University of Windsor, Ontario: Open Journal Systems
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The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in Technology
No full textThis study adopted a pre-test post-test quasi-experimental design. The sample size was 162 students from eight universities. The sample was categorized into two groups: Group I (n=79) and Group II (n=83). Electric VLab, provided the environment. A researcher-made achievement test, comprising multiple-choice, essay and practical questions was used for assessment and data collection. Two weeks before the treatment, students in both groups were given a pre-test in electronics circuit construction and assembly. Before the treatment, one week was used to train the groups on how to use the Electric VLab. During the treatment, each intact class in Group I was taught using the direct instruction method, and the other classes in Group II were divided into units of five students with a selected peer tutor leading each unit while the teacher coordinated the learning. At the end of treatment, the post-test was administered to both groups. Mean statistics, standard deviation, and analysis of covariance were used to analyze the data. There was no significant difference between the achievement of male students in both groups. Female students in indirect instruction classes achieved significantly higher than their counterparts in direct instruction classes. There were significant effects of interaction between teaching methods and gender
From Challenges to Transformation: The Professional Development Journey of Transnational Language Teachers in the United States
No full textIn the context of global educational exchange, this study explores the experiences of Chinese teachers temporarily teaching Mandarin Chinese in United States K-12 schools. Using case-study methodology, this research examines the professional challenges and learning experiences of these transnational Chinese language teachers. Findings reveal that teachers’ career difficulties arise from the use of teaching strategies that do not align well with the environments of the host schools and from insufficient cultural sensitivity. Moreover, inadequate pre-service training and limited professional development opportunities exacerbate these challenges, prompting self-directed transformative learning efforts. The findings also emphasize how tailored training combined with teachers\u27 transformative learning initiatives can effectively address and mitigate the difficulties faced in transnational teaching environments. This study provides valuable insights into the preparation for transnational educators navigating cross-cultural teaching landscapes, thereby contributing to the discourse on international teacher-exchange programs.
Pedagogical Strategies Employed by Teachers in Township Schools for Teaching Meiosis and Genetics with Improvised Resources
No full textThis study explored the pedagogical strategies employed by grade 12, life-sciences teachers in township schools to teach complex concepts, such as genetics and meiosis, using improvised teaching resources. Resource constraints in South African township schools often limit learners’ access to traditional teaching materials and technologies. In response, this research examined how teachers adapt and innovate their methods to effectively convey abstract life-sciences concepts. An embedded mixed-methods design was utilized, with a purposive sample of four life-sciences teachers from diverse township schools, selected to reflect varied teaching experiences and resource availability. Data was collected through interviews and classroom observations, offering insights into their instructional practices. Thematic analysis of interview data and systematic observation of classroom activities revealed a range of creative and adaptive pedagogical approaches. Instructors commonly adopted collaborative, learner-centred, and inquiry-based teaching methods. They employed creative strategies, including designing hands-on activities, using analogies, and incorporating real-life examples to enhance learners’ understanding. Collaboration among teachers and the use of community resources also emerged as key strategies for enriching the learning experience. The findings underscore the resilience and ingenuity of grade 12, life-sciences teachers in overcoming resource constraints to create effective educational environments. This study contributes to the understanding of the interplay between pedagogy and resource availability in underserved educational settings, providing valuable insights for educators, policymakers, and curriculum developers aiming to enhance science education in resource-limited contexts
Initial Development of the Intersectionality Pedagogy Scale
No full textIn this study, an instrument was developed to measure an instructor’s value and incorporation of intersectionality theory in the classroom. Through a Delphi study, a list of items was devised, and then a pilot study was conducted to collect responses from 161 participants. The result is the development of the Intersectionality Pedagogy Scale, a 23-item scale with a single factor that measures intersectionality pedagogy. The implications for this study will be discussed, along with recommendations for further research
International Cooperation in Combating Transnational Crime in Southeast Asia: Why has progress been so slow?
No full textThis note highlights the urgent need for international criminal justice cooperation among Southeast Asian countries to counter the growing transnational organized crime threats they are facing. It presents some of the regional initiatives these countries have taken within the context of the Association of South East Asian Nations (ASEAN), with a focus on mutual legal assistance in criminal matters. Given the relatively low level of national resilience to transnational criminal threats, the note briefly discusses some of the legal impediments and enablers of regional cooperation and reflects on the limited role played thus far by ASEAN in fostering effective law enforcement and criminal justice cooperation among its member states
Exploring Cosmetics as a Black Archive to Document the Experiences of Black Women
No full textThis paper examines the uses, methods, strengths, and weaknesses of cosmetics as a historical archive to better understand the experiences of Black women in North America during the twentieth century. Encompassing cosmetic products, advertisements, magazines, and companies, the archive of cosmetics documents Black women’s secondary role within the cosmetic industry as both buyers and businesswomen. As large, white-owned cosmetic companies virtually dominated the makeup industry, Black women were sidelined and racially exploited, largely rendered unable to exercise the agency to determine their own beauty standards through dictating the representation of, messaging around, and distribution of beauty products designed for Black women. Their lack of agency within the cosmetic industry will be explored through the beginning of the twentieth century, during which the emphasis on skin lightening products reinforced the undesirability of dark skin. Throughout the later twentieth century, despite the emergence of the ‘Black is Beautiful’ campaign, there was instead a predominately superficial shift in the cosmetic industry with companies releasing new lines specifically designed to suit dark skin. Moreover, the experiences of Black women in the United States and Canada will be analysed through the use of case studies of Madame C.J. Walker and Viola Desmond to further contextualise and compare the exclusion of Black women within the cosmetic industry across North America
AI Chatbot Simulations in Teacher Training: Core Teaching Competencies Developed Through Virtual Practice
No full textThis study examines the role of AI chatbots in simulating real-world teaching scenarios and developing core teaching competencies among pre-service teachers. Guided by the SAMR model, the research employed a single-case qualitative design involving seven Bachelor of Physical Education interns from a teacher education institution in the Philippines. Data were gathered exclusively through focus group discussions, which explored the participants’ experiences using AI chatbots during their practicum. Thematic analysis revealed that chatbot simulations contributed to the development of six key teaching competencies: instructional planning and structuring, content mastery and clarification, designing engaging activities, communication and language precision, reflective practice and pedagogical decision-making, and professional confidence and self-efficacy. Participants described AI chatbots as helpful rehearsal partners that allowed them to clarify concepts, refine lesson plans, anticipate student reactions, and improve instructional language in a low-pressure setting. The chatbot interactions also prompted critical reflection on teaching strategies and enhanced the interns’ confidence before entering the actual classroom. Findings suggest that AI-powered simulations can be meaningfully integrated into teacher education programs to bridge the gap between theory and practice. The study recommends embedding AI-supported activities into practicum courses and providing guidance on the ethical and pedagogical use of AI tools in education
Small but Significant Errata/Typos in the Paper “The Distinction Between False Dilemma and False Disjunctive Syllogism”
No full textIn the paper The Distinction Between False Dilemma and False Disjunctive Syllogism, by Taeda Tomić, Informal Logic vol. 41, No 4 (2021), pp. 607-639, there are typos in Figure 12, on page 630.