Welcome to American Journal of Educational Research

American Journal of Educational Research is a peer-reviewed, open access journal that provides rapid publication of articles in all areas of educational research. The goal of this journal is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research.

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Editor-in-Chief: Freddie W. Litton

Website: http://www.sciepub.com/journal/EDUCATION

Google-based Impact Factor: 1.27   Citations

Article

Genesis of Two Educational Interaction Analysis Models in an Informal Educational Setting

1EASTCO, University of French Polynesia, Tahiti,French Polynesia

2EDA, Paris Descartes-Sorbonne University, Paris, France

3LPPL, University of Angers, France


American Journal of Educational Research. 2015, 3(7), 929-943
doi: 10.12691/education-3-7-18
Copyright © 2015 Science and Education Publishing

Cite this paper:
Rodica Ailincai, François-Xavier Bernard, Annick Weil-Barais. Genesis of Two Educational Interaction Analysis Models in an Informal Educational Setting. American Journal of Educational Research. 2015; 3(7):929-943. doi: 10.12691/education-3-7-18.

Correspondence to: Rodica  Ailincai, EASTCO, University of French Polynesia, Tahiti,French Polynesia. Email: r.ailincai@gmail.com

Abstract

In this article we present two educational interaction analysis models taking place in an informal learning environment (in particular scientific and technical activities outside of school). Both models were designed during research conducted within a museum setting in an interactive scientific and technical exhibition at the Cité des Sciences et de l’Industrie (Museum of Science and Industry) in Paris. The models presented here are consistent with the analysis of communicative interactions produced in any learning situation: the first model, the Media Square, is suitable for analyzing asymmetric dyadic exchanges (parent - child), while the second model, the KITLoK Model, is designed for analyzing polyadic situations, whether asymmetric or symmetric [tutor - student (s)]. The models intend to chart learning interactions in an educational situation which benefit from dual mediation: both human (the tutor, as a “human mediator”) and instrumental (interactive museum tools, as a “technical mediator”). Both models will be discussed as regards the models of origin that inspired them. These models of origin will also be presented in the first part of the paper.

Keywords

References

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Article

Instructional Model of Japanese Science Teachers for the Gifted

1Kitauwa Upper Secondary School, Japan

2The Joint Graduate School in Science of School Education, Hyogo University of Teacher Education, Japan

3Hyogo University of Teacher Education, Japan

4Faculty of Education, Ehime University, Japan


American Journal of Educational Research. 2015, 3(7), 944-948
doi: 10.12691/education-3-7-19
Copyright © 2015 Science and Education Publishing

Cite this paper:
Takekuni Yamaoka, Shinji Matsumoto, Manabu Sumida. Instructional Model of Japanese Science Teachers for the Gifted. American Journal of Educational Research. 2015; 3(7):944-948. doi: 10.12691/education-3-7-19.

Correspondence to: Takekuni  Yamaoka, Kitauwa Upper Secondary School, Japan. Email: yamaoka.takek@gmail.com

Abstract

The purpose of this study was to investigate the instructional model used by Japanese science teachers for mentoring gifted students. A total of thirty teachers were interviewed about the characteristics of his/her students who achieved excellent results in a science contest and about his/her instructional strategies for the students. The subjects include 27 high school science teachers and 3 elementary teachers; 29 out of the 30 are male and 27 have more than 10 years teaching experience. The interviews were conducted between July 2008 and August 2009 in Ehime, Ibaraki, Tokyo, and Okayama, Japan. Each teacher was interviewed for an average of 30 minutes. Interview transcripts were used in the data analysis. The results of the text analysis extracted some phrases that commonly described science instruction, specifically: (1) at first, themes were not given to the students; (2) opportunities for appropriate advice and coaching were needed; (3) teachers should continue to study; (4) originality was appreciated; (5) the process and experiences were more important than the results themselves; (6) teachers helped students to acquire basic understanding and skills; (7) students found study/research similar to play; (8) students established good networks with experts in a specific area; (9) teachers enjoy teaching gifted students science very much; (10) students were asked to design their own research; (11) students were asked to make things; and (12) students developed the habit of recording what they thought and found in everyday life. Finally, an instructional model for Japanese science teachers who teach gifted students is proposed on the basis of these results.

Keywords

References

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Article

A Multi Criterion- Approach and an Educational Comparative Need Assessment Based on the Analysis of Staffs' Competencies

1Persian Gulf University, Research Institute of Persian Gulf

2Educational administration, National Iranian Gas Company, Bushehr Province Gas Company


American Journal of Educational Research. 2015, 3(7), 949-955
doi: 10.12691/education-3-7-20
Copyright © 2015 Science and Education Publishing

Cite this paper:
Amir Farokhnejad, Bahram Fadaiyan. A Multi Criterion- Approach and an Educational Comparative Need Assessment Based on the Analysis of Staffs' Competencies. American Journal of Educational Research. 2015; 3(7):949-955. doi: 10.12691/education-3-7-20.

Correspondence to: Amir  Farokhnejad, Persian Gulf University, Research Institute of Persian Gulf. Email: farokhnejad_shu@shyahoo.com

Abstract

The aim of this paper is to assess the educational needs of staffs working in technical and operational deputy of Bushehr Oil Produces Distribution National Company (BOPDNC) along with a comparative/mixed approach. Objectives of this paper is focused on Executive Skills(ES),Interpersonal Skills (IS), Intellectual Essentials(IE), Personality Essentials(PE).The study population consisted of 143 staffs among which some of them were working in administrative and financial affairs and some of them were working in operational deputy known as middle managers. A none-random sampling was applied to conduct the requested model. Data were gathered via three questionnaires including staffs' competencies, paired comparisons of criterion and competency factors, and staffs' competencies and educational needs. Using AHP method could help to identify four key competencies of staffs including executive skills, interpersonal skills, intellectual essentials, and personality. Findings showed that the used AHP method could help to identify educational needs, increase in educational effectiveness, and increase in motivation of staffs' participation for need assessment and performing the educational plans. Since all today organizations are requested to prepare educational plans for improving their own staffs, the results of this paper, and of course, similar papers can be generalized for making professionally knowledge, skills, and attitudes develop.

Keywords

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