ethanporcaro/eric-fulltext-meta huggingface dataset:
Writing and Reading Connections: Giving Value to Both Sides of the Same Literacy Coin
Author: Traga Philippakos, Zoi A.
Date: 2023-04-00
Type: Journal Articles
Subjects: Reading Writing Relationship,Literacy,Reading Comprehension,Writing (Composition),Rhetoric,Prompting,Literary Genres,Reading Aloud to Others,Critical Reading,Reading Instruction,Writing Instruction,Teaching Methods,Modeling (Psychology)

The purpose of this article is to comment on ways that writing-reading connections can take place enhancing reading comprehension and composition. Drawing from a genre-based instructional approach, examples are provided to explain such connections in the process of (a) a rhetorical analysis conducted on writing prompts and prior to reading, (b) examination of writing purposes and genres for writing and reading, (c) read alouds for retelling and monitoring meaning making, and (d) of critical reading for reviewing purposes and determination of clarity of written ideas. The article concludes with guidelines for classroom teachers and recommendations for the implementation of the suggested practices.
Exploring Differential Effects of an Intervention on Historical Inquiry Tasks: A Qualitative Analysis of 12th-Grade Students&apos; Progress
Author: Wilke, Marjolein
Date: 2023-00-00
Type: Journal Articles
Subjects: History Instruction,Inquiry,Active Learning,Intervention,Grade 12,Instructional Effectiveness,Thinking Skills,Skill Development,Secondary School Students,Foreign Countries,High Achievement,Low Achievement

Multiple-documents-based (inquiry) tasks are often used to examine historical thinking, as they require students to apply discipline-specific ways of reasoning and writing. Intervention studies using such tasks have often relied on principles from cognitive apprenticeship to make these discipline-specific heuristics explicit to students. While several studies have found positive results, they offer little insight into how and where exactly students' progress on historical thinking manifests itself, nor into the differential effects of the intervention. Building on essay data gathered during an intervention study on students' historical inquiry skills, this study explores differential effects of the intervention according to students' initial historical inquiry ability. To this end, a purposeful sample of students was selected for whom the intervention was particularly effective. The qualitative analysis of students' essay tasks (pretest and posttest) revealed remarkable differences between students with high and low pretest scores. Although both groups made progress on all aspects of the essay task, they differed in terms of where and how this progress manifested itself: at posttest, students with a high initial score outperformed others in evaluating sources and rebuttals. This study offers insight into patterns of progress in students' historical inquiry skills which can inform differentiation in instructional practices.
Perception of Blended Learning in Faculty and Students of Higher Learning
Author: Salcedo, Ma Del Carmen Nolasco
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,College Faculty,Teacher Attitudes,College Students,Student Attitudes,Technology Integration,Teaching Methods,Learning Processes,Foreign Countries,Student Experience,Teaching Experience

Technology, globalization, and work environments are changing the educational environment which has necessitated to train teachers and students. Teachers who recognize the potential benefits of blended learning for student achievement are more likely to embrace the integration of technology and use it to improve classroom teaching and learning. Blended learning (BL) is a teaching/learning method with a wide range of different techniques that emerge from online education, including the evolution of new ways of teaching, the openness to change, and the innovation of learning strategies. This research aimed to present the results and experiences of teachers and students of higher learning, emphasizing the use of the hybrid educational model against the traditional model. The findings revealed that students developed critical, reflective and constructive thinking and problem-solving skills when taught through BL or hybrid learning. The development of competencies in both students and teachers facilitating the construction of meaningful learning was also reported. The study recommends the need to make the use of BL in order to make their learning and skills development more coherent.
The Collapse of Democratic Principles in Implementing School-Based Management in Islamic Elementary Schools during the COVID-19 Pandemic
Author: Kurniawan, Asep
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Based Management,Elementary Schools,Islam,Religious Schools,Principals,Administrator Role,Governance,Democratic Values,Foreign Countries,Committees,Parent Role,Participative Decision Making,Barriers

During the COVID-19 pandemic, abnormal conditions potentially lessened community partnerships in school-based management (SBM), such as democratic erosion at the decision-making or policy-making levels at school. To address these issues, this study aimed at investigating the implementation of SBM at an Islamic elementary school in Indonesia. In this study, a mixed-method research design was used, with 510 participants surveyed for quantitative data and 50 participants interviewed for qualitative data. During the pandemic, it was discovered that SBM did not perform as expected. Moreover, school principals had to make a majority of important decisions regarding the organization of school activities. They were also in charge of putting decisions and policies into action. These findings indicate that democratic principles were violated in the implementation of SBM during the pandemic. In other words, the principals and school committee partnership did not run well since the headmaster dominated the policy making on any activities without considering the voice of the school committee. Through these findings, it can be recommended that the government conduct a comprehensive evaluation of the implementation of SBM at the Islamic school level during the pandemic, and bring together principals and school committees in intense joint meetings.
Factors Associated with the Problems in Teaching Mathematics through Online Mode: A Context of Nepal
Author: Khanal, Bishnu
Date: 2022-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Mathematics Instruction,Teaching Methods,Electronic Learning,COVID-19,Pandemics,Foreign Countries

Online teaching became an alternative approach for the teacher to run the teachinglearning activities during the COVID-19 pandemic. In this context, this study aimed to identify the issues of mathematics teachers in teaching mathematics through online mode during the pandemic where issues represented the problems and challenges. Altogether 415 mathematics teachers from different levels participated in this crosssectional survey. A self-constructed tool consisting of six categories of problems as Skills and training related problems (STP), learner related problems (LRP), course management and evaluation related problems (CMERP), resource using skills and infrastructure related problems (RUSIP), teaching related problem (TRP), and support and collaboration related problem (SCP) was employed in the study. T-test, ANOVA, correlation, and multiple linear regression were the major statistical techniques used to analyze the data. The findings indicate that the technical skills and digital resources with the learners and teaching figures and curves were major challenges of mathematics teachers in online mode of instruction. Additionally, gender, number of available devices, institute types, teaching levels, ICT training, and types of job were explanatory factors to determine the challenges of mathematics teachers in online teaching during the pandemic.
Validating the School-Level Environment Questionnaire within the Vietnamese Educational Context
Author: Tran, Van Dat
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Educational Environment,Questionnaires,Foreign Countries,Psychometrics,Test Construction,Translation,Vietnamese,Junior High School Teachers,Test Reliability,Factor Analysis

In recent years, researchers have increasingly focused on dimensions of the school environment because of their effects on teachers' outcomes such as teaching efficacy, job satisfaction, and commitment. However, current literature illustrates that not many studies on different aspects regarding schools' environmental issues have been conducted in Vietnam. The purpose of this research, thus, was to validate the psychometric properties in the 56-item School-Level Environment Questionnaire (SLEQ), which was translated into Vietnamese and administered to 387 Vietnamese junior high school teachers. Factorial analysis indicated that the eight-factor structure of the original SLEQ, which included innovation, resource adequacy, professional interest, affiliation, student support, mission consensus, empowerment, and work pressure, was appropriate for junior high school teachers' psychometric properties. The internal consistency and reliability of general scale and eight subscales were satisfactory. The results confirmed the suitability of the SLEQ for measuring teachers' perceptions of their school environment within the Vietnamese educational context. The study suggests to investigate the validity of the SLEQ, apart from other issues, with a different sample among elementary and secondary school teachers.
Identifying Social-Emotional Skills among Elementary School Students in Vietnam: A Cross-Sectional Study
Author: Le, Dung My
Date: 2022-00-00
Type: Journal Articles
Subjects: Identification,Foreign Countries,Social Emotional Learning,Elementary School Students,Interpersonal Competence,Empathy,Emotional Response,Self Management,Problem Solving,Grade 4,Grade 5

A child's or adolescent's social-emotional abilities are crucial as protective components in their overall development since they protect them from a variety of behavioral and mental health problems, including risky conduct and psychological symptoms such as rage, despair, and anxiety. The major purpose of this study was to investigate the social-emotional abilities of Vietnamese elementary school children, specifically their ability to collaborate and empathize with others and the ability to regulate their emotions and solve problems. Students in the 4th and 5th grades completed the 40-item questionnaire, with 562 boys and 764 girls answering the questions in total. As a result of the research, the primary finding indicated that social-emotional skills in elementary school children can be identified, strengthened, and nurtured. These skills enable children to accumulate and apply knowledge effectively to solve problems in life, achieve academic goals and become more empathetic to others, and build and cultivate better relationships with their peers and teachers.
A Study on the Competency-Based Education of Lecturers in Universities of Technology and Education
Author: Cao, Chinh Danh
Date: 2022-00-00
Type: Journal Articles
Subjects: Competency Based Education,College Faculty,Universities,Technical Institutes,Teacher Effectiveness,Foreign Countries,Teaching Methods,Teaching Styles

Education and training are critical components for the development of high-quality human resources. Teachers are the most important factor in determining the overall quality of education and training system in any country. As a result, in order to improve the quality of human resource training, it is necessary to first improve the quality of teacher education. It is necessary to have a contingent of teachers who are capable of teaching according to the approach to practicing competence; that is, they must know how to accurately determine the standards of practice competence of the students and then design programs, organize teaching, and evaluate teaching results according to those competency standards in order to train qualified human resources to practice. This study resulted in the development of a scale to evaluate teaching in the direction of approaching the performance capacity of technical pedagogy universities. The results also revealed that both lecturers and students had access to competency-based education during the entire academic duration. The old methods, on the other hand, were still used extensively and frequently up to 90-100 percent of the time in the teaching process. Fifty to one hundred percent of modern methods and materials, however, have not yet been fully explored or utilized. The study recommends arranging adequate funds to universities for conducting additional research into other aspects of teaching and learning to ensure performance improvement.
Evaluating Learning Effectiveness towards Online Learning: Application of Design Thinking and Reading Comprehension for Case Reading on Economic Issues during COVID-19
Author: Tsai, Shuo-Chang
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Reading Comprehension,College Freshmen,Economics Education,Program Effectiveness,Reading Habits,Foreign Countries,Content Area Reading,Thinking Skills

This study focuses on developing an effective online teaching strategy to improve students' cognition engagement and application ability by applying design thinking and case readings on current economic issues for private university students in Taiwan during the COVID-19 pandemic. The teaching method combines design thinking and the reading comprehension process by the two principles of divergence and convergence. The design thinking method provides stepwise guidance for building understanding and analyzing competence on current economic issues. The reading comprehension process strengthens students' reading skills and learning capability. This combination increases student engagement and concentration in economic case readings during online learning. The research participants comprised 189 first-year students studying economics courses. After implementing the innovative teaching strategies, the results show that the more students are involved in frequent readings, the better are their economics semester grade. The findings revealed that their post-quiz scores improved significantly, and the semester grade increased by 3.44 points. Increasing the reading engagement on current economic issues cases also affected the learning outcomes for absentees. Using design thinking to introduce case reading comprehension, empathy has been suggested as an essential factor affecting the effectiveness of reading learning. This theoretical model can offer directional insights and guidance on developing an effective strategy in online economics education.
A Comparative Study of College Students&apos; Attitudes before and after the Introduction of Fuzhou Tea-Picking Opera into Course
Author: Liu, Fen
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,College Students,Student Attitudes,Attitude Change,Opera,Music Education,Foreign Countries,Teaching Methods,Asian Culture

This paper takes the music class of Fuzhou Preschool Normal College, Jiangxi Province, China as a case study to analyze the different attitudes of students to the traditional Chinese opera--Fuzhou tea-picking opera which has been introduced into the music class of the school, thus affecting the cultural inheritance effect. A total of 150 non-music major local college students were selected from three classes to carry out the music course inheritance practice for four months in Fuzhou Preschool Normal College. This study was divided into three stages, (a) student assessment, (b) teaching the lesson, (c) feedback and assessment. The aim of this study was to study the perceptions of students from Fuzhou Preschool Normal College, Jiangxi Province, China towards the art from of Fuzhou tea-picking opera, and to explore the factors affecting the learning attitudes of these students. Mixed-methods design was employed within the study. The study found that the implementation of the course significantly improved students' positive attitude towards Fuzhou tea-picking opera. The implementation of the course played a positive role in promoting the inheritance of the tea-picking opera. Although this is a study on the inheritance of traditional Chinese music course, the ideas of course design and research results are applicable to other traditional Chinese music, and even to other countries which have needs for the inheritance of traditional music.
Integrating the Technology Acceptance Model on Online Learning Effectiveness of Emerging Adult Learners in Guangzhou, China
Author: Wu, Xiaole
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Value Judgment,Usability,Gender Differences,Program Effectiveness,Student Attitudes,Correlation,Intention,Young Adults,Postsecondary Education

Due to the Zero-COVID policies implemented in China, students have accepted online education for curriculum learning for a considerable period of time. The objective of the current study was to determine the relationship between perceived usefulness, perceived ease of use, gender, and the online learning effectiveness of emerging adult learners in Guangzhou, China, who were enrolled in a continuing education program. The research framework was created in accordance with the Technology Acceptance Model (TAM). The convenient sampling and snowball sampling methods were used to collect 123 respondents for the study. Findings revealed that perceived usefulness and perceived ease of use were positively associated with online learning effectiveness, but gender was not. The study recommended that school administrators enhance students' perceived usefulness and perceived ease of use to improve the online learning effectiveness. The findings of this study will provide scholars with insights for improving the investment effectiveness of adult education programs. In addition, because online learning tends to be more adaptable and economical than traditional classes, the increase in learning effectiveness can provide schools with justifications to continue utilizing online education even after the pandemic.
School-Based Practicum and Pre-Service Teachers&apos; Self-Efficacy: Impact and Challenges
Author: Altarawneh, Awad Faek
Date: 2023-00-00
Type: Journal Articles
Subjects: Practicums,Preservice Teachers,Self Efficacy,Foreign Countries,Student Attitudes,Barriers,Classroom Techniques,Educational Strategies,Learner Engagement

This study aimed to investigate the effect of school-based practicum experience on the self-efficacy of pre-service teachers (PTs) enrolled in Teacher Education Professional Diploma (TEPD) in Jordanian universities. The study followed mixed methods research. In the quantitative part, an online questionnaire was administered to 134 pre-service teachers (PTs) at the outset of the practicum program. Then it was readministered to the same sample after completing the practicum. In the qualitative part, semi-structured interviews were conducted after the practicum program to investigate the skills acquired by PTs during the school practicum and to identify the challenges, they faced during the school practicum experience. In the qualitative part, a total of 18 students voluntarily participated in the interviews. Results showed that the school-based practicum experience had a statistically significant effect on the overall mean scores of the PTs' self-efficacy in the pre-and post-applications and each study area (instructional strategies, classroom management, and student engagement). Furthermore, PTs reported several challenges during the school practicum, including the role of the academic supervisor, the cooperating school, the cooperating teacher, the nature of the TEPD program, and dealing with students.
Teamwork Skills Education in Themed Role-Playing Games in Preschool
Author: Yen, Tran Thi Kim
Date: 2022-00-00
Type: Journal Articles
Subjects: Teamwork,Role Playing,Game Based Learning,Preschool Children,Foreign Countries,Elementary School Students,Cooperative Learning,Conflict Resolution,Group Dynamics

This study aimed to investigate the current state of education on the development of children's cooperative abilities via the use of themed role-playing games in Dak Lak, Vietnam. The period between March through June 2019 was devoted to administering an online survey for data collection. The findings indicate that preschools have devoted attention, effort, intellect, and time to developing primary students' collaboration abilities. Despite this, the findings are still relatively low and do not reflect the proportional number of participants. The youngsters aged 5 to 6 years old have shown that the measures benefit their ability to collaborate with others. The youngsters are more engaged in the activity, taking the initiative, and showing enthusiasm for interacting with one another. The experimental and control groups were quite different regarding their ability to collaborate effectively. In comparison to the youngsters in the control group, those in the experimental group demonstrated superior collaboration skills on a more consistent and regular basis.
Students&apos; Perceptions of Choice-Based Assessment: A Case Study
Author: Spinney, Jamie E. L.
Date: 2023-04-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Assessment,Student Centered Learning,Learner Engagement,Undergraduate Students,Student Satisfaction,Outcomes of Education

The traditional teacher-centered approach to assessment places teachers in total control of what, how, and when students' learning is assessed. Alternatively, choice-based assessment is a learner-centered approach to assessment that allows students to choose, to some extent, what, how, and/or when their learning is assessed. A case study was designed to expose undergraduate students to a choice-based assessment strategy and subsequently measure the extent to which they agreed, or disagreed, that the strategy influenced their level of engagement and satisfaction with their learning. Students voluntarily shared their perceptions over two survey cycles (n=22 in spring 2017 and n=36 in fall 2017) with an overall response rate of 84 percent. Results clearly demonstrate that most students expressed strong support for this choice-based assessment strategy; it enabled them focus on their strengths and interests, it influenced their level of engagement, it made them feel more responsible for their learning, and it made them feel empowered. However, choice was not motivating for all students; a few students expressed concerns over the potential for procrastination, a lack of experience with choice, and/or too many choices, which were more likely symptoms of the strategy's design rather than choice-based assessment. Overall, this case study clearly demonstrated that students were highly receptive to having a choice in what, how, and when their learning is assessed, which provides further evidence of the untapped potential for choice-based assessment strategies to foster student engagement, improve student satisfaction, and empower students to actively participate in their learning.