ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Designs the Classroom&apos;s Images? Study of Visual Culture Diversity at Three Valencian Schools
Author: Alonso-Sanz, A.
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Stimuli,Classroom Environment,School Culture,Photography,Diversity,Teacher Role,Teacher Characteristics,Student Characteristics,Cultural Influences,Elementary School Teachers,Preschools,Elementary Schools,Preschool Teachers,Immigrants,Advertising,Mass Media,Specialists,Employees

The research reported on here elaborated on the effects that images displayed on the walls have in schools as a variable in evaluating the educational quality. Mixed methods were used to analyse the images displayed on the walls of 27 classrooms to determine their provenance and authorship. The results show quantitative, qualitative and aesthetical values of the school visual culture, thanks to the numerous photographic series (resembling in graphs) which are a testimony of each classroom. After the typologies of the displayed images at the schools had been documented, it was demonstrated that images mostly come from the school products industry and from faculty members. The kind of analysis and the conclusions that were obtained could be considered in other contexts of schools with cultural diversity. Four alternatives are proposed in order to improve schools' visual culture diversity: (1) consensus between the entire educative community -- both adults and children selecting which images should adorn the classroom walls; (2) an increasing of external images, but generated by students and teachers about their personal experiences to increase the sense of belonging in the classroom; (3) a greater presence of internal images created by specialised agents, that enrich the learning processes, diversity, iconography and style of the images; and (4) the emphasis of elementary teachers' visual education to integrate images pedagogically.
Foundation Phase Teachers&apos; Points of View on the Viability of Response to Intervention in Their School Context
Author: Bester, Suzanne
Date: 2021-02-00
Type: Journal Articles
Subjects: Response to Intervention,Teacher Attitudes,Intervention,Program Implementation,Foreign Countries,Barriers,Educational Benefits,Individualized Instruction,Inclusion,Curriculum

Guided by an interpretivist paradigm, the qualitative case study reported on here provided insight into the points of view of 9 foundation phase teachers on whether they believed that Response to Intervention (RtI) could be a viable approach to implement within their own school context. A semi-structured, focus group interview was conducted to explore the participants' views regarding the viability of RtI for their school. Through exploring these teachers' views, we aimed at initiating further research into whether RtI could potentially be a viable approach to assessment and intervention within a South African context. The findings suggest that the participants envisioned numerous challenges in the implementation of RtI within their school context. These challenges related to a lack of resources and challenges associated with the curriculum. The participants envisioned such challenges as potentially preventing the effective implementation of RtI and, therefore, decreasing its viability in their school context. The participants believed that if certain challenges, such as a lack of time and a lack of qualified teaching staff could be addressed and overcome, then an RtI approach could become viable in their school context. They believed that an effective RtI implementation could yield benefits associated with improved overall service delivery to learners and their parents. Furthermore, the participants believed that RtI could potentially result in a reduced need for financial resources to pay for referrals to learner support specialists, which they perceived as a challenge in their learner support interventions. The insights obtained from this study may be useful in guiding further research endeavours into the perceived viability of RtI in other school contexts in South Africa.
Instructional Practices Affecting Learner Engagement in Blended Learning Environments
Author: Öncü, Semiral
Date: 2021-08-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Learner Engagement,Blended Learning,Educational Certificates,Computer Networks,Computer Science Education,Active Learning,Cooperative Learning,Student Centered Learning,Expectation,Value Judgment,Student Motivation,High School Students,Two Year College Students,Community Colleges,Teacher Characteristics,Gender Differences

Learners have to engage in academically purposeful instructional endeavors to be successful in school. Latest research indicates that the learners of today are not as interested in educational deeds as they need to be. Educational stakeholders should look for means to address this tendency to have a positive influence on educational results. This study explores the instructional practices that play a role in behavioral engagement (also known as involvement) of learners in schoolwork in the Cisco Certified Network Associate (CCNA) program -- an information technology certificate program. Behavioral engagement in this context refers to learners' active learning and collaboration with peers. A two-level hierarchical linear modeling was established to predict behavioral engagement from instructional practices while controlling for certain learner level (expectancy and value motivation, gender, and age) and teacher level (teaching and networking experience) variables. Learners who attended the CCNA program in the United States, totaling 773 high school and community college students, were matched specifically with 149 teachers who taught them. Student and instructor surveys were conducted online to gather data. The results show that the level of learner involvement in the program was poor, equivalent to the national student engagement survey of the period. However, if their teachers used collaborative and learner-centered practices, learners were more involved in schoolwork behaviorally. Learners were also very involved in the program if they placed a high value on the program. Female learners were not as active as male learners. In addition to the two instructional practices implied in this study, another major takeaway is that learners should be advised as early as possible about the detrimental impact of poor motivation in the program.
Undergraduate Students&apos; Use of Metacognitive Strategies While Reading and the Relationship between Strategy Use and Reading Comprehension Skills
Author: Köse, Neslihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Study,College Freshmen,College Seniors,Student Characteristics,Metacognition,Problem Solving,Reading Strategies,Reading Comprehension,Correlation,Gender Differences,Foreign Countries

Background: Lately in national and international reports, there has been an increasing interest on the significance of the development of reading skills. Countries are facing the problem of a decrease in reading habits (Niemann, 2016; Iyengar, 2007). Method: This study examines the perceived use of metacognitive strategies among undergraduate students during reading, which encompasses the use of metacognitive strategies before, during and after reading. The sample group comprised 236 students at Primary Education (PE) and Social Studies Teaching (SST), Language &amp; Literature (LL) and Sociology departments during 2014-2015 academic year. The data were collected using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and reading comprehension achievement tests (informative and narrative). Results: Overall strategy use among the sample group was &quot;high&quot;. Whether there was a significant difference among students' perceived use of strategies in reading based on gender, grade, faculty and department was investigated. The results indicated a significant difference based on gender and grade level. Finally, it was found that as the reading comprehension increased in narrative texts, so did the strategy use in overall scale as well as in Global Reading Strategies and Problem Solving Strategies sub-scales. Conclusion: The findings indicated gender differences in the use of reading strategies. It can be suggested that students be provided with reading strategies training that considers the gender differences in the use of metacognitive strategies in reading. In addition, based on the grade difference between freshmen and senior students, in favor of senior students and arising from including strategy use training in the curriculum, reading and learning strategies training could be provided for students during undergraduate education.
History Teachers&apos; Opinions about the Treatment of Values Education
Author: Ulusoy, Kadir
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Values Education,Cultural Maintenance,Teacher Attitudes,High School Teachers,Secondary School Curriculum,Textbook Content,Teacher Responsibility,Technology Integration,Family Role,Peer Influence,Foreign Countries,Moral Values,Social Values

One of the most common concepts in the field of education in the 21st century is undoubtedly values education. In addition to the procedures related to values education in schools, the acquisitions and processes related to values education are constantly updated in each curriculum. In this process, history lesson curriculums have been one of the courses in which the procedures related to education of values have been started. As well as the explanations and information in the programs, how values education is handled in the lessons, teachers' studies and observations are also important. In this study, teachers' opinions were asked about the treatment of values education in history lessons. For this reason, a study was conducted with 30 history teachers using a semi-structured interview form in October-December 2019. In the findings obtained in the study; providing alternative activity examples instead of providing only definitions and knowledge in history curriculum and textbooks, processing case studies about Turkish culture in accordance with the level, ensuring accessibility of materials in schools and providing materials free of charge, conducting activities that can prevent peer bullying, activities and operations on women's rights attention was drawn to issues such as increasing the cooperation between teacher-family and students.
Development of Candidate Teachers&apos; Problem Solving Ability with the Audience Response System
Author: Taskin, Cüneyt
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Preservice Teachers,Preservice Teacher Education,Physical Education,Audience Response Systems,Interaction,Instructional Effectiveness,Student Motivation,Technology Integration,Multiple Choice Tests,Foreign Countries

In this study, the Audience Response System was investigated as an additional tool for interaction, and its effects on the educational environment were examined. The system was implemented at the Faculty of Sports Sciences of Trakya University in the fall semester of the 2019-2020 academic year. A pre-test of 20 questions, which was asked in the educational sciences section of the public personnel selection examination and had a similar item difficulty index, was applied to the experimental and control groups prior to the implementation of the ARS. Then, the experimental group was asked to solve the educational sciences questions with the help of the ARS-supported lectures, which were delivered 4 h a week for a total of 16 h. The same implementation was imposed on the control group without the ARS support and with the classical recitation method. A post-test of 20 questions with a similar item difficulty index was administered to both groups after this test. Data were analyzed using the SPSS 25.0 package program. A t-test was used to determine the differences between the arithmetic mean of the pre-test and post-test scores of the students. Because the unequaled control group method was used in the experiment design, the &quot;ANOVA for Repeated Measurements&quot; was used for intragroup and intergroup comparisons. In conclusion, it was determined that the implementation of interactive interaction technologies in the educational environment will capture the interest of students and amplify their motivation levels. The results of the study support the conclusion that the ARS system stimulates the sensory organs in terms of understanding the subject, thereby increasing the level of learning.
Students&apos; Perception of Using Group Work in English Class
Author: Situmorang, Monica Amelia
Date: 2021-02-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Grade 10,Grade 11,Group Activities,Group Dynamics,Cooperative Learning,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Foreign Countries

Group work has become an essential part of modern methodology in teaching and learning because it offers teachers a powerful way to engage students and provides students with opportunities for cooperative learning. This study aimed to find out the students' perception of using group work in English classes. Employing a survey design involving 50 tenth and eleventh graders, it was conducted in SMA 17 Agustus 1945 Jakarta. Data were collected through a questionnaire including five indicators. The collected data were analyzed using the descriptive technique. Findings revealed that group work had a positive impact on students' attitudes. Moreover, group work enlarged their commitment in completing assignments.
Testing Breadth and Depth of Vocabulary Knowledge and Their Relationship with Vocabulary Size of EFL Students
Author: Firda, Ismi Narulita
Date: 2021-02-00
Type: Journal Articles
Subjects: Vocabulary Development,Knowledge Level,English (Second Language),Second Language Learning,Correlation,Grade 8,Junior High School Students,Word Recognition,Foreign Countries

Testing the breadth and depth of vocabulary knowledge is needed to see its effect on the vocabulary size of EFL students. The study aims to know at the relationship between the breadth and depth of vocabulary knowledge and the vocabulary size of EFL students. This research was conducted in the 8th grade of Trimulia Junior High School Jakarta. This research uses a correlational research design. The sample was 51 EFL learners. The Vocabulary Level Test (VLT) and the Words Associates Test (WAT) were administered in this study. The scores were presented with descriptive statistics for two tests of the breadth and depth of vocabulary knowledge. The results showed that the breadth and depth of the vocabulary knowledge test had a negative correlation with the L2 vocabulary size of EFL students. Using Statistic Product moment, the correlation coefficients found at 0.01 for the breadth and 0.11 for depth is included in the very weak category. So, there is a very weak correlation between the tests of breadth and deep vocabulary knowledge and the size of students' vocabulary.
Does Accounting and Finance Courses Enable Soft Skill Learning? A Mediation Study
Author: ElShaabany, Mona M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Business Administration Education,Accounting,Soft Skills,Mediation Theory,Predictor Variables,Educational Background,Readiness

Accounting and finance courses are critical to any management programs as they are relevant to other vocational courses. Does these courses help in improving soft skills also? This is a question which is not much probed in literature and is the focus of the study. The objective of the research is to analyze the effect of two independent variables (interest of students and their educational/professional background) on the soft skill learning in accounting and finance courses under the mediating effect of readiness for the course and the technical learnings from the course. The research is based on a survey of respondents from three stakeholders (students, faculty and professionals) and uses regressions to analyze single variable and multi variable mediations. The study found a suppression effect of interest of students on soft skill learning in the presence of technical learning. Also, soft skill learning was found to be positively affected by educational/professional background of students, readiness of students to take the course and technical learning, taken together. The findings of the study would enable business schools to prepare a better curriculum for enhanced learning in accounting and finance courses, which ultimately affects the three stakeholders.
Exploring Factors for English Language Learners&apos; Language Competence
Author: Shi, Hong
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Learning Strategies,Goal Orientation,College Students,Age Differences,Metacognition,Mastery Learning,Course Content,Self Esteem,Questionnaires,Second Language Learning,Measures (Individuals),Second Language Instruction,English (Second Language),Student Attitudes

This study aims to analyze the relationships among self-efficacy, strategies, and goal orientations of college-level English Language Learners (ELLs). Participants who were more than 25 years old had a lower level of strategy use than those who were less than 25 years old. Greater strategy use could result in higher level of self-efficacy and goal orientations. When mastery goals increased, use of overall strategy, compensation, cognitive, metacognitive strategy and social strategy increased. Teachers are suggested to use scaffolding, set goals and adopt assessment methods to promote ELLs' ability and mastery of class content instead of external evaluation to improve learners' self-efficacy and confidence.
Examination of the Concept of School Climate from the Perspective of Physical Education and Sports Teacher Candidates
Author: Taskin, Cüneyt
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,School Culture,Physical Education Teachers,Athletics,Preservice Teachers,Student Attitudes,Gender Differences,Instructional Program Divisions,Foreign Countries,Interpersonal Communication,Student School Relationship

School climate, which is the sum of behaviors in a school, is also defined as the character of the school. A school's climate has a significant impact on the quality of education, and on student success or failure. From this point of view, this study aims to examine the school climate from the perspectives of physical education and sports teacher candidates. To this end, the &quot;School Climate Scale for University Students&quot;, developed by Ali R. Terzi, was applied to 303 physical education and sports teaching department students with three sub-factors. The data obtained were first subjected to a structure analysis and then to the reliability validity test, and the validity of the scale was determined. According to the type of variables, independent groups t-tests, one-way analysis of variance tests, post hoc tests, or effect size (Eta-square) tests were applied. While the answers given by the teacher candidates did not differ according to gender, a significant difference was found according to the grade they were studying in (in favor of first and fourth year students).
A Review of Current Conceptual Research on Short Stories Use in EFL Classrooms
Author: Pardede, Parlindungan
Date: 2021-02-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Literature,Literary Genres,Instructional Effectiveness,Research Reports,Learning Processes,Grounded Theory

Literature use in EFL learning and teaching has regained great attention in the last decades, and among all literary genres, short stories are regarded the most effective to fuse in EFL classrooms. Conceptual research exploring the use of short stories has significantly increased. However, reviews identifying the insights and ideas concerning the what, why, and how of using short stories in EFL classrooms in these articles are still rare. Thus this paper aimed to review 14 conceptual research published in 2011-2020 and indexed in Google Scholar focusing on short stories use in EFL learning and teaching to draw a general picture of the underlying reasons and difficulties in using short stories, considerations for selecting short stories, and how to exploit short stories in the classroom. Based on the analysis employing the constant comparative method, this paper reports the results. After discussing the findings, some suggestions are recommended.
English Education Master Students&apos; Self-Regulated Learning Strategies in Academic Writing
Author: Wijaya, Kristian Florensio
Date: 2021-02-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Masters Programs,Language Teachers,Graduate Students,Writing Strategies,Writing Instruction,Academic Language,Metacognition,Learning Strategies,Content Analysis,Likert Scales,Student Attitudes,Language Proficiency,Teacher Education Programs

There is a propensity for language teachers to handicap graduate students as independent, competent, and strategic academic writers. Therefore, it is easier to discover graduate students struggling intensely to produce and publish qualified academic writing products to targeted journal articles. Due to this ubiquitous fact, self-regulated learning strategies need to be entrenched potently within L2 academic writers to enable them to become more mindful, resourcefulness, autonomous, and proficient academicians who excel in their subject-specific fields. This was a small-scale qualitative study implementing qualitative content analysis to obtain a more obvious portrayal regarding some specific phenomena taken place in one particular circumstance. To fulfill this objectivity, two research instruments were utilized in this study namely the Likert-scale Questionnaire and interview protocols to maintain the robustness of the data gathering processes. 15 English Education Master Students together with 3 selected interviewees were also invited to fill out the questionnaire and participate in the interview activities. In line with the gathered data, the qualitative results revealed that the majority of English Education Master Students have transformed into more lifelong and proficient academic L2 writers for they continuously showed greater resilience, efforts, commitment to accomplish various academic writing projects.
Case Study of the Parents&apos; Perception of the School Climate of a Rural Primary School in Tangshan, Hebei Province, China
Author: Li, Rui
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Educational Environment,Rural Schools,Elementary Schools,Educational Attainment,Parent Background,Gender Differences,Barriers,School Policy,Individual Characteristics,Teacher Role,Administrator Role

The main aim of this study was to find out the perceptions of the parents about the rural school climate. This study was set in a selected rural primary school located in Hebei Province, in China. Data were collected using questionnaires and a semi-structured interview protocol. 103 parents participated in the questionnaire and 10 parents were invited to take part in the focus group interview. The findings in the questionnaires had revealed that parents had positive perceptions of the rural school climate. Inferential statistics further showed that there was no significant difference in parents' perceptions based on education level, and the male parents' perceptions of school administrators, teachers, and students were higher than the female parents. The focus group interview further revealed that parents felt that the rural schools were unable to establish a complete school curriculum, lacked a sufficient number of teachers, had a shortfall of adequate infrastructure, had school violence, inadequate extracurricular activities, and programs.