Journal of Innovation and Entrepreneurship Education

A Structural Analysis of the Effects of Film-based Liberal Arts English Teaching Methods on College Students’ Cognitive and Defining Satisfaction

Hyun-Jin Kim — 2023-07-21

This study was conducted to investigate the effects of general English class instructional pedagogy through movies on college students’ cognitive and affective satisfaction. For the purposes of this study, conventional pedagogy (language driven) and film pedagogy (content driven) were employed with 146 college students enrolled in the Movie English Liberal Arts class at Kookmin university in Seoul. To find out the pure causal effects of conventional and film pedagogy on students’ cognitive and affective satisfaction, other confounding co-variants were included in the research model and statistically controlled. The AMOS software was applied to analyze structural relationships based on participants’ questionnaire data. The main research findings are as follows: first, conventional pedagogy and film pedagogy had statistically significant effects on students’ cognitive satisfaction; second, conventional pedagogy and film pedagogy had statistically significant effects on students’ affective satisfaction; third, in both cognitive and affective satisfaction, film pedagogy had larger standardized path coefficients than conventional pedagogy. These results suggest that, in terms of its role as an instructional method, not only did Movie English help students improve their English knowledge but also their confidence. In addition, to teach English through movies, film pedagogy integrated with conventional pedagogy is necessary. Moreover, pedagogical implications and future studies were discussed.

English Language Teacher Training: An Analysis on the Use of Information and Communication Technologies at Biângulo School Taguatinga

Roberta Valéria Guedes de Lima — 2023-07-21

This article features the results of a survey about the academic education of the English language teacher regarding the use of Information and Communication Technologies. In this sense, the study had the following question: does the English language teacher learn in his initial training to use technological tools in the classroom? The research had a methodological objective to be applied, inductive and with a qualitative approach. It is concluded that the interviewed teachers do not receive, in their graduation periods, the necessary preparation to master the use of Information and Communication Technologies in the classroom, therefore there is a need for improvement in the academic education of these professionals in order to better prepare them for the job market.

Building a Framework for Educational Practice and Institutional Reform in the EBPM Era: How to Create a Framework for Supporting Change in Public Schools

Osamu Umezawa — 2023-07-21

This article presents a summary of a symposium that aimed to bridge the gap between educational practice and educational policies and systems. The symposium focused on creating a framework for supporting change in public schools, with a particular emphasis on the project titled “Development of an Organizational and Curriculum Model for Public Schools as a Foundation for ESD Practice.” The project aimed to connect intrinsic teacher practices with school organizational and curricular reforms, involving collaboration between municipalities, universities, and young researchers. The symposium included reports on school reforms in participating municipalities, discussions on logic models, and reflections on the effectiveness of the project framework. The discussions highlighted the benefits of the framework in promoting sustainable school reform and the challenges associated with implementing logic models. The article concludes by suggesting that educational practitioners and researchers should adopt a perspective and mindset approach and shift from a linear to a complex system framework for teacher learning. It emphasizes the importance of open and integrated knowledge in revitalizing schools and universities, ultimately contributing to the development of effective educational policies.

Considering “Justice” in Local Education Administration

Kenji Maehara — 2023-07-21

This paper explores the concept of justice in the context of educational administration, particularly focusing on the equal distribution of education. The author examines two approaches to discussing “correctness” in normative values such as justice: normative political philosophy and the political theory of politics. The paper argues for a post-foundationalist approach that seeks to reconcile conflicting views on justifying norms and proposes ongoing discussions about their correctness. The main theoretical positions on the equal distribution of education, such as egalitarianism, priority theory, sufficiency theory, and the capability approach, are summarized. The paper then examines the implementation of “justice” in the German urban state of Hamburg, where a social index is used to support administrative measures that emphasize differences and approach educational justice. The conclusion emphasizes the importance of considering appropriate standards of justice in specific contexts for educational administration studies.

University Teaching through the Medium of English: Code-mixing or Code-switching?

Elena Gennadyevna Belyaeva — 2023-07-21

The internationalization of Russian higher education contributes to the steady increase in the number of courses and programmes in the intermediary language, which in most cases is English, steadily gaining the status of the language of instruction. The article deals with the linguistic phenomena of code-switching and code-mixing in the context of university teaching of special disciplines in English, which is a foreign or a second language for all participants in the educational process – teachers and students. Particular attention is paid to the distinction between the terms “code-switching” (CS) and “code-mixing” (CM), which is of practical significance for the formation of the methodology of teaching special disciplines in an intermediate language as a special field of professional linguodidactics, as well as for the formation of the content of professional development programmes for university teachers. The phenomenon of code-switching discussed in the article deserves close attention of linguists and psycholinguists, but in this article the author limits herself to studying speech behavior of bilingual university teachers from the linguodidactic point of view. Thus, this study lies in the field of pedagogy and is an attempt to determine the nature of switching from English as the language of instruction or intermediary language to Russian as the native language in the aspect of the English-Russian code-mixing and code-switching. The subject under study in this case is the attitude of Russian-speaking university teachers to the role of the native language in the process of teaching the subject in English by means of a survey. The results of the survey, though subjective, allow us to make a primary statement that the observed transitions from the language of instruction (English) to the native language (Russian) in the teacher’s speech represent cases of marked and conscious code-switching, carried out in the context of the educational process, rather than code-mixing. The study was conducted at St. Petersburg State University, the participants included teachers of special disciplines of a wide range of the humanities and sciences.

(code switching). The subject under study in this case is the attitude of Russian-speaking bilingual teachers about the role of the mother tongue in the process of teaching the subject in English by the survey method. The results of the survey, with all their subjectivity, nevertheless allow us to make the primary assertion that the observed transitions in the speech of the bilingual teacher's speech (English and Russian) represent cases of deliberate "code switching" performed in the context of the educational process and not a "mixing of codes". The research was conducted at

St. Petersburg State University, the participants included teachers of special disciplines of a wide range of humanities and exact sciences.

The Challenges and Prospects of Policies Promoting the Restructuring of School-community Relationships

Ryogo Ogino — 2023-07-21

This research paper explores the problem setting concerning policies implemented since the 2000s to promote parent and community involvement in school management and education. These policies, including school councils, school management councils, and community-school collaboration headquarters, have aimed to enhance school-community relationships and foster a more inclusive and democratic decision-making process. However, from the perspective of social education, this paper highlights issues related to “deliberation” in these policies and its impact on achieving policy objectives. It examines problems in “deliberation” discussions within school management councils, issues concerning the relationship between “participation” and “collaboration” in school-community relations, and challenges faced by parent community organizations. The paper proposes new strategies based on the “deliberative system” theory to promote meaningful “deliberation” at both micro and community levels, fostering transformative change in educational values and community awareness. The ultimate goal is to support an integrated educational management approach that encompasses schools and the broader community.