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Research Article
Practice and Exploration of Education Reform in College Furniture Design Courses: Taking the Course of "Furniture and Display" as an Example
Lei Miao,
Shaohua Liu,
Yan Sun*
Issue:
Volume 10, Issue 1, March 2025
Pages:
1-7
Received:
8 January 2025
Accepted:
22 January 2025
Published:
17 February 2025
Abstract: With the development of society and economy, people's demand for the quality of furniture and display design is constantly increasing. Display plays a crucial role in enhancing the atmosphere and mood of interior decoration, and is a key component of interior design. Furniture and display design is a discipline that studies the relationship between interior design and people, but its theory and practice are relatively lacking. With the improvement of productivity and people's living standards, people not only pursue practicality, but also beauty. Furniture and furnishings are in an upward and developing trend, playing an important role in our modern and contemporary design life. In this context, we need to conduct theoretical and practical research and sorting on the display of interior spaces in Chinese and foreign buildings, so as to apply them to practice. Such research has theoretical and practical significance. The main purpose of the study is to better cultivate students' abilities in furniture design and display design. When completing proposition training, students should understand the relationship between furniture design elements, display design components, design expression content and form in homework, and enhance their innovation ability and craftsmanship spirit. The research conclusion suggests that traditional Chinese culture, artistic accomplishment, ecological environment concepts should be integrated into the teaching design of the curriculum, in order to meet the needs of students' professional knowledge while combining practical teaching with industry university research integration. The curriculum reform of furniture and display courses in this study has achieved satisfied practical results.
Abstract: With the development of society and economy, people's demand for the quality of furniture and display design is constantly increasing. Display plays a crucial role in enhancing the atmosphere and mood of interior decoration, and is a key component of interior design. Furniture and display design is a discipline that studies the relationship between...
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Research Article
The Effects of Noise on Learners in the English First Additional Language Foundation Phase Class
Mpho Otlametse Marumo*
Issue:
Volume 10, Issue 1, March 2025
Pages:
8-14
Received:
9 August 2024
Accepted:
26 January 2025
Published:
17 February 2025
Abstract: This paper reviews issues relating to the effects of noise on learners in the Foundation Phase. The qualitative summative evaluation was followed in the study. The semi structured interviews were conducted with 9 participants, which are 2 district officials, 3 Grade 1 educators, 1 class assistant, 2 principals, 1 head of department, and Grade 1 learners from the three mainstream schools in Bojanala District in the North West Province, South Africa. The methodology employed in this research emphasised the effect of the utilisation of the dynamic sound field amplified system (DSAS). The findings show that all participants have the experience of the background noise in the classrooms. This deterred affected educators to be audible and for learners to hear the educator clearly. The background noise, factors affecting speech intelligibility in the classroom; noise effects on academic and educator performance and the effects of the environmental noise were some of the factors mentioned as impediments to effective teaching and learning. The use of the DSAS was revered by educators and learners alike as improving teaching and learning due to the significant reduction of background noise in the classroom. The study concluded that after extensive review of national and international literature, there is a need for further research concerning mainly by outlining some current acoustic standards for classrooms.
Abstract: This paper reviews issues relating to the effects of noise on learners in the Foundation Phase. The qualitative summative evaluation was followed in the study. The semi structured interviews were conducted with 9 participants, which are 2 district officials, 3 Grade 1 educators, 1 class assistant, 2 principals, 1 head of department, and Grade 1 lea...
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Research Article
Association Between Teachers’ Ability to Foster Cognitive Thinking and School Ranking in Academic Performance
Joel Matiku Joshua*
Issue:
Volume 10, Issue 1, March 2025
Pages:
15-22
Received:
28 January 2025
Accepted:
12 February 2025
Published:
27 February 2025
Abstract: This paper examined the association between teachers’ ability to foster cognitive thinking and school ranking in academic performance. The tendency to rank school performance in academics has been a common practice in Tanzania whereby schools are listed from the highest to the lowest based on the average academic performance of their students. Teachers’ ability to foster variables such as convergent, divergent and metacognitive thinking was measured using TOP among 36 teachers and 444 secondary school students. Data was analyzed using SPSS whereby a t-test analysis revealed that teachers in the schools ranked high than in low academic performing schools demonstrated ability to foster convergent, divergent and metacognitive thinking to their students during teaching learning sessions in the classroom. Difference in timing of the fostering these cognitive thinking was also observed with the ranking categories. It was concluded that conscious efforts by teachers to timely pair fostering of cognitive thinking and academic content is crucial in making difference in academic and school performance. Discussion is made around practical, social and economic implications of the findings and it is recommended that teachers should be reminded through in service trainings to improve their ability to consciously pair fostering of cognitive thinking and academic content during their classroom sessions.
Abstract: This paper examined the association between teachers’ ability to foster cognitive thinking and school ranking in academic performance. The tendency to rank school performance in academics has been a common practice in Tanzania whereby schools are listed from the highest to the lowest based on the average academic performance of their students. Teac...
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Research Article
Building a Foundation of Support: An Investigative Study on EPP Programs and In-Service Teacher Perceptions of Trauma-Informed Practices
Issue:
Volume 10, Issue 1, March 2025
Pages:
23-35
Received:
15 January 2025
Accepted:
20 February 2025
Published:
11 March 2025
DOI:
10.11648/j.tecs.20251001.14
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Views:
Abstract: This study examined the effectiveness of Educator Preparation Programs (EPPs) in equipping in-service teachers to address cultural awareness, opportunities of empowerment, positive relationships, and safe learning environments (COPS) for students who have experienced trauma. Recognizing the significant impact of trauma on student learning and behavior, this research underscored the necessity of integrating trauma-informed practices into EPPs. The study used a mixed-methods approach to collect quantitative data via a 5-point Likert-scale survey and qualitative data through semi-structured interviews. Participants from various K-12 schools in a private district within the southeastern United States were recruited using convenience sampling, with data collection conducted online and via virtual Zoom interviews. A total of 62 subjects participated in the study, with 10 participants interviewed. The findings revealed no significant differences in teacher perceptions found in the comprehension and application of COPS for gender, race, age, grade level taught, years of experience, and where the teacher obtained certification. A significant main effect was found in teachers' perceptions of safety among professional characteristics, specifically with teaching positions. The study also highlighted that integrating cultural awareness in trauma-informed practices involves fostering awareness and sensitivity to students' diverse backgrounds, emphasizing empowerment through self-advocacy and confidence, and providing emotional and practical support. Positive teacher-student relationships are built through open communication, support, and personal connections, creating a safe environment for students. Additionally, positive peer relationships are encouraged through collaborative learning and positive social environments. Supportive structures and communication strategies are essential for helping students experiencing trauma stress, ensuring they receive comprehensive trauma support. The study’s thematic analysis and descriptive statistics provided a comprehensive view of teachers' preparedness and experiences, offering valuable insights for enhancing EPPs supporting teachers with students affected by trauma. During interviews, 80% of teachers expressed dissatisfaction with their EPP's support and preparedness regarding trauma-informed practices. This underscores the critical need for comprehensive training through EPPs for teachers to implement trauma-informed practices effectively. This research contributes to the ongoing effort to improve educator preparation when addressing student trauma in educational settings.
Abstract: This study examined the effectiveness of Educator Preparation Programs (EPPs) in equipping in-service teachers to address cultural awareness, opportunities of empowerment, positive relationships, and safe learning environments (COPS) for students who have experienced trauma. Recognizing the significant impact of trauma on student learning and behav...
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