Education Research International

This research aims to investigate the factors behind the spread of aggressive behavior in kindergartens from the point of view of educators in East Jerusalem. The descriptive analytical approach and quantitative research methods were used, which included t-test, independent sample t-test, and analysis of variance. Before collecting data, the reliability and validity of the questionnaire were checked. The questionnaire tool was distributed to a sample of 150 kindergarten teachers working in educational centers located in East Jerusalem. The research reached a number of results, the most important of which is that there are statistically significant differences in the factors of the spread of aggressive behavior in kindergartens due to the variable of academic specialization in the questionnaire, except for the dimension. Findings of the study show that there is a lack of understanding of the factors that lead to aggressive behavior, which requires understanding the types and manifestations of aggressive behavior in detail. Familial reasons have a great influence on the aggressive behaviors and actions that some children practice in kindergartens, and social factors, such as the child’s lack of social skills, have a substantial impact on the child’s behaviors and expressions of aggression. The researcher recommended the necessity of holding seminars, lectures, meetings, and workshops specialized in raising and caring for children to overcome their developmental and behavioral problems. The study offers significant new information about the causes that lead to the spread of violent behavior among kindergarteners in East Jerusalem, as seen from the teachers’ perspective. To fully comprehend the elements that lead to violent behavior in this population, more study is necessary. This can assist in creating treatments and techniques that are more successful in reducing aggressive behavior in kindergarteners.

It is necessary to define factors that affect the process of shaping future teachers’ spiritual worldview. The knowledge factors influencing the formation of a spiritual worldview allow us to elicit the most effective ways and means to shape future teachers’ professional self-awareness. Therefore, this paper is devoted to studying factors that play an important role in future teachers’ spiritual worldview formation. Reflection determines the prerequisites and consequences of the future teachers’ spiritual worldview. It is noted that only a spiritually rich teacher can solve the problems of modern education. Eighteen factors for forming future teachers’ spiritual worldviews are revealed. The authors briefly describe the contributions of various scientific disciplines to this topic, which are widely used in modern science, especially pedagogical and psychological ones. The authors do not rely on any religious experience, aspects, or approaches. There can always be an influence of subjectivity and the prevalence of religious approaches over scientific concepts in such an approach. In conclusion, findings regarding the factors involved in forming future teachers’ spiritual worldviews are presented.

Vocabulary is an essential language component that will affect all four language skills. Therefore, any technique that can help promote vocabulary learning should be encouraged. The current study aimed to explore the effect of first-language translation on Iranian intermediate extroverted and introverted EFL learners’ vocabulary learning. The authors chose 80 Iranian EFL learners using convenience sampling and applied a quasiexperimental design for the research. First, they administered the Oxford Placement Test, the Eysenck personality questionnaire, and a vocabulary pretest and posttest. Then, the treatment started using the first language to teach vocabulary to introverted and extroverted learners. The findings showed that first-language translation had a statistically significant effect on developing Iranian intermediate extroverted EFL learners’ vocabulary learning. The results implied that the instructors could use L1 in teaching a language in general and vocabulary in specific as an effective strategy, just for extroverted learners, as it was found ineffective for introverted learners. Furthermore, the results showed that L1 translation as a learning strategy can be more effective for vocabulary learning by extrovert EFL learners than introverts. Therefore, it can be concluded that the learners’ personality traits should be considered in teaching and learning vocabulary, but as a supplementary teaching strategy since using the first language was just effective for parts of the learners, extroverts.

A course-based undergraduate research experience (CURE) is described, both in its original, field-based and in-person design, as well as its adaptation to online delivery during the COVID-19 pandemic. The CURE experience was centered around the topic of microbes attaching to ocean plastic debris, and included connecting nontraditional undergraduate students attending a primarily teaching institution to personnel of a research-intensive institution. The CURE was implemented in nonmajors and majors’ general biology laboratory courses, as well as in an introductory microbiology lab course for health majors. Student perception of the CURE was assessed quantitatively through self-administered retrospective surveys, and qualitatively using open-ended survey questions and focus group interviews. Survey questions were grouped into four themes: (1) research at the research institution, (2) research at the teaching institution, (3) laboratory skills, and (4) interest in science. To assess impact of the CURE by modality, major and course level, theme scores were analyzed using ANOVAs (α = 0.05). Changes in student perception of learning were measured by comparing the “before” and “after” survey scores in each theme. The main source of variation in the model was time, followed by theme and major, while modality had a negligible effect. Overall, there were increases in student perception of learning across all themes across modality, major, and course level; however, not all were statistically significant. Highest gains were observed among nonmajors, while those of the majors’ upper division courses were the lowest. On the other hand, majors’ overall scores were the highest. Health majors’ survey gains were mostly between those of nonmajors and majors. Qualitative data contextualized the quantitative results. The online adaptation was a valuable alternative, especially for nonmajors, as it expanded the range of students reached, with results similar to the in-person alternative. Preliminary data show a positive effect of the CURE in student success majoring in biology.

The participatory method is supported by the recent expansion of the Ethiopian agricultural extension system through technological scaling-up or the implementation of best practices for technology transfer at larger stages. Agricultural extension workers are active in a number of agricultural and rural development initiatives. This study was a thorough effort that intended to examine the competence level and determinant aspects of the competence development agent’s (DA) level. The investigation was done in the East Gojjam Zone, Northwest Ethiopia. The research included both qualitative and quantitative research designs. Six main skill areas were determined using information from the literature research and the regional state council’s job description for DAs. In this study, 149 DAs from four districts participated as respondents. Ordinal logistic regression analysis was utilized to assess the important parameters influencing DA competency and motivation. According to the mean score findings, DAs performed above average in the communication and program implementation competence categories, with total mean scores of 3.51 and 3.24, respectively. Furthermore, they scored below average in the remaining four competency categories, with information communication technology (ICT) scoring the lowest with a mean score of 1.94. According to the regression model, independent variables such as education level, relationship with coworkers and farmers, supervisor’s visit, and appraisal have a substantial influence on extension agent competency. As a result, competence-specific on-the-job training should be structured to meet the short-term demands of DAs. As the finding suggests, building social capital and investing in education through curriculum development seem more important than interventions to sustain the agricultural extension competencies of DAs. Moreover, digitalizing the extension system could have promising outcomes as most of the DAs are young and their ICT competence has been recorded as higher compared to the older DAs.

For each person, it is essential to learn new skills. Thus, this study aims to determine how primary school (K-12) teachers practiced “future skills” in the classroom and how they thought those skills could be improved. This study employed a questionnaire and semistructured interviews to collect quantitative and qualitative data from a sample of 329 male and female teachers in the Wadi Al-Dawasir school district. This study found that teachers practiced future skills frequently, and there was a significant difference in some skills based on years of education but no such differences based on gender or specialization. The interviews revealed that teachers used curricular and extracurricular activities to integrate various methods—most notably cooperative learning, problem solving, critical thinking, mind mapping, technology, and independent courses—to develop their students’ future skills. This study has Nemours implications that was discussed at the end of this study.