ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students' Motivation toward Physics Learning Outcome
Author: Nadrah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Models,Educational Games,Competition,Physics,Outcomes of Education,Quasiexperimental Design,Student Motivation,Questionnaires,Likert Scales,Science Tests,Achievement Tests,Statistical Analysis,Comparative Analysis,Teaching Methods,Conventional Instruction,Hypothesis Testing

This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and conventional learning model. Motivation as moderator variable was divided into two factors, namely high and low learning motivation. The dependent variable was physics learning outcome. The instrument was a questionnaire of motivation to learn physics used to measure the motivation of students. Whereas physics achievement test was used to measure the physics learning outcome of the students. There were 36 students of class X in SMAN 2 Makassar taken using random sampling techniques as the research samples. The data were analyzed using two ways of ANOVA. There were some findings of this research. First, the physics learning outcome of the students taught using cooperative learning model TGT was higher than students taught using conventional learning models. Second, the physics learning outcome of students who had high motivation to learn physic and were taught using cooperative learning with TGT was higher than students taught using conventional learning model. Third, the physics learning outcome of students who had low motivation to learn physic and were taught using cooperative learning with TGT was not significantly lower than students taught by conventional learning model. However, the learning outcome between those two learning models were significantly different with a = 0, 05. Fourth, there was a significant interaction effect between learning model and motivation toward physics learning outcome of the students.
The &quot;Teachers Diploma Program&quot; in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers' and Students' Strengths and Challenges in the Context of a School-Based Psychosocial Support Program
Author: Kaljee, Linda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Teacher Competencies,Capacity Building,Integrated Services,Program Effectiveness,Program Evaluation,At Risk Students,Focus Groups,Control Groups,Experimental Groups,Observation,Interviews,Performance Factors,Barriers,Program Implementation,Educational Environment,Educational Resources,Teacher Student Relationship,Parent Teacher Cooperation,Faculty Development,Skill Development

In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers' Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed support to students and enhance their learning environments. During initial implementation of the Teachers' Diploma Program in Zambia (2013-2016), qualitative data was collected as a part of larger outcomes and process evaluation. In the current paper, these qualitative data are presented to describe baseline challenges and strengths within the Zambian government school system and early indicators of change during the first ten months of program implementation. These in-depth data provide both teachers' and students' experiences and perspectives and are being utilized to further strengthen the Teachers' Diploma Program as the Zambian Ministry of Education, Science, Vocational Training and Early Childhood moves forward with plans to implement the training at a national level in colleges of teacher education.
Factor Structure and Reliability of Test Items for Saudi Teacher Licence Assessment
Author: Alsadaawi, Abdullah Saleh
Date: 2017-00-00
Type: Journal Articles
Subjects: Factor Structure,Test Items,Test Reliability,Teacher Certification,Gender Differences,Factor Analysis,Test Bias,Multiple Choice Tests,Teacher Evaluation,Computer Science Education,Foreign Countries,Licensing Examinations (Professions)

The Saudi National Assessment Centre administers the Computer Science Teacher Test for teacher certification. The aim of this study is to explore gender differences in candidates' scores, and investigate dimensionality, reliability, and differential item functioning using confirmatory factor analysis and item response theory. The confirmatory factor analysis results for 6 371 examinees' scores of 66 multiple-choice items when grouped into three content domains showed that the test data were unidimensional (ability, trait). The domains were highly correlated (0.883 to 0.949) within this dimension. Data reliability estimated through latent variable modelling was acceptable at 0.848. Gender results for DIF signalled 13 items, five cases against males and eight cases against females; a finding of some balance in DIF direction against males and females. The study results confirm the validity of the Computer Science Teacher Test and support further refinement of multiple forms of the test.
Construction of High School Students' Abstraction Levels in Understanding the Concept of Quadrilaterals
Author: Budiarto, Mega Teguh
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Mathematical Concepts,Concept Formation,Social Influences,Cultural Influences,Qualitative Research,Interviews,Geometric Concepts,Abstract Reasoning,Foreign Countries

The purpose of this study was to examine the abstraction thinking or the vertical reorganization activity of mathematical concepts of high school students while taking account of the abstraction that was constructed earlier, and the socio-cultural background. This study was qualitative in nature with task-based interviews as the method of collecting the data. It involved 62 high school students, and conducted for one year. The study focused on activities related to how the subjects grouped plane figures, recognized the attributes of each two plane figure, recognized the relation among them based on their attributes, defined plane figures, connected their attributes, as well as constructed the relations among plane figures. The results indicates that the abstraction level of high school students in constructing the relations among quadrilaterals consists of concrete visual level, semi-concrete visual level, semi-abstract visual level, and abstract visual level, together with indicators of each level. Therefore, the researchers suggest that it is necessary to design a learning activity that facilitates the four levels of abstraction, so that a student might increase his/her level of abstraction.
Barriers to Use of Educational Technology in the Learning Process of Primary School Students in District 13 in Tehran
Author: Doshmanziari, Esfandiar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Educational Technology,Learning Processes,Primary Education,Geographic Location,Field Studies,Elementary School Teachers,Questionnaires,Data Analysis,Correlation,Regression (Statistics),Hypothesis Testing

The aim of this study was to examine the barriers to use of educational technology in the learning process of primary school students in district 13 of Tehran. This research in terms of purpose is practical, in terms of the title characteristics of the research is descriptive, and in terms of data collection method is a field research. The statistical population is 350 people, consisted of all primary school teachers and administrators for girls in district 13 of Tehran in the academic year of 2016-2017. Random sampling was simple and available. The sample size was calculated about 124 people based on Cochran formula. In this research, a questionnaire was used to collect data. Content validity of the questionnaire was approved by using expert and corrective opinions of some teachers and subject specialists, and to determine the reliability of the questionnaire the Cronbach's alpha coefficient was used. In order to analyze the collected data, the proportional statistical tests such as correlation coefficients and regression analysis were used that in this regard, the spss statistical software was used. The research results showed that 4 human, cultural, and physical factors and courses content can create barriers in the use of educational technology in the process of student learning.
A Study of the Relationship between Key Factors of Academic Innovation and Faculties' Teaching Goals--The Mediatory Role of Knowledge
Author: Mohammadi, Mehdi
Date: 2017-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Educational Innovation,Predictor Variables,Pedagogical Content Knowledge,Technological Literacy,Performance Factors,Correlation,Behavioral Objectives,College Faculty,Likert Scales,Questionnaires,Teacher Surveys,Foreign Countries

The following research tries to study the Relationship between key factors of academic innovations and faculties' teaching goals with the mediatory role of their pedagogical, technological and content knowledge. The statistical population in this research included faculty members of Shiraz University. By simple random sampling, 127 faculty members were selected. The research instruments included of Academic Innovation Factors scale, Knowledge scale and Teaching Goals inventory. The data was analyzed, by structural equation model. Results showed Academic innovation key factors are positive predictor of various faculty members' teaching goals. Academic innovation key factors are positive predictor of faculty members' knowledge. Academic innovation key factors with the mediatory role of faculty members is positive predictor of faculty members' teaching goals.
Students Evaluation of Faculty
Author: Thawabieh, Ahmad M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Gender Differences,Grades (Scholastic),Expectation,Statistical Significance,Predictor Variables,College Students,Foreign Countries,College Faculty,Institutional Characteristics

This study aimed to investigate how students evaluate their faculty and the effect of gender, expected grade, and college on students' evaluation. The study sample consisted of 5291 students from Tafila Technical University Faculty evaluation scale was used to collect data. The results indicated that student evaluation of faculty was high (mean = 4.14, S.D. = 0.79) and there were statistically significant differences in students' evaluation attributed to students' gender, college and expected grade in the course.
The French-Farsi Simultaneous Early Bilingualism in an Iranian Child--Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child
Author: Jalilian, Sahar
Date: 2017-00-00
Type: Journal Articles
Subjects: French,Bilingualism,Indo European Languages,Age Differences,Vocabulary Development,Parent Child Relationship,Foreign Countries,Infants,Toddlers,Second Language Learning,Language Acquisition,Parent Attitudes,Family Environment,Bilingual Education,Audio Equipment,Statistical Analysis

In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat's principle of &quot;one parent-one language&quot; (1913), the parents have formed the child's basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign language. The data is collected from audio files recorded in the period between 18 and 36 months old of the child, containing her everyday interactions with her parents. Through the analysis of the data with the purpose of studying the changes of the presence of the minority language words, i.e. French, in the child's sentences at different ages, questions are raised regarding the conditions of a persistent presence of both languages and the reason due to which one language positions as a minor means of communication, observing parental attitudes and environmental issues that can influence the language acquisition procedure.
A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction
Author: Goodridge, Wade H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering Education,Computer Graphics,Delivery Systems,Online Courses,Conventional Instruction,Intermode Differences,Synchronous Communication,Cognitive Style,Learning Strategies,Student Surveys,Feedback (Response),Observation,Grades (Scholastic),Distance Education,Quasiexperimental Design,Pretests Posttests,Intervention,Questionnaires,Preferences,College Students,Instructional Effectiveness,Measures (Individuals)

The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb's learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population's prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.
Engaging Feedback: Meaning, Identity and Power
Author: Sutton, Paul
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Instructional Effectiveness,Discourse Analysis,Written Language,Writing Evaluation,Student Experience,Student Attitudes,Semi Structured Interviews,Self Concept,Power Structure,Teacher Student Relationship,Undergraduate Students,Foreign Countries,Qualitative Research,Sociolinguistics,Grades (Scholastic),Barriers,Language Usage,Criticism,Tutors,Individual Power,Learner Engagement

This paper uses a methodology that synthesises an Academic Literacies approach and Critical Discourse Analysis to explore student experiences of feedback on written assessments in two higher education institutions. The qualitative analysis of student interviews is oriented around three topics: (1) the socially situated meaning of feedback; (2) feedback and self-identity; and (3) the power/knowledge relations of learning and teaching. In the purposeful dialogue created by interviewer and interviewee, emergent themes of concern to students are critically analysed to capture something of the complexity of feedback as a genre of academic communication. We conclude that feedback literacy is characterised by diversity and difference; that there are different levels of engagement with feedback; and that there is no universal formula for producing effective feedback.
The Failure of the U.S. Education Research Establishment to Identify Effective Practices: Beware &quot;Effective Practices Policies&quot;
Author: Pogrow, Stanley
Date: 2017-01-23
Type: Journal Articles
Subjects: Educational Research,Best Practices,Educational Policy,Educational Practices,Scientific Methodology,Test Validity,Research Reports,Educational History,Evidence Based Practice,Program Effectiveness,Research Problems,Research Utilization,Academic Standards,Educational Administration,Research Methodology

One of the major successes of advanced quantitative methods has been its seeming ability to provide unbiased determinations of which education practices are effective for education in general and for improving the educational achievement and opportunity of the neediest students. The power of this methodology as applied in the top education research journals has led to periodic implementation of federal and state &quot;effective practices policies&quot;. In such policies the government or its proxy determines which programs are effective and then requires or encourages schools to spend its funds exclusively on those proven programs. For example, the federal Investing in Innovation (i3) initiative requires those applying for its largest dissemination grants to have had their intervention validated as effective by the What Works Clearinghouse (WWC). Some are now even advocating that all expenditures of federal funds by school districts be restricted to purchasing programs that research has proven to be effective, i.e., that they work. While this seems like rational policy on the surface, between 1998 and 2002 I produced a series of articles that showed that the most research validated program to develop the reading skills of students born into poverty was not actually effective in practice. Was this dichotomy between published research proving something to be effective and what was happening in the real world an anomaly or a more widespread problem? This article (a) analyzes in easy-to-understand language the validity of the gold standard scientific methodology used by the top research journals and WWC to determine whether practices are effective, and (b) examines the history of &quot;effective practices policies&quot; and their actual effectiveness. I conclude that the increasingly sophisticated methods used to assess the effectiveness of practices (a) are flawed and exaggerate actual effectiveness, and (b) do not provide the type of information practitioners need. As a result, research on effective practices tends to mislead rather than inform practice and are a major reason why efforts to reform high-poverty schools have had limited success. I therefore conclude that &quot;effective practices policies&quot; should not be implemented. I then suggest ideas for reforming the scientific process used to assess the effectiveness of education interventions.
Principals' Perceptions of Public Schools' Professional Development Changes during NCLB
Author: Wieczorek, Douglas
Date: 2017-02-06
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Faculty Development,Geographic Location,Socioeconomic Status,Hierarchical Linear Modeling,Educational Legislation,Federal Legislation,Elementary Secondary Education,National Surveys,Accountability,Standards,Outcomes of Education,School Districts,Statistical Analysis,Case Studies,Elementary School Teachers,Low Income,Minority Group Students,Educational Change,Secondary School Teachers,Middle School Teachers,Teacher Attitudes,Likert Scales,Regression (Statistics)

This study investigated public school principals' reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels of teacher involvement and alignment of professional development with standards, student learning outcomes, school goals, resources, and district goals during No Child Left Behind (NCLB). Using two-level, Hierarchical Generalized Linear Proportional Odds modeling (HGLM-PO), and three pooled waves of a national sample from the Schools and Staffing Survey (National Center for Education Statistics, 2000, 2004, 2007), I implemented a quantitative, repeated cross-sectional, self-report, extant secondary survey analysis design. Principals reported a decrease in teachers' planning and presentation of professional development during NCLB implementation across all settings, indicating a potential reduction in teachers' participation in the professional development process. Principals who worked in urban, elementary, low-SES, and high minority school contexts were more likely to report teachers' participation in the planning and presentation of professional development, but were also more likely to report an increase in the direction and alignment of professional development with school and district goals, standards, student achievement outcomes, and resources. There is evidence that a school community's location, socioeconomic status, and school demographics plays a role in how schools may interpret accountability environments and implement teachers' professional development. In all settings, school leaders need to purposefully focus on and retain collaborative professional development practices with teachers in the context of continued accountability pressures.
Identifying Scalable Policy Solutions: A State-Wide Cross-CDlassified Analysis of Factors Related to Early Childhood Literacy
Author: Vagi, Robert L.
Date: 2017-02-06
Type: Journal Articles
Subjects: Early Childhood Education,Emergent Literacy,Educational Policy,State Policy,Grade 3,Performance Factors,Minority Group Students,Policy Analysis,School Statistics,Data Analysis,Predictor Variables,Academic Achievement,Achievement Gap

Given the critical role that literacy plays in children's academic and personal development, policymakers have increasingly focused on policies related to early childhood literacy, particularly among poor and minority students. In this study, authors use a census of data from Arizona, a state with a large and growing population of traditionally low-performing demographic groups, to identify school, district, and community health factors that plausibly influence third grade literacy rates. Authors find two independent measures of student attendance related to school-level reading achievement after controlling for a variety of factors that have been identified in previous studies of student achievement. The findings indicate that policies aimed at increasing school-level attendance rates may be effective and inexpensive approaches to increasing childhood literacy rates.