ethanporcaro/eric-fulltext-meta huggingface dataset:
Principals&apos; Transformational Leadership in Strengthening Character Education at Senior High School Level (SMA) in Indonesia
Author: Effendi, Yulius Rustan
Date: 2022-05-00
Type: Journal Articles
Subjects: Principals,Transformational Leadership,Values Education,High Schools,Foreign Countries,Reinforcement,Leadership Styles,Educational Change

Character education reinforcement in secondary schools is one of the educational programmes aimed at anticipating the tendency of moral perversion as a result of moral decadence. Various forms of moral deviations that occur among high school students result in them being alienated from life because they conflict with cultural norms, school discipline, and life ethics in society. In this article we aim to discuss the relation of character value reinforcement and the principal's transformational leadership strategy to shape students' characters in a descriptive-critical manner. The objective of this study was investigating school strategies for optimising the implementation of character education reinforcement. In this research we used a qualitative method with a case study design. The data validity measurement was based on the levels of credibility, transferability, dependability, and confirmability. The results emphasise the importance of shaping student character as an anticipatory step to minimise moral distortions among high school students, and the effectiveness of the principal's transformational leadership role in optimising the implementation of education programmes for the strengthening of students' characters in schools.
Reducing School Violence: A Peace Education Project in Kwazulu-Natal, South Africa
Author: Ngidi, Lucia Zithobile
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,School Violence,School Safety,Substance Abuse,Crime,Antisocial Behavior,Peace,Intervention,Action Research,Program Effectiveness,Social Bias,Religion,At Risk Students,Computer Mediated Communication,Bullying,Sexual Abuse,Alcohol Abuse,Victims

Violence occurring in South African schools takes various forms and is a concern for all stakeholders. All forms of violence have negative effects, i.e. physical and psychological, educational damage and societal breakdown. The overall aim of the study reported on here was to explore the nature, causes and consequences of school violence, and then to design an effective intervention strategy to reduce it. In this study we used action research methodology in which stakeholders were empowered to interrupt the occurrence of violence, stop the spread of violence and change group/community norms regarding violence. This strategy of violence reduction was tested at 1 school in Umlazi, in the KwaZulu-Natal province of South Africa, in 4 stages: initial data collection, formation of an action team, design and implementation of a strategy, and evaluation of its efficacy. The action team was composed of teachers, community members, parents and learners who developed a strategy entitled, We Care (WC). Initial from both schools data showed that schools were unsafe, with school violence caused by substance abuse, theft, vandalism, physical violence, religious discrimination, sexual violence, cyber bullying, gender-based violence and gambling. WC clustered abnormal behaviour patterns demonstrated by learners into categories: violent cases and behavioural indicators of physical, sexual, alcohol and drug abuse. WC assisted high risk learners who had decided to act non-violently, help victims and assist parents and community members who perpetrated violence. A preliminary evaluation was conducted 1 year later and WC reported that they had developed capacity to assist with these categories of violence, leading to a reduction in violent behaviour at the school.
The Effect of Science Centres on Perceptions of Secondary School Students towards the Nature of Science
Author: Efe, Hacer
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teaching Centers,Secondary School Students,Student Attitudes,Scientific Principles,Field Trips,Knowledge Level

In the study reported on here, the effects of science centres on the perceptions of secondary school students towards the nature of science were examined. The study group consisted of 16 students aged 13 and 14 of which 7 were female and 9 male. In this study, a total of 4 trips were arranged to the science centre twice a month for 2 months. Students attended different workshops, planetariums and exhibitions on each trip to the science centre they attended. The activities that students attended during these trips were independent of the school curriculum. The data were obtained in the spring of 2019. This study was experimental research. Mixed method was used as the research model and the concurrent triangulation pattern was used as the design. The Scientific Knowledge Scale, the Questionnaire for Scientific Knowledge and semistructured interviews were used as data collection tools, which were administered to students before and after the activities. In data analysis, qualitative data were analysed using content analysis. Quantitative data were analysed using the SPSS program. As a result of the research, it was determined that science centres caused an increase in students' scores and levels of scientific knowledge and an improvement in their views on the nature of science.
The Effect of Activities Performed in the Science Center on Students&apos; Perceptions of Out-of-School Learning Environments
Author: Doldur, Metin
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Activities,Science Teaching Centers,After School Programs,Astronomy,Secondary School Students,Grade 7,Secondary School Science,Recreational Facilities,Science Education,Science Instruction,Instructional Effectiveness,Student Attitudes

This study aimed to investigate the effects of the applications conducted in the science center within the scope of the science lesson &quot;Solar System and Beyond&quot; unit of the 7th-grade students in the secondary school, on the perceptions of the students about the out-of-school learning environments (OSLEs). In the quantitative part of the research, in which nested design, one of the mixed research designs, was used, the study group consisted of 42 students. Also, in the quantitative part of the study, a quasi-experimental design with the pre-test-post-test control group, which is one of the experimental research methods, was used. The Science course was conducted in the classroom with the students in the control group as the program predicted. In addition to the science lessons conducted in the classroom with the experimental group students, activities within the scope of the unit were carried out in the science center and the planetarium. Quantitative data were collected with the &quot;Out-of-School Learning Environments Perception Scale (OSLEPS)&quot;. The follow-up test was applied to the experimental group of students three months later. In the qualitative part of the study, semi-structured interviews were conducted with eight students from the experimental and control groups. When the results obtained from the qualitative data are evaluated together with the quantitative data, it is seen that the practices in the science center and the perceptions of the experimental group students towards out-of-school learning environments differ positively compared to the control group students.
Instructional Design of Online Courses in Mozambique: The Use of eBooks as a Strategy to Improve Learning
Author: Franco, David Carlos
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Electronic Books,Learning Strategies,Foreign Countries,Distance Education,Learning Motivation,Educational Technology,Student Attitudes,College Students

The potential of electronic books (ebooks) has been discussed widely, due mainly to their role in helping the user transform passive reading into interactive and dynamic learning, while promoting better retention and appropriation of materials. Taking this premise, the present study follows an exploratory and qualitative approach, discussing how the use of ebooks can improve learning, motivation, dynamism and interactivity in Distance Education. This study was supported by a bibliographic review and a survey method through an online questionnaire used as data collection instruments. The sample consisted of students who attended distance courses taught by the Open University ISCED -- UnISCED in Mozambique. The scientific literature studied, and the results from the field research, show the practicality of using ebook as a learning resource and they facility the interactivity.
The Effects of STEM Activities Conducted with the Flipped Learning Model on Primary School Students&apos; Scientific Creativity, Attitudes and Perceptions towards STEM
Author: Erkan, Hayriye
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Foreign Countries,STEM Education,Learning Activities,Flipped Classroom,Creativity,Scientific Attitudes,Science Instruction,Student Attitudes,Learning Processes,Tests,Scores

The aim of this study is to determine the effects of STEM activities carried out with the flipped learning model within the scope of science class on the scientific creativity, perceptions about STEM, and attitudes towards STEM of 4th grade primary school students and to reveal students' opinions about the learning process. The sample of this study consisted of 57 fourth grade students attending a public primary school in a city center in the Eastern Black Sea region in the spring semester of the 2021-2022 academic year. Mixed method was used in the study. Quasi-experimental method with experimental and control groups was used in the quantitative dimension of the study, and case study was used in the qualitative dimension. In the study, data were collected using the &quot;Scientific Creativity Scale&quot;, &quot;STEM Attitude Scale&quot;, &quot;STEM Perception Test&quot; and a &quot;semi-structured interview form&quot; developed by the researcher. SPSS 21 package program was used to analyze the collected quantitative data and content analysis was used to analyze the qualitative data. The quantitative results of the study revealed that STEM activities conducted with the Flipped Learning Model had a positive effect on students' scientific creativity levels and STEM perceptions, but had no effect on their attitudes towards STEM. The qualitative results of the study revealed that students mostly found the activities useful, instructive and fun. In line with the results obtained from the study, the use of STEM activities supported by the Flipped Learning model is recommended at all levels of education.
Evaluation on College Students&apos; Anxiety and Social Media Usage during Shanghai Closure
Author: Wei, Qian
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,COVID-19,Pandemics,School Closing,Anxiety,Social Media,Information Dissemination,Handheld Devices,Knowledge Level

As COVID-19 mutates, the highly infectious omicron mutants (BA. 5.2., BF. 7) tension shrouded China. Given the internet information explosion and youth social media addiction, observing the mental impact on college students during the 2022 Shanghai closure is worthwhile. A pilot survey study was conducted to explore the anxiety levels of college students during the closure. The sample size was limited to 101 second-year college students. In addition to demographics, the survey involved the Self-Rating Anxiety Scale, self-perceived COVID-19 anxiety, frequency of COVID-19 information reception, number of social media accounts, and number of electronic devices. Though 68.4% of students equipped with two electronic devices (N = 95) exceeded the students with only one electronic device, a Chi-square test showed that students with only one electronic device had the highest anxiety index (mean = 50). Further, the Kruskal-Wallis test indicated that the number of electronic devices affected the students' anxiety level (p = 0.027) while social media membership did not (p = 0.565). As a result, it was suggested that social media usage and pandemic information inputs among college students were significant concerns that required special attention from the government, schools, teachers, and families.
A Mixed-Methods Study of Secondary Student and Teacher Attitudes to Mobile Education Apps in Lagos, Nigeria
Author: Krochinak, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Teachers,Student Attitudes,Teacher Attitudes,Handheld Devices,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Foreign Countries,Barriers,Telecommunications,Technology Integration,Goal Orientation,Learning Management Systems,Technological Literacy,Computer Software,Student Needs

With the advent of smartphones, laptops, and other various portable devices, the ability to incorporate technology into the classroom has increased dramatically in the last few decades. This study evaluates the perceptions and attitudes of both students and teachers in relation to mobile apps that assist in classroom learning. The research used a mixed-methods approach that collected demographic information and conducted qualitative interviews to determine the perceptions of mobile apps to students and teachers. Cross-sectional data was collected from participants and analyzed for associations. 43 students and 6 teachers were recruited and interviewed. The participants were asked about their thoughts on mobile educational apps, and their interviews were audio recorded and transcribed. Inductive thematic analysis was used to analyze the data. For students, themes were centered on barriers to educational app adoption, barriers to continued use of education apps, tracking progress, credibility, and goal setting/reminders. For teachers, themes identified that influenced mobile app use, and criteria used for mobile app selection was identified. Future research should aim to assess quantitative improvements in mobile educational app use within the classroom.
CEFR: A Global Framework for Global Englishes?
Author: Savski, Kristof
Date: 2022-11-00
Type: Journal Articles
Subjects: Guidelines,Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Rating Scales,Teaching Methods,Dialects,Communicative Competence (Languages),Student Evaluation,Language Proficiency,Educational Change,Foreign Countries,Comparative Analysis,Global Approach,Definitions

Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new descriptions of plurilingual and pluricultural competence and mediation, has done much to extend the potential of the framework, as it provides a more concrete foundation for using CEFR to support heteroglossic pedagogies. In this way, CEFR has acquired a greater level of potential relevance to innovative pedagogies in English language education, such as Global Englishes Language Teaching (GELT), which seeks to equip learners with communicative skills and dispositions needed for success in a world where the target interlocutors are linguistically and culturally diverse (Rose &amp; Galloway, 2019). In this paper, we examine the prospects for using CEFR to support heteroglossic pedagogies like GELT, highlighting points of convergence between descriptions of competence in CEFR and current scholarship in Global Englishes, as well as points of divergence between the two. We underline the need to embed CEFR in decentralizing educational reforms, in which the framework is used to facilitate teacher agency, rather than to impose objectives and methods upon them.
A Systematic Review on Pedagogical Translanguaging in TESOL
Author: Kim, Grace Jue Yeon
Date: 2022-11-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Code Switching (Language),Barriers,Educational Benefits,Kindergarten,Equal Education,Language Usage,Language Attitudes,Elementary Secondary Education,Multilingualism,Oral Language,Written Language,Student Behavior,Native Language,Research Reports

This systematic review analyzes 20 empirical articles on translanguaging (TL) pedagogies in ESL and EFL contexts. The review is guided by the following questions: &quot;(1) How is TL implemented across different teaching contexts? (2) What are the identified benefits and challenges in the implementation of TL in TESOL? (3) What are the identified future directions?&quot; Findings indicate that, in ESL contexts, educational equity was more emphasized in the implementation of TL pedagogies, whereas in EFL contexts, the TL pedagogies were more used for instruction reinforcement and creation of class rapport. Furthermore, in K-12 contexts, TL pedagogies were used for disciplining student behavior and promoting equal access to knowledge. In higher education, TL pedagogies empowered students in multilingual written and oral communication. Numerous benefits and challenges of implementing TL, along with future directions for research, were identified in the selected articles. TL pedagogies fostered an inclusive learning environment, increased students 'participation, and facilitated students 'English learning. The identified challenges included logistical issues in the implementation of TL strategies, along with strong adherence to language separation ideologies. For future research, the selected studies propose various topics including the effectiveness of TL pedagogies and call for expansion of research on pedagogical TL.
Auto-Scoring of Student Speech: Proprietary vs. Open-Source Solutions
Author: Daniels, Paul
Date: 2022-11-00
Type: Journal Articles
Subjects: Speech Communication,Auditory Perception,Computer Uses in Education,Computer Assisted Testing,Scoring,Automation,Grading,Computer Mediated Communication,Feedback (Response),Learning Management Systems,Open Source Technology,Intelligibility,English (Second Language),Language Tests,Second Language Learning

This paper compares the speaking scores generated by two online systems that are designed to automatically grade student speech and provide personalized speaking feedback in an EFL context. The first system, &quot;Speech Assessment for Moodle&quot; (&quot;SAM&quot;), is an open-source solution developed by the author that makes use of Google's speech recognition engine to transcribe speech into text which is then automatically scored using a phoneme-based algorithm. &quot;SAM&quot; is designed as a custom quiz type for &quot;Moodle,&quot; a widely adopted open-source course management system. The second auto-scoring system, &quot;EnglishCentral,&quot; is a popular proprietary language learning solution which utilizes a trained intelligibility model to automatically score speech. Results of this study indicated a positive correlation between the speaking scores generated by both systems, meaning students who scored higher on the &quot;SAM&quot; speaking tasks also tended to score higher on the &quot;EnglishCentral&quot; speaking tasks and vice versa. In addition to comparing the scores generated from these two systems against each other, students' computer-scored speaking scores were compared to human-generated scores from small-group face-to-face speaking tasks. The results indicated that students who received higher scores with the online computer-graded speaking tasks tended to score higher on the human-graded small-group speaking tasks and vice versa.
Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals&apos; Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education
Author: Song, SunYung
Date: 2022-11-00
Type: Journal Articles
Subjects: Code Switching (Language),Second Language Learning,Second Language Instruction,Elementary School Students,Family School Relationship,Bilingualism,Preservice Teachers,Elementary School Teachers,Participatory Research,Action Research,English (Second Language),Native Language,Cultural Background,English Language Learners,Kindergarten,Service Learning,Teacher Education Programs,Distance Education,Access to Education,Equal Education,Educational Policy,Content and Language Integrated Learning,Literacy Education,Methods Courses,Curriculum Development,Curriculum Implementation,Student Diversity,Language Teachers,Videoconferencing,Tutoring,Asian Americans,Childrens Literature,Multimedia Materials,Reading Comprehension,Parent Child Relationship

Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate &quot;English-only&quot; policies that prevent EBs from accessing grade-level content and academic language. Given digital inequalities, remote learning as a result of the COVID-19 pandemic may put them even further behind academically. Moreover, EBs may not have adequate at-home parental support to develop language skills in literacy. Recent studies (García &amp; Li, 2014) have indicated that translanguaging offers great potential to close the academic achievement gap and facilitate home-school connections by embracing EB students' home language and culture. This article discusses a qualitative participatory action research study that examined how monolingual elementary preservice teachers (PSTs) constructed a translanguaging stance and enacted it in a digital service-learning (DSL) setting in an undergraduate ESOL methods course at a southeastern university in the U.S. The article also offers insights into curriculum development and implementation as to preparing monolingual mainstream PSTs to support linguistically and culturally diverse students and families through translanguaging.