ethanporcaro/eric-fulltext-meta huggingface dataset:
Model to Increase Motivation and Learning Outcomes in Learning History
Author: Ima, Wa
Date: 2023-05-00
Type: Journal Articles
Subjects: History Instruction,Learning Processes,Learning Motivation,Outcomes of Education,Models,Student Motivation,Differences,High School Students,Foreign Countries,Learning Strategies

Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: (1) The differences in student learning outcomes using the VCT model and the CTL learning model; (2) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; (3) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and (4) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level ([alpha]) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: (1) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; (2) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; (3) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and (4) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.
Creating Cambridge Learner Profiles: A Holistic Framework for Teacher Insights from Assessments and Evaluations
Author: Suto, Irenka
Date: 2023-00-00
Type: Journal Articles
Subjects: Holistic Approach,Thinking Skills,Cognitive Ability,Interdisciplinary Approach,Educational Environment,Foreign Countries,Student Evaluation,Knowledge Level,Secondary School Students,Student Characteristics,21st Century Skills,Success

In this article we present an evidence-based framework of five interacting areas of teacher insight into educational success. This holistic framework comprises: (i) cognitive skills and capabilities, (ii) cross-curricular knowledge, skills and understanding, (iii) subject domain knowledge, (iv) teaching and learning environment, and (v) personal attributes. We argue that learner performance is highly integrated and researchers seek to understand it by disaggregating it. While this can be done in different ways, our framework is a useful organising instrument. Teachers can use it to combine numerical data from baseline and formative assessments with insights from observations, professional judgements, and discussions with learners, to structure actionable learner profiles and identify complementary teaching strategies.
New Concepts of Ecological-Social Justice: A Micro-Optic Reflection on Ecological Citizenship Education in Indonesia
Author: Binawan, Andang L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Justice,Citizenship Education,Environmental Education,Government Role,Social Change,Social Behavior,Foreign Countries,Conservation (Environment),Behavior Change,Teaching Methods,Grounded Theory,Teacher Attitudes,Program Descriptions

This study aims to explain how the Go Green Movement at schools initiated by the Indonesian government becomes a starting point for reflection on ecological citizenship education and social justice. Reflection on such an initiative reinforces the importance of citizenship education as citizens are associated with a territorial view of the country based on tangible ''land.'' Therefore, the state's role in education is to empower its citizens and create new societal behaviors, or habitus, as part of a social justice concept. In the past, the role of habitus within the context of social justice was easily dismissed. Currently, more availability of social facilities and infrastructures implies environmental care by the state, resulting in new habitus. The relational nature of social justice highlights that the state needs to be recognized and respected as a separate entity. Subsequently, encompassing the environment and caring for its citizens embodied in the ecological habitus, the state plays an important role in attaining ecological-social justice.
Attitudes towards Digital Game-Based Language Learning among Japanese University Students
Author: Hofmeyr, Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Video Games,Game Based Learning,Foreign Countries,Undergraduate Students,Individual Differences,Attitude Measures,English (Second Language),Second Language Learning

The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners' attitudes and concerns regarding this relatively novel pedagogical approach is also necessary for effective implementation in formal learning contexts. It cannot be taken for granted that today's learners will accept game-based approaches simply because these learners tend to be more accustomed to advanced technologies than those of previous generations. The aim of this mixed-methods empirical study is thus to help elucidate learner beliefs and attitudes regarding digital game-based language learning with survey data collected from 112 undergraduate student participants at a large public university in Japan. The findings reveal that learners generally held positive attitudes towards DGBLL before taking part in any intervention and, after playing a cooperative digital game over six weekly sessions, reported stronger positive attitudes towards this pedagogical approach. In contrast to the results of earlier studies, gender was not found to be a statistically significant predictor of attitude towards DGBLL in this sample. However, two other demographic factors, namely information technology literacy and digital gaming experience, correlated positively with several measures of attitude. The learners considered enjoyment to be the most important advantage of using digital games for language learning. However, many also expressed doubts regarding the effectiveness of game-based language education.
Assessment in England at a Crossroads: Which Way Should We Go?
Author: Leech, Tony
Date: 2023-00-00
Type: Journal Articles
Subjects: Evaluation,Educational Policy,Educational Change,Testing,Academic Education,Intellectual Disciplines,Course Content,Vocational Education,Information Technology,High Stakes Tests

Assessment policy in England is often of public significance. Assessments, especially GCSEs, A levels and their vocational equivalents, have significant stakes for candidates and wider society (including for school accountability and for selection to higher education). Such assessments are frequently critiqued. There has been little major (intended) assessment reform since early 2010s developments under Michael Gove. However, the COVID-19 pandemic has upended previous certainties about assessment. Consequently, a number of reports from educationalists and think tanks into how things might be done differently in the future have been published since 2020. In this article, I overview these reports, explore similarities and differences, and assess the policy changes they recommend. The ideas are explored in relation to four overarching themes: high stakes assessment at 16, the use of online or digital assessment, the number of subjects studied in each phase, and the relationship of academic to vocational study.
The Significance of Instructional Design: Analysis of Content in Language MOOC Forums
Author: Díez-Arcón, Paz
Date: 2023-00-00
Type: Journal Articles
Subjects: MOOCs,Second Language Learning,Second Language Instruction,Learning Theories,Instructional Design,Learner Engagement,Educational Quality,Navigation (Information Systems),Self Determination,Independent Study,Computer Mediated Communication,English (Second Language),Language Proficiency,Language Tests,Interrater Reliability,Test Preparation,Content Analysis,Discourse Analysis,Student Attitudes

Language MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format. The application of these theoretical advances should be reflected in the instructional design of the courses. This study is based on this premise and monitors the quality of the design of communication and discussion forums considering the different levels of engagement in a LMOOC, the accessibility, ease of navigation, assessment of learning processes, and support to participants in in the development of self-determination strategies. This is done by analysing the content of the forums and applying two instruments created upon the research needs. The results show the relevance of the instructional design of the forums in LMOOCs, and subsequently a suitable analytical framework is put forward, which can be easily replicated due to its simplicity and concreteness. This is the main contribution of this paper, since the elaboration of common analytical frameworks in LMOOC research strengthens the field and reinforces the significance of instructional design in successful language learning in these online courses.
An Investigation of Students&apos; Orienteering Process as to the Steps of Polya&apos;s Problem-Solving Method
Author: Uzuner, Fatma Gül
Date: 2023-00-00
Type: Journal Articles
Subjects: Navigation,Athletics,Problem Solving,Mathematics Education,Elementary School Students,Grade 4,Student Attitudes

Orienteering is an enjoyable sporting activity, which is believed to contribute to its participants' problem-solving skills. People who are engaged in orienteering is expected to hold a map correctly, find their exact place on the map, read the map, make a plan and carry it out to reach the checkpoint, as well as checking the accuracy of the destination. Such steps to be followed during orienteering resemble those of Polya's problem-solving method in education. From this standpoint, this study focused on Polya's problem-solving steps in the field of mathematics, in relation to the outdoor sport of orienteering. On the whole, the present study aimed to examine fourth-grade students at primary school concerning their involvement in an orienteering process as to the steps of Polya's problem-solving method. A case study method was employed from among qualitative research approaches, and a program implementation was adopted as one of the sub-types of the case study method. In this context, the study sample was selected with the convenience sampling technique, from among the purposive sampling techniques. Observations, semi-structured interviews, and head cameras were used as data collection tools. The results indicated that the steps of Polya's problem-solving method can be used for problem-solving during the orienteering process. Based on the results, it is recommended that practical studies be conducted with similar or different research methods so as to contribute to the field.
A Conceptual Approach to Validating Competence Frameworks
Author: Child, Simon
Date: 2023-00-00
Type: Journal Articles
Subjects: Competence,Validity,Accuracy,Models,Credibility,Definitions,Audiences,Value Judgment,Delphi Technique,Data Collection,Evidence,Check Lists

This article provides a conceptual framework for considering both the theoretical and methodological factors that underpin the successful validation of a competency framework. Drawing on educational assessment literature, this article argues that a valid competency framework relates to an interpretive judgement of the credibility of the claims made. To establish a credible approach to competency framework validation, there is a requirement to align the purposes of the competency framework, the claims developers make concerning the uses of the framework, and evidence collection methods to substantiate or challenge these claims. This article concludes with a template of questions for competency framework developers to consider in determining the range of potential claims to be made concerning their framework, and in understanding competency framework users and contexts.
Representation of Gendered Language in English Textbook for Indonesian Junior High School
Author: Suwastini, Ni Komang Arie
Date: 2023-00-00
Type: Journal Articles
Subjects: Gender Differences,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Grade 7,Junior High School Students,Sexual Identity,Foreign Countries,Form Classes (Languages),Sex Stereotypes,Language Usage,Content Analysis,Sex Fairness,Consciousness Raising,Interpersonal Communication

As gender constructs could be disseminated through language, English textbooks could be a fertile arena to maintain or deconstruct traditional gender constructs. Since seventh grade students are in their stage to assert their sexual identity, their exposure to English textbook could affect their perception of gendered positions in the society. The present study purposefully aimed to analyzed the language used in English textbook for Grade 7, because the book was published by the Indonesian Ministry of National Education and recommended to be used nationally in public schools in Indonesia. Designed as a descriptive qualitative study, the dialogues and monologues in the textbook were examined to reveal the stereotyped concepts of gender and the deconstruction of the stereotyped concepts of gender. The data were observed under categories on deficit, dominance, and difference approach by Lakoff, supported by critical perspective of language and gender from Coates. The result of the study revealed that the textbook represents gendered language stereotypes in the use of lexical hedges and fillers, empty adjectives, intensifier along with male domination in the conversation. 'Male firstness' pattern of mentioning names, choice of topics, and focus of the conversation. However, the book has also included efforts to deconstruct the stereotypes through the deconstruction of conflict versus compromise and tag question usage. The results implies that future textbooks should include more deconstructions of gender stereotypes through language use, while teachers should use the present book with more critical approach to raise awareness about gender equity, especially through language use.
Effect of Two Instructional Strategies on Spelling Performance of Pupils with Learning Disabilities in Ibadan, Nigeria
Author: Lazarus, Kelechi Uchemadu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Spelling,Students with Disabilities,Learning Disabilities,Visual Aids,Cloze Procedure,Program Effectiveness,Elementary School Students,Gender Differences,English (Second Language),Second Language Learning

Spelling is a crucial skill for academic success however many pupils with learning disabilities lag behind in academic tasks because of poor spelling skills and its accompanying negative effects. Past studies on pupils with learning disabilities focused more on reading than on spelling skills. Thus, the objective of the study was to examine the core effects of visual imagery and cloze spelling instructional strategies on pupils with learning disabilities' performance in spelling. The pretest-posttest control group quasi-experimental design of 3 x 2 factorial matrix was adopted. Sixty pupils with learning disabilities (Male = 38, Female = 22, Mean age = 9.35) from three government-run primary schools were chosen using purposive sampling. Three instruments used were Pupil Rating Scale (Revised) (r = 0.76), Right Word Recognition (r = 0.91) and Pupils' Note Books on Dictated Words. Data were analysed using both descriptive and inferential statistics. The results showed that the core effect of treatment on the performance in spelling of pupils who experience disabilities in learning was significant F[subscript (3,56)] = 2.085. p&lt;0.05, [eta squared] = 0.418), but gender had no significant core effect. Therefore, teachers should employ the visual imagery and cloze spelling instructional strategies while teaching spelling to pupils with learning disabilities.
Teachers&apos; and Students&apos; Views of Access Arrangements in High Stakes Examinations
Author: Rodeiro, Carmen Vidal
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Access to Education,High Stakes Tests,Testing Accommodations,Academic Accommodations (Disabilities),Foreign Countries,Inclusion,Students with Disabilities,Special Needs Students

Access arrangements are pre-exam arrangements that aim to remove any barriers that might prevent students with specific needs from accessing the assessment and demonstrating their knowledge and skills. Access arrangements are not intended to change the assessment demand or reduce its validity. Using a survey questionnaire, the present study reports on the views of 258 centres in eight countries around the world regarding teachers' and students' perceptions of access arrangements. The questionnaire included a mixture of closed and open-ended questions covering the following themes: awareness and provision of access arrangements; resources to provide access arrangements; views on access arrangements (including their usefulness, fairness, and perceived effectiveness of use); and overall views on access and inclusion.
Examination of the Relationship between Academic Grit and Their Academic Success Fourth Grade Students in Primary School
Author: Temel, Nermin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Academic Achievement,Persistence,Resilience (Psychology),Individual Characteristics,Sex,Fathers,Educational Attainment,Parent Background,Socioeconomic Status,Preschool Education,Relationship,Success,Individual Differences,Siblings

This study aims to examine the relationship between the academic achievement of primary school students and their academic grit. It also tried to determine whether the academic grit of the students affected various variables. The research is a quantitative study based on the relational screening model. The study sample consists of 400 fourth-grade students in the center of Sivas, which was determined by the proportional stratified method. Personal information form and Academic Perseverance Scale were used as data collection tools. According to the study results, a significant relationship was found between academic achievement and academic grit. This relationship was found to be significant, moderate, and positive. In addition, the study determined that academic perseverance differed significantly according to gender, father's education status, socioeconomic status, and pre-school education status. However, it was observed that academic perseverance did not differ according to the number of siblings and the mother's educational status.
Smart-Phone Assisted Language Learning in a Public University in Saudi Arabia
Author: Mohamed, Karem Abdelatif Ahmed
Date: 2023-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Gender Differences,English (Second Language),Second Language Learning,Second Language Instruction,Translation,Undergraduate Students,Positive Attitudes,Language Teachers,Teacher Attitudes,Barriers,Student Attitudes,Faculty Development,Teaching Experience,Language Proficiency,Foreign Countries,Technological Literacy,Teaching Methods,Learning Processes,Computer Mediated Communication

The present study tried to investigate EFL teachers' and learners' facilities regarding smartphone-assisted language learning (SALL) in the Faculty of Languages and Translation, King Khalid University (KKU), Saudi Arabia, including their attitudes, perceptions, levels of proficiency, and the challenges they experienced. The study also pursued to inspect whether EFL teachers' experiences have any significant influence on their facility of SALL. Investigation data consisted of (45) EFL teachers and (68) EFL learners. Two questionnaires were used to collect data. Some statistical analyses were used. The results showed EFL teachers' and learners' positive perceptions of SALL. Participants stated that (SALL) is beneficial and has supported and enhanced EFL teaching and learning. Most EFL teachers said they needed more skills to advance SALL activities and mentioned some challenges they confronted. The results also indicated significant differences among participants' SALL facility based on their professional development and teaching experiences, but no differences based on their gender were found. These results also showed that emphasizing professional development in SALL for KKU EFL teachers could promote greater proficiency and the facility to overcome challenges. The study concluded by providing recommendations on advancing SALL implications and suggestions.
Pedagogical Classification of Educational Robots in Pre-School Teaching
Author: Gümüs, Muhammed Murat
Date: 2023-00-00
Type: Journal Articles
Subjects: Classification,Educational Technology,Robotics,Preschool Education,Preschool Children,21st Century Skills,Scoring Rubrics,Design,Programming,Artificial Intelligence,Computer Simulation,Instructional Design,Technology Integration

This study aims to create a rubric based on the pedagogical properties of educational robots for pre-school students and determine the compliance level with educational robot sets. In this sense, the study is considered a first and significant step toward selecting robots based on pedagogical-driven factors. For this aim, a mixed-method research design was employed. A qualitative method was used to create the rubric items, and the rubric development was also supported through a quantitative process by including expert opinions and ensuring content validity. Furthermore, a descriptive survey model, one of the quantitative designs, was used to examine the suitability of educational robots for the pre-school education level. As an outcome of this study, a rubric of four dimensions with 28 items related to the pedagogical features of educational robots in pre-school was created. Furthermore, widely used educational robots at the pre-school level, such as Kidoboto, Lego Wedo, Mbot, Lego Spike, Lego Ev3, and Matatalab, were evaluated by experts using the created rubric.