Teacher education and the choice to enter the teaching profession: A prospective study

This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance. Using path analysis and logistic regression, this model was tested in a sample of student teachers (n = 436), subsequently graduates (n = 251) of teacher training for secondary education. The results validate the relationship between teacher education variables and nearly graduates’ intention to enter the teaching profession. Furthermore, this intention proves an imperative predictor of graduates’ actual entrance.     

Measuring the impact of inquiry-based learning on outcomes and student satisfaction

The aim of this study is to determine the impact of inquiry-based learning (IBL) on students’ academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant relationship between academic performance and IBL, which is considered useful for better understanding of the subject. While students’ satisfaction is directly associated with class attendance and motivation and with the perceived usefulness of IBL, it is unaffected by attendance at tutorials. We conclude, therefore, that students become more involved in learning and acquire increased knowledge of the subject when an IBL-based method is followed.     

Determinants of citizens' intention to engage in government-led electronic participation initiatives through Facebook

The research work on understanding whether citizens will readily accept to engage with governments in e-participation initiatives through social media remains limited. Therefore, this study investigates the factors that are influencing citizens' intention to engage in government-led e-Participation initiatives through Facebook. To that end, the study proposes and validates a citizen-centric acceptance model. The proposed model extends the model primarily established on the theory of planned behavior, by incorporating additional factors that emerged from relevant literature. The research data were collected from a survey of 400 Facebook users in Jordan using a probability sample technique. The results revealed that the factors with the most significant influence on citizens' intention to engage in government-led e-participation initiatives through Facebook are: the citizens' attitude, participation efficacy, and perceived behavior control. Subjective norms and perceived value, however, have no direct effect on citizens' intention to engage in government-led e-participation initiatives through Facebook. Furthermore, the results showed that the citizens' attitude is primarily determined by participation efficacy, perceived usefulness and compatibility of Facebook, and perceived value. In contrast, the factors perceived ease of use of Facebook, citizens' trust in government, and citizens' trust in Facebook, have no significant impact on citizens' attitude. These factors have rarely been empirically tested in the context of e-participation. Consequently, this study paves the way towards a better understanding of the important factors that influence citizens' intention to participate, which, in turn, will inform the design and implementation of e-participation initiatives.     

The influence of using ICT in high-skills competences and ICT competences. A structural model

Education and Information Technologies - University students have to master new competences to be able to completely form part of Knowledge Society, which are known as 21st-century competences....