ethanporcaro/eric-fulltext-meta huggingface dataset:
Specific Features of Value Orientations among the Student Youth in the Context of Digital Transformation of the Education System
Author: Khammatova, Rina S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Values,Values Education,College Students,Youth,Educational Change,Influence of Technology,Life Satisfaction,Program Design,Program Effectiveness,Educational Environment,Context Effect,Foreign Countries

The importance of the paper is determined by the fact that the development of digital technologies is currently one of the main priorities of any country, both at the highest political level and at the federal and regional ones. The introduction of digital initiatives into the education system leads to their reforming, which has a direct influence on all subjects of the educational process. The goal of the study was to investigate the characteristics of the value orientations of student youth in the context of the digital transformation of the higher education institution. The research methods comprised theoretical and methodological analyses of the problem, empirical research methods (testing, interviewing and a survey), an educational experiment and methods of mathematical statistics. The results of the study include a description of the value framework structure of the personality of student youth (values and meanings) in the era of digital transformation. In addition, as a result of the study, the authors of the paper designed and tested a programme of additional education for students, aimed at developing the value orientations of the 'digital personality'. The materials of the paper can be useful for the introduction into the educational process in the system of higher and secondary vocational education.
Realistic Mathematics Education: Mathematical Reasoning and Communication Skills in Rural Contexts
Author: Palinussa, Anderson Leonardo
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Rural Areas,Teaching Methods,Program Effectiveness,Mathematical Logic,Communication Skills,Junior High School Students,Mathematics Skills,Conventional Instruction,Relevance (Education)

Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.
Gifted Education: Perspectives and Practices of School Principals in Bahrain
Author: Al-Mahdi, Osama
Date: 2021-06-00
Type: Journal Articles
Subjects: Gifted Education,Administrator Attitudes,Educational Practices,Principals,Foreign Countries,Academically Gifted,Elementary Secondary Education

Research on giftedness and gifted education has a rich history. Researchers have consistently pointed to the educational leadership perspectives on giftedness, and inequitable identification of policies and practices in gifted education. Research suggests there is a widening gap in the level of comprehensive knowledge in gifted education that is critical for school improvement. This paper examined school principals' (n=29) perceptions regarding giftedness among Bahraini students. The study focuses on exploring the characteristics school principals attribute to giftedness in their schools, the methods employed by schools to identify gifted students from the school principals' perspectives, and the educational provisions school principals used to support gifted students in their school. The study also searches for any significant differences among school principals in their views on these three dimensions. The study employed quantitative methodology and the analysis of the research questionnaire included descriptive and interpretive analysis (ANOVA and T-test). The findings indicate that the school principals looked at giftedness mainly from an academic and school perspective. The results indicate some dissonance between what the principals' perceptions on giftedness are and the educational support that they provided to the gifted students in their schools.
Teacher-Student Interaction in Mathematics Learning
Author: Ayuwanti, Irma
Date: 2021-06-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Interaction,Mathematics Instruction,Junior High School Students,Junior High School Teachers,Grade 8,Teaching Methods,Foreign Countries,Comprehension,Concept Formation,Questioning Techniques,Active Learning,Rewards

Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding. However, in practice, there are still many lessons that have not applied teacher-students interaction properly. This study aimed to reveal teacherstudent interaction in the mathematics learning process that affects students' mathematical understanding. This study used a qualitative method with a phenomenological approach. The research subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation. Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study showed that teacher-student interaction has affected students' mathematical understanding consists of: 1) The teacher transfers the material-the students attend to the material; 2) Question-answer amid teacher-students; 3) The teacher makes interesting learning strategies-students are actively involved in learning; 4) Teachers give awards-students receive awards.
School Space Selection Preferences: Architectural Perspective toward Formal School
Author: Widiastuti, Kurnia
Date: 2021-06-00
Type: Journal Articles
Subjects: School Space,Physical Environment,Educational Environment,School Libraries,Educational Facilities Design,Climate,Acoustics,School Location,Preferences,Elementary School Students,Junior High School Students,High School Students,Architecture,Foreign Countries

School space plays an essential role in creating a pleasurable learning atmosphere. The tendency of everyone to choose a school space also varies. By knowing this trend pattern, schools can be designed to improve student learning effectiveness. The purpose of this study was to find out which school spaces students choose to study, what kind of room criteria are needed, and distribution patterns of students' preference choices. This research used both the qualitative exploratory and quantitative methods using an open-ended question questionnaire for data collection. Data analysis techniques used qualitative analysis methods consisting of open coding, axial coding, and selective coding. The results showed that the library, mosque, and multimedia laboratory were the most preferred space for students to study at school. Some factors that influence the selection include thermal comfort, completeness of supporting facilities, and acoustic comfort.
The Evaluation of Intercultural Professional Technology-Based Communicative Competence Formation for Students
Author: Mikhailova, Tatyana
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Intercultural Communication,Computer Mediated Communication,Communicative Competence (Languages),Student Attitudes,Second Language Instruction,Employment Qualifications,English for Special Purposes,Language Proficiency,Global Approach,Natural Sciences

The purpose of the study is to determine the evaluation of the Intercultural Professional-Technology based communication Based Communicative Competence Formation of Students. Overall 22 respondents of the 2nd year at a State university took part in the research like focus groups. The results were taken by the interview in the Google forms. The results of the analyzes showed that the development of the intercultural professional-communicative competence of natural studies students is considered to be a very important requirement, and the formation of their professional communication skills can open up great opportunities for the future career of students. Students' interview has also shown that from methodological aspect a case study technology-based communication is highly valued. Therefore, effective ways of using communicative-cognitive case technology-based communication in the classroom were analyzed and an algorithm for working with it was developed.
Developing and Perfecting Universal Cognitive Skills of Students through Integrating Scientific Knowledge about Information in the Learning Content
Author: Tsibizova, Oksana
Date: 2021-03-00
Type: Journal Articles
Subjects: Thinking Skills,College Students,Course Content,Integrated Curriculum,Reflection,Student Development,Inner Speech (Subvocal),Cognitive Processes,Russian,Native Language Instruction,Second Language Instruction

The article substantiates the need to integrate the findings of linguistics and information theory for the selection of learning content aimed at developing and perfecting the universal cognitive skills of students of a technical university. Consideration of the concept of information in the learning process, the amount of information, and the quality of information may reveal new insights into the information processes produced by an individual in communication. The authors of the article understand the information process as an action with textual information, leading to its qualitative or formal change with one or another communicative aim. The learning algorithms for working with textual information, proposed by the authors of the article, allow not only to speed up the process of understanding and consolidating the course content but also provide for a self-reflection component of students' activity, which makes it possible to control, correct and modify the algorithm under the influence of changing communication conditions.
Transformational Leadership and Human Capital within the Disruptive Business Environment of Academia
Author: Abu-Rumman, Ayman
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Human Capital,Universities,School Personnel,Foreign Countries,Educational Change,Models

Purpose: The purpose of this paper is to examine the impact of transformational leadership on the cultivation of human capital in an academic setting from the perspective of university employees Design/methodology/approach: Quantitative data was collected from a range of staff working within three universities located in Jordan using an online questionnaire survey. The focus was on identifying which factors of transformational leadership were perceived as having the greatest potential contribution towards developing human capital and if there was a consensus amongst staff about these factors. Results: 131 staff members submitted a completed questionnaire giving a response rate of 93%. Respondents generally had a good understanding of the concepts of human capital and transformational leadership, but the way in which transformational leadership was perceived to impact on human capital differed. Conclusion: Overall, the findings from the survey, consistent with other similar studies, confirmed that there was a correlation between transformational leadership and human capital in the context of academia from the perspective of staff. Research limitations/implications: The study confirms the need for leaders in academia to consider the leadership approach that is adopted to ensure that human capital, which is one of its main assets, is supported and developed appropriately. Practical implications: The paper describes implications for leaders in higher education, as well as more broadly for educators who are attempting to develop human capital in their organisations. Originality/value: This paper expands upon a developing field in leadership in higher education.
Turkish Instrument Educators&apos; Distance Education Experiences Related to Instrument Training during the COVID-19 Pandemic
Author: Okay, Hasan H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Musical Instruments,Distance Education,COVID-19,Pandemics,Teacher Attitudes,Affordances,Barriers,Internet,Computer Software,Synchronous Communication,Evaluation Criteria,Student Motivation,Foreign Countries,Higher Education,Secondary Education

This research aims to determine distance education experiences of Turkish instrument educators' related to instrument training during the COVID-19 pandemic. As with other practice lessons in education, instrument training also collides with its own unique problems during pandemic. Therefore, it is thought that the experiences of Turkish instrument educators regarding the process will create new discussions. The research was conducted by analyzing the findings obtained from semi-structured interviews with 14 participants with a phenomenological model. Considering the findings of the study, it can be seen that distance education conditions affect the instrument educators and the instrument training process both positively and negatively, and these effects bring some practices to the experience of instrument training permanently, possibly irreversible from now on. In the study, it was seen that an important source of the problems experienced by the instrument educators during the distance education process was related to technical facilities, such as connection speed and software.
Social and Emotional Learning in Preschool Education - A Qualitative Study with Preschool Teachers
Author: Ferreira, Marco
Date: 2021-04-00
Type: Journal Articles
Subjects: Social Emotional Learning,Preschool Education,Preschool Teachers,School Readiness,Child Development,Social Development,Emotional Development,Teacher Role,Teaching Methods,Foreign Countries,Family Role,School Role,Educational Environment

Social and emotional learning (SEL) is an important component of early school readiness and healthy child development. Research has shown that children's development of social and emotional skills at preschool age is critical for long-term school and life success. Teachers play a key role in this process. There is evidence to indicate that effective SEL depends, among other factors on the way teachers construct and incorporate SEL in their daily practices. In this qualitative, exploratory study we aimed to uncover and understand Portuguese preschool teachers' representations and practices of SEL as a contribution to filling in a perceived gap in the Portuguese empirical literature. Our findings indicate that our participants shared a positive view and an awareness of the theoretical foundations of SEL. However, in terms of practice, they revealed to make use of a limited repertoire of SEL strategies, which points to the need for greater attention to the practices of SEL in teacher initial training and continuing professional development initiatives.
The Contribution of Teachers&apos; Interpersonal Behaviors to Learners&apos; Autonomous and Controlled Motivation
Author: Ahmadi-Azad, Shima
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Behavior,Personal Autonomy,Student Motivation,English (Second Language),Second Language Instruction,Language Teachers,Foreign Countries,Self Control,Teacher Student Relationship,Interpersonal Communication

English as a foreign language (EFL) teachers differ in their autonomy-supportive and controlling interpersonal behavioral styles when motivating learners. Drawing upon the self-determination theory (SDT) and the model of interpersonal teacher behavior (MITB), this study aimed to investigate the impact of teachers' interpersonal behaviors, according to eight behavioral dimensions: leadership, helpful/friendly, understanding, student responsibility/freedom, uncertain, dissatisfied, admonishing, and strict. 1,209 Iranian EFL learners were requested to assess their teachers' interpersonal behavior via the Questionnaire on Teacher Interaction (QTI) as well as their degree and type of motivation (autonomous and controlled) through the Academic Self-Regulation Questionnaire (SDQ-A). The results of the partial least squares structural equation modelling revealed that teachers' controlling behaviours of leadership and strictness significantly enhanced EFL learners' controlled motivation, while their autonomy-supportive behaviours of helpfulness/friendliness and understanding positively influenced learners' autonomous motivation. Teachers' autonomy-suppressive behaviour of uncertainty negatively influenced learners' autonomous motivation. This study's findings encourage stakeholders in the educational sector to consider EFL teachers' interpersonal behaviours and the influence of these behaviors on learning motivation.
Teacher Evaluation by Different Internal Evaluators: Head of Departments, Teachers Themselves, Peers and Students
Author: Almutairi, Talal S.
Date: 2021-06-00
Type: Journal Articles
Subjects: Teacher Education,Department Heads,Peer Evaluation,Student Evaluation of Teacher Performance,Evaluation Methods,High School Teachers,Foreign Countries,Self Evaluation (Individuals)

This study analyzed teacher evaluation in school, through involving different internal evaluators, in order to determine the extent to which they evaluate teacher performance accurately and objectively. Evaluation survey instruments are used in this study, which are designed based the criteria of existing teacher evaluation system in the context, along with other criteria for evaluating teachers. The sample of this study included teachers, heads of departments and students from high schools in four different districts in Kuwait, received responses as 100 from heads of department, 100 from teachers 'self-evaluation', 100 from peer and 912 from students. The findings show that there is no significant difference between teachers' self-evaluation and heads of departments' evaluation. On the other hand, this study finds that subjectivism and competition may have an effect on peer evaluation and students may over-evaluate their teachers' performance as attempt to draw a better picture of their teachers in front of evaluators.
Development of Scientific and Methodical Competence of Teachers of Vocational Education Institutions
Author: Kulishov, Volodymyr S.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Job Training,Teacher Competencies,Vocational Education Teachers,College Faculty,Faculty Development,Teaching Skills

The relevance of the studied problem is due to the growing requirements for scientific and methodical training of teachers of vocational education institutions in Ukraine in the context of improving the efficiency of the educational process of future skilled workers. The aim of the article was to investigate theoretically and to test experimentally the effectiveness of modern approaches to the development of scientific and methodical competence of teachers of vocational education institutions in Ukraine. Leading methods of research of this problem are empirical (questionnaires of teachers of vocational education institutions, observation and evaluation of the effectiveness of their scientific and methodical activities) and theoretical (comparative and substantive analysis of literature sources and regulations on the research topic, a systematic approach to the structure and modeling of the development of scientific and methodical competence of the teacher of vocational education institution on modern principles). It was developed and represented the structure and define levels of development of scientific and methodical competence of the teacher of vocational education institution, and also describe the process of development of scientific and methodical competence by improving the content and procedural components of advanced training of teachers of vocational education institutions. The materials of the article will be useful to the managers of vocational education institutions in the context of improving the scientific and methodical work of the institution, lecturers of postgraduate education institutions, whose activities are directly related to the professional development of pedagogical staff of vocational education institutions.
A Gamification Framework for Research Productivity Enhancement on the Higher Education Institution
Author: Sanmorino, Ahmad
Date: 2021-06-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Research,Productivity,Higher Education,Foreign Countries,Goal Orientation,Teamwork,Competition,Motivation,College Faculty,Teacher Researchers

The condition of research productivity in higher education institutions in Indonesia is still not ideal. Departing from this problem, this paper aims to contribute in the form of a framework used as the main alternative in optimizing research productivity, including the number of publications in higher education institutions. The mechanism proposed is a framework that uses designs derived from games or better known as gamification. Based on the preliminary testing of the proposed framework, it shows that each construct of the framework has a positive impact on research productivity enhancement as the final goal. One of the constructs is Network has a positive impact of 0.415 on Behavior, the Behavior has a positive impact of 0.403 on research productivity enhancement. This also applies to other constructs. Except for the Points that do not have good reliability, it will become homework in future studies.
Reviewing the Van Hiele Model and the Application of Metacognition on Geometric Thinking
Author: Naufal, Muhammad Ammar
Date: 2021-06-00
Type: Journal Articles
Subjects: Metacognition,Geometry,Models,Thinking Skills,Elementary Secondary Education,Educational Research,Intervention

Metacognition, or the ability to think about thinking, is essential in the development of geometric thinking. However, studies on the Van Hiele model and the application of metacognition on geometric thinking are still under-researched. This study aimed to provide a review of the Van Hiele model and the application of metacognition on geometric thinking. A total of 844 articles were retrieved through internet search engines from 1995 to 2020 and manually selected and reviewed systematically. The keywords used related to the Van Hiele model, metacognition, and geometric thinking. The findings that emerged from the review were categorized into two main themes which were the effectiveness of the Van Hiele model towards geometric thinking and the effectiveness of the application of metacognition on geometric thinking. Most articles revealed the positive indication of the geometric thinking development through the Van Hiele model intervention. It also seems that the potential of the application of metacognition in the Van Hiele model can strengthen geometric thinking development. Researchers and educators may find this knowledge useful in conducting empirical studies and developing learning instructions based on the application of metacognition in the development of geometric thinking.