Identify the Field and Expertise of Student : Finding Passion Vs.

Education

 Research Paper

 Ms. Kimberly Ann M. Ng

 By : Group 6  Leader: Mary Carmelite Simbulan

 Sub-leader : Marc S. Ignacio 

Members :

Leeyhan M.Libid

 . Janise M. Salita

 Cris Gabriel I. Juanatas

 Glend Mark B. Tara

10- ISAIAH

Date : March 19 ,2020

Acknowledgement

Every student’s project or research debt to their predecessors to their teachers , friends and
their parents .

Nobody has been more important to me in the pursuit of this project than the members of
my family.

I would like to thank my parents, whose love and guidance are with me in whatever I
pursue. They are the ultimate role models.

I would like to dedicate this work to our Mother whose dreams for our have resulted in this
achievement and without her loving upbringing and nurturing; I would not have been where
I am today and what I am today. It is true that if god ever existed, he would be in the form
of a mother, because only a mother can love and give without expecting anything in return.
Had it not been for my mother’s unflinching insistence and support, my dreams of excelling
in education would have remained mere dreams. I thank my mother with all my heart and I
know she is up there, listening, watching over me and sending me her blessings constantly
and is my guardian angel.
This is all for the Moms out there !

Finally I thank my God, my good Father, for letting me through all the difficulties. I have
experienced Your guidance day by day. You are the one who let me finish my research . I
will keep on trusting You for my future. Thank you, Lord.

  CHAPTER 1

INTRODUCTION

Students’ attitude to school should matter for a number of reasons. If students find it
difficult to see the direct benefits of their schooling, if they think that their school has failed
to meet their expectations, and if they perceive that their academic skills are learned outside
of school, it is possible that this will affect their views of formal institutions later in life.

And indeed, many people have a pessimistic view of the role that formal institutions play –
a view that very well could have stemmed from school experiences during formative years.
Formal institutions shape the lives of a citizenry. They need to be upheld, bettered and
strengthened – not discarded out of hand. So students should be taught to invest
themselves in formal institutions, rather than to tear them down or fail to take part in them.
Students typically have little to no work experience to put on their resumes. Instead, their
resumes should highlight skills that they learned in school as well as any volunteer or
part-time work that they may have undertaken in high school or college. They can list
experiences like babysitting, mowing lawns, working the concession stands during football
or basketball games, or volunteering with church or school clubs. Students can also detail
relevant classwork that may pertain to the position for which they are applying.

These factors can sufficiently complete a student resume and help the inexperienced find
work. Public Education Hierarchy doesn’t help the students; we shouldn’t be telling the kids
that some subjects are more important than others. While it is important that some subjects
are essential for every student we need to get out of the habit of making some subjects
inferior to others. The hierarchy I believe is; Math, Science and Languages Humanities Arts
Parents and Educators need to be careful not to step on any students’ dreams. There are no
wrong answers when it comes to dreams and passion. Public Education (or from what I
remember) is so standardised that it could almost be viewed as a conveyer belt in a
manufacture line and we are just churning out the same information to every student and
expecting the same results.
We know we had this problem at school and we never really did well. When it came to go
to university we just didn’t feel it was right for me then, and we wasn’t sure what we wanted.
While Lave and Wenger (2) coined the term “community of practice” to provide a framework
specific to their observations during a study of various types of apprenticeships, the concept
is not new to education. Its roots date back to the early work of Lev Vygotsky, a Russian
psychologist who tied cognitive development to culture. Vygotsky set forth the notion that
learning is inherently social and is embedded in a particular cultural setting . Since then,
researchers who study cognition have advanced this idea in the theoretical framework
known as situated learning. They generally agree that as time goes on, learners in a
community of practice become more able to participate in the group’s functions and use its
tools. In effect, learners become acculturated, making the norms, behaviors, skills, beliefs,
language, and attitudes of their particular community their own. Perhaps Clancey says it
best: “Learning to become a member of a community of professionals is not accomplished
by transferring the rules and handing over the tools. Knowledge of the professional is
conceptual, embodied in ways of seeing, roles, ways of interacting.

• Passion has been also linked with students’ persistence (Bonneville-Roussy et al., 2013),
the daily or weekly time they spent to the passionate activity (Bonneville-Roussy et al., 2011;
Stoeber et al., 2011;)and the students’ academic engagement (Stoeber et al., 2011). It would
be interesting to note that if a student persists on a task, spend a lot of time, and is
committed to it, it is not uncommon to expect that it could also benefit his/her academic
performance. Moreover, passion has not been studied only in relation to students’ academic
performance, but its effects on other variables such as the students’well being or their deep
strategy to learn have also been analyzed.

• Background of the Study Passion has a motivating factor; therefore, it is a significant need
for high quality learning and teaching. Passion is seeking for the new, and experiencing new
ideas. Passion is on the basis of effective teaching. Passion which is indispensable for
learning and teaching facilitates learning thorough desire and enthusiasm it creates.
Passionate teachers via creating effective learning environments endeavor to increase
learning potentials of their students. This study focuses on differences passionate teachers
make, and points out the effects of passion on effective learning and teaching. Expertise and
education should match up on a resume. Core competencies that have been achieved via
education should be placed somewhere near the top of a resume. Here are the most
effective ways to list areas of expertise for each career level: students should make up for a
lack of real-world expertise by listing GPA, relevant courses, academic achievements and
clubs. Discovery of Natural Talent is not the sole role of the person.
While they need to learn to look inwardly and get to know themselves, they also need to
learn to try new things. The people around them can help by doing simple things like
providing encouragement. Parents and teachers seem to be more concerned with what job
the student will end up with; the ability to make lots of money shouldn’t be more important
than job satisfaction. There is no reason a person should have their dreams squashed; we
don’t know what the future would be like so we can’t predict how the students will thrive in
that situation. An education doesn’t begin and end in the classroom. A lot of people have
been educated in unconventional ways; my education is self education at the moment;
people learn in different ways so education needs to be adapted to the person. This study
provides useful information on the scope of action that external agents may have in the
development of passion. Specifically, within the academic context, different studies have
found that teachers, and what they do in the classroom, can help to promote students’
passion. Although most of the research on this issue has made a Qualitative approach to
explore how passionate students perceive their teachers, and that it is necessary to put
more emphasis on this important topic (Ruiz-Alfonso and León, 2016), the literature
reviewed has provided interesting clues that can help teachers to understand how they can
foster their students’ passion. Thus, Bonneville-Roussy et al. (2013) and Fredricks et al.
(2010) noticed that teachers who ease students to engage in the activity from their self and
not forexternal pressures, that is, supporting their autonomy, are more likely to Foster
passion in their students. Similarly, Coleman and Guo (2013) suggested that passionate
students tend to perceive their teachers as supportive, encouraging, and caring. In addition,
Fredricks et al. (2010) added that students usually develop passion for activities perceived as
challenges, as well as for those activities in line with their own interests. Despite the previous
studies suggest how the students’ passion can be fostered, until the research by
Ruiz Alfonso and León (2017), it has never been analyzed before the specific teachers’
characteristics that could promote students’ passion. In this study, the authors showed that
math teachers who try to explain the usefulness of the contents they are teaching in class, as
well as the usefulness of the activities they propose, are more likely to promote passion in
their high school students. Similarly, anotherstudy by Ruiz-Alfonso and León (n.d.) identified
three specific strategies of teachers that predict their students’ passion: To provide students
an optimal challenge, to focus on the process, and to offer them a positive feedback.
Therefore, the authors encourage teachers to account for students’ levels when teaching or
assigning tasks, to value the process and not just the result, and to guide students for
improvement through a feedback formulated in a constructive and positive way (Santana
Vega, 2015; Carvalho, Martins, Santana, and Feliciano, 2014; Fontana y Santana, 2012).
To our knowledge, these studies have been the first empirical researches on examining the
relationships between students’ passion and specific teachers’ behaviors, which suggest that
research on this topic is still limited, and efforts to explore how students’ passion can be
promoted are still warranted. Implications in the educational context Allowing the present
literature review and, the great variety of passion’s outcomes in education, teachers are
invited to notice the importance of passion in the educational context, as well as the
significance that theyacquire in the passion’s development of their students.

• Teachers should be aware of the great privilege that they have to infect and help students
to develop their passion, both towards the subject they teach and to other activities outside
the classroom, because it will also influence what students do in class (Fredricks et al., 2010;
Haerens, Vansteenkiste, Aelterman, & Van den Bergh, 2016). Likewise, this review gathers
useful and practical tools that teachers could consider to improve their students’ passion. In
this way, especially following the empirical studies on the topic, it is recommended that
teachers do not only focus on the explanation of concepts.They should underscore on the
usefulness and relevance of the contents that they explain in class, as well as the practical
application of those contents in other subjects or in the students’ daily life. Moreover, it is
also important that teachers emphasize the importance of internalizing the meaning and
usefulness of class activities, valuing the process and not only the final result obtained by
the students. In addition, the proposed activities must be adjusted to the class’ level.

SIGNIFICANCE OF THE STUDY

This study has been defined. The beneficiaries are the following: To the Students. This
research aims to help the students so that they can propagate the information about
this topic. To the Teachers. This research aims to help also the Teachers to identify their
field and expertise. To the Parents. This research aims to help the parents to inform
them the maintaining of Students to their ability. To the School. This research aims to
help the school so that they can maintain, in ways of improving the field and expertise
of every students. To the future Researchers. This research aims to help the future
Researchers who are seeking to further develop related to Field and expertise of
student: Finding Passion vs Education research study, and give them a local review of
the related literature. The researchers want to know the fields and expertise of students
and how it can affect students in finding their own passion and education.

REFERENCES
1. Bonneville-Roussy, A., Lavigne, G. L., & Vallerand, R. J. (2011).When passion leads to
excellence: The case of musicians. Psychology of Music,
39(1), 123–138.http://doi.org/10.1177/03057356093524412. Bonneville-Roussy, A.,
Vallerand, R. J., & Bouffard, T. (2013). Theroles of autonomy support and harmonious
and obsessive passions in educational persistence. Learning and Individual Differences,
24, 22–
31. http://doi.org/10.1016/j.lindif.2012.12.015
3. Carvalho, C.; Martins, D.; Santana, L. E. y Feliciano L. (2014).Teacher Feedback:
Educational Guidance in Different School Contexts. Procedia - Social and Behavioral
Sciences 159, 219 –223.doi:
10.1016/j.sbspro.2014.12.3604.http://www.sciencedirect.com/science/article/pi/S187704
28140649085. Coleman, L. J., & Guo, A. (2013). Exploring children’s passion for learning
in six domains. Journal for the Education of the Gifted, 36(2),155–175.http://doi.org
10.1177/0162353213480432 6. Day, C. (2004). The passion of successful leadership.
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7. Fontana K. y Santana Vega, L.E. (2012).Dimensione rilevanti dell’educazione nella
tappa della scuola primaria. Difficoltà di
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8. Forest, J., Mageau, G. A., Sarrazin, C., & Morin, E. M. (2011). “Work
is my passion”: The different affective, behavioural, and cognitive
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Canadian Journal of Administrative Sciences, 28(1), 27–40.
http://doi.org/10.1002/cjas.170
9. Fredricks, J. A., Alfeld, C., & Eccles, J. S. (2010). Developing and
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(2016). Toward a systematic study of the dark side of student
motivation: Antecedents and consequences of teachers’ controlling
behaviors. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building
autonomous learners (pp. 59–81). Singapore.
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RRL :

Students’ Satisfaction in Higher Education Literature Review

IM Salinda Weerasinghe1,*, R. Lalitha, S. Fernando2 1Department of Business

Management, Faculty of Management Studies, Rajarata University of Sri Lanka,

Sri Lanka 2Department of Public Administration, Faculty of Management Studies and

Commerce, University of Sri Jayewardenepura, Sri Lanka *Corresponding author:

salindaweerasinghe@gmail.com Abstract Students’ satisfaction can be defined as a

short-term attitude resulting from an evaluation of students’ educational experience,
services and facilities.

Earlier it was measured by common satisfaction frameworks but later higher education
specify satisfaction models were developed. The objective of this review is to render all
available constructive literature about students’ satisfaction with a sound theoretical and
empirical background. Data were collected from refereed journals and conference papers,
and are constructively analyzed from different point of views to filter a sound background
for future studies. The first section of the paper discuss students’ satisfaction, satisfaction
models and frameworks used by previous researchers around the world and second section
explain the empirical findings of previous studies in real world context. Keywords: students’
satisfaction, university facilities, degree program, university image, higher education Cite
This Article: IM Salinda Weerasinghe, and R. Lalitha, S. Fernando, “Students’ Satisfaction in
Higher Education Literature Review.

” American Journal of Educational Research, vol. 5, no. 5 (2017): 533-539 doi:

10.12691/education-5-5-9

• The Effects of the Research Lesson Study (RLS) Model on Teachers’

• Professional Development*

• Zuhal Yılmaz DOGAN1 and Sertel ALTUN2

• 1Uskudar Hacı Rahime Ulusoy Technical and Vocational Maritime High School,
Istanbul, Turkey, 2Yıldız Technical University, Faculty of

• Education, Istanbul, Turkey

• To cite this article: Doğan, Z. Y., Altun, S. (2018). The Effect of the Research Lesson
Study (RLS) Model on
 • Teachers’ Professional Development, International Online Journal of Educational
Sciences, 10(3), 215-229.

• ARTICLE INFO ABSTRACT

• Article History:

• Received 30.01.2017

• Received in revised form

• 29.05.2017

• Accepted 06.06.2018

• Available online

• 10.06.2018

• The aim of this study is to define the impact of the Research Lesson Study (RLS)
Model on

• 27 pre-secondary and secondary school teachers belonging to the Istanbul Provincial

Directorate of

• National Education, who were involved in the “Intel Teach - Advanced Online” (ITAO)
teacher

• training course. 27 master teachers, selected from 105 teachers as a study group, were
trained in three

• different sessions of ITAO. The study was initiated with five-day teacher trainings in
the academic

• years 2013-2014 and 2014- 2015 through an action research model. The 27 master
teachers in this

• study were selected based on the criteria of their design skills, their aptitude for
teamwork, and their

• willingness to participate in this study. Master teachers from different subjects were
grouped in

• teams of 3 and collaborated to design their learning paths and to test the methods
learned in their
 • classrooms. At the same time, they took on the role of moderators during the ITAO
teacher trainings

• and, in the final stage, they led teacher training during cascading seminars. The
qualitative findings

• of the study indicated that the RLS Model enhanced the interaction among the
teachers, peer learning

• and the perception of effectiveness. In addition, this model paved the way for the
exploration of

• interdisciplinary teaching, innovative methods in instructional design, and the

integration of ICT in

• classroom implementations and adult education.

• © 2018 IOJES. All rights reserved • Keywords: • Research Lesson Study, Teacher
Professional Development, Instructional Design

Explaining Student
Performance
Evidence from the international PISA, TIMSS
and PIRLS surveys
Jens Henrik Haahr
with
Thomas Kibak Nielsen, Martin Eggert Hansen
and Søren Teglgaard Jakobsen
www.danishtechnology.dk
jens.henrik.haahr@teknologisk.dk
This study was carried out on behalf of the European Commission’s Directorate-General
One of the working groups, the Standing Group on Indicators and Benchmarks,
gramme’s specific objectives. In July 2003, the Standing Group presented a list

of indicators to support the implementation of the work programme, and sug-

gested the development of several new indicators, including indicators for lan-
guage competences, learning-to-learn skills, and ICT skills, and indicators on
social cohesion and active citizenship (Standing Group on Indicators 2003).
Another group has focused on basic skills / key competences. In November
2003, the key competences working group presented a report which contained
proposals for definitions of essential competences in eight domains (European
Commission 2003). Other working groups have focused on issues such as
education and training of teachers and trainers; on language learning; on maths,
science and technology; on making the best possible use of resources; and on
reforming guidance and counselling.

for Education and Culture. Views expressed represent exclusively the positions of the
authors and do not necessarily correspond to those of the European Commission.* This
study is a part of Zuhal Yılmaz Doğan’s Ph.D. thesis and a part of this study was orally
presented at the 2nd International Eurasian Educational Research Conference held by
• Hacettepe University on June 8-10, 2015, Ankara.
• 1 Corresponding author’s address: Uskudar Hacı Rahime Ulusoy Technical and
Vocational Maritime High School, Istanbul, Turkey
• Telephone: +90 533 7353079
• e-mail: zuhalyd@gmail.com
• DOI: https://doi.org/10.15345/iojes.2018.03.014

Definition of Terms
The following terms are defined operationally.
Ability. - This refers to the ability of an students under to academic performance.
Potential. - This refers to the capable development into actuality potential benefits of
an students.
Expertise. special skill or knowledge : the skill or knowledge an expert has
Field. an area of work, study, etc.
Passion. a strong feeling of enthusiasm or excitement for something or about doing
something.
Education. a field of study that deals with the methods and problems of teaching.The
knowledge, skill, and understanding that you get from attending a school, college, or
university