency in terms of age. These results show that opportunities need to be increased to develop the FMS proficiency.

This study aimed to develop an instrument to assess science teacher candidates’ professional and pedagogical competence in the Industrial revolution 4.0. The instrument consisted of 30 questions and was used in the main study, which was analyzed using the Rasch model to unravel the reliability and empirical validity. The questions were developed based on a predetermined grid including the skills and literacy aspects used in the industrial revolution 4.0. The 30 revised questions were then tested on 60 students of Science Education at two State universities in Indonesia who were in their third year of study times. The Rasch model was employed to test its reliability and empirical validity that included Wright map analysis, item difficulty level, distractor analysis, and item suitability with the Rasch model. The results showed that the reliability value of the professional aspect was .95 and classified as an excellent category. Moreover, the pedagogic aspect obtained .93 and was classified as a very good category. Only one question was the most difficult and did not fit the Rasch model, while the others already fitted. This reliable and valid instrument is suggested to be useful in assessing pre-service science teachers’ competence.

The purpose of this study was to increase student activity and learning outcomes by applying peer tutor learning methods combined with interactive case methods in online learning mode through Electronic Learning Aid (ELENA) and Zoom meeting. This study was carried out with a classroom action research (CAR) design in three cycles of implementation. This study was carried out in the even semester of 2020/2021 in the Cost Accounting course. Data collection methods used are documentation, observation, and tests. Student learning activities in online learning through ELENA and Zoom meetings have been recorded to show changes and improvements in the quality of student learning activities. The data analysis method used is quantitative descriptive analysis. The application of the peer tutor learning with the interactive case methods has been going well through the Zoom meeting and ELENA and is able to have an impact on student activities and learning outcomes in the Cost Accounting course. The increase in student learning activities can be seen in the increased ability of students to ask questions, provide responses or answers, and express opinions or ideas during lectures. Student learning outcomes also experienced a significant increase, which was 7.5%. Students who act as tutors can carry out their duties well.

Education for sustainable development (ESD) refers to education on the values and behaviors necessary for a sustainable future and society where everyone receives high-quality benefits. In the era of the fourth industrial revolution, convergence thinking is emphasized as a method of ESD. Therefore, this study aims to derive a model for developing open convergence subjects for ESD. The idea for this model was derived by combining the process of establishing a Convergence Department at Rey Juan Carlos University in Spain and the unit activities of Kyoto University in Japan. The challenges of failing to achieve the original goal and purpose of convergence due to emphasizing specific majors were solved by defining requirements for the model. Convergence subjects that meet the requirements are developed by following the order of the proposed model. In the future, a convergence subject pilot model will be applied using the proposed model to present and operate a course development process called “technology and future are seen through the window of currency”.

The aim of this study was to investigate the effect of collaborative learning on learners’ communicative strategies in English for specific purpose (ESP) tour guide training course. The 12-week study was conducted using a quasi-experimental design with a pre-test and post-test, following the instruction of twelve topics in the ESP language training course. A total of 60 ESP language learners participated in the study. The experimental group was instructed using collaborative learning in the ESP tour guide language training and the control group was taught using a lecture-based approach. Data from the communicative strategies questionnaire were collected to assess the effectiveness of collaborative learning on learning communicative strategies in the ESP context. The results of the study showed that the experimental group was significantly higher than the control group on both the oral problem coping strategy scale and the listening problem coping strategy scale of the communicative strategies scale in the ESP environment. Based on the findings of the study, collaborative learning is effective in enhancing the language learners' communicative strategies in tour guide training course. Moreover, the study suggests that there should be a critical reflection on the ESP training course currently offered for tour guide language learners.

Knowledge-based economy is an economic model students need to be prepared for a future economic model that uses knowledge as its main resource. Therefore, this study developed and validated instruments for constructing knowledge-based economy readiness among undergraduate students. This study used an online questionnaire with 120 respondents of economic education students in educational universities in East Java, Indonesia, for exploratory factor analysis and 417 respondents for confirmatory factor analysis. Then, statistical analysis was conducted using exploratory factor analysis in SPSS and confirmatory factor analysis in AMOS. This study first developed five factors of knowledge of economics, readiness for economic challenges, readiness for education, readiness for infrastructure, and readiness for innovation, consisting of 27 items. However, one item was removed because the loading factor was below .50. Consequently, 26 items were retained because the loading factor was significantly greater than .50. The Cronbach's alpha value for each item of the knowledge-based economy readiness construct was >.60 and met all goodness of fit index criteria, which means that it meets the requirements and can measure the construct of knowledge-based economy readiness. Since this study meets the validity and reliability requirements of the constructs leading to knowledge-based economy readiness, these results will help students prepare for the current and future knowledge-based economy. They can be used in developing economic education curricula in higher education.

This study is designed to illuminate the role of four key constructs—teacher-student relationships, peer networks, satisfaction with support services, and employability trust—in shaping the social capital within universities. Utilising a sample of 1902 working students derived from the Eurostudent VII survey data, this research applies both exploratory and confirmatory factor analysis to validate the proposed model. The findings indicate that all four constructs demonstrate statistically significant and positive associations with university social capital. Crucially, the measures of reliability and validity are within an acceptable range, lending credibility to the findings. The teacher-student relationship was found to be the most influential factor, highlighting its crucial value in the functioning of social capital inside universities. Along with providing a framework for future studies on the ever-changing nature of social capital in universities, the results highlight the significance of cultivating an interconnected academic community, which enriches the educational organisation as a whole.