ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Relationship between Attitudes towards Teaching Profession, Reflective Thinking and Individual Innovativeness
Author: Orakci, Senol
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Positive Attitudes,Student Attitudes,Student Characteristics,Undergraduate Students,Preservice Teachers,Teaching (Occupation),Reflection,Thinking Skills,Innovation,Public Colleges,Foreign Countries,Creativity

In this study, the degree to which reflective thinking and individual innovativeness predicted student teachers' attitudes towards teaching profession was investigated. The relational survey model was conducted. The study was composed of 510 student teachers from seven different state universities in Turkey. &quot;Reflective Thinking Scale (RTS)&quot;, &quot;Individual Innovativeness Scale (IIS)&quot; and &quot;Attitude Towards Teaching Profession Scale (ATTPS)&quot; were used as instruments to conduct the study. &quot;Pearson Momentler Correlation Coefficient&quot; and &quot;Multiple Linear Regression Analysis&quot; were conducted in the correlational and regression analysis. The findings revealed a strong positive meaningful correlation between attitudes towards teaching profession, reflective thinking and individual innovativeness of student teachers. The study also also found a strong positive meaningful correlation between reflective thinking and individual innovativeness.
Students&apos; Attitude towards Studying History and Teaching Practices
Author: Issar, Kriti
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,History Instruction,Teaching Methods,Relevance (Education),Learner Engagement,Career Choice,Negative Attitudes

As an academic subject taught in schools, history provides infinite opportunities to develop analytical skills, value judgment and expression of creativity. But the actual classroom reality tells a different story. The linear approach to history teaching makes the subject extremely dull, monotonous and burdensome to the students. It is this attitude towards history teaching which breeds the perceptions of history being a non-utility subject, having no relevance with the present or future. The present paper synthesizes the findings of an empirical data collected to study the attitude of students towards history and the scope of creativity in history classrooms. The data were collected through classroom observations and questionnaires in three different schools of Delhi. Data analysis highlighted that majority of students did not like studying history or pursuing history as a career choice. Classroom observations found history teaching too much textbook centric and unrelated to students' experiences. Content loaded and rigid methods of teaching history were the plausible reasons for students possessing negative attitude towards history.
Examining the Mentoring Process in Collaborative Project-Based Learning of Preservice Instructional Technology Teachers
Author: Kamali Arslantas, Tugba
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Cooperative Learning,Student Projects,Active Learning,Preservice Teachers,Educational Technology,Special Education,Students with Disabilities,Intellectual Disability,Foreign Countries

The main purpose of this study was to investigate how special education knowledge and practice can be expanded through mentoring activities. In this respect, an interdisciplinary one-to-many mentorship study with Collaborative Project-based Learning (CPBL) was conducted. The mentors were Special Education faculty members who guided preservice teachers from the Instructional Technology department. During this guiding process, the preservice teachers developed animations for teaching daily life skills to students with intellectual disability (ID). The study followed a mixed-methods design. This current study showed that mentoring with CPBL can be effective in equipping both mentors and mentees with a variety of skills. Specifically, mentoring can be an effective process for preservice teachers to construct context-specific knowledge in educating students with special needs. The study's quantitative findings showed that the mentors were successful during the mentoring process.
The Concept of Social Justice from the Perspective of University Students
Author: Demirbilek, Nesip
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,College Students,Student Attitudes,Equal Education,COVID-19,Pandemics,Foreign Countries,Civil Rights,Democratic Values,Freedom,College Environment,Social Change

The aim of this study is to reveal how university students conceptualize their perceptions of social justice. 393 university students were included as the sample of the research. An interview form was sent to the students online. The content analysis technique was used in the analysis of the data. As results, it was stated that every student is equal, opportunities are provided equally, there is no discrimination, social activities are equally benefited, every student is given the same rights, interests and needs are cared for, and every student is treated fairly. They expressed as the most unjust incidents are &quot;necessity of distance education due to the COVID-19 pandemic,&quot; &quot;getting unworthy points,&quot; &quot;discrimination,&quot; &quot;lack of justice in scoring,&quot; &quot;unfair scholarship distribution&quot; and &quot;no course exemption.&quot; In addition, since it is not in the literature, a scale can be developed regarding the social justice perception levels of students studying in higher education.
Whakamanahia te tamaiti: Honouring the Child, Honouring Equity
Author: Jones, Kay-Lee
Date: 2020-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Indigenous Knowledge,Culturally Relevant Education,Language Maintenance,Cultural Maintenance,Indigenous Populations,Social Justice,Racial Bias,Social Bias

In this article Kay-Lee Jones describes the attributes of the Te Pa o Rakaihautu school. Te Pa o Rakaihautu is unique, it is different and designed to be so. It is a 21st century pa wananga (learning village) for the whole whanau (family). Through the hallways of Te Pa o Rakaihautu one feels the mauri (essence) of the different entities that make up the pa. The beautiful portraits of individual pononga (students) are displayed, donning both traditional Maori and Western dress representing their tupuna (ancestors) and tupuna aspirations: the essence of each pononga, their mana (prestige), their strength and personality revealed for all to see. The philosophy of Te Pa reflects the notion of redefining education and redefining educational success through restoring language, and connecting or reconnecting with identity and culture. This is pono, staying true to the kaupapa; honouring the kaupapa (agenda) of true Maori potential. In terms of the life of educational environments, Te Pa o Rakaihautu is in its infancy, merely established in 2015, born out of a desire from the Maori community, particularly whanau connected to Te Ahikaroa kapa haka group and others, to create a new and different option for their tamariki (children) to be Maori and succeed as Maori. Te Pa is a place where one can be proud to be Maori, a space that may be deemed anti-racist in an education system that hasn't previously performed for Maori.
Process-Oriented Routines of Students in Heterogeneous Field Dependent-Independent Groups: A Commognitive Perspective on Solving Derivative Tasks
Author: Lefrida, Rita
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Task Analysis,Cognitive Style,Cognitive Processes,Undergraduate Students,Mathematics Education,College Mathematics,Heterogeneous Grouping,Foreign Countries,Mathematical Formulas

Students are more likely to obtain correct solutions in solving derivative problems. Even though students can complete it correctly, they may not necessarily be able to explain the solution well. Cognition and communication by the students will greatly affect the subsequent learning process. The aim of this study is to describe students' commognition of routine aspects in understanding derivative tasks for heterogeneous groups of cognitive styles-field dependent and independent. This qualitative study involved six third-semester mathematics education students in the city of Palu, Indonesia. We divided the subjects into two groups with field-independent (FI) and field-dependent (FD) cognitive styles. The first group consisted of two FI students and one FD student, and the second group consisted of two FD students and one FI student. Moreover, the subjects also have relatively the same mathematical ability and feminine gender. Data was collected through task-based observations, focused group discussions, and interviews. We conducted data analysis in 3 stages, namely data condensation, data display, and conclusion drawing-verification. The results showed that the subjects were more likely to use routine ritual discourse, namely flexibility on the exemplifying category, by whom the routine is performed on classifying and summarizing categories, applicability on inferring category, and closing conditional on explaining category. The result of ritual routine is a process-oriented routine through individualizing. This result implies that solving the questions is not only oriented towards the correct answers or only being able to answer, but also students need to explain it well.
Reading Comprehension Skills: The Effect of Online Flipped Classroom Learning and Student Engagement during the COVID-19 Pandemic
Author: Reflianto
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,English for Special Purposes,Second Language Learning,Economics Education,Undergraduate Students,Learner Engagement,Instructional Effectiveness,Online Courses,Flipped Classroom,COVID-19,Pandemics,Distance Education,Teleconferencing,Computer Mediated Communication,Foreign Countries

The Coronavirus disease (COVID-19) pandemic outbreak in the Indonesians nowadays, the public education department established the policy of the online education system to all education levels. Most educators employ an online flipped learning method to support the policy. Research aimed to measure the effect of online based-flipped classroom learning between using Microsoft Team and WhatsApp and student engagement on reading comprehension skills. The research approach was a quasi-experimental model with a 2 x 3 factorial pre-test-post-test non-equivalent control group design. The sample of this investigation was early period undergraduates of the management economics study program. Data analysis employed a two-way ANOVA test. The result confirmed that the online flipped learning scheme using Microsoft Team was better than WhatsApp in improving student engagement and reading comprehension skills. We advise English lecturers to apply better online media services, pay attention to the completeness of the learning features and train their competence in implementing distance learning to use compatible synchronous flipped classroom teaching based on internet technologies.
Research Capability: Early-Career Academics&apos; Perception of Doctoral Studies
Author: Mydin, Faridah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Doctoral Students,Student Attitudes,Student Research,Research Skills,Skill Development,Scholarship,Research Training,Supervision

The purpose of doctoral education is not only to produce a thesis but also to develop graduates who are highly competent in research, publications and the norms and values of being a researcher. Only a handful of studies have examined early-career academics' perceptions of doing research at the doctoral level. This exploratory qualitative study sought to fill the gap and contribute to understanding of factors contributing to early career academics' research capability development. Semi-structured interviews were used to explore in-depth the issues concerning research, publication, supervision, and networking among early career academics. The data were collected from 19 early-career academics in the first year of their career, who are attached with different universities and in different disciplines in Malaysia. The findings from the thematic analysis identified that supervision, individual's participation in scholarly research activities, and institutional formal learning supported the development of the participants' research capabilities. Although the PhD programme lay emphasis on independent learning, it should be seen as a process that occurs in phases; hence, the research courses offered and support from the supervisor are important to assist the transition to becoming an independent scholar. Based on the findings of the study, it is recommended that universities be more sensitive to the demands and expectations of academic career so that the PhD programmes offered do not merely focus on research but also develop the skills required of future academics at university.
Research Trends in Technological Pedagogical Content Knowledge (TPACK): A Systematic Literature Review from 2010 to 2021
Author: Irwanto, Irwanto
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Teaching Methods,Research Reports,Cross Cultural Studies,Trend Analysis,Educational Trends

In recent years, integrating technology into education continues to attract more attention along with the rapid growth of information and communication technology. In the literature, teachers' technological pedagogical content knowledge (TPACK) plays an essential role in successfully integrating technology into teaching and learning contexts. This study aims to provide a comprehensive view of prior literature and some possible directions for researchers and educators for further TPACK studies. A total of 106 papers were chosen from the Springer database and synthesized. Frequency of annual publications, number of documents with and without TPACK in the title, research methods, number of authors, major contributed countries, most cited papers, and most productive journals in TPACK research were reviewed. The results showed that TPACK has continued to receive attention from researchers in the past decade. Among the reviewed publications, each of the 53 documents included the term TPACK in the title and abstract. To date, qualitative methods were more frequently adopted in TPACK research than quantitative, mixed, and non-empirical methods. Most papers published in TPACK research have two authors. When ranked by country, the US has the highest contribution compared to other countries in this field, followed by Turkey, Australia, Singapore, and Taiwan. The authors with the most cited papers were Min-Hsien Lee and Chin-Chung Tsai with 210 citations. Based on the number of articles published in TPACK, &quot;The Asia-Pacific Education Researcher&quot; and &quot;TechTrends&quot; seemed to be the most contributing journal in this field.
To Whom Are You Writing? Examining Audience in L2 Textbook Writing Activities
Author: Kalfut, Thamer
Date: 2021-00-00
Type: Journal Articles
Subjects: Audience Awareness,Textbooks,Textbook Content,Textbook Evaluation,Models,Writing Skills,Second Language Learning,English (Second Language),Writing Exercises,High School Students,Secondary School Curriculum,Foreign Countries

A sense of audience is important in the development of student writing (Many &amp; Henderson, 2005). Research shows students need to consider an audience's attitudes, beliefs, and expectations to be effective writers (Midgette, Haria, &amp; MacArthur, 2007). Therefore, students need learning opportunities in L2 classrooms to develop this ability. Yet, the incorporation of audience in L2 textbook writing activities has not been sufficiently addressed. This study examined textbook activities to whom students write based on parameters of audience influence proposed by Grabe and Kaplan (1996, 2014). Writing prompts from six high school textbooks in Saudi Arabia were analyzed. The results indicate prompts instruct students to write to a single reader, known/unknown readers, as well as write about general topics. However, prompts do not provide information for students about three parameters (age, gender, and social status) which are necessary ingredients in developing a writer's sense of audience and play a significant role on textual variations. This study also modified a model of audience that can be used for textbook evaluation. The findings benefit textbook developers and teachers by motivating them to consider parameters of audience influence when they design lessons and materials for L2 writing classrooms.
The Effectiveness of Multiplex Teaching Method in Mastering Vocabulary for Deaf Students
Author: Subasno, Yohanes
Date: 2021-00-00
Type: Journal Articles
Subjects: Deafness,Vocabulary Development,Students with Disabilities,Total Communication,Special Schools,Lesson Plans,Intervention,Program Effectiveness,Foreign Countries,Communication Skills,Elementary School Students,Sign Language,Pictorial Stimuli,Written Language,Oral Language

This study aims to measure the effectiveness of &quot;multiplex teaching method&quot; in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline, intervention, and maintenance phase (A-B-A' design). The research subjects consisted of two deaf students in special school of SLB Bhakti Luhur Malang, Indonesia. In addition, a special education teacher and an observer were involved in this study. The intervention instrument comprised five lesson plans (LP), each containing a vocabulary of four words. The data were analyzed using intra-condition and inter-condition graphical inspection with a focus on data stability, trends, and score changes. The effectiveness was determined by the Percentage of Non-Overlapping data (PND). The change of score from A'/A achieved by Subject-1 was 7.86 points, while Subject-2 obtained 7.68 points. Subject-1 obtained an average PND B/A of 100% and average PND A'/B of 82.5%. Subject-2 achieved an average PND B/A of 99% and PND A'/B of 90%. Thus, multiplex teaching method is very effective in helping deaf students master vocabulary.
A Theoretical Review on the Need to Use Standardized Oral Assessment Rubrics for ESL Learners in Saudi Arabia
Author: Alaamer, Reem Aamer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Scoring Rubrics,Oral Language,Standardized Tests,Language Skills,Grading,Language Tests,Evaluation Methods

There is a growing need for standardized oral assessment rubrics in learning institutions. This is linked to the growing number of ESL learners not only in Saudi Arabia but other parts of the world. To assess the need to use standardized oral assessment rubrics, this particular study explores various peer reviewed articles that support the use of standardized rubrics while assessing oral skills among ESL learners in Saudi Arabia. Standardized rubrics give students a reference point in regards to what is expected while learning oral skills. As a result, students are able to work towards improving their skills to meet the standards of the rubric. Various scholars have given different definitions for the term rubric. In all the definitions, grading criteria is a common feature. Some experts have stated that, modern rubrics should go beyond grading to guiding students in understanding their expectations in oral tests. When developing standardized rubrics, teachers should ensure that the rubrics meet the required validity and reliability to assist ESL learners in meeting their goals. Literature shows that there is a gap in the current oral assessment rubrics in Saudi Arabia, and it requires a prompt review. Therefore, developing a standardized rubric should take a multidisciplinary approach. Scholars and experts teaching ESL students must be consulted to ensure all important factors are considered and incorporated in the standardized rubric.
The Impact of the COVID-19 Pandemic on Online Learning in Higher Education: A Vietnamese Case
Author: Duc-Long, Le
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Online Courses,Higher Education,Technology Integration,Educational Development,Teaching Methods,Attitude Change,Universities,Undergraduate Students,College Faculty,Foreign Countries

The article mentions the impact of the Coronavirus disease (COVID-19) pandemic on online learning in Vietnamese higher education in 2020. This is a qualitative case study, by using in-depth interviews to explore the changes in the perception, methods, and orientation of online learning of students and lecturers at a key pedagogical university when experiencing the three COVID-19 outbreaks in Vietnam. The findings show that the COVID-19 pandemic has a positive impact on the developmental orientation of online learning at the Vietnamese higher education level. Even though at the time of an outbreak, opposition and dissatisfaction with online learning occurred; but through the three outbreaks, together with the efforts of lecturers and students, online learning in Vietnam has recorded remarkable achievements. This is a prerequisite for the development of online education and the innovation of digital technology in education.
The Importance of Context in Social Justice Leadership: Implications for Policy and Practice
Author: King, Fiona
Date: 2021-00-00
Type: Journal Articles
Subjects: Context Effect,Social Justice,Instructional Leadership,Principals,Elementary Schools,Foreign Countries,Administrator Attitudes,Self Efficacy,Ideology,Administrator Responsibility,School Culture

This article contributes to the evidence base on the significance of context in enacting social justice leadership. It draws on data from the International School Leadership Development Network of 20+ countries who adopted a common qualitative approach involving interviews with principals identified as being social justice leaders. The article focuses on four case studies of Irish principals in varying primary elementary school contexts. Findings reveal local contextual features significantly impacted principals' perceptions, actions, and self-efficacy as social justice leaders. While the actions and motivation of the principals is similar, two of the principals, working in school contexts where the values and norms are not consonant with broader society, appear to lack confidence in their practice of social justice leadership. This article extends the existing evidence base by arguing for enhanced critical consciousness of all stakeholders related to the personal, institutional and community contexts in schools. It recommends a more flexible and iterative process of policy development to facilitate a more nuanced understanding of the cultural and ideological struggles in schools. Finally, it calls for governments and policy makers to take responsibility for and support disadvantaged communities as education alone cannot solve the issue of inequity.