ethanporcaro/eric-fulltext-meta huggingface dataset:
Children Coping with COVID-19: Intersectional Understandings of Film and Media Access in a Crisis
Author: Atkinson, Justine
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Film Study,Technology Uses in Education,Context Effect,Cultural Influences,Foreign Countries,Film Production,Workshops,Elementary Secondary Education,Access to Information,Preschool Education,Information Dissemination,Animation

As a result of the global COVID-19 pandemic and resulting lockdowns across the world, digital access has become paramount, as most aspects of education have moved online. Drawing together five case studies located in South Africa, Argentina, the Netherlands, India and Ethiopia, this article assesses the role of film education during the COVID-19 pandemic, with a specific focus on the impacts of digital access. We examine multimodal forms of film education, and how these were used to inform, entertain and educate children during the crisis by the varying work undertaken by the organizations. Applying theories of intersectionality, we address the need for context-specific approaches to film education, focusing upon the impact that the societal and individual contexts had on the dissemination of film education in each country.
Greek Teenagers&apos; Cultural Taste and Identity Expression through a Documentary-Making Project
Author: Arnaouti, Eirini
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Film Study,Extracurricular Activities,Secondary School Students,Film Production,Cultural Influences,Documentaries,Popular Culture,English (Second Language),Second Language Instruction

This article explores a film education project conducted on an extra-curricular afterschool basis in a Greek secondary school in Tampouria, Piraeus. A documentarymaking project exploring the area around the school was realized by a group of ten 15-year-old students under the supervision of their English teacher/researcher. The following case study explores how aspects of the students' cultural taste and identity were expressed through this moving image literacy project, carried out in a foreign language. Various forms of data -- observation, textual and audiovisual -- are analysed within a social semiotic framework. The article seeks to demonstrate how the students' cultural taste was formed by different kinds of global and local influences, and how aspects of their multifaceted identities were revealed during the documentary-making process, and expressed through the creation of media texts within a context of Greek education.
Cinema en curs: Transmission of Film as Creation and Creation as Experience
Author: Aidelman Feldman, Núria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Films,Film Production,Film Study,Student Projects,Art Education,Realism,Place Based Education,Elementary Secondary Education,Higher Education,Workshops,Documentaries

This article -- initially published in Spanish by &quot;Toma Uno&quot; in 2012 -- explores the Catalonian project Cinema en curs, an annual, recurring and now international programme of film education that takes place with students aged 10-18 in schools and colleges. First detailing both the rationale and methodology motivating the project, the article goes on to discuss core aspects of the approach of Cinema en curs: the Lumière minutes exercise and the short films which serve as the culmination of students' work on the project. In doing so, the article also explores the value of approaches to film education that help learners develop an appreciation of their own lived experiences and the places in which they live. A new introduction from the authors places the article's discussion of Cinema en curs in a contemporary context.
Exploring the Place of Animation and the Role of the Classroom-Based Film-Maker within a Wider Field of Scottish Moving Image Education
Author: Munro, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Animation,Film Study,Film Production,Foreign Countries,Teaching Methods,Elementary School Students,Developmentally Appropriate Practices,Literacy,Case Studies

This article explores animation as a popular mode of moving image education in the wider field of Scottish film education, through a discussion with film education practitioner Jonathan Charles. It reflects on Jonathan's pedagogic approach to film education, the way in which it is shaped and aligned with changing institutional and funding imperatives, and the affordances of animation, through a detailed look at a film-making project with a primary school in West Lothian, Scotland. It reflects upon the challenge to maintain in-depth film experiences for young people, with training and working with teachers to allow film experiences to be scalable and multiply to reach a wider range of young people. The article also discusses the drive to give young people agency throughout the film-making process, and how film education practitioners and teachers can best facilitate that.
Social Studies, Civics, and Fracking: Ohio Teacher Perceptions of Controversial Environmental Issues
Author: Hollstein, Matthew S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Civics,Mining,Teacher Attitudes,Controversial Issues (Course Content),Environmental Education,United States Government (Course)

Hydraulic fracturing or fracking as it commonly referred, has seen tremendous growth in Ohio over the last 10 years. However, this growth comes at a price which makes fracking a current event which is also a controversial environmental issue. Recent work by young activist like Greta Thunberg and others have highlighted a sincere interest from social studies students in issues related to the environment. Fracking is an ideal issue for study in an American Government classroom. The purpose of this study was to determine the status of teaching about fracking in Ohio American Government classrooms, as well as any self-identified barriers that may have prevented them from teaching about the issue. This study was a mixed methods study which utilized surveys and content analysis to be able to draw conclusions. This study presents the findings of 62 Ohio American Government teachers and their positions on fracking and whether fracking is appropriate for a social studies classroom. The results showed that participants geographic location appeared to play a role in their positionality on the issue of fracking. Specifically, whether teachers were teaching about fracking and any self-identified barriers. This study highlights the multiple layers that exists in classrooms where issues like fracking may be addressed. The intersectionality of participants and their personal autonomy were important to understanding the results and suggestions for future research in this area and related areas of study.
Analyzing Factors of GUI Simulation as Learning Media toward Students&apos; Learning Outcomes
Author: Buditjahjanto, I. Gusti Putu Asto
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Interfaces,Computer Simulation,Computer Uses in Education,Electronic Learning,Learning Processes,Coding,Usability,Learner Engagement,Educational Technology,Undergraduate Students,Engineering Education,Outcomes of Education

The use of simulation tools has been widely used to learn something. Simulation tools have the advantage of imitating a process similar to the actual situation. But there are only a few researches that examine the students' engagement in using simulation tools in the learning process so that it affects the student learning outcomes. This research aims to analyze the factors of Graphical User Interface (GUI) simulation as learning media for learning signal coding techniques. The Partial Least Square -- Structural Equation Modeling (PLS-SEM) method was used to investigate the impact and the relationship of factors of GUI simulation such as Easiness of Use (EU), Media Attractiveness (MA), and Learning Content (LC) toward Learning Outcome (LO). The results showed that the learning content factor gave a large and significant contribution toward learning outcomes, while easiness of use and media attractiveness made a small contribution to the learning outcome.
Counseling Based on Local Wisdom for Conflict Settlement in the Workplace: A Case Study in Kendari
Author: Shaleh, Muh.
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Counseling Techniques,Work Environment,Employee Attitudes,Conflict Resolution,Tribes,Cultural Traits,Interpersonal Relationship,Job Placement,Job Satisfaction,Occupational Mobility,Adjustment (to Environment),Cultural Pluralism,Foreign Countries

Conflicts can manifest in nearly any environment, including the workplace, and they arise from people's interactions with each other, which can be both constructive and destructive. There are many ways to settle these issues, but one way is to include local residents in counselling. This study, therefore, reflects on the degree to which a counselor's actions and measures for settling conflicts using local wisdom can benefit both parties. This research focuses on how disputes arise in the workplace and how counseling based on local wisdom can help resolve them. The participants for this study were four employees who had worked for more than two years in the same division, namely administrative services, but came from different tribes. The results of this study revealed that a counseling approach based on local wisdom could significantly help to resolve disputes that often occurred among the employees in the office, demonstrating that approaches that use local expertise can successfully settle conflicts in the workplace. The implementation of cultural values by counselors--such as &quot;Kohanu&quot; (culture of shame), &quot;Moreu&quot; (politeness), &quot;Medulu&quot; (join), &quot;Mepokoaso&quot; (unite), and &quot;Samaturu&quot; (helping each other)--have positive consequences in terms of making colleagues more respectful and helpful toward each other when conducting work. This in turn had an indirect effect on personal and office efficiency.
The Effects of Using Blog-Assisted Language Learning (BALL) in Improving Non-Native Students&apos; English Writing Skill in Higher Education; Does It Work?
Author: Muslem, Asnawi
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,English (Second Language),Writing Skills,College Students,Writing Improvement,Foreign Countries,Web Sites,Electronic Publishing,Instructional Effectiveness,Student Attitudes

Improving students' writing skill at higher education level in Indonesia through using technology becomes a primary attention given by the researchers. Blog-Assisted Language Learning (BALL) is one of the best alternative medium of improving students' writing skill. This BALL is never used by the lecturers who are teaching writing skill to students at State Islamic University of Ar-Raniry, Banda Aceh. Therefore, the objectives of this study are to investigate if there is a significant different between students who are taught by using Bog-Assisted Language Learning (BALL) and without in term of students' writing skill at State Islamic University of Ar-Raniry, Banda Aceh, Indonesia. Additionally, this study also investigates the students' response toward the use of BALL in teaching and learning process of writing skill. The study involved 40 third year English students of the State Islamic University of Ar-Raniry, Banda Aceh. The study employed quantitative method in collecting the data through pre-and post-writing tests and a set of questionnaire for both groups; experiment and control. The data collected were analysed using descriptive statistic. The results showed that the use of BALL in teaching writing improved significantly rather than students who were taught without using BALL. In addition, the majority of students' response toward the implementation of BALL in teaching writing skill were positive. Therefore, the use of BALL in teaching and learning writing at English Department students of State Islamic University of Ar-Raniry can improve students' writing skill.
Constructivist Instruction Practices in Kosovo Primary Education: The Field of Languages and Communication Curriculum
Author: Ismajli, Hatixhe
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Indo European Languages,Teaching Methods,Constructivism (Learning),Elementary School Students,Elementary School Teachers,Comparative Analysis,Teacher Attitudes,Guides,Faculty Development,Barriers,Urban Schools,Rating Scales,Measures (Individuals)

The constructivist approach aims to change the traditional instruction paradigms in the primary education curriculum of Kosovo. Nonetheless, constructivist practices that aim to ensure success in teaching have not been fully understood by instructors. This study intended to examine how primary school instructors practice constructivist instruction in the field of languages and communication curriculum. The study also aimed to ascertain the differences between instructors who teach at the second curricular stage (grades three, four and five) following the constructivist and traditional instruction and the teaching activities that they develop in this curricular area. In addition, the research aimed to identify and compare practices that determine the constructivist instruction in the subjects Albanian and English languages. A mixed research methodology was used in this research. The content analysis was followed by a descriptive statistical analysis of the data obtained through a questionnaire and observation. The results indicate that the constructivist teaching practices were partially applied due to difficulties faced by instructors in understanding and implementing the constructivist philosophy in the languages and communication curriculum area. The creation of a handbook with guidelines that focus on constructivist instruction and interactive activities, training of in-service teachers in professional development and the provision of technological resources are recommended to enhance the quality of constructivist practices, and are considered key overcoming the present obstacles.
GeoGebra in Project-Based Learning (Geo-PJBL): A Dynamic Tool for Analytical Geometry Course
Author: Kholid, Muhammad Noor
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Software,Student Projects,Active Learning,Geometry,Preservice Teachers,Mathematics Teachers,Foreign Countries

The integration of learning models and software is a trend in mathematics courses. However, no existing learning model for geometry courses involves the students in the making of a tool or media project. The researchers noticed the potential of the project-based learning (PjBL) model and GeoGebra in analytical geometry courses. This study revealed differences in the influence of the Geo-PjBL and PjBL models on students' achievement. The subjects consisted of 137 prospective mathematics teachers. The Basic Geometry Instrument (BGI) was used to measure the subjects' initial ability in basic geometry, and the Geometry Analytic Instrument (GAI) was used to evaluate the model and prospective teachers' performance. The Geo-PjBL and PjBL classroom activities lasted for 15 weeks. Both classrooms received the same content; the difference between the Geo-PjBL and PjBL classrooms was the tools used to present the problems and the project results. An analysis of covariance (ANCOVA) was conducted to analyze the data ([alpha] = 0.01). The Geo-PjBL model is more effective in applying analytical geometry subjects that require precision and accurate visual illustrations. Meanwhile, in the range of algebraic operations, the Geo-PjBL model is as effective as the PjBL model.
A Framework for Measuring the Level of Achievement of Vocational Students Competency of Architectural Education
Author: Hariyanto, Valentinus Lilik
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Vocational Education,Competence,Architectural Education,High School Students,Vocational High Schools,Foreign Countries,Standards,Structural Equation Models,Factor Analysis

The determination of work competence according to industrial needs that are expected by employers of new graduates in the department of architectural engineering in vocational high schools will help graduates to transit smoothly from the academic education environment to the real conditions of the construction industry in the workplace. This research identifies which group of competencies attributes that graduates should have in explaining appropriate competencies according to construction industry standards in Indonesia. The survey was conducted in 47 building construction companies consisting of 56 respondents using a questionnaire method. Multivariate analyses using the CB-SEM method used to validate the evaluation model. The research analysis used quantitative descriptive and factor analysis with the Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) methods. The EFA test shows ten factors so that it consists of 30 items of competency measurement. Overall, the CFA test has met the criteria for the goodness of fit statistics. The results of the study concluded that the instrument developed met good validity and reliability and two model frameworks for measuring the level of achievement of student competence in architectural techniques were feasible to use.
&quot;Counting Drops and Observing Color&quot;: Teachers&apos; and Students&apos; First Experiences in Small-Scale Chemistry Practicum of Acid-Base Solutions
Author: Hidayah, Fitria Fatichatul
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Scientific Concepts,Concept Formation,Practicums,Grade 11,High School Students,High School Teachers,Science Laboratories,Science Experiments,Laboratory Experiments,Foreign Countries

This study introduces a small-scale chemistry practicum technique with the concept of acid-base identification, determination of pH with indicators, and neutralization reactions with the concept of titration. The first experiences of teachers and students in small-scale chemistry practicums are revealed. Action research was carried out to introduce small-scale chemistry (SSC) practicum techniques as solutions for minimizing chemical tools and materials, as well as the availability of space for school chemistry practicums. This study involved 26 teacher participants in the initial process of providing experience and 36 student participants involved in the process of organizing practical classes. Quantitative data including teacher responses and student responses to the SSC practicum in the pilot class were collected using a response questionnaire on the activity. Qualitative data were collected through observation, interviews, and documentation. The practicum involves qualitative observations and quantitative calculations. The qualitative aspect relates to the observation of color changes that occur in a mixture of solutions made of acid and base solutions with certain compositions. Teachers get a lot of inspiration in terms of chemistry practicum with less material requirements, as well as modifying the tools used for laboratory activities. The package of tools and materials provided an illustration for them that practicum activities do not have to be carried out in a laboratory room, but can also be practiced in conventional classrooms, and even carried out independently by students at home. Students have a unique experience in the process of counting the number of droplets as it requires careful concentration and observation.
A Mixed Methods Process Evaluation of an Integrated Course Design on Teaching Mixed Methods Research
Author: Hou, Su-I
Date: 2021-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Integrated Curriculum,Courses,Research Design,Doctoral Students,Data Analysis,Teaching Methods,Instructional Effectiveness,Learning Activities,Student Attitudes

There is a critical need to conduct empirical studies on teaching mixed methods research (MMR).This study used a mixed methods process evaluation to provide practical guidance on effective design elements and impactful teaching approaches among five cohort groups of students (2016-2020) enrolled in a doctoral MMR course. Students engaged in hands-on data analyses with special attention to MMR writing structure. I shared topical outlines with corresponding teaching and learning activities from the design perspective, as well as course experience and impact including challenges and approaches taken to learn from student perspectives. I also highlighted four integrated course features/themes identified as the most helpful teaching approaches. The current study provides practical guidance on the integrated MMR course design and process evaluation contributing to the MMR field.
Collaborative Learning of International Undergraduate ELL Students in Small-Group Writing Communities
Author: Chu, Yiting
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Foreign Students,English (Second Language),English Language Learners,Peer Teaching,Writing (Composition),Laboratories,Communities of Practice,Tutors,Student Participation,Interpersonal Relationship,Group Dynamics,Objectives,College Students,Role

This article reports a study on how international English language learner (ELL) students participated in a collaborative learning community comprised of peers and peer tutors in a writing center in a U.S. university. Drawing on the theory of community of practice (CoP), qualitative data were collected from weekly observations of three groups and in-depth interviews with four ELL students and six tutors. Findings suggested that these three groups functioned differently as CoPs with varied levels of participation and social interaction among the students and between students and tutors. A mismatch between the goals and roles of the students and those of the tutors, and group dynamics among students and between students and tutors were discussed. Implications for practices and research to better support international ELL students were discussed.