ethanporcaro/eric-fulltext-meta huggingface dataset:
Projection in Education: Conditions for the Sustainable Development of Vietnamese Education
Author: Dinh-Thai, Do
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Sustainable Development,Birth Rate,Population Trends,Preschool Teachers,Teacher Student Ratio,Children,Adolescents,Asian Culture,Prediction,Elementary School Students,Secondary School Students,Developing Nations,Teacher Supply and Demand

Projection in education is one of the important bases for the implementation of the sustainable and crucial strategies to ensure the development of national education, including Vietnam. As a country in Southeast Asia with the distinctive characteristics of culture and history, Vietnam has the certain advantages and disadvantages in the development of education. In this study, the projection of Vietnamese students of each school level in the period of 2015 -- 2035, was referred in comparison with the projection of the teacher resource in all school levels as one of the conditions for the basic educational development in Vietnam. The study was conducted using an integrated projection in education's formula, combined with a census (birth rate - for students; the number of teachers from Department of Education and Training's reports, the pedagogy students prepare for graduation - for teachers) from 32 provinces and cities of Vietnam and analyzed on the rate of population change over the years. The results showed that the shortage of the teacher resource (especially the preschool teachers) and the erratic increase in the number of the children born in the good years according to the Eastern concept were the anxious issues when developing Vietnamese education and integrating into the global development trend.
The Effectiveness of Problem Based Learning and Aptitude Treatment Interaction in Improving Mathematical Creative Thinking Skills on Curriculum 2013
Author: Maskur, Ruhban
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Problem Based Learning,Aptitude Treatment Interaction,Mathematics Instruction,Mathematics Skills,Thinking Skills,Creative Thinking,Models,Teaching Methods,Experimental Groups,Control Groups,Foreign Countries,Cognitive Processes

The development of the revolution era 4.0 which increasingly rapidly demands the wider community to have the ability to think creatively mathematically. One effort to improve the ability to think creatively is through quality education. Quality education can be improved through to train thinking using the right learning model. This study aims to see which results are more effective in improving students' thinking skills between the two learning models applied. The two models are Problem Based Learning (PBL) and Aptitude Treatment Interaction (ATI) models. This research method uses quasi experimental method with a posttest only control test design not control group. This study uses two group subjects with two experimental classes. The analysis of the data used the hypothesis testing of the non-correlated 2-sample t-test. Based on the research results obtained Aptitude Treatment Interaction (ATI) models have a better effect on students' creative thinking abilities compared to Problem Based Learning (PBL) models.
Low Carbon Education: A Review and Bibliometric Analysis
Author: Hudha, Muhammad Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Pollution,Educational Research,Climate,Urban Areas,Energy Conservation,Foreign Countries,Developing Nations,Sustainable Development,Ecology

The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'.
An Intervention to Improve the Writing Skills of Students with Learning Disabilities: Stop &amp; List Strategy
Author: Özbek, Ahmet Bilal
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Writing Skills,Writing Improvement,Learning Disabilities,Students with Disabilities,Expository Writing,Grade 4,Elementary School Students,Children,Instructional Effectiveness,Foreign Countries,Writing Processes,Scaffolding (Teaching Technique),Turkish,Writing Strategies

The aim of this study is to examine the effectiveness of the Stop &amp; List strategy instruction on the descriptive text writing performances of students with learning disabilities. e intervention was planned according to the Self-Regulation Strategies Development instructional framework. Three Turkish-speaking fourth-grade students who were diagnosed with learning disabilities participated in the study. Intervention sessions took place once a week for 45 minutes for a total of nine weeks for all participants. e planning and writing scaffoldings that were used in the intervention sessions were prepared by the researchers. Monitoring assessments were held seven and 14 days after the last intervention session of all participants. Students were evaluated in terms of planning time, length and holistic quality of texts and use of transition words. Findings showed that holistic quality and length of texts written by students increased, they used more transition words and used more time for planning. e Stop &amp; List Strategy was found to be effective in improving students' written expression performances. The Findings are discussed further within the framework of the literature.
The Effects of a Metacognitive Strategy on the Persuasive Writing Skills of Adolescents with Hearing Impairment and Learning Disabilities
Author: Büyüknarci, Özlem
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Adolescents,Hearing Impairments,Learning Disabilities,At Risk Students,Writing Skills,Persuasive Discourse,Grade 10,Peer Teaching,Low Achievement,Program Effectiveness,Essays,Foreign Countries

In this research paper, we present the results from a single-case study examining the effects of the FIX strategy by Sherman and De La Paz (2015). This metacognitive instructional approach was implemented to improve the persuasive writing skills of tenth graders at high risk for school failure: students with comorbid hearing impairment and learning disabilities. e strategy was taught by way of peer tutoring involving four low-achieving tutees and four high-performing tutors. We applied a multiple-baseline design (AB) with between five and eight intervention sessions. Results indicated that the treatment brought about respectable improvements in three of the four tutees' ability to produce essays designed to convince readers of a particular idea. Thus, our findings suggest that peer-tutorial instruction in the FIX strategy can enhance the persuasive writing skills of adolescents with hearing impairment and learning disabilities even after only a small number of sessions. Practical implications of the results are discussed, and directions for future research are provided.
Work-Integrated Learning Builds Student Identification of Employability Skills: Utilizing a Food Literacy Education Strategy
Author: Sambell, Ros
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Work Experience,Practicums,Program Development,Program Implementation,Job Skills,Skill Development,Employment Qualifications,Supervisors,Feedback (Response),Student Attitudes,Communication Skills,Career Development,Self Esteem,Value Judgment,Self Evaluation (Individuals),Foreign Countries,College Students,Food,Nutrition,Food Standards,Food Service,Public Health

Enterprising students who understand the work environment are considered more employable. It is accepted that higher-education has a responsibility to produce career-ready-graduates. Practicum experience provides a critical role in this preparation. This study describes the development and implementation of the WIL instrument and WIL experience to assess the perceived skill development of students (n=19). This research utilized three data capture points: (1) employability skills cluster matrix-self-assessment tool (ESCM-SAT); (2) industry feedback from supervisors to develop a deeper understanding of the value of WIL; (3) students used the Gibbs reflective cycle (Gibbs 1988). There were improvements in all skills clusters, main gains were in career management (p&lt;0.01). Supervisor feedback gave direction for improvement for; communication, preparation and organization skills. Student reflection suggests career management skills were strengthened, confidence increased, as did their value of academics. The ESCM-SAT, industry feedback and student reflection were deemed a suitable combination to measure the WIL experiences from a student perspective.
Assessing Workplace-Based Learning
Author: Scholtz, Desiree
Date: 2020-00-00
Type: Journal Articles
Subjects: Workplace Learning,Vocational Education,Portfolio Assessment,Employment Qualifications,Business Administration Education,College Students,Job Performance,Personnel Evaluation,Program Effectiveness

Vocational education is distinctive by virtue of workplace-based learning in curriculum. This nexus of theory with practice, extends the learning space to authentic work environments. A critical issue of workplace-based learning is the assessment thereof. This article presents a review of workplace-based learning assessments in terms of whether the specified learning areas were attained, using portfolios and performance appraisals as the dominant assessment methods. Interviews with workplace coordinators and a review of assessments for diploma programs were subjected to content analysis to extrapolate themes related to the objectives of this study. Literature on workplace-based learning and assessment formed the backdrop for data analysis and discussion. The emerging themes revealed the influence of institutional and workplace dynamics on assessments and that portfolio development required revision. The import of this study foregrounds the need to evaluate current practices to ensure that workplace-based learning gains its rightful place as a valuable learning space.
The Art of Early Childhood Education
Author: Brown, Eleanor D.
Date: 2020-01-00
Type: Journal Articles
Subjects: Early Childhood Education,Art Education,Art Activities,School Readiness,Preschool Education,Preschool Children,Program Effectiveness,Academic Achievement,Interdisciplinary Approach,Early Intervention,Intelligence Tests,Verbal Ability,Vocabulary,Emotional Development,Self Concept,Stress Management

The combination of verbal and nonverbal channels provided by the arts can offer valuable opportunities not only for students with language delays but also for English language learners. More generally, arts enrichment may help to bridge the gap that often separates home and school for children from racial and ethnic minority backgrounds. The arts hold a central position in most cultural traditions. Including the arts in education provides opportunities for bringing varied cultural traditions into the classroom and promoting a sense of belonging and pride for students from diverse backgrounds. Arts integration enables children to build on previous cultural knowledge, while also providing a comfortable environment for expressing their individuality. This article discusses the author's two-part study, in which she and colleagues examined growth in school readiness skills. Part 1 examined growth in children attending Settlement's Kaleidoscope Preschool. Using Kaleidoscope's curriculum-based checklists, they found no evidence of the achievement gap that is often found, even for children attending other Head Start programs, and they found a possible advantage for children with developmental delays. Part 2 compared children at Kaleidoscope and those at a matched comparison preschool that was not fully arts integrated. Children at Kaleidoscope showed a statistically significant advantage in overall school readiness as well as in self- and social awareness and understanding of texture and material. The author's work thus far leads to the conclusion that the arts are not only an important object of learning but also a useful mechanism for fostering emotion regulation.
Mindful Leadership: The Ability of the Leader to Develop Compassion and Attention without Judgment - A Case Study of the Leader of Buddhist Higher Education Institute
Author: Burmansah, Burmansah
Date: 2020-00-00
Type: Journal Articles
Subjects: Buddhism,Altruism,Higher Education,Metacognition,Clergy,Religious Education,Case Studies,Leadership Styles,Attention,Global Approach,Caring,Listening Skills,Foreign Countries,Empathy,Administrator Attitudes,Interpersonal Relationship

The objective of this research is to describe the practice of mindful leadership at the IABS - Plum Village Buddhist Monastery Upper Hamlet, France, looking at the abbot's pattern and role in developing and managing the Institute of Advanced Buddhist Studies and the monastery. This research uses the approach of qualitative research with the method of a single case study. The research data collection uses the techniques of observation, interview, and documentation study. The research procedure used in this research consists of several research steps utilizing the case study method of Robert K. Yin: research planning, research design, research preparation, research data collection, research data analysis, and doing the research report. The research analysis is done by pattern matching. The data validity testing through data source triangulation and technique triangulation. The result of this research shows that mindful leadership can develop the ability to develop compassion and attention without judgment. The study shows that a leader has compassion towards global issues and can accept with openness. A leader who practices mindfulness for a long time can direct towards openness of one's self to others. The leader can lead with compassion and care and also understand hi members well. The ability to develop this compassion shows the ability to listen without judgment, not blame, and not discriminate.
How Arts Education Supports Social-Emotional Development: A Theory of Action
Author: Farrington, Camille
Date: 2020-01-00
Type: Journal Articles
Subjects: Art Education,Social Development,Emotional Development,Art Activities,Academic Standards,Elementary Secondary Education,Child Development,Reflection,Art Teachers,Adolescent Development

From 2017 to 2019, the University of Chicago Consortium on School Research and Ingenuity, a Chicago arts education advocacy organization, collaborated to examine the relationship between arts education and social-emotional development. Combining arts-specific research with multidisciplinary literature on child and adolescent development, the Consortium published a report in 2019 in which they proposed a theory for how arts learning experiences can help develop young people's social-emotional competencies. Their theory of action starts from this premise: What is usually refer to as arts education--putting on a theatre production, playing violin in the school orchestra, or creating a mural in an afterschool arts program--consists of many smaller daily experiences, or art practices, such as auditioning for a part in a play, practicing a musical piece, or learning to mix paint colors. They argue that each of these daily art practices also has social-emotional components to them. Thus art practices simultaneously offer opportunities for both artistic and social-emotional learning. Just as daily art practices are the building blocks for developing arts competencies, the social-emotional components of these art practices are the building blocks for developing social-emotional competencies.
Development of Interpersonal Mindfulness Scale-TR (IMS-TR): A Validity and Reliability Study
Author: Erus, Seher Merve
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Construct Validity,Test Reliability,Factor Analysis,Factor Structure,Attitude Measures,Interpersonal Relationship,Marriage,Parenting Styles

The purpose of this study is to develop an Interpersonal Mindfulness Scale-TR (IMS-TR) for Turkish culture. For the data collection process, four different sample groups participated in the study. To test the construct validity of the scale an exploratory factor analysis was performed. Results suggested a 13-item, two-factor solution as (1) awareness and (2) being in the moment. Two-factor structure explains 50.65% of the variance. A confirmatory factor analysis results showed good fit for two-factor solution. The Mindfulness in Parenting Questionnaire and the Mindfulness in Marriage Scale were used to examine a convergent validity and positive significant relationships were found between the scales. To test the reliability of the scale Cronbach's Alpha reliability coefficient of the overall scale was determined to be .826. To determine the stability coefficient of the IMS-TR, test-retest method was used and according to result there is a positive relationship between the scales. According to all of these results, it can be said that the IMS-TR has a validity and reliability.
Exploratory Factor Analysis of the Adapted Skillstreaming Checklist for Children with Autism Spectrum Disorder
Author: Lopata, Christopher
Date: 2020-02-00
Type: Journal Articles
Subjects: Check Lists,Factor Analysis,Factor Structure,Test Reliability,Test Validity,Rating Scales,Children,Autism,Pervasive Developmental Disorders

The Adapted Skillstreaming Checklist measures social/social-communication skills and behavioral flexibility/regulation of children with autism spectrum disorder without intellectual disability. Prior studies provided support for the reliability and criterion-related validity of the Adapted Skillstreaming Checklist total score for these children; however, no studies have examined the Adapted Skillstreaming Checklist factor structure. This exploratory factor analysis examined the factor structure and internal consistency of parent ratings on the Adapted Skillstreaming Checklist for a sample of 331 children, ages 6-12 years, with autism spectrum disorder without intellectual disability. Results yielded a correlated three-factor solution. The individual factors and total score demonstrated very good internal consistency reliability. Findings supported the presence and interpretability of three subscales, as well as derivation of a total composite reflecting overall prosocial and adaptive skills and behaviors. Implications for assessment and research are discussed.
Immigrants Can Help Improve Immunization Rates in the United States
Author: Fredricks, Karla
Date: 2019-00-00
Type: Journal Articles
Subjects: Immunization Programs,Immigrants,Incidence,Access to Health Care,Refugees,Health Promotion,Barriers,Communicable Diseases,Federal Programs,Orientation

War and other forms of conflict are frequently the culprit for disrupted immunization practices, as government attention and funding are diverted elsewhere and people are displaced due to fighting. In other instances, the causes are related to deficiencies in resources and infrastructure, such as limited quantities of vaccinations and/or insufficient cold storage in which to transport and maintain them. Challenges may also arise in the form of physical obstacles, with mountains or difficult terrain preventing delivery of immunizations to remote populations. Although these access concerns cumulatively remain the biggest barrier to achieving worldwide protection, the growing, widespread, anti-vaccination movement is sparking outbreaks of disease across the globe, reversing decades of progress in decreasing the prevalence of vaccine-preventable diseases. Once in the US, new immigrants have incentives to continue to receive recommended doses in each vaccine series. For refugees and others seeking to obtain lawful permanent residency (ie, a &quot;green card&quot;), they must complete the full complement of immunizations recommended by the US Centers for Disease Control and Prevention. In addition, in order to register for and keep their children enrolled in school, newly arrived families must comply with school vaccine requirements. Apart from these external drivers, immigrants are often internally motivated as well; they have seen vaccine-preventable illnesses in their home countries -- or heard about them from their parents or grandparents -- and desire to protect their families from these diseases.
Semiotic Reasoning Emerges in Constructing Properties of a Rectangle: A Study of Adversity Quotient
Author: Suryaningrum, Christine Wulandari
Date: 2020-01-00
Type: Journal Articles
Subjects: Semiotics,Abstract Reasoning,Geometric Concepts,Concept Formation,Mathematics Skills,Elementary School Students,Mathematics Achievement,Grade 4,Foreign Countries,Learning Processes,Mathematics Activities

Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle's properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly.
Robotics in Education: Examining Information Technology Teachers&apos; Views
Author: Aksu, Fatma Nur
Date: 2019-00-00
Type: Journal Articles
Subjects: Robotics,Information Technology,Teacher Attitudes,Private Schools,Teaching Methods,Competition,Coding,Case Studies,Positive Attitudes,Advertising,Corporations,Active Learning,Student Motivation,Public Schools,Programming,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,High School Teachers,Foreign Countries

This study examining the robotic codings and robotic tournaments from the perspectives of Information Technology (IT) teachers was carried out using the qualitative case study method. In the study, a total of 20 teachers from private schools and state schools were asked for their views. The research data collected from the IT teachers helped determine the advantages and limitations of robotic coding and robotic tournaments. The results revealed that the IT teachers generally reported positive views about robotic coding and robotic tournaments. In addition, the teachers reported that robotic coding activities arose the students' curiosity and attention. As for the negative aspects, the teachers thought that students had to perform the tasks in a very limited time; that there was no equality between the materials owned; that the environment was encouraging; that the juries did not act objectively during the scoring phase; and that the tournaments served for corporate advertising. Consequently, it was found that the students achieved active learning with the help of the robotic coding trainings and tournaments, which increased their motivations.