ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents, Teachers, Special Teachers, and School Principals: Which One Matter in Driving the Success of Inclusive School in Indonesia?
Author: Ummah, Umi S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Needs Students,Foreign Countries,Inclusion,Special Education Teachers,Cooperation,Principals,Educational Environment,Parent Role

Managing quality education primarily for children with special needs has been a challenge for the Indonesian government, and it has enhanced attention among scholars. This study aims to investigate the determinant factors driving the success of the implementation of inclusive education in Indonesia. This study involves the variables that directly link with the implementation of inclusive education, including teachers, school principals, and parents. The research involved a mixedmethod approach to reach a deeper understanding of this phenomenon. This study started with quantitative data and was followed by qualitative analysis. The data were collected using questionnaires and further conducted in-depth interviews for selected informants in East Java of Indonesia. The results indicate that the highest supports come from special teachers, followed by parents and teacher in other subjects. Surprisingly, school principals take the lowest rank for implementing inclusive education in East Java of Indonesia. The implication of this study is to collaborate between parties can enhance the success of inclusive education implementation in Indonesia.
Blogging as an Instrument for Co-Creation and Collaborative Learning in University Education
Author: Medero, Gema Sánchez
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Students,Student Journals,Web Sites,Electronic Publishing,Teamwork,Learning Processes,Cooperative Learning,Active Learning,Student Motivation,Technological Literacy,Information Dissemination,Teaching Methods

A number of university educators decided to implement an experience &quot;pilot&quot;: the co-creation of a blog with students in which they disseminated some topics of the subject &quot;Spanish political system&quot;, taken as part of a joint honors degree in law and political science from the Faculty of Political Sciences and Sociology of the Complutense University of Madrid. Four professors and 42 students participated in this experience. In the first phase, the students, under the supervision of the professors, collaboratively developed each of the assigned topics. To do so, the professors explained the dynamics, provided them with a series of resources, trained them in collaborative work techniques, supervised the whole process, and resolved all their doubts. In a second phase, they jointly evaluated one subject to see the possible deviations that had occurred with respect to the initial model, in order to be able to correct them in the rest. In addition, the professors conducted a student survey to measure teamwork and the impact of the blog, the results of which were shared with the participants and at specialized conferences. Thanks, this pilot program has shown that blogging is an important technological tool for the transformation and improvement of teaching and learning processes, and that it encourages the active role of students and promotes their collaborative learning, generating knowledge with and for students.
Empowering College Students to Decrease Digital Distraction through the Use of Self-Regulated Learning Strategies
Author: Wang, Chih-Hsuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Empowerment,College Students,Attention Control,Learning Strategies,Self Control,Academic Achievement,Handheld Devices,Internet

Most college students have grown up using technology and consequently, they are proficient with its many uses and applications. The use of this technology provides many benefits to college students' learning, both in and out of the classroom. However, despite the numerous benefits of technology, these digital activities can also lead to much digital distraction. Digital distractions may include Internet surfing, watching movies, checking texts, reading, and sending emails, and perusing social media. These digital distractions often result in limited attention and engagement during class, as well as less learning and academic achievement overall. Digital distraction can result from such factors as anxiety and depression, motivational variables, the need to keep up and the fear of missing out, emotional numbing and procrastination as well as an overreliance on multitasking. It is suggested here that the use of self-regulated learning (SRL) strategies may be effective in assisting college students in avoiding digital distractions, both in and out of the classroom. SRL strategies include forethought, planning, activation; monitoring, control and reflection on the learner's cognition, motivation/affect, and behavior. Through the use of these SRL strategies, college students may be taught to decrease digital distractions and, thus, experience higher levels of learning and academic performance.
Promoting Voluntary Use Behavior of Learning Management Systems among Tutors for Blended Learning in Distance Higher Education
Author: Bervell, Brandford
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Management Systems,Tutors,Blended Learning,Distance Education,Teacher Behavior,Teacher Attitudes,Predictor Variables,COVID-19,Pandemics,Expectation,Social Influences,Higher Education,Tutorial Programs

Contemporary distance higher education is hinged on modern technologies to deliver purely online and blended modes of learning mostly through learning management system (LMS). This is to bridge the transactional gap between students and instructors as well as among students themselves. However, the use of technologies such as LMS for dispensing distance tertiary education is at a cross-road of mandatoriness or voluntariness of use. Nonetheless, current literature supports the voluntary use of LMS by instructors in order to foster positive attitudes and personalization among instructors. Based on this, there is the need to unravel the determining facts that promote voluntary usage of LMS among tutors. This study thus, employs a quantitative approach based on a survey design to purposively collect data from 267 tutors in a blended distance education setting using a questionnaire. Generalized structural component analysis technique was adopted for structural equation modelling. Results from a structural equation modelling revealed that performance expectancy, effort expectancy, facilitating conditions, and social influence, all determine tutors' voluntariness of use of LMS for blended learning in distance education. Additionally, voluntariness of use predicted actual LMS use behavior among tutors. On the basis of the results, recommendations were made to reflect theory, policy and practice of voluntary integration of LMS by tutors for blended learning in distance education.
STEM Problem-Based Learning Module: A Solution to Overcome Elementary Students&apos; Poor Problem-Solving Skills
Author: Martaningsih, Sri T.
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Problem Based Learning,Problem Solving,Elementary School Students,Grade 4,Foreign Countries,Curriculum Design,Learning Modules

Problem-solving skills are required to solve difficulties encountered in daily life. These skills are important but rarely mastered by fourth grade elementary school students. One explanation for this is that the learning tools have not been specifically designed to help pupils develop their problem-solving skills. The purpose of this research and development project was to generate a valid STEM-PBL module using the ADDIE procedure (analysis, design, development, implementation, and evaluation). The content validity was evaluated by a science learning expert, a learning technology expert, and a language expert. Construct validity was determined through an experimental study conducted with a group of students. The Likert scale was used to assess the product and the Content Validity Index (CVI) of the instrument was analyzed. The students' problem-solving skills were examined using a multiple choice test. The paired sample t-test was used to determine the differences in students' problem-solving skills following the module's implementation. The STEM-PBL module was successfully developed for fourth graders of elementary school. This module integrates the STEM's components as well as problem-based learning syntax. The module is arranged according to the characteristics of elementary school students, namely self-instruction, self-contained, stand alone, adaptive, and users friendly. The module was declared valid in terms of content by a science learning expert, a educational technology expert, and a linguist. The application of the module indicates differences in the research participants' pretest and post-test scores. The module includes practical tasks and problem-solving discussions that aid in the development of problem-solving skills.
Thomas Coram: The Life and Times of a Research Unit at the Institute of Education (London)
Author: Brannen, Julia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational History,Research Methodology,Barriers,Social Science Research,Public Policy,Financial Support,Federal Aid,Child Welfare

For nearly 50 years, the Thomas Coram Research Unit (TCRU) has been integral to the IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). This article is written from the perspectives of four researchers who have served in the TCRU's formative years and over its lifetime. It chronicles the TCRU's history and meaning, situating these reflections within the wider and much changed context of academia, politics and society. It begins with an overview of the TCRU's origins as a dedicated government-funded research unit in 1973, the rationale and aims of its founder and first director, Jack Tizard, and the TCRU's subsequent evolution, and its work in the fields of childhood, families and children's services. This is followed by a consideration of some important features of the TCRU, which have created its distinct identity, for example multidisciplinarity, working with mixed methods, international collaborations, a convivial and collegiate environment and a continuing capacity to generate new ideas and directions for research. The article also reflects on some of the challenges faced by the TCRU and how it has responded to them. The article concludes by considering whether there is still a place today for a dedicated, university-based social research unit with a long-term and strategic orientation.
Validation of the Scale on Pre-Service Teachers&apos; Digital Competence to Assist Students with Functional Diversity
Author: Masalimova, Alfiya R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Preservice Teachers,Digital Literacy,Test Reliability,Students with Disabilities,Factor Analysis,Undergraduate Students,Foreign Countries

One of the objectives of education is to provide diverse pupils with proper educational opportunities. It is anticipated that the night instructors will have this equipment. In this study, validity, and reliability evaluations of the scale to be used to identify digital competence in prospective instructors to support children with functional diversity were conducted. To conduct the research, education faculty students were selected as the target audience. The data gathered were subjected to exploratory factor analysis. A confirmatory factor analysis was used to validate the obtained results. According to the findings of the investigation, thirty components and five contributing variables were found. It has been proposed that future academics do studies on the validity and reliability of the instruments with a number of different populations.
The Effectiveness Open-Ended Learning and Creative Problem Solving Models to Teach Creative Thinking Skills
Author: Kartikasari, Isnaeni Aprilia
Date: 2022-00-00
Type: Journal Articles
Subjects: Creative Thinking,Teaching Models,Elementary School Mathematics,Elementary School Students,Foreign Countries,Grade 4,Instructional Effectiveness

Creative thinking skills are part of globalization era education and can be applied by implementing innovative learning models. This study aims to test the effectiveness of the open-ended learning and creative problem solving models to teach students' creative thinking skills on learning mathematics in elementary school. This research applied quantitative research with quasiexperimental method. Jebres District, Surakarta, Indonesia is the research area. Fourth grade elementary school students became the sample of this study. This study used a stratified cluster random sampling technique. After sampling, the research sample amounted to 270 students. Data collection techniques used test techniques, observation, and documentation studies. From the test results, this study found the result that the observation test value was 32.79 or more than the critical area of 3.02. Thus, the open ended learning and creative problem solving learning model affects creative thinking skills. In the comparative test, the open ended learning model is more effective than the creative problem solving and direct instruction models, and the creative problem solving learning model is more effective than the direct instruction model. These findings can be used as a guide for teachers to apply open learning models for their learning or creative problem solving models that are proven to affect creative thinking skills.
Research Claims within the Education Industry: Managing Reflective Practice
Author: Fitzsimons, Sinéad
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Case Studies,Industry,Commercialization,Risk,Evidence

The education industry is a far-reaching, innovative and rapidly evolving field of business. To ensure success and integrity in the education industry, organisations and companies strive to deliver high-quality products and services in an efficient and ethical manner. Education research plays an important part in the education industry by underpinning product and service developments, and through illustrating impact. Organisations and companies also share these research claims when marketing to potential customers and investors. However, there can sometimes exist a disjunction between those conducting research and those responsible for interpreting the research for the purpose of public dissemination. This article first investigates what constitutes an education research claim. The risks associated with such claims are then identified and a review process suggested so educational bodies can ensure accuracy and ethicality in their claims. Adopting a case study approach, educational claims-making is contextualised from the stance and perspective of a typical international awarding organisation.
Fred Clarke, the Institute of Education (London) and Educational Studies
Author: McCulloch, Gary
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational History,Educational Research,Foundations of Education,Educational Change,Specialization,National Surveys

Fred Clarke (1880-1952) made a significant national contribution to the institutionalisation of educational studies in his position as director of the Institute of Education (IOE), London, UK, and afterwards. He encouraged distinct specialisms in particular areas of educational studies and promoted an international basis for teaching, research and professorships at the IOE. He also led the first national survey of its type on educational studies and research and cultivated a favourable public discourse for educational studies, especially through his published work &quot;The Study of Education in England.&quot;
What Determines Logistics Sub-Degree Students&apos; Decision to Pursue a Bachelor&apos;s Degree?
Author: Cheng, Calvin
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Intention,Bachelors Degrees,Student Motivation,Difficulty Level,Employment Opportunities,Salaries,Student Interests,Student Attitudes,Social Influences,Foreign Countries,Economic Development,Manufacturing Industry

With the growing importance of the logistics industry and the increasing demand for logistics professionals with a bachelor's degree qualification, the government and industry in China have long been looking for ways to attract more logistics sub-degree students to pursue higher education. This article aims to provide insights into the factors that determine logistics sub-degree students' intention to pursue a bachelor's degree. The study extended the theory of reasoned action (TRA) model to include four variables, namely perceived difficulty, job opportunities, job starting salary and genuine interest. The findings from the study involving 361 logistics sub-degree students from three institutions show that logistics sub-degree students' decision to pursue a bachelor's degree is determined by attitude, subjective norm, perceived difficulty, job opportunities, job starting salary and genuine interest. Genuine interest is identified as a new precursor of intention. The findings also show that there is a significant difference between students from different types of programmes. Based on the findings, this article proposes some measures for the relevant parties to motivate and attract logistics sub-degree students to further their study at bachelor's degree level.
Gamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Education
Author: Torrado Cespón, Milagros
Date: 2022-00-00
Type: Journal Articles
Subjects: Gamification,Electronic Learning,Student Motivation,College Students,Web Based Instruction,Student Participation,Alienation,Teacher Student Relationship,Technology Uses in Education,Student Attitudes

As a motivational teaching practice, gamification does not always work as expected. This paper supports these findings and adds the factor of online teaching analyzing the results of an experiment carried out in an online higher education context to test the relevance and motivational efficacy of ludic methodologies using learning and knowledge technology. Three groups of students (n=78, n=64, and n=74) participated in gamified experiences in the same subject. These groups were offered different approaches to the experiences, only one of which included a reward. Neither of the gamified experiences was compulsory. The results show how the use of technologies and gamification is not as appealing as it may seem and how other aspects--such as teacher-student relationship and interaction, rewards, and the sense of alienation generated by online teaching--influence student participation. The low rate of participation indicates that teachers must consider not only those students who participate but also those who do not. The main conclusion is that not only the methodology is important, but also the performance and the fact that student-teacher relationship in online education is more demanding, affectively speaking. Thus, those students who were in direct contact with the teacher during the execution of the gamified experience present a higher level of involvement. This is a factor to consider for the motivational needs of online university students where intrinsic and extrinsic motivation and direct interaction play essential roles.
Implementation of FCM Approach: Challenges before Teachers and Identification of Gaps
Author: Alahmadi, Alaa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Flipped Classroom,English (Second Language),Second Language Instruction,Language Teachers,Barriers,Teaching Experience,Teacher Attitudes,Conventional Instruction,Program Implementation,Educational Strategies

FCM is a new approach to lesson delivery in most of the developing world, and neither the (higher education) system, nor the teachers and learners are prepared and well-equipped to handle the demands of the approach. The present study was conducted to document the challenges before teachers implementing FCM in EFL/ESL classrooms. The study was conducted as an end-of-term survey using questionnaires and interview techniques for data collection. The questionnaire was comprised of statements on methods, materials, mode of delivery, and feedback to learners, while the semi-unstructured interviews were meant to gather a narrative account of teachers' experiences in implementing FCM approach to language teaching. 50 university teachers from Saudi Arabia were surveyed for the study. The obtained results present a picture of difficulties before ESL teachers in implementing FCM. The majority of the participants (mean=49.8) opine that they face one or the other challenge when they use FCM approach in ESL classrooms. Roughly one third (mean=31.6) of the participants expressed that they do not face any challenges in implementing FCM. In the semi-structured interview sessions, the teachers expressed their dissatisfaction with the approach, and said they are generally ill-equipped to deliver lessons and address feedback issues effectively.
Reading Behavior of Chinese Primary and Secondary School Students: A Systematic Review
Author: Zhou, Yucheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Behavior,Reading Habits,Foreign Countries,Elementary School Students,Secondary School Students,Literature Reviews,Reading Research,Reading Achievement,Reading Attitudes,Reading Instruction,Recreational Reading

This paper's objective is to give a thorough summary of research on the reading behavior of Chinese primary and secondary school students. The majority of existing research in this field focuses on the importance of extensive reading, the status quo of reading practices among Chinese students, factors that influence student reading behavior, and techniques for enhancing student reading accomplishment. It is proposed that this review will generate more interest in the development of basic education students' reading skills.
The Detrimental Effects of Mobile Game Addiction on Chinese Primary School Students and Possible Interventions
Author: Feng, Siwen
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Games,Handheld Devices,Foreign Countries,Addictive Behavior,Elementary School Students,Intervention,Child Behavior,Problems

Smart phones have permeated every part of people's lives in the mobile internet era and are virtually taken for granted on a daily basis. Chinese primary school students are facing a serious problem with mobile gaming addiction as a result of their easy access to cell phones. The excessive usage of mobile games has negative impacts on children's academic performance, physical health, and mental health, and may possibly have severe, irreversible implications. It is crucial for educators and the general public to address the issue of mobile game addiction in primary school students. This article examined the current state of mobile gaming among primary school students and the negative effects of mobile game addiction on schoolchildren, looked at the contributing factors from the perspectives of students, parents, schools, and society, and suggested some coping mechanisms.