The 10 most-cited articles in Journal of Education, 2019

In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.

This article conceptualizes a framework for understanding the discourse and literacy practices generated by players of the video game, Fortnite. As a teacher educator interested in studying how multiliteracies cultivated in social settings can be leveraged toward academic success, my two objectives for this theoretical article are to examine how Fortnite players operate within their digital community and to explore what relationships may be established between the game’s social literacy contexts and formal literacy learning. In light of Fortnite’s connections to reading comprehension, discourse systems, and social learning environments, recommendations are made for future research, including considerations of school-based implementation.

Teacher stress and burnout have been associated with professional dissatisfaction and elevated rates of attrition. Knowledge has emerged to indicate that wellness may relieve professional stress that can precede burnout and departure from the profession; however, more research is needed to substantiate this relationship. The current study examined the potentially militating function of wellness in lowering burnout. For this study, 107 PreK-12th grade teachers completed the Maslach Burnout Inventory–Educator Survey and the Five-Factor Wellness Inventory. Results indicate significant relationships between reported burnout with wellness indicators and attrition. Implications for teachers, teacher education programs, and educational leadership teams are discussed.

Inquiry-based learning (IBL) represents the student-centered approach that focuses on encouraging learners to scientifically construct new knowledge. The study aimed to explain science teachers’ and students’ perceptions about applying IBL in a private school in Dubai. Furthermore, to explore the degree to which the science textbook of Grade 8 promotes inquiry instruction. A mixed-method approach was applied where two questionnaires were conducted and an evaluation rubric was used to analyze the textbook to explore the extent to which it supports IBL. The findings revealed that teachers showed progress in applying inquiry instruction and students became more engaged in learning.

This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.

To investigate the effects of resilience and cyberbullying on students’ self-esteem, predictive correlational design was employed as a method of investigation. Data were collected from 580 ninth-grade students at Anatolian High Schools. Findings of the study demonstrated that as the resilience level increases, self-esteem level increases. Also, as cyberbullying increases, self-esteem decreases.

Gamification has been used as a tool to increase engagement with businesses, build group cohesion, and improve student motivation in Grades K-12. Part of its appeal is in developing autonomy in the “player,” and part of its appeal is in participating regularly in a structured progress ladder where the customer, student, or employee can predict how present actions can lead to future rewards. Currently, research in applying gamification to undergraduate courses is sparse, which is surprising given the overlap between higher education and game design; students and players both follow rules, participate voluntarily, engage with a feedback loop, and work toward a goal. This study applied game design principles via gamification to an undergraduate General Psychology course at a community college. Results indicate better motivation, improved exam scores, a stronger sense of autonomy, and a desire within students to have more courses offered in this manner. However, final course grades showed no significant difference compared with traditionally designed courses. Implications for future…

This study examined the impact of explicit comprehension strategy instruction supported by guided reading and partner reading on at-risk students’ strategy knowledge and reading comprehension. Participants were 47 first graders (25 in the treatment group; 22 in the control group) and 44 second graders (19 in the treatment group; 25 in the control group). Treatment group participants developed more specific knowledge of strategies, were more likely to apply those strategies during reading, and demonstrated statistically significant growth in reading comprehension. Strong correlations appeared between students’ strategic knowledge and overall comprehension. Implications are addressed at length following the discussion of results.

The authors examined differences in self-efficacy regarding classroom management practices between alternative teacher candidates (alternative certification [AC]) and traditional teacher candidates (traditional certification [TC]) at one university. The Teachers’ Sense of Efficacy Scale was used as the pre-/post-instrument in a course on classroom management. Quantitative data indicated nonsignificant mean scores for engagement, instructional strategies, and classroom management. Classroom management tools, change in dispositions, and instructional strategies were identified as qualitative themes. Results suggested more ways to authentically involve candidates in understanding and implementing classroom management practices to enhance sense of self-efficacy should be included in teacher preparation programs and courses on classroom management.

In Brazil, like in most Latin America countries, the educational system is basically composed of private and public education institutions. Public universities depend almost exclusively on tuition fees paid by the students. Public professors are insolvent, and very rarely provided with the resources they desperately need, whereas private professors are governed by service contracts and can be dismissed when the institution deems it necessary. These characteristics also highlight the difference in the teaching profile of public and private institutions. Public universities cherish the high degree and familiarity with research, because private universities value more for practice than theory, although they require academic qualifications of their professors. That said, this study aims identify and enhance student’s perception of what makes a good professor in the social science and highlight the differences between those who work in private and public universities. Through gathering data from undergraduate business students, we searched for educator’s characteristics considered…