Volunteer Teachers Research Articles

The Prevention of Child Marriage Through The Women’s School To Improve Quality of Life (Sekoper PKH) In Mengen Village, Bondowoso Regency

Child marriage is one of the serious problems faced by Bondowoso Regency. As a district with the lowest economic level and high child marriage rates, the quality of life and generations in Bondowoso Regency are threatened and vulnerable because of socio-economic problems such as poverty and high divorce rates, health problems such as increased maternal and child mortality, increased stunting rates, and malnutrition. One of the villages in Bondowoso which has problems with child marriage is Mengen Village. To overcome these problems, the Department of Social Affairs of Bondowoso which focused on the empowerment of women and protection for children (P3AKB) launched the Women's School program to improve the quality of life or Sekolah Perempuan Peningkatan Kualitas Hidup (SEKOPER PKH) which aims to improve the quality of PKH (Program Keluarga Harapan, Government Incentive Program) beneficiaries. SEKOPER PKH has been up and running since 2018 and focuses on household financial management. The presence of a community development grant scheme by the Institute for Research and Community Service (LP2M) University of Jember can help solve the problem of child marriage in Bondowoso. The approach used to solve this is the grounded method with the Focus Group Discussion (FGD) method to collect data and evidence as the basis for preparing textbooks and modules. After the module and reference book has been published, the team will conduct Training of Trainers (ToT) to improve the ability of teaching for voluntary teachers. When the voluntary teachers have the ability to teach and implement the teaching module properly, the module will be implemented to the PKH beneficiaries.

Opinions of Teachers Working in Special Education Schools on the Individualized Education Program Team

The aim of this study is to determine the views of teachers working in special education schools on the functioning of the Individualized Education Program Development Unit. The study group of the research consists of 15 volunteer teachers working in special education schools affiliated with the Ministry of National Education in the city center of Konya in the 2020-2021 academic year. These special education schools are schools for three disability groups: mental, hearing, and visual impairments. Schools with individuals with intellectual disabilities are of two types moderate, severe, and mild. A descriptive survey model was used to collect data in order to determine teachers' opinions. The data of the research were collected through semi-structured interviews. In addition, a demographic information form was prepared in order to obtain general information about the teachers. According to the results of the research, it was seen that Individualized Education Program Development Units were not established in schools, and when they were created, they did not function for their purpose.

Cognitive flexibility and psychological hardiness: examining the mediating role of positive humor styles and happiness in teachers.

In this study, the mediating role of positive humor styles and happiness in the relationship between cognitive flexibility and psychological hardiness was investigated. The participants in the study, which was conducted based on a correlational design, one of the quantitative research methods, consisted of 613 volunteer teachers (322 women, 291 men) employed in various schools and institutions affiliated to the Ministry of National Education in Turkey. The study data were obtained through the Cognitive Flexibility Scale, the Psychological Hardiness Scale, the Humor Styles Questionnaire, and the Oxford Happiness Questionnaire Short-Form. Correlation analysis, structural equation modeling and bootstrapping were used for the analysis of the data. The results obtained from the mediation test showed that cognitive flexibility positively predicted psychological hardiness, and that positive humor styles and happiness were partial mediating variables in this relationship. The findings obtained in the research were discussed in the light of the related literature and recommendations were presented.

“I wrote letters? To you?”: Letters as Memory Prompts in Dementia Care

This paper explores a collection of letters that brought my mother and me together when physical distance separated us and, twenty years later, brought us some measure of togetherness in the face of dementia’s erosions. I worked as a volunteer teacher in post-war Uganda from 1986 to 1989, communicating with family and friends almost exclusively by handwritten letters. My mother promised to be my most faithful correspondent and she was. When my mother was diagnosed with Alzheimer’s disease in 2005, I knew that the more than two hundred letters we had exchanged in the 1980s would offer a version of her life before dementia’s processes began. This paper examines how reciprocity, relationality, interrupted presence, space-time, identity, gift, and voice resonated throughout 2007–8, when I used the letters as memory prompts during my weekly visits with my mother. The memory project extended the letters’ already complex temporality by juxtaposing two worlds: the cross-cultural world my mother and I were navigating in the late 1980s, and the unpredictable world of dementia care, where the letters sometimes elicited profound engagement, and sometimes—by their very epistolary nature—failed to bridge the unfamiliar distances opening up between my mother and me.

한 자원활동교사의 경험에 기반한 공부방의 의미 구성에 관한 연구

This study based by theories of social constructivism analyses that the A-Gongbubang is dynamically constructed by interactions of inside agents. Preceding researches of Gongbubangs fall into the trap of reifying the meaning of Gongbubangs as caring and educating that are perceived as the fixed norm in these studies. However, meanings of the Gongbubang are endlessly constructed and changed by practices of voluntary teachers. Focusing on “Daesu Kim”s experiences who had been a student and is a voluntary teacher of the Gongbubang, this study examines one process by which the student embodied meanings of the Gongbubang and another process through which the teacher have made meanings of the Gongbubang. In-depth interviews with him make this study to see the processes of changing social meanings of the Gongbubang into the scope of micro-dimension as personal experiences. This study, above all, presents that since 2000, direct political meanings are disappeared and the character of alternative education is important in meanings of the Gongbubang. And concerning on conflicts of voluntary teachers, this study argues that meanings of the Gongbubang can be constructed differently from insiders’ perspectives.

Digital Learning Experience in Museums: Cultural Readings in a Virtual Environment

This study revolves around primary and secondary school visual arts teachers’ cultural and critical readings on their VR museum experience through object and representation. As part of the in-service training and research project, the study was carried out in the provinces of Çanakkale, Erzincan, Kayseri, Diyarbakır, Giresun, Mersin, Denizli, which were selected from seven regions of Turkey within a seven-month period. 508 primary and secondary school visual arts teachers participated in the study. The study is a case study and teachers’ readings related to the object and representation in the virtual museum and their VR museum experiences formed the units of analysis in the study. The data of the study was collected through worksheets, pre-evaluation forms, participant diaries and focus group interviews with voluntary teachers and content analysis method was employed to analyse the data. In the study, teachers were motivated to incorporate social and personal contexts into their readings of the object-space-representation. The results denoted that the activity enhanced teachers’ learning experiences in terms of personal and professional contexts. Although teachers highlighted that VR museum experiences could not offer much more rich experiences than the actual museum visits, they believed that it could be effective for visual arts classes and be blended with various learning activities given that the virtual museum experience offers the possibility of exploring a museum without a barrier of distance and incite enthusiasm and learning interest through digital technologies (e.g., sound, motion, immersive experience).

Examining the Relationship between Teachers’ Self-Compassion, Forgiveness, and Psychological Resilience

The purpose of this study is to examine the relationship between teachers' self-compassion, forgiveness, and resilience. For this purpose, a total of 410 volunteer teachers, 222 women and 188 men, working in schools affiliated to the Ministry of National Education were reached. In the study, in which the relational screening model was used, the "Personal Information Form," the "Self-Compassion Scale," the "Heartland Forgiveness Scale," and the "Psychological Resilience Scale" were applied to the teachers. Pearson product moment correlation coefficient analysis, independent samples t-test, one-factor analysis of variance (ANOVA), and Kruskal-Wallis H-test were used to analyze the data. According to the data obtained from the study, there is a statistically significant relationship between teachers' self-compassion, forgiveness, and resilience. In addition, it was found that the scores for self-compassion and forgiveness differed significantly depending on the variables of gender and birth order, forgiveness depending on the variable of marital status, self-compassion and psychological resilience depending on the variable of seniority, and psychological resilience depending on the variable of industry. The results of the study were discussed, and suggestions for future studies were presented.

How to Create a Culturally Responsive Class?

The purpose of this study is to examine teachers' opinions on what can be done to create a culturally responsive classroom environment. A phenomenological pattern was used and 13 volunteer teachers participated in the study. The data were obtained with the standardised open-ended interview technique. The interview questions consisted of class standards that are culturally responsive and common components based on Weinstein et al. (2003) and Weinstein et al. (2004). According to the research findings, teachers should question themselves and examine how their cultural background influences their preferences, lifestyles and behaviours. In order to understand the culture of the students, it would be useful for the teachers to research the culture of the student and to contact their families. In the communication process with families, cultural differences should be respected, be sensitive to cultural communication styles and a two-way communication should be established with families. At this point, teachers can plan activities and group work that exhibit cultural differences in the classroom environment, keeping their expectations from students high and encouraging students in this regard.

The Effectiveness of Playful Augmented Reality Media for Teaching Early-Primary Students

Hybrid learning has become the only solution to ensure the learning process still occurs in place of traditional classroom activities during the Covid-19 pandemic. Following this condition, the phenomenon of "Zoom Fatigue" has emerged. Some of the symptoms reported are decreased learning motivation, low attention, and reduced responses. Thus, a refresher process, including the use of new playful and frugal learning media is necessary for varying children's learning activities. A learning intervention was designed to teach anatomy playfully as part of a biology curriculum. The Augmented Reality technology used in this research is a Humanoid 4D+ mobile application with flashcards, developed by Octagon Studio. This media displays information virtually on a smartphone screen when the application uses the camera to scan flashcards containing visual markers. A hybrid learning space is formed as students can see information virtually. But, physically, they are in control because they run applications and choose the type of flashcard they want to scan.
 The research was undertaken in several learning parks in Solo City, Central Java Province, Indonesia, with a total of 43 volunteer teachers and 132 early primary students participating. Previously, the ACES team (part of a UKRI funded project) had provided online training on the use of this media with teachers. Each teacher would then implement the media for all students in each learning park. The teachers demonstrate the media and each student takes turns running the application to view information virtually, therefore experiencing interactive learning. The qualitative approach was conducted for capturing teachers’ perceptions of Augmented Reality media. A survey using the JISC online platform was distributed to capture participants’ reflections on the activities and media used. Based on findings, the media appears beneficial, effective, and efficient for teaching anatomy concepts. Its virtual features can attract the children’s attention and teachers do not need to bring a lot of physical teaching aids, just one application to explain all organ system concepts. Students can learn playfully on their own and feel new learning experiences. The results indicated that the intervention could create playful and frugal activities which build student engagement as a potential solution to address issues of Zoom Fatigue. The next stage of the project will involve volunteer teachers implementing the technology more widely in their classes.

Formative Evaluation in a Context of Pedagogical Renewal: Practices at the Service of Success

In the context of the Peruvian pedagogical renewal, the appropriation by teachers of the prescribed changes in the evaluation plan requires the dissemination of exemplary practices, since several investigations show that observing examples favors the learning of new teaching practices. Therefore, the objective of this research, carried out in 2017, has been to characterize the formative evaluation practices of primary school teachers. The qualitative approach and both ethnographic and case study designs were applied. Data was collected about the planning of the activity with an interview with 13 volunteer teachers; on the actions of teachers and students through the observation of 25 learning-teaching activities; about the significant segments of the activity recorded through an interview with the teachers. The practices of teachers have been analyzed in their behavioral and cognitive dimensions. The results show that the participants integrated into their practices many characteristics of the formative evaluation, recommended by the Ministry of Education, and that their main challenge consists in sharing the responsibility of the regulation processes with the student.

Teachers and Inclusive Practices Against Bullying: A Qualitative Study

The study investigates inclusivity practices and bullying management in a group of teachers. The study involved 18 volunteer teachers from upper secondary school in Italy (12 of them were women). They ranged in age from 33 to 66 years of age (M = 44.53). A semi-structured interview was adopted to explore their knowledge on inclusivity within teaching interventions or programmes, and experiences about bullying management. Data were collected using online interviews through specific platform such as Zoom, Skype, and Google Meet. The interviews were carried out between April 2020 and October 2020 in the participant’s native language. Using thematic analysis, we identified themes within individuals’ brief narratives. Analysis was inductive and involved line-by-line coding with codes deriving from brief narratives. Four major themes emerged: (1) Contact with the phenomenon of bullying (i.e., direct experience versus lack of experience); (2) Educational-didactic practices (i.e., lack of specific knowledge regarding educational-didactic practices versus attempted solutions); (3) Awareness of the bullying phenomenon and its effects on students; (4) Avoidance solutions of topics concerning bullying incidents (i.e., disengagement and disconfirmation responses). Theoretical and psycho-educational implications are discussed.

네 교사의 눈으로 바라본 외국어고등학교

Purpose: This study represents qualitative research, aimed at revealing educational practices through the educational experiences of four teachers in a public foreign language high school. Methods: Data collected from the four volunteer teachers in the foreign language high school included participants’ observations and in-depth interviews. All collected data including participants’ observation data, local data, and in-depth interviews, regarding educational experiences as a class teacher and home room teacher, were categorized by identifying patterns through emic coding. Results: During the research, participants experienced ‘leading students’, ‘opening a new world’, ‘education beyond the textbook’, and ‘struggling up’ in the foreign language high school. From their educational experiences, participants expressed the following sentiments: ‘different from what it seems’, ‘the object of attachment’, and ‘worries about abolition of the school.’ for the foreign language high school. Conclusion: The educational practices in the foreign language high school were categorized into ‘student agency’, ‘breaking the boundary’, ‘social functions’ and ‘protection of personal choices’. By identifying the educational practices in the foreign language high school, this study reveals different stances taken by the foreign language high school’s insiders and outsiders and signifies the needs for educational discourse on foreign language high schools.

EFFECTS OF HEAD DOWN TILT TRAINING ON CAROTID BLOOD FLOW, PSYCHOLOGICAL STRESS AND ANXIETY SENSITIVITY IN THE ELDERLY

EFFECTS OF HEAD DOWN TILT TRAINING ON CAROTID BLOOD FLOW, PSYCHOLOGICAL STRESS AND ANXIETY SENSITIVITY IN THE ELDERLY

Problems and recommendations of special education teachers working with children autism

The article emphasizes that the education of children with special needs in the field of special education, including children with autism, is becoming increasingly important today. Teachers play an important role in the education of autistic children. The study focused on the problems faced by special education teachers working with autistic children when working with these children. The purpose of the study: to obtain opinions and recommendations of special education teachers working with autistic children in an inclusive educational space; (a) about the characteristics of autistic children, (b) about the problems they face when working with autistic children, and (c) their work to solve problems. To study this quality, negotiations were held with 16 volunteer teachers working in special classes of M. Zhumabayev School № 39. A preliminary interview form was prepared for the negotiations. Inter- views were conducted with all teachers separately on the same day, time and place. Then an interview was conducted, a descriptive analysis was carried out and the results are presented in quantitative terms. The results of the study showed that not a single teacher was trained by autistic children with a bachelor’s degree, and some attended training seminars, trainings for autistic children. In addition, it was found that teachers have different views on the behavioral characteristics of autistic children. Teachers expressed dif- ferent opinions about the rules followed in the classroom for autistic children, the teaching methods they use during the lesson, the effectiveness of the methods and their work on the skills they teach in everyday life. Teachers’ opinions about the characteristics of children with autism differed from each other. Key words: special education, children with autism, teacher, behavior, social skills.

The role of primary school teachers’ nutrition training in healthy eating promotion

Background: The prevalence of overweight and obesity in childhood makes intervention imperative, and schools provide a privileged setting in which to undertake this work. Teachers have the potential to influence children’s eating behaviour through nutrition education and by acting as positive role models. We conducted a case–control study in 14 primary schools in Italy to assess the impact of a nutrition training programme (NTP) for primary school teachers on school children’s eating habits. Methods: From participating schools, 11 volunteer teachers attended the NTP (trained teachers; TT), and as a control, we identified a group of teachers (untrained teachers; UT) who did not attend the NTP but who were interested in participating in the study. The effect of NTP intervention was evaluated on 599 children in the TT group and 536 in the UT group, respectively, using the KidMed questionnaire to assess adherence to a Mediterranean diet. Results: Overall adherence to a Mediterranean diet was low in 24.3%, medium in 56.6% and high in 19.1% of the children’s population, with an overall median score of 5 (−3 to 12). Compared with the UT group, children in the TT group had a significantly higher adherence to a Mediterranean diet (Wilcoxon test p-value = .012) and showed significantly healthier habits regarding fast-food consumption, the eating of sweets and breakfast composition. Conclusions: Study findings demonstrate the efficacy of an indirect intervention for primary school children through intensive nutrition training for teachers. When planning future nutrition education in primary school, the role models offered by teachers should drive the interventions developed.

Content Area Teachers’ Experiences Teaching English Learners: A Qualitative Case Study

The number of English learners (ELs) entering middle schools continues to increase, and middle school content teachers are providing EL instruction face a considerable challenge. The problem studied in this research was the middle school content teachers’ insufficient understanding of ELs’ cultural background, needs, and interests. The literature review indicated middle school content teachers receive training or workshops based on the assigned subject taught and less on accommodating ELs. This qualitative case study aimed to explore middle school mainstream teachers’ preparations, perceptions, and experiences encountered while teaching ELs in one Maryland school district. Vygotsky’s (1978) sociocultural theory and the concept of the zone of proximal development framed the study. The research questions used to clarify the problem focused on the factors affecting ELs’ education, such as teachers’ preparation, perceptions, and experiences while teaching ELs in the mainstream classroom. Fifteen middle school content teachers took part in the study and answered the online questionnaire and interview questions in detail with interviews conducted one-on-one. Criterion sampling was used to identify the 15 teacher volunteers who completed online teacher questionnaires and one-on-one interviews. The data from two research instruments were cleaned, prepared, and analyzed, resulting in emergent themes. Based on the findings, there is a need for relevant professional development and in-service training for content teachers teaching ELs in the mainstream classroom. The need for greater collaboration among all stakeholders was suggested to support content teachers in more effectively instructing ELs.

The Story of Volunteerism Among Tulunan Mobile Library Volunteer Teachers

The outburst of COVID-19 pandemic caused the abrupt change in the whole world and educational system is not an exemption. The Department of Education in the Philippines made a quick decision that mode of teaching has shifted to modular approach. This phenomenon caused a lot of problems which lead Tulunan Local Goverment to initiate a program they called “ Tulunan Mobile Library”. This phenomenological research sought to describe the story of the mobile library volunteer teachers in teaching mathematics at the Municipality of Tulunan, North Cotabato, Philippines. It investigated the experiences and coping mechanism shared by the informants. Using in-depth interviews, the following were the struggles of the volunteers extracted through thematic analysis: insufficiency of resources, minimal expertise in teaching Mathematics, diversity of learners and time constrains. However, they managed to push through with their volunteerism through these coping mechanisms: they developed patience, practiced planning ahead, remained passionate and motivated their learners. This study points out the importance of preparedness in every voluntarism engagement that may be used in teaching. Furthermore, it can be noted that the participants experienced difficulties and struggles but those did not stop them to continue their act of volunteerism. They are very resilient and developed coping mechanism.

Blended Online Learning: Perceptions and Experiences of EFL University Students and Teachers

During the COVID-19 pandemic, in which social distancing has become the norm, blended online learning, which consists of two main components: namely synchronous online instruction through a virtual conferencing platform, or live virtual classroom (LVC), and asynchronous online learning through a learning management system (LMS), has largely replaced face-to-face classrooms. After 2,217 EFL freshmen and 16 EFL teachers at a public university in Thailand participated in blended online learning instruction in a foundation English course in the first semester of academic year 2021, their perceptions and experiences regarding the instruction were investigated using online questionnaires and semi-structured interviews. An explanatory sequential mixed methods design was employed to obtain empirical information from the participants. The findings obtained from the questionnaires (590 voluntary students and 12 voluntary teachers) and semi-structured interviews (15 voluntary students and 5 voluntary teachers) indicated that blended online learning was appropriate and beneficial in EFL classes for the undergraduate students and could support the social distancing measures put in place due to COVID-19. While there are some limitations, inconveniences, and challenges related to blended online learning, it has been demonstrated to be effective in improving students’ English ability while saving time and expense by eliminating the need for travel to the university and providing flexibility regarding the time and place of learning and teaching. Implications and recommendations for blended online learning and its two main components were also concluded from the findings and are discussed in the study.

Desain Sitem Edukasi Rumah Baca Berbasis Resource Sharing Dengan Model Web Based Learning Di Desa Lau Gumba Kabupaten Karo

In improving the quality of people in Lau Gumba Village, Karo District as one of the tourist destinations in North Sumatra, a deeper review of the education of the Reading House in Lau Gumba Village is needed, so that the impact of the educational results can increase the ability of the community in reading interests in Lau Gumba Village especially in Alkaromah SMK School, Karo District. To support this read interest program requires Design and analysis based on Resource Sharing by taking the Web Based Learning approach as an educational model using web applications. The Reading House to be designed will later become a facility for the community, students and children who are in the village area. The Reading House in Lau Gumba Village is now used as a place of recreation, a place of discussion, socializing and counseling for the surrounding community. Utilization of Reading Houses that have not represented the functions of village libraries are caused by the limited quantity and quality of books that are collections, the lack of educational toys and the absence of volunteer teacher learning companions for the community and children in Lau Gumba Village. The aim of this research is to increase public reading interest in reading houses in Lau Gumba Village as education and information based on Resource Sharing with the Web Based Learning model

INVESTIGATION OF ENTREPRENEURIAL CHARACTERISTICS OF HIGH SCHOOL MANAGERS - IRAQ-KERKUK SAMPLE

The aim of this study was to determine the views of teachers about the entrepreneurial characteristics of high school administrators working in Iraq / Kirkuk and to determine whether these views differ in terms of various variables. For this purpose, a total of 499 volunteer teachers and managers participated in the study. Data were collected by Entrepreneurship Scale were used as a data collection tool. SPSS package program (SPSS Inc., Chicago, Illinois, ABD) was used for analyzed obtained data. The relationship between sub-dimensions of the entrepreneurship scale was calculated by Pearson (r) correlation technique. The Independent Sample T-test was used to compare the expressions in the sub-dimensions of the entrepreneurship scale, and the One Way ANOVA test was used in more than two categories. In the analysis of the differences between the categories in the ANOVA test LSD test was used. Statistical results were examined at 0.05 significance level. As a result, the demographic characteristics of the participants included in the study did not show a significant difference in entrepreneurial characteristics. In some of the sub-dimensions of the entrepreneurship scale, it was determined that there were significant on some variables (marital status, duration of service, institution, welfare level).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0935/a.php" alt="Hit counter" /></p>