Doctor of Education major in Curriculum and Instructionhttps://hdl.handle.net/20.500.12852/1012024-03-29T08:04:20Z2024-03-29T08:04:20ZTeaching beliefs and behavior towards blended learning among faculty of universities in China: Inputs to enhanced curriculumMao, Jianjinghttps://hdl.handle.net/20.500.12852/26532023-04-24T07:00:18Z2022-12-01T00:00:00ZTeaching beliefs and behavior towards blended learning among faculty of universities in China: Inputs to enhanced curriculum
Mao, Jianjing
This study aimed to determine teaching beliefs and behavior towards blended learning among faculty of universities in China. The descriptive correlational research design was utilized to determine the relationship between teaching beliefs and behavior in blended learning. 290 faculty from five universities were selected as respondents using multistage probability sampling. Results showed that the level of teaching beliefs and behavior were high. Teachers' sex, age, length of teaching, academic rank, and educational attainment were not significantly related to teaching beliefs and behavior. Teaching beliefs and behavior showed a significant positive relationship. In the post epidemic era, universities adopted various strategies to actively change teaching beliefs, such as formulating policy support, organizing learning, and training, thereby improving teaching behavior. Results of this study became the basis for the enhancement of existing curricula in Fundamentals of Programming.
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2022-12-01T00:00:00ZSelf-efficacy, teaching behavior, and teaching performance of faculty: Basis for the creation of a video for professional enhancementPeng, Yuexinghttps://hdl.handle.net/20.500.12852/24012022-12-02T07:00:19Z2022-05-01T00:00:00ZSelf-efficacy, teaching behavior, and teaching performance of faculty: Basis for the creation of a video for professional enhancement
Peng, Yuexing
This study aimed to determine the self-efficacy, teaching behavior, and teaching performance of elementary school teachers in Xinzheng City in Henan Province, China for Academic Year 2021-2022. A descriptive-correlational study utilizing one-shot survey research design was used to gather data from 287 randomly selected elementary school teachers. The study revealed that the overall level of teachers' self-efficacy was moderate, their teaching behavior was fair, and their overall level of teaching performance was high. There was a strong relationship between the teachers’ occupied position and their self- efficacy. Furthermore, sex and occupied position were found to have moderate relationship with the teachers’ teaching behavior. However, no significant relationship existed between the teachers’ characteristics in terms of sex, educational attainment, length of teaching experience, and their teacher self-efficacy; between the teachers’ educational attainment, length of teaching experience and their teaching behavior; and between the teachers’ sex, educational attainment, length of teaching experience, occupied position, and their teaching performance. The teachers’ self-efficacy was found to be significantly related with their teaching behavior and there was a strong positive association between teacher self-efficacy, teaching behavior, and teaching performance.
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2022-05-01T00:00:00ZParental literacy, parent-child relationship, family environment and perceived emotional competence among preschool children in China: Inputs to an enhanced curriculum in family educationMa, Sulinghttps://hdl.handle.net/20.500.12852/23812022-11-11T07:00:18Z2022-01-01T00:00:00ZParental literacy, parent-child relationship, family environment and perceived emotional competence among preschool children in China: Inputs to an enhanced curriculum in family education
Ma, Suling
This study used descriptive-correlational research design to analyze the extent of parental literacy, parent-child relationship, family environment, and perceived emotional competence among preschool children in Shangqiu City, China for school year 2021--2022 as inputs to an enhanced curriculum in family education. Relationships among the variables were also sought. The data of parents and teachers of 396 preschool children in four kindergartens in Shangqiu city were collected through a survey. The analysis showed that there are more male among the preschool children of Shangqiu City, the number of children in three age groups are roughly the same, and nearly one half of respondents’ parents have college education. The level of parental literacy is high, while the level of parent-child relationship, family environment and perceived emotional competence are at moderate level. There are significant relationships between parental educational attainment, parental occupation, and parental literacy, and family environment, however, there is no significant relationship between parent-child relationship and perceived emotional competence among children. Perceived emotional competence increases with the increase of children's age, but there is no significant relationship between children's gender and the four variables. Parental literacy, parent-child relationship, and family environment are significantly correlated with perceived emotional competence among preschool children, among which, parent-child relationship and family environment are positively correlated with them. The family education curriculum in Shangqiu city is still in the primary stage, and there is no perfect family education curriculum system, which is far from meeting the needs of parents for family education knowledge and skills.
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2022-01-01T00:00:00ZThe cultural and creative industry curriculum in three Taiwanese universitiesZhang, Shaojiehttps://hdl.handle.net/20.500.12852/23802022-11-11T07:00:19Z2022-01-01T00:00:00ZThe cultural and creative industry curriculum in three Taiwanese universities
Zhang, Shaojie
The study examined the cultural and creative industries in three Taiwanese universities. In particular, this examined the core components and future directions of the Culture and Creativity curricula in three Taiwanese universities, identified their challenges and potential growth, revealed their best practices, and improved the curriculum of Chinese culture and creative industry in light of the findings. Each of the three institutions has a special culture and curriculum when it comes to the objectives, execution, and evaluation of the culture and creative curricula. Their educational practice benefits from effective management and marketing initiatives that place a high priority on student marketing and training design. These are their strong areas because they give students first-hand knowledge of the sector. In Taiwan, there is a thriving art scene as well. According to the findings, institutions are excellent at managing their physical spaces and employing small-group instruction to familiarize students with marketing and design operations management. All institutions will have greater global direction if they concentrate on cross-border production collaboration. In order to satisfy the requirements of different majors and courses, it is advised that teachers of cultural and creative courses possess adaptable qualifications. They should also regularly evaluate and enhance their curricula for the cultural and creative sectors. Additionally, by offering structured, cross-disciplinary, and integrated courses, students can learn in an orderly and thorough manner. As a result, curriculum creation demands practical adjustments to the societal pulse and student exit strategies. Parents and students increasingly place a high focus on employability; thus, curriculum planning must be realistic and take the social climate and students' flexibility into account in order to avoid developing skills while meeting social demands.
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