https://clutejournals.com/index.php/CIER/issue/feed Contemporary Issues in Education Research (CIER) 2020-03-24T21:04:16+00:00 Stephanie Clute Journals@CluteInstitute.com Open Journal Systems <p><strong>Published since 2008</strong><br>ISSN 1940-5847 (print); ISSN 1941-756X (online)&nbsp;<br>The Contemporary Issues In Education Research (CIER)&nbsp;publishes papers that significantly contribute to the understanding of cutting edge issues in education.</p> https://clutejournals.com/index.php/CIER/article/view/10314 A Marketing Course And The Liberal Arts: Students’ Perspective Of Interdisciplinary Relevance 2020-03-24T20:27:33+00:00 Marilyn Martin Melchiorre Journals@cluteinstitute.com <p>This study examines students’ reflections on how concepts covered in a marketing course are applied to the broader liberal arts curriculum. The objective was to demonstrate when given a chance with an Interdisciplinary Reflection Assignment, students can articulate interdisciplinary relevance. The study collected sample data from six classes over three years. The assignment embodies the areas of metacognition, reflection, and integration of interdisciplinary knowledge.<br>A content analysis approach was utilized to review both quantitative and qualitative data. Students’ comments are categorized as follows: 32 in “Humanities &amp; Fine Arts”; 31 in “Natural Sciences &amp; Mathematics”; 93 in “Social Sciences &amp; History”; 6 in “Professional Studies” (College, 2019). The assignment results strongly suggest that, when asked, students can articulate the integration of a business marketing course with other liberal arts subject areas. Thus, demonstrating business has a legitimate place in the liberal arts curriculum. This study contributes to education literature by providing a specific pedagogical example that can be easily replicated by other educators at other higher education institutions. The assignment offers added value to enhance student learning and appreciation of how marketing concepts integrate with other academic disciplines.</p> 2019-10-01T00:00:00+00:00 Copyright (c) 2019 Clute Institute https://clutejournals.com/index.php/CIER/article/view/10315 Fluency Strategies For Beginning Readers 2020-03-24T20:28:30+00:00 Enid Acosta-Tello Journals@cluteinstitute.com <p>Fluency in reading is crucial for comprehension of the written word. Traditionally we concentrate on fluency once a child is a proficient reader. However, fluency is a skill that can be successfully addressed with beginning readers. This article presents practical strategies to help beginning readers become fluent readers. Of course, these strategies are effective with proficient readers, however, the earlier we begin to use them, the sooner children will internalize the concept of fluency and practice it. These strategies are also effective with second language learners.</p> 2019-10-01T00:00:00+00:00 Copyright (c) 2019 Clute Institute https://clutejournals.com/index.php/CIER/article/view/10322 Exploring The Relationship Between Emotional Intelligence And Academic Stress Among Students At A Small, Private College 2020-03-24T21:04:16+00:00 Chad Stevens Journals@cluteinstitute.com Elizabeth Schneider Journals@cluteinstitute.com Patricia Bederman-Miller Journals@cluteinstitute.com Karen Arcangelo Journals@cluteinstitute.com <p>This research explored the relationship between total-trait emotional intelligence and academic stress among college students at a small, private college. Student total-trait emotional intelligence (TTEI) and university stress scores were significantly correlated. Measures of TTEI and USS are useful for student intervention to impact issues such as attrition. To increase retention, small private colleges benefit significantly from knowing students’ level of academic stress and emotional intelligence. Identifying specific factors and mitigating the adverse effects of these factors allows small colleges the opportunity to provide additional services for students.</p> 2019-10-01T00:00:00+00:00 Copyright (c) 2019 Clute Institute https://clutejournals.com/index.php/CIER/article/view/10323 Dramatic Play In Relation To Self- Regulation In Preschool Age 2020-03-24T21:04:13+00:00 Sama Khomais Journals@cluteinstitute.com Naseima Al-Khalidi Journals@cluteinstitute.com Duha Alotaibi Journals@cluteinstitute.com <p>This study aims to investigate the relationship between dramatic play and self-regulation in preschool age. The descriptive correlational methodology is utilized using three tools: dramatic play questionnaire, self-regulation scale (Head, Toes, Knees, and Shoulders), and children’s interviews. The sample of the study consists of 60 children aged 4-6 years. Quantitative analysis is done using the Pearson Correlation Coefficient, factor analysis, and multiple regression analysis. The interviews with children are qualitatively analyzed calculating frequency, and percentage of coded data. The findings reveal a significant positive correlation between dramatic play and self-regulation. Besides, it is found that self-regulation could be predicted through the dimension of interactions with others during dramatic play. The study also proves a defect in the quality of dramatic play in terms of social interaction, symbolism, and themes and roles practiced by children. In the light of these results, the researchers suggest that mothers and teachers’ awareness of the importance of quality dramatic play should be enhanced, to enable them to allow and plan for quality play. Also, allowing flexibility in preschool programs could support teachers’ efforts in enhancing play engagement and development. Finally, this study has facilitated further research in the Arabian region, since it highlighted a valid, cross-cultural tool for measuring self-regulation in the Arabic language.</p> 2019-10-01T00:00:00+00:00 Copyright (c) 2019 Clute Institute