Template-Type: ReDIF-Article 1.0 Author-Name: Kimete Canaj Author-Name-First: Kimete Author-Name-Last: Canaj Author-Email: kimete.canaj@uni-prizren.com Author-Workplace-Name: University "Ukshin Hoti" Prizren Title: Phraseological expressions and proverbs in Albanian folk’s dictionary Abstract: The purpose of this paper is to make a proverb analyses between the various phraseological expressions that originate from different regions in Kosovo, Albania, Macedonia, and Montenegro. The aim of this research is morphonological and pragmatical analysis of the Albanian proverbs due to empirical and theoretical phraseological methodology. What motivated us to write this paper is the fact that a relatively high number of this proverbs are used in phraseological expressions, so they are important in the respective culture and tradition. Idiomatic language is human-centred, because human body, or nature serves as an important source of idioms or proverbs as they resonate with anyone, both physically and metaphorically. These proverbs and idioms may display the philosophy of the people speaking Albanian language and serves as a window into the Albanian culture and tradition. Proverbs create accurate images in the mind that draw the reader's or listener's attention. Proverbs are not only used as stylistic features but also as persuasive arguments reflecting a people's way of life, culture, and tradition.Studying language makes one aware that proverbs provide insights into the linguistic situations of scientific creativity. Moreover, proverbs and phraseologies are incredibly diverse and enable students to understand the wide range of opportunities and expressions that the language offers. Classification-JEL: I29, I20, I21 Keywords: Phraseological expressions, Albanian Proverbs, Albanian folk´s dictionary, Proverbs, Journal: International Journal of Teaching and Education Pages: 1-13 Volume: 9 Issue: 2 Year: 2021 Month: October File-URL: https://eurrec.org/ijote-article-116958 File-URL: https://eurrec.org/ijote-article-116958?download=1 Handle: RePEc:aop:jijote:v:9:y:2021:i:2:p:1-13 Template-Type: ReDIF-Article 1.0 Author-Name: Linda Eriksson Author-Name-First: Linda Author-Name-Last: Eriksson Author-Email: linda.eriksson@miun.se Author-Workplace-Name: Department of Education, Mid-Sweden University Author-Name: Göran Bostedt Author-Name-First: Göran Author-Name-Last: Bostedt Author-Email: goran.bostedt@miun.se Author-Workplace-Name: Department of Education, Mid-Sweden University Title: Pupils as subjects or objects: Policy changes in the area of pupils influence Abstract: The aim of this article is to describe and analyse how policy changes in the three latest Swedish compulsory school, preschool class, and school-age educare curricula affect the political goal of pupil influence. This is done with an interest in implications for utterances of power relations and for didactical considerations for living and learning democracy in school. This article analyses pupil influence by using theories of democracy, power, and didactics. The method used is content analysis. The empirical results show that pupil influence in the curricula is linked to seven concepts: democracy, value, norm, rights, responsibility, influence, participation. Our conclusion is that only small differences exist in terms of the central concepts mentioned in the curricula linked to pupil influence. Secondly, we found a policy shift with respect to the pupils, i.e., viewing pupils as subjects or objects. Thirdly, we found a shift in how learning is viewed in the curricula and the type of didactical questions that are in focus, which illuminates a change in utterances of power relations that challenges possibilities for living and learning democracy in Swedish school education. Classification-JEL: I28 Keywords: Didactics, Policy change, Power, Pupil Influence. Journal: International Journal of Teaching and Education Pages: 14-29 Volume: 9 Issue: 2 Year: 2021 Month: October File-URL: https://eurrec.org/ijote-article-116937 File-URL: https://eurrec.org/ijote-article-116937?download=2 Handle: RePEc:aop:jijote:v:9:y:2021:i:2:p:14-29 Template-Type: ReDIF-Article 1.0 Author-Name: Linda Fälth Author-Name-First: Linda Author-Name-Last: Fälth Author-Email: linda.falth@lnu.se Author-Workplace-Name: Linnaeus University Title: A study of parents reading aloud habits with research on reading aloud applied to research-based practices for promoting students’ intrinsic motivation to read Abstract: Read-alouds play an important role in young children’s literacy development. This study investigates how, and to what extent, Swedish parents of children aged 1–16 engage in reading aloud. Previous research on reading aloud is also applied to research-based practices for promoting students’ intrinsic motivation to read and discussed in the present study. The results show that 9 out of 10 parents read aloud to children aged 0-4 years while only 4 of 10 read aloud to children aged 10-12 years. Several content areas that overlap were found where research on children's own reading can be easily transferred to the area of reading aloud. Classification-JEL: I29 Keywords: children; motivation; pupils; reading aloud; reading Journal: International Journal of Teaching and Education Pages: 30-41 Volume: 9 Issue: 2 Year: 2021 Month: October File-URL: https://eurrec.org/ijote-article-116961 File-URL: https://eurrec.org/ijote-article-116961?download=3 Handle: RePEc:aop:jijote:v:9:y:2021:i:2:p:30-41 Template-Type: ReDIF-Article 1.0 Author-Name: Tilo Li Author-Name-First: Tilo Author-Name-Last: Li Author-Email: tiloli@twc.edu.hk Author-Workplace-Name: Tung Wah College Author-Name: Marine Yeung Author-Name-First: Marine Author-Name-Last: Yeung Author-Email: marineyeung@twc.edu.hk Author-Workplace-Name: Tung Wah College Author-Name: Eugene Li Author-Name-First: Eugene Author-Name-Last: Li Author-Email: lceugene@ust.hk Author-Workplace-Name: The Hong Kong University of Science and Technology Author-Name: Beeto Leung Author-Name-First: Beeto Author-Name-Last: Leung Author-Email: beetoleung@twc.edu.hk Author-Workplace-Name: Tung Wah College Title: How formative are assessments for learning activities towards summative assessment? Abstract: To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as reflected by a summative assessment, normally it is a timed final exam or a take-home final essay. The purpose of this paper is to investigate the correlations between formative assessment activities and the summative assessment. Data of an introductory statistics course of different cohorts of a private degree-granting institute in Hong Kong were used in this study. The results indicate that individual assignments have a strong relationship with the exam score, while group projects do not. More surprisingly, group projects are negatively related to exam scores. The implication is that academics should rethink how to make group work a better and fairer assessment for individual student’s contribution. Classification-JEL: I23, I21 Keywords: Higher Education, Analysis of Education, Formative Assessment, Continuous Assessment, Assessment for Learning, Summative Assessment Journal: International Journal of Teaching and Education Pages: 42-57 Volume: 9 Issue: 2 Year: 2021 Month: October File-URL: https://eurrec.org/ijote-article-116962 File-URL: https://eurrec.org/ijote-article-116962?download=4 Handle: RePEc:aop:jijote:v:9:y:2021:i:2:p:42-57 Template-Type: ReDIF-Article 1.0 Author-Name: June Tyson Author-Name-First: June Author-Name-Last: Tyson Author-Email: junetyson@gmail.com Author-Workplace-Name: Home Title: Unveiling the Hidden Beauty of the Soul: A Qualitative Journey into Poetry Therapy Abstract: Poetry is writing is good for the soul. Everything in life is poetry if we learn to look at it from various perspectives. However, it is very difficult to see poetry in the life of a recovering addict. Their experiences, hurts, deep pain, offenses, crimes, hunger and low self-esteem is all this population can focus on. They are trying to repair their lives and are often confronted with these elements of their past. This study takes recovering addict and provide them with a safe space to do creative writing about their experiences. This creative form is poetry. Many of the participants never wrote poetry before but by digging deep within themselves, they were able to find the words to fit their feelings and experiences. They were surprised to see what came into fruition. Classification-JEL: D80, D83, D80 Keywords: Poetry, Safe space, Writing, Recovery Journal: International Journal of Teaching and Education Pages: 58-68 Volume: 9 Issue: 2 Year: 2021 Month: October File-URL: https://eurrec.org/ijote-article-116967 File-URL: https://eurrec.org/ijote-article-116967?download=5 Handle: RePEc:aop:jijote:v:9:y:2021:i:2:p:58-68 Template-Type: ReDIF-Article 1.0 Author-Name: Eva Urbanová Author-Name-First: Eva Author-Name-Last: Urbanová Author-Email: eva.urbanova@pedf.cuni.cz Author-Workplace-Name: Charles University, Faculty of Education, Department of Andragogy and Educational Management Author-Name: Jana Marie Šafránková Author-Name-First: Jana Marie Author-Name-Last: Šafránková Author-Email: janamarie.safrankova@pedf.cuni.cz Author-Workplace-Name: Charles University, Faculty of Education, Department of Andragogy and Educational Management Title: Possibilities of knowledge transfer in the practical training of educational leaders in the Czech Republic Abstract: Changes in society and rapid technological development are linking professional qualifications with lifelong learning. The ability to respond quickly to changes in the competitive environment depends on knowledge, which is one of the most important types of capital. Knowledge has become an important part of all organisations and determines their success or failure. Its management, development, sharing and use within an organisation is essential for the competitiveness of the organisation. In an organization, it is not possible for one person to perform all the tasks leading to the achievement of the set objectives, so there is delegation. Aspiring school principals are expected to have the same knowledge and skills as their predecessors and to acquire many professional skills in a short period of time. In the preparation of educational leaders, who are not systematically prepared for their profession prior to taking up their posts in the Czech Republic, it is necessary to look for ways to appropriately manage and transfer explicit and tacit knowledge from more experienced school principals to those starting out, using elements of experiential reflective learning. The results show that mostly work activities requiring explicit knowledge are delegated by the school principal to his/her subordinates, while work activities requiring tacit knowledge are mostly carried out by the school principal himself/herself. The research question is: What are the ways in which knowledge can be transferred from experienced principals to students, future school principals, in management practice? Classification-JEL: I20, J24, J29 Keywords: school principal, management practice, transfer, explicit and tacit knowledge Journal: International Journal of Teaching and Education Pages: 69-79 Volume: 9 Issue: 2 Year: 2021 Month: October File-URL: https://eurrec.org/ijote-article-116972 File-URL: https://eurrec.org/ijote-article-116972?download=6 Handle: RePEc:aop:jijote:v:9:y:2021:i:2:p:69-79