Journal Of Teaching Research Articles

Three Decades of the Journal of Teaching in International Business: A Bibliometric Overview

ABSTRACT The Journal of Teaching in International Business (JTIB) is a dedicated and premier platform for research on teaching international business. This study presents a comprehensive overview of the papers published in JTIB between 1989 and 2019 through bibliometric methods. Using data from Scopus database, the publications were analyzed, applying a range of bibliometric techniques, such as descriptive analysis, bibliographic coupling analysis, coauthorship analysis, and keyword analysis. The study further explores the thematic structure of the journal with 4 clusters identified as international business education, international business curriculum, experiential learning and technology, and cross-cultural issues. It highlights the temporal progression of the research constituents and the substantive areas in the journal. Thus, this study will provide meaningful insights to scholars of the discipline. Moreover, it is the first attempt to summarize the publications of JTIB.

Here’s a Good Book: Hints on Writing a Book Review for Academic Journals

Book reviews appear in journals for language teachers, alongside research-based articles and state-of-the art reviews. Interestingly, however, although editorial guidelines are usually provided for writers of articles, suggestions to book reviewers on how to write are harder to find. Similarly, in advice about academic writing for publishing, the genre of book reviews has received very little attention. This short article addresses a number of questions on the topic of writing book reviews.

Pengembangan Aplikasi Kehadiran Mahasiswa Berbasis Web Pada Program Studi Pendidikan Teknologi Informasi dan Komputer

Through Aplikasi Kehadiran Mahasiswa Teknologi Informasi dan Komputer (AKEMATIK), Education of Technology Information and Computer Program on IKIP PGRI Pontianak can facilitate lecturers in filling teaching journals and monitoring student attendance, while also helping to prepare lecture reports that will help evaluation of teaching and learning in the Program Studi P.TIK IKIP PGRI Pontianak. The research aims to: 1) provide an overview of the application development process; and 2) find out the feasibility of the application. Application development uses the ADDIE model which consists of 5 stages: 1) Analysis; 2) Design; 3) Development; 4) Implementation; and 5) Evaluation. Based on this model it is known that the application has 3 actors namely admin, lecturer, and student. Application testing is done by validating media experts, and alpha testing. The results of expert validation were in the excellent category. The alpha test was conducted on 15 lecturers and 30 students of P.TIK, the results were in the excellent category.

‘Newton was heel exact wetenschappelijk – ook in zijn chemische werk’. Nederlandse wetenschapsgeschiedenis in niet-wetenschapshistorische tijdschriften, 1977-2017

Both historians of science and scientists write papers that are published under a ‘historical’ denomina- tor in non-specialist journals, such as the journals for professional scientists and teachers. This paper focuses on the various motives for these publications, thereby illustrating both the enormous enthu- siasm for our work outside of circles for professional historians, as what is conceived as crucial in our work to people outside of our field.

Physical education teachers’ perceptions of the successes, constraints, and possibilities associated with implementing the sport education model

ABSTRACT Background: There have been calls for research that provides a description of how physical education teachers persist in integrating student-centred pedagogical models, such as Sport Education (SE), in their professional practice [Hastie, P. A., and T. Wallhead. 2016. ‘Models-Based Practice in Physical Education: The Case for Sport Education.’ Journal of Teaching in Physical Education 35 (4): 390-399]. Specifically, more information is required on how physical education teachers navigate the contextual challenges that schools provide to deliver the core structural features of SE. This study adds to the existing literature in this domain by using social media as a novel platform to explore an international sample of physical education teachers’ perceptions of implementing SE. Purpose: The aim of this study was to investigate the range of dilemmas physical education teachers face when integrating SE into their curricula. Method: This qualitative research was completed through conducting a Twitter #chat with fifty-two physical education teachers who self-identified through their participation in the #chat as having an interest in SE. An inductive content analysis was used to analyze the data, grounded in Windschitl’s (2002) dilemmas framework. Findings: The main benefits/successes of the physical education teachers’ use of SE were related to pedagogical dilemmas. However, several conceptual, pedagogical, cultural, and political constraints affected physical education teachers’ implementation of the model. A conceptual shift was needed to embrace a student-centred modality of instruction, however, the associated student learning outcomes related to this shift were viewed positively. Contextual challenges such as existing curricular structures and available resources often led to a pragmatic (and modified) version of SE manifesting in practice. Conclusions: Using Twitter enabled the capture of the realities of physical education teachers’ practice with SE, suggesting they were interpretatively pragmatic in adapting the model to their situated context.

Transformation Captured in a Teaching Journal

Transformation Captured in a Teaching Journal

The Launch of Studies in Learning and Teaching (SiLeT)

This short paper introduces ‘Studies in Learning and Teaching’ (SiLeT) as a new journal. As an international peer-reviewed journal, SiLeT aware of the quality of the content. The rational, the purpose, and the scope are illustrated as the opening speech of the journal. Since the number of learning and teaching journals is still lacking in accommodating the ideas of researchers and scholars in the world especially in the domain of education, therefore, the existence of SiLeT will fill the void of scientific discussion, especially in terms of “learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, measurement and evaluation, educational statistics, books review of education and other learning-teaching issues”.

A review of the penetration of Francophone research on intervention in physical education and sport in Anglophone journals since 2010

ABSTRACTIntroduction: Since the 1990s, the notion of intervention has expanded with growing interest in the analysis of practices in Francophone country. French-speaking research community considers intervention sciences as a specific field of research in sport and PE. The aim of this literature review was to characterize the penetration of Francophone research in the English-language literature in physical education and sport concerned with intervention since 2010 in the category ‘Education & Educational Research’ of the Journal Citation Reports (2017). This research was in line with the analysis of the papers presented during six Francophone congresses from 2000 to 2010 of the Association for Research on Intervention in Sport (Musard and Poggi 2015).Methods: The selection of articles was carried out in three stages: selection of journals, selection of articles manually, the second level of selection. The selection of journals is do in this category "Education & Educational Research" (JCR, 2017) focusing primarily on sport and physical education. Six journals met these criteria: Physical Education and Sport Pedagogy, European Physical Education Review, Journal of Teaching in Physical Education, Sport Education and society, Quest, Journal of Hospitality Leisure Sport & Tourism Education. Then, the selection of articles was manually analyzing all the publications of each journal since 2010 (almost 2000 articles) according to inclusion criteria "sport or physical education", "francophone authors", and "intervention". Each 46 articles selected was classified according to its theoretical framework. The last stage of selection corresponded to an analyze and an extension of the literature review by a French-speaking specialist in each theoretical framework.Results: The results show that French-language research on/in/for intervention is in close connection with the international tradition. Some approaches such as didactique, a technological approach, and course of action, have a Francophone specificity based on various international theoretical anchors; others such as motor learning, social psychology, ecological approach come from non-French-speaking international theoretical frameworks.Discussion and conclusion: These findings raise the question of the Francophone specificity of intervention sciences. Beyond particular French-speaking theoretical frameworks, concepts and concerns join Anglophone traditions. As in the international fields of ‘sport pedagogy’ or ‘praxis’, the Francophone intervention sciences are composed of a diversity of theoretical approaches and are focused towards an epistemology of action. These two communities can enrich each other and deserve more interaction and exchange.

Twenty Years of Intervention Research in School Physical Education in the JTPE and RQES

ABSTRACT Background/Purpose: The purpose of the present study was to review intervention studies in school physical education, with a goal of identifying the gaps and future trends of intervention research in the field of physical education. Methods: A total of 71 quantitative experimental studies were identified by manually examining all the articles published in the Journal of Teaching in Physical Education and Research Quarterly for Exercise and Sport from January 1998 to December 2018. All the studies were coded using a coding template. The interrater reliability among three coders exceeded 85%. The frequencies and percentages for each category were calculated as appropriate. Results: Eighty-five percent of experimental studies were guided by a theoretical framework. Interventions used various types of research designs. A variety of dependent variables were measured with the majority of studies focusing on student motivation and psychomotor skills. The intervention length ranged from 5 min to 2 years. Fifty-six percent of studies reported effect sizes. The reported types and strength of effect size varied. Forty-nine percent of them reported an intervention fidelity check. Conclusion: A limited number of experimental studies had been conducted from 1998 to 2018. The rigor of these experimental studies needs significant improvement. More experimental studies with a randomized controlled trial design are needed.

Editorial

Welcome to Volume 11 of the Journal of Teaching and Learning for Graduate Employability.
 2020 promises to be a significant year for the Journal. In the coming months we will launch a new look for the Journal as we update to the newest version of OJS. This is a timely development as the Journal, now indexed in the SCOPUS, Informit, ERIC and Crossref databases, continues to provide a scholarly forum for research which furthers our understanding of the issues surrounding graduate employability. We are also pleased to announce that a second Volume for this year will be a Special Issue on Micro-credentials and qualifications for future work and learning. For more information please see the Announcements section on the Journal Home Page.

Editorial

Welcome to Volume 11 of the Journal of Teaching and Learning for Graduate Employability.2020 promises to be a significant year for the Journal. In the coming months we will launch a new look for the Journal as we update to the newest version of OJS. This is a timely development as the Journal, now indexed in the SCOPUS, Informit, ERIC and Crossref databases, continues to provide a scholarly forum for research which furthers our understanding of the issues surrounding graduate employability. We are also pleased to announce that a second Volume for this year will be a Special Issue on Micro-credentials and qualifications for future work and learning. For more information please see the Announcements section on the Journal Home Page.

Perancangan Sistem Informasi Jurnal Mengajar Dosen Berbasis Web Pada Fakultas Keguruan Dan Ilmu Pendidikan Universitas Pendidikan Muhammadiyah Sorong

The lecturer teaching journal is a device that must be provided by the lecturer after teaching. From the lecturer's teaching jural, it can be known data such as lecture material, courses, meetings, days, times, dates and even the number of students either present or permission and absenteeism. With the development of technology makes people think to be able to work more efficiently. One of them is making a conventional system into a computerized system. For this reason, in the design of a teaching journal information system for lecturers using the R&D (research and development) method and the waterfall model, by utilizing web facilities connected to the internet, the aim is to fill lecturer teaching journals efficiently.In this study a web-based information system was designed using DreamWeaver CS6 and XAMPP 3.2.2. Journal information system testing for teaching lecturers uses blackbox, small scale and large scale testing. With this system, it can make it easier to fill teaching journals of lecturers at the PTI Study Program, Faculty of Teacher Training and Education, Unimuda Sorong From the results of research that has been carried out, the writer implements the results of the research into the Information System Design of Lecturer Journal in the Study Program at the PTI Faculty of Teacher Training and Education, Unimuda Sorong.

Reviewers for Journal of Teaching in International Business, Volume 30 (2019)

Reviewers for Journal of Teaching in International Business, Volume 30 (2019)

Using Collaborative Video-Cued Narratives to Study Professional Learning: A Reflective Analysis

This paper proposes the collaborative video-cued narrative (CVN) as an alternative methodological approach to studying professional learning. The CVN approach conceptualizes professional learning as a process in which teachers and students of professional education work collaboratively as “co-inquirers” to understand and enhance professional learning in practice. Aligned with this epistemological stance, CVNs capitalize on the advantages of three existing methodologies (i.e., video-cued ethnography, narrative inquiry, and action research) and cyclically use five key steps to study and improve professional learning, including 1) making video-recordings of learning activities, 2) identifying critical learning incidents, 3) cutting video clips of critical learning incidents, 4) using video clips to cue narrative reflections and develop action plans, and 5) taking action to improve learning in practice. In this paper, I first review the major epistemological and methodological issues in the existing literature on professional learning. Then, I elaborate on the theoretical and methodological grounds of CVNs and why, in theory, it can be a powerful alternative approach to studying professional learning. Next, drawing on interviews with eight students and my own reflective teaching journals in a doctoral course context, I analyze my experience in using CVNs to study professional learning in the context of teacher educator preparation. The analysis results suggest that CVNs seem effective in elevating students’ consciousness of professional learning, empowering their agency in enquiring into professional learning, and creating extended space and materials for professional learning. However, CVNs may cause ethical issues, such as coerced participation or “faked” learning, if a trustworthy relationship is not yet established and then sustained throughout the research process. In conclusion, I discuss how future studies can take on and further develop CVNs to pluralize the research approaches to studying professional learning.

A clash of fundamental assumptions: Can/should we measure physical literacy?

The special issue of the Journal of Teaching in Physical Education (JTPE)1 on physical literacy (PL) has provided much needed information about measuring and assessing student learning in terms of the well-defined and yet abstract concept. Multiple authors have elaborated from diverse educational and psychometric perspectives on the development of the construct, the measurement model, and the assessment of the construct. In this attempt, many issues associated with the conception of PL were clarified and insightful information and arguments were brought forward. In this regard, the special issue has moved our understanding of the concept one step further. More importantly, it points to a possibility to actualize the teaching of the concept in physical education (PE).

BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017

In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers’ teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST. Keywords: science teacher research, bibliometric analyses, Web of Science.

Sistem Informasi Monitoring Proses Pembelajaran di STMIK STIKOM Indonesia

The Lecture Program Unit (SAP) consists of determining learning objectives, the material to be discussed, how to present it, supporting media and learning resources that can be used. At the end of each teaching and learning activity, for the purposes of monitoring and evaluation, teaching staff are required to write SAP realization in a teaching journal. At STMIK STIKOM Indonesia, the process of writing this teaching journal is done manually. The lecturer filled out the material given in class in a teaching journal. The process is done manually resulting in the process of monitoring and evaluation can not be done regularly. In this research, a Web-based monitoring system for teaching and learning process was developed in STMIK STIKOM Indonesia. From the test results obtained, the system built can facilitate lecturer coordinator lecturers to monitor the course of the teaching and learning process. In addition, the system built can also facilitate lecturer coordinator lecturers in conducting the recapitulation process of the suitability of SAP with the realization of SAP written by lecturers supporting courses

Use MUSIC® To Motivate Your Online Students

Location: Dewberry Hall As Mason grows fully-online undergraduate and graduate programs, faculty who teach their online courses may face challenges in motivating students. As an online instructor, you may find that some of your students appear unmotivated, falling behind, and not actively participating in the online course. To support student learning and student success, it’s critical to make sure that your online students stay on task, participate in the online course, and actively engage in the learning community that you create for learners in your online course. In my poster, I will provide tips, strategies & best practices which may be used to foster motivation in online students, based on the MUSIC® Model of Motivation (Jones 2009; Jones 2018). This model was developed by Dr. Brett D. Jones (Virginia Tech) as a research-based motivation model to help instructors identify strategies to motivate learners. MUSIC® is an acronym for the five key principles of the model: eMpowerment, Usefulness, Success, Interest, and Caring. The MUSIC® Model recently has been used to study motivation and persistence in online education, particularly for adult learners (Lucey, 2018). Guided by the MUSIC® Model of Motivation, you may design-- and teach-- your online course to foster student motivation. In my poster presentation, I will share a brief overview of the MUSIC® Model, and focus on specific examples of strategies and best practices (which are guided by the MUSIC® Model) that you may use to motivate your online students in fully-online courses. Cited Sources: • Jones, Brett D. (2009). Motivating students to engage in learning: The MUSIC® Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285. • Jones, Brett D. (2018). Motivating Students by Design: Practical Strategies for Professors. 2nd Edition. CreateSpace Independent Publishing Platform. • Lucey, K. (2018). The effect of motivation on student persistence in online higher education: A phenomenological study of how adult learners experience motivation in a web-based distance learning environment (Doctoral dissertation, Duquesne University).

A Syllabus Design in Learning Speaking for International Volunteers as Non-Native Speakers of Indonesian

Indonesia International Work Camp (IIWC) is an international organization. The organization facilitates Indonesian course to foreign volunteers who conduct a voluntary project in Indonesia. The course started in 2009 up to now. If there is one lack from the course, it is because the course did not have any syllabus. This action research study has a main purpose to design an Indonesian speaking syllabus for IIWC foreign volunteers based on contextual field at a project site. This action research included a basic action research routine: look, think and act. An approach employed in this research is case study. Questionnaires, interviews, notes, a teaching journal, recordings, photographs and videos were taken during the course process. The population of this research is the IIWC foreign volunteers. The sample of this research is Yurie Takahashi, a Japanese foreign volunteer who was the only new foreign volunteer came in Indonesia at that time. She conducted a social international voluntary service in Indonesia. The major research participants are I as the Indonesian speaking instructor, and the foreign volunteer as the learner. The collected data is analyzed using a process of reflection and interpretation that is categorizing and coding. The findings are: the syllabus for Indonesian speaking course, for IIWC foreign volunteers who conducted a project at the project site of Fatimatuzzahro orphanage Semarang central-Java Indonesia. The syllabus employs a learning centered approach. Then the program evaluation revealed the instructor’s teaching and attitudes from the learner’s perspective and the learner’s progresses after joining the course. Eventually, the teaching materials compilation was taught from the syllabus made to be a handout of the course which can support the teaching-learning processes later. It is suggested to other IIWC’s Indonesian speaking instructors who will teach foreign volunteers at the orphanage can look at the syllabus in advance, so that they can know starting points in surveying the existing situation. It is also suggested to other researchers to take the uninvestigated cases in this research regarding Indonesian listening and pronunciation problems which later can be contributed as well to knowledge of applied linguistics.

A A case study on argumentation based teaching

This qualitative single holistic case study is the analysis of students’ views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacey of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.This qualitative single holistic case study is the analysis of students’ views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacey of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.