ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Professional Development, Innovative Work and Work Commitment on Quality of Teacher Learning in Elementary Schools of Indonesia
Author: Asiyah, Siti
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Educational Innovation,Work Attitudes,Elementary School Teachers,Teacher Certification,Teacher Competencies,Performance Factors,Educational Quality,Correlation,Foreign Countries

Purpose: It is premised in this study that quality of education is largely determined by the quality of teachers, which further depends upon their continuous professional development. This study aimed to determine the effect of professional development, innovative work and work commitment on quality of teacher learning among elementary school teachers in Indonesia. Method: The research sample comprised of 100 teachers of elementary schools sampled with the help of the Slovin formula. Structured questionnaires were used to collect data. Data analysis was carried out by Structural Equation Modeling (SEM) using the SmartPLS tool. Both measurement and structural models were calculated to understand the relationships between the variables of the study. Findings: The results of this study indicate that professional development had a significant positive effect on teachers' work commitment, and that work commitment affects the quality of teacher learning. It was further found that innovative work also affected the quality of learning. Implications for Research and Practice: It has been asserted in this study that professional development of teacher by improving work commitment and innovative work improved the quality of education and produced competitive quality human resources. This shows teachers and educational institutions can plan their strategies by taking the benefit of these findings. By making use of innovation, teachers can devise various learning models to help students achieve their learning goals.
Validation of the Urdu Translation of Mental Health Continuum-Short Form (MHC-SF): Education in Perspective
Author: Faran, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Urdu,Translation,Test Validity,Psychometrics,Mental Health,Questionnaires,Foreign Countries,College Students,Test Reliability,Goodness of Fit,Well Being

Purpose: The construct of well-being using Mental Health Continuum-Short Form (MHC-SF) (Corey L. M. Keyes et al., 2008) has been studied across various cultures, validated across several populations and languages. However, there are no published psychometric properties of its Urdu version. This study is an attempt to bridge this gap. The need was felt to translate and linguistically validate the MHC-SF into the Urdu language for male and female Pakistani students. Methodology: The study had two phases: In phase, I, the Urdu translation of the MHC-SF was carried out using Mapi guidelines for the standard forward and backward translation methods. In phase II, validation of the MHCSF was determined, yielding confirmatory factor analysis. For the empirical evaluation, a sample of 712 students, including both 368 males and 344 females of undergraduate and postgraduate level with the age range of 18-28 years (M =23.58, SD= 3.35) were recruited. The psychometric evolution of the MHC-SF turned into excellent validity and reliability estimates for constructs. Moreover, strict measurement invariance was established for MHC-SF across males and females. Findings: The findings showed that the Urdu version of the MHC-SF had strong psychometric properties, and linguistically and culturally was acceptable. Thus MHC-SF was invariant at all measurement standards across males and females. Implications for Research and Practice: It is evident that this study would pave the way for positive psychology to make research available to measure the constructs more indigenously in future. Future research can utilize these psychometric properties of MHC-SF across different demographic variables.
Application of Electronic Problem-Based Learning (E-PBL) during the COVID-19 Pandemic in Entrepreneurial Attitude
Author: Munawaroh
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Problem Based Learning,COVID-19,Pandemics,Entrepreneurship,Economics Education,College Students,Positive Attitudes,Learning Motivation,Learning Strategies,Interaction,Teacher Student Relationship,Instructional Effectiveness,Foreign Countries

Purpose: The acceleration of the transformation of education and learning technology due to the COVID-19 pandemic has spawned various online learning program platforms to support and maintain the quality of graduates. The limitation of face-to-face meetings (offline) encourages many parties to develop models and applications of effective and efficient learning technology. One of them is implementing a learning model based on Electronic Problem Based Learning (E-PBL) in improving student's entrepreneurial attitudes in achieving learning competencies through web-based interactions between lecturers and students. Method: The research design uses a quantitative research approach with the use of E-PBL software on lecturers and lecturer students which aims to analyze the Electronic Problem Based Learning model by learning, learning motivation, and learning attitudes with a sample of 129 participants. Data was analyzed using Structural Equation Modeling (SEM) with SmartPLS 3.0 application. Findings: A significant influence was found of the application of the E-PBL learning model on variables like learning, learning motivation, and learning attitudes Implications for Research and Practice: The application of the E-PBL learning model can improve learning methods, learning motivation, and positive learning attitudes that are effective and efficient for students during the COVID-19 pandemic.
Using Science Education Skills to Address Controversial Topics
Author: Miller, Alyson
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Teaching Methods,Controversial Issues (Course Content),Teacher Student Relationship,Altruism,Political Attitudes,Information Literacy,Religion,Scientific Concepts,Concept Formation,Science Teachers,Barriers,Climate,Evolution,Biology,Race,Lesson Plans,Classroom Communication

Educators constantly hear the mantras &quot;develop relationships with students&quot; or &quot;add a personal touch&quot;? They know they will be better teachers if they connect with their students, but how can they if their students come from very different backgrounds than they do? How do educators find common ground? The common ground is the earth beneath their feet. This article discusses how science education skills can be used to address controversial topics. Educators gain patience, compassion, and respect when they cherish their students as fellow survivors in the struggle for existence.
Ambitious Teaching and Equitable Assessment: A Vision for Prioritizing Learning, Not Testing
Author: Shepard, Lorrie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Testing,Accountability,Equal Education,Failure,Student Evaluation,Alternative Assessment,Incentives,High Stakes Tests,Misconceptions,Role of Education,Educational Assessment,Formative Evaluation,Performance Based Assessment,Authentic Learning

According to Lorrie A. Shepard, claims that testing will serve equity very often are not true. From minimum competency tests in the '70s; basic-skills tests in the '80s; &quot;tests worth teaching to&quot; in the '90s; high-frequency, high-stakes tests in the '00s; and added layers of commercial interim tests in the '10s, it seems it has accomplished very little. She argues it is long past time to reckon with how the accountability testing strategy has failed, accepting that the country cannot incentivize its way to equity and excellence, and to redirect the efforts to assessments that support learning. It's time to value teachers, strengthen local curricula, build on the knowledge students bring to class, foster caring classroom environments, and focus on assessments that enable next steps for instruction.
Teaching L2 English with TED Talks: A Pedagogical Approach to Corpus Linguistics and Its Application to L2 Discourse
Author: Evans, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Speeches,Second Language Learning,Second Language Instruction,English (Second Language),Computational Linguistics,International Trade,Business Communication,Work Environment,Computer Software,Authentic Learning,Teaching Methods,Communicative Competence (Languages),Public Speaking,Robotics,Phrase Structure,Form Classes (Languages),Lesson Plans,English for Academic Purposes

Increased trade, commerce and business transactions at the international level are placing a substantial demand upon working professionals and college students who must learn English, the lingua franca of international business, in order to thrive in a competitive global workplace. Learning English as a second language (L2) can be a daunting task for many reasons. For instance, how does a student or teacher really know which words or phrases are the most practical to focus upon when learning or teaching? With expanding technology and tech tools (e.g., computer software, apps, etc.) widely available, more modern approaches to learning authentic discourse can increasingly be developed. Lexical chunks, or bundles, i.e., the building blocks of oral discourse, may be analyzed via corpus concordance software and serve as a useful pedagogical tool for teachers and a practical learning tool for students in the L2 classroom. Anyone today can access online corpora, making it an easy resource for L2 teachers and learners to utilize. Teachers may draw content that is suitable for the unique needs of their class, and students can form novel and autonomous linguistic conclusions instead of being spoon fed fixed textbook content. Geared towards L2 educators, this paper more specifically illustrates how corpus-based tools can be utilized to augment second language learning, helping L2 college students achieve communicative competence in their academic and professional lives.
Teachers&apos; and Gifted Students&apos; Views Regarding the Implementation of the DSC in the COVID-19 Distance Education Process
Author: Ceylan, Özge
Date: 2021-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Science,Science Teachers,Academically Gifted,Grade 7,Preadolescents,Student Attitudes,Individualized Instruction,Instructional Effectiveness,Distance Education,Electronic Learning,COVID-19,Pandemics,Curriculum Implementation,Barriers,Foreign Countries

Teachers and students had to use distance education environments due to the COVID-19 pandemic that suddenly emerged globally. This research aims at obtaining the views of gifted students who took the differentiated science curriculum (DSC) and teachers who conducted the DSC on the distance education process. The research was designed as a case study. Twelve seventh-grade gifted students (aged 11-12), a researcher teacher, and an observer teacher participated in the research. Student diaries, teacher diaries, and online focus group interviews were used to collect data, which were then analyzed with thematic analysis. It was observed that the students had parallel expectations and goals to the DSC at the beginning of the process. Moreover, they had positive and negative views on the distance education process. The students stated that they achieved their DSC goals at the end of the process and generally had positive experiences. On the other hand, the teachers drew attention to the problems arising from the educational environment, students, and curriculum in the distance education process. These problems were like communication, technical issues, lack of motivation, and timing. At the end of the process, the teachers suggested solutions to the problems. [The page rage (114-132) on the .pdf is incorrect. The correct page rage is p114-131.]
5th-Grade Students&apos; Misunderstandings and Misconceptions about Fungi
Author: Gul, Seyda
Date: 2021-08-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Misconceptions,Biological Sciences,Concept Formation,Concept Teaching,Relevance (Education),Visual Aids,Freehand Drawing,Classification,Laboratory Equipment,Foreign Countries

The fungi kingdom is among the important topics of biology, and students can develop misunderstandings and misconceptions about this subject. This study aims to determine misunderstandings and misconceptions of 5th-grade students about fungi. The participants of the study consisted of 22 (12 girls, 10 boys) fifth graders of an elementary school in Erzurum city center, which was determined by the convenience sampling method. In this qualitative study, a 'semi-structured interview form' was used. The form includes 16 open-ended questions prepared following the learning outcomes of the curriculum. The data collected in the study were subjected to descriptive analysis and the findings were presented by calculating the frequency and % values. The findings indicate that the students have misunderstandings and misconceptions on the structure of mold, yeast, and fungi, their feeding, whether they are alive, their classification, reproduction, living conditions, etc. At the end of the study, some suggestions were made on the teaching of the biology concepts with examples from daily life, usage of visual elements during teaching, more laboratory applications. It is also suggested that similar studies should be implemented with different grade levels and sample groups. [The page range (179-204) stated on the .pdf is incorrect. The correct page range is p179-203.]
Examination of Primary School Students&apos; Exam Success in Terms of Controllable Variables by Logistic Regression Analysis
Author: Yarim, Mehmet Ali
Date: 2021-12-00
Type: Journal Articles
Subjects: Elementary School Students,Children,High Achievement,Low Achievement,Tests,Predictor Variables,Socioeconomic Status,Family Environment,Family Relationship,Furniture,Books,Time Management,Parent Influence,Computer Use,Television Viewing,Foreign Countries

This descriptive research using the relational screening model aims at examining the controllable variables that affect students' exam success. In this research, the problems of whether the time spent by the students with their families, having a study desk or room at home, having a library at home and the time spent on digital screens affect student success. The research study group consists of third- and fourth-grade students from 20 primary schools in various provinces of Turkey, selected by a convenient sampling method in the years 2020-2021. Variables with the achievement evaluation exam were prepared by the field teachers for the student's exam scores and controlled by the expert teachers. The data obtained in the research were analyzed assisted by the SPSS program with descriptive and logistic regression analysis. The research results concluded that students who have a room or a desk at home, have a library at home, spend quality time at home with their family in the evenings, and feel happy at home can increase student success in primary schools.
An Investigation of Conflict Resolution Strategies for the Students of Elementary School Teacher Education Study in Online Learning during the COVID-19 Pandemic
Author: Rahayu, Galih Dani Septiyan
Date: 2021-08-00
Type: Journal Articles
Subjects: Conflict Resolution,Preservice Teachers,Undergraduate Students,Late Adolescents,Elementary Education,Social Studies,Electronic Learning,COVID-19,Pandemics,Group Activities,Group Dynamics,Cooperation,Recognition (Achievement),Social Discrimination,Gender Differences,Private Colleges,Foreign Countries

This study aims at identifying various types of conflicts experienced by students of elementary school teacher study program during online learning of elementary social studies learning courses during the COVID-19 pandemic, and determining the strategies they used to resolve conflicts they encountered . This study uses a descriptive research method with a survey design. The research participants were 4th semester students of the PGSD study program in a private university in the West Java region, totaling 243 that consisted of 182 female students and 61 male students. The instruments used in this study were interviews that were used to identify the conflicts experienced by students during online learning, and closed questionnaires that were distributed to determine the strategies used to resolve the conflicts; which were analyzed descriptively. Based on the data obtained from the interviews, it was revealed that the conflicts experienced by students during online learning were completing group assignments, bullying between students, discriminatory attitude, and acknowledging/taking goods/works of others without asking permission. Meanwhile, based on the data obtained from the questionnaires regarding the students' strategies in resolving conflicts, it was found that students used cooperative strategies in resolving these conflicts.
Emporium Developmental Mathematics Instruction: Standing at the Threshold
Author: Beamer, Zack
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Software,Student Behavior,Developmental Studies Programs,Two Year College Students,Community Colleges,Computer Uses in Education,Educational Technology,Remedial Mathematics,Teacher Role,Mastery Learning

In the Emporium Model (EM), students work toward mastery thresholds using commercial instructional software in a computer lab staffed with instructors. This qualitative case study uses classroom observations and interviews to describe instruction and student behavior in EM classrooms for developmental mathematics at one college in the Virginia Community College System. Findings indicate that the effort to reach mastery thresholds may prompt approaches among faculty and students to either overcome limitations of instructional software or misuse aspects of its design. Mastery thresholds can become subject to interpretation, as faculty may give partial credit on certain errors in their efforts to get struggling students towards benchmark scores. Additionally, this study documents how some students may develop clever strategies to exploit features of instructional software programs. This study concludes with recommendations for practitioners teaching or considering EM for developmental mathematics instruction regarding the role of the instructor and the need to anticipate misuse.
Conservatory Students&apos; Music Performance Anxiety and Educational Expectations: A Qualitative Study
Author: Okan, Hepsen
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Anxiety,Performance,Coping,Stress Variables,Foreign Countries,Self Esteem,Personality Traits,Tests,Competition,Student Evaluation,Fear

Music performance anxiety (MPA) can seriously and negatively affect musicians' performance and quality of life--physically, mentally, and behaviorally. In the present study, factors related to the MPA of students receiving classical Western music education in the conservatory in a holistic framework were examined to ascertain the physical, mental, and behavioral symptoms; temporal processes; environmental factors; coping strategies; and educational expectations and desires related to this condition. In addition to investigating causative factors in such a framework, the content analysis method was used on data collected from semi-structured interviews with conservatory students. The results show that the main causative factors of MPA included a jury's negative evaluation, attitudes, and/or behaviors; their symptoms included trembling, muscle contraction, and distraction. The main coping strategy among participants was positive self-talk; remarkably, they had no theoretical knowledge of positive self-talk. Most significantly, considering that performance is integral to musical education training, students stated that the conservatory needs to integrate into the curriculum a course, counseling, and activities that address MPA.
Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom
Author: Chairinkam, Jittiporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Teaching,Scaffolding (Teaching Technique),Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Writing Processes,Majors (Students),Scoring Rubrics,Lesson Plans,Prewriting,Undergraduate Students,Foreign Countries

This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps of writing process. The participants comprised ten English major students in writing classroom in University of Phayao selected by purposive sampling. They were classified into five expert EFL learners and five novice EFL learners according to their scores of the written paragraph they wrote before participating in the study by using writing rubric. The instruments consisted of five lesson plans through writing process and an observation form. The results analyzed by Microgenetic Analysis revealed that questioning ranked first by the total frequency of peer scaffolding all learners used, but they never applied greeting to their writing activities. However, ten learners applied various types of peer scaffolding to pre-writing activity while they hardly utilized peer scaffolding in post-writing activity. Noteworthy that both expert and novice learners were able to be scaffolders for their peers by supplementing each other's knowledge and skills because they may be expert writers in different areas, consequently they were able to produce written works by themselves.
Designing Inclusion: Using 3D Printing to Maximize Adapted Physical Education Participation
Author: Simpson, A. Chloe
Date: 2021-00-00
Type: Journal Articles
Subjects: Assistive Technology,Students with Disabilities,Adapted Physical Education,Printing,Printed Materials,Technology Uses in Education,Physical Activities,Braille,Stimuli,Tactual Perception,Equipment,Models,Self Determination

While assistive technology is often suggested as a way to increase, maintain, or improve functional ability for individuals with disabilities within physical activity (PA) settings, cost and availability of such items are often noted as barriers. In recent years, 3D printing has become available to the general public through the adoption of 3D printers in schools, libraries, and universities. Through individual design and rapid prototyping, 3D printing can support physical educators in accommodating student need for assistive technology through a multitude of modification possibilities. This article will highlight the capacity for 3D printed assistive technology within educational settings, and will illustrate how teachers, APE specialists, and other related service personnel can utilize this technology to support student success in PE and PA settings. This article will also assist practitioners with locating, uploading, and utilizing existing collections of 3D assistive technology models from open-source websites, such as Thingiverse.