ethanporcaro/eric-fulltext-meta huggingface dataset:
The Spatial Thinking Process of the Field-Independent Students Based on Action-Process-Object-Schema Theory
Author: Bintoro, Henry Suryo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Spatial Ability,Thinking Skills,Cognitive Processes,Schemata (Cognition),Problem Solving,College Students,Holistic Approach,Learning Processes,Concept Formation,Prior Learning,Cognitive Style,Learning Theories,Geometry,Geometric Concepts,Patternmaking

Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.
An Analysis of Preservice Teachers&apos; Opinions about Micro Teaching Course
Author: Hamidi, Necmeddin Berk
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Microteaching,Second Language Instruction,Student Attitudes,Public Colleges,Instructional Effectiveness,Skill Development,Classroom Environment,Classroom Techniques,Barriers,Technology Integration,Foreign Countries

The aim of this study is to examine the opinions of the preservice teachers about the micro teaching course. Study group consists of the preservice teachers who study at the Faculty of Education of a state university and have taken the micro-teaching course and study in the Foreign Languages Education Department. Qualitative research method was used in this study. Semi-structured interview technique, one of the qualitative research data collection techniques, was applied in the study. Content analysis was used in the analysis of the research data. Criterion sampling, one of the purposeful sampling types, was used for the study group included in the sample of this study. As a criterion, preservice teachers who took the optional micro teaching course were selected for the study. As a result of the study, the preservice teachers stated that the micro-teaching course helped gaining experience, increased professional skills and facilitated classroom management regarding the contribution of the education they received in the micro teaching course to the professional life. In addition, the preservice teachers who participated in the study expressed their views that they would like to take the micro teaching course again in the future.
Cultural-Historical Activity Theory (CHAT): A Structure for Examining Justice-Centered Leadership Outcomes
Author: Sumbera, Becky
Date: 2021-07-00
Type: Journal Articles
Subjects: Social Theories,Social Justice,Instructional Leadership,Transformational Leadership,Instructional Effectiveness,Leadership Training,Educational Change,Transformative Learning,Discourse Analysis,Reflection

Today's educational leadership candidates are subjects-in-process, as they learn and develop in response to rapidly changing social justice contexts with new potentials and new constraints. To prepare these candidates to lead social justice change, Educational Leadership Programs need to explore instructional approaches that grasp cultural challenges at the micro-level and interpret them against the larger historical social justice frame to perpetuate course effectiveness. In this conceptual article, the author proposes a process for analyzing course effectiveness through across-disciplinary framework, Cultural-Historical Activity Theory (CHAT). Utilizing this activity based framework to analyze current course structures will allow collective research projects to increase the effectiveness of creating action-driven justice centered leaders. The call is for all educational leadership programs to analyze their programs and social justice courses, and publish insights and their results to transform our educational system.
From Preparation to the Principalship: Towards a Framework for Social Justice in Leadership
Author: Gray, Mariama Smith
Date: 2021-07-00
Type: Journal Articles
Subjects: Social Justice,Principals,Diversity,Guidelines,Instructional Leadership,Administrator Education,Teaching Methods,Educational Policy,Political Attitudes,Leadership Training,Futures (of Society),Journal Articles

This article is a response to the clarion call for leadership preparation programs to ground their work in social justice pedagogies and policies in light of the current sociopolitical context of multiple pandemics. It includes four distinct sections. We begin with an analysis of the state of leadership preparation in California. Next, we synthesize the articles published in the CAPEA journal since 2005 that address leadership preparation frameworks for diversity and social justice to create an early framework for social justice leadership and preparation for the journal. We review social justice frameworks for both leadership preparation and practitioners. We conclude with recommendations for future submissions from our members to address the focus area of diversity and social justice.
Analyzing Indonesian Students&apos; Google Classroom Acceptance during COVID-19 Outbreak: Applying an Extended Unified Theory of Acceptance and Use of Technology Model
Author: Zulherman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Adoption (Ideas),Educational Technology,Virtual Classrooms,Technology Uses in Education,Intention,Models,Trust (Psychology),COVID-19,Pandemics,Usability,Social Influences,Internet,Political Attitudes

The primary goal of this study is to explore what makes teachers accept Google Classroom (GCR). GCR platform is an emerging technology that could support online learning activities by offering outstanding benefits such as usability, flexibility, and task adaptability. Many of the students in Indonesia have already used the GCR platform since the government has tried to provide it as a free online learning tool to support learning activities during the pandemic. However, there is limited understanding of users' behavior, especially Indonesian students' acceptance of the GCR platform. The model is tested by administering the online questionnaire to 261 university students in Indonesia. The extended Unified Theory of Acceptance and Use of Technology Model (UTAUT) model has been applied to observe users' acceptance of GCR. The result Performance expectancy (PE), Effort expectancy (EE) Social Influence (SI), Facilitating Conditions (FC), Trust of Internet (TI) and Trust of Government (TG) considerably affected users' intention to use the GCR. Moreover, Trust of Internet (TI) and Trust of Government (TG) also knowingly impacted Performance expectancy (PE).
Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam
Author: Huong, Le Thi Thu
Date: 2021-00-00
Type: Journal Articles
Subjects: Beginning Teachers,High School Teachers,Professional Development,Lesson Plans,Microteaching,Reflective Teaching,Chemistry,Science Instruction,Demonstrations (Educational),Self Evaluation (Individuals),Group Discussion,Teacher Competencies,Foreign Countries

The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1) plan a Lesson Study; (2) organize demo teaching and attend lessons; (3) self-evaluate and discuss lessons; and (4) apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.
Exploring the Multicomponent Structure of Acceptance Attitudes in Portuguese Children Using the Modified Chedoke-McMaster Attitudes toward Children with Handicaps Scale
Author: Alves, Sílvia
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Peer Relationship,Attitudes toward Disabilities,Age Differences,Gender Differences,Children,Adolescents,Psychometrics,Program Effectiveness,Program Evaluation,Student Attitudes,Foreign Countries,Factor Structure,Measurement,Goodness of Fit,Affective Behavior,Child Behavior,Childrens Attitudes

Social participation represent one of the major outcomes of inclusive education. Students with additional support needs often encountered negative attitudes of social acceptance exhibited by their typically developing peers hindering their social participation in the educational context. This study explored the multicomponent structure of Portuguese children's attitudes toward their peers with disabilities using a modified short form of the Chedoke-McMaster Attitudes toward Children with Handicaps scale (CATCH). In particular, this study aimed to: (1) determine the factor structure of the CATCH; and (2) evaluate the measurement invariance across age and gender. To identify the CATCH factor structure, exploratory and confirmatory factor analyses were conducted on data collected from 1,038 children aged 8-18 years. Analyses revealed that a modified short form of the CATCH consisting of a 20- item measure with a three-factor structure displayed acceptable fit and internal consistency indices. This model proved to be invariant across groups. The Portuguese-modified short form of the CATCH, in which cognitive, affective, and behavioral dimensions are represented, has acceptable psychometric properties and the potential to evaluate the effectiveness of educational programs designed to improve children's attitudes.
Fostering Tertiary Student Professional Mobility Skills via Convergence of the Professional Training and Foreign Language Learning
Author: Bobrytska, Valentyna I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Occupational Mobility,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Career Readiness,Professionalism,Job Skills,Study Abroad,Student Mobility,Learning Experience,Social Networks,Self Concept,Student Attitudes,Decision Making,Adjustment (to Environment),Outcomes of Education,Student Adjustment,Course Descriptions,Travel,Work Experience Programs,Foreign Countries

The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students' professional mobility and students' readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students' competence in their professional field, foreign language proficiency, students' networking skills, personality qualities, and sampled students' satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students' adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students' professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students' judgements concerning the quality of the course were complimentary.
A Study of Developing an Organizational Reputation Management Scale for Schools
Author: Tümtürk, Sinan
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Measurement,Reputation,High Schools,Private Schools,Social Responsibility,Educational Environment,Alumni,Leadership,School Administration,Foreign Countries

This study aims to develop a scale to measure the organizational reputation of especially private schools and foreign private schools in today's increasingly competitive environment. The study group of the research consists of 320 individuals who are 9th, 10th, 11th and 12th grade students receiving education in private and foreign private schools and teachers from different branches. In the development phase of the scale, exploratory and confirmatory factor analyses were conducted to ensure validity and reliability. As a result of validity and reliability studies, the Organizational Reputation Management Scale for Schools was obtained. The analysis result has revealed a scale structure that consists of 7 dimensions and 38 items. Accordingly, the dimensions to determine the organizational reputation of private schools are &quot;Social Responsibility, Commitment to School, Relations with Alumni, School Environment, Leadership, School Management, and Financial Performance&quot;. It is expected that the scale to be used by researchers and private schools will significant contributions to the literature on organizational reputation management.
Children&apos;s Views toward Their Peers with Disabilities during Early Childhood
Author: Tekerci, Hacer
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Kindergarten,Childrens Attitudes,Child Development,Peer Relationship,Physical Characteristics,Physical Disabilities,Visual Impairments,Play,Preferences,Games,Decision Making,Foreign Countries

In this study, it was aimed to examine the opinions of preschool children towards their peers with disabilities and the characteristics that affect these views. This research is a qualitative study. In the research in which qualitative data analysis techniques are used, the basic data collection source is the semi-structured interview form. The study group consisted of 68 children between the months of 36 and 72 who attend kindergarten. In the analysis of the research findings, qualitative data were evaluated by content analysis. As a result of the research; In the post-test application regarding the appearance features of dolls with disabilities, the children in the age group of 3, 4 and 5; It was seen that they made definitions in the category of &quot; describing the disability condition &quot;. In the post-test application regarding the playmate preference of the children, the majority; It has been observed that they accept dolls with disabilities as playmates on the grounds of &quot;not having experience&quot; and &quot;presence of equipment&quot; in the age group of 3, and &quot;activity content&quot; and &quot;having experience&quot; in the age group 4 and 5. In addition &quot;What games would you like to play?&quot; question's answers were evaluated, it was seen that all the children gave answers in the &quot;games adapted to the disability condition&quot; category in the post-test application.
L2 Learner Cognitive Psychological Factors about Artificial Intelligence Writing Corrective Feedback
Author: Wu, LiQin
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Error Correction,Feedback (Response),Second Language Instruction,Second Language Learning,Writing Instruction,Writing Evaluation,English (Second Language),Cognitive Psychology,Student Attitudes,Likert Scales,Undergraduate Students,Retention (Psychology),Correlation,Learning Strategies,Educational Benefits,Foreign Countries,Intelligent Tutoring Systems

Although the study of artificial intelligence (AI) used in language teaching and learning is increasingly prevailing, research on language two (L2) learner cognitive psychological factors about AI writing corrective feedback (WCF) is scarce. This paper explores L2 learner cognitive psychology of pigai, an AI evaluating system for English writings in China, from perspectives of perception, noticing, uptake, initiative, retention and emotion. It investigates the consistency between learner cognitive psychology about AI WCF and the expected one and probes into the correlation of learner cognitive psychological factors about AI WCF, aiming at bridging the gap between the research of AI WCF and that of L2 learner cognitive psychology. After a 5-point Likert anonymous questionnaire survey of 1952 undergraduate L2 learners in Anhui University of Finance and Economics (AUFE), the statistical data of Pearson correlation coefficient indicate that learner perception, noticing, uptake, initiative, retention and emotion are positively related in the context of AI WCF, which conforms to the early research of learner cognitive psychology about WCF. But one sample t-test reveals that learner cognitive psychology of AI WCF only occasionally or sometimes consists with the expected one. The subsequent random interviews with 15 respondents suggest that pigai WCF is beneficial to L2 writing, yet there is still much room for it to improve to be deeply integrated with human WCF.
Beliefs and Practices about Remote Teaching Processes during the Pandemic: A Study with Chilean Mathematics Teachers
Author: Saadati, Farzaneh
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Behavior,Online Courses,Distance Education,COVID-19,Pandemics,Mathematics Teachers,Self Efficacy,Technology Integration,Teacher Role,Gender Differences,Teaching Methods,Age Differences,Beliefs,Socioeconomic Influences,Foreign Countries,School Closing

This study determines the factors associated with teachers' beliefs and practices during the pandemic. An online instrument designed and implemented for Chilean mathematics teachers, with a total of 423 math teachers participating. The instrument is found psychometrically valid to study teachers' pedagogical-technological beliefs and their remote practices. The results show teachers' high self-efficacy levels regarding the personal use of technology, but moderate self-efficacy in integrating technology in teaching. Moreover, teachers see a much more active role for themselves than for students in online activities. Gender differences were only significant for teaching practices, where the results reported women as more active than men. Teacher age is not recognized as a factor affecting teachers' pedagogical-technological beliefs and their remote practices. Finally, the study confirms a significant influence of socioeconomic context in teachers' beliefs and practices during the pandemic. It recommends that policymakers need to provide adequate resources and knowledge to support teachers in integrating technologies in distance education, especially those working in the public sector.
The Use of Listening Comprehension Strategies in Distance Language Education
Author: Deregözü, Aysel
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Listening Comprehension,Distance Education,Gender Differences,Majors (Students),German,Foreign Countries,College Students

This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners' listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.
Developing Algebraic Knowledge: Foundation Programme Ex-Mathematical Literacy Students&apos; Perceptions
Author: Baumgartner, Wendy Lyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Skills,Mathematics Instruction,Undergraduate Students,Business Administration Education,Private Colleges,Program Descriptions,Teaching Methods,Remedial Instruction,Student Attitudes,Educational Experience,Student Needs,Course Descriptions,Numeracy,Foreign Countries

South African Mathematical Literacy (ML) learners are unlikely to have mastered the mathematical skills essential for undergraduate degree studies in Business Science and are most likely to commence tertiary studies in a foundation programme (FP). One such FP at one private higher education institution included an algebra course and provided an opportunity for such students to articulate to undergraduate degree studies in Business Science. Essentials, an algebra reteaching strategy, supported underprepared students. The perceptions of 11 students from ML were probed in semi-structured interviews on aspects influencing the development of algebraic knowledge. Four themes: &quot;introducing the ML student,&quot; &quot;beneficial aspects,&quot; &quot;aspects to address for improvement,&quot; and &quot;personal aspects&quot; emerged from deductive coding. Perceptions identified may sensitise future ML students entering higher education studies through similar pathways about previous students' experiences of FP algebra courses, and inform FP algebra course teachers about ML learners' needs during their development of academic knowledge.