ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of &quot;Early Childhood Education &amp; Care Curriculum Framework Implementation Scale&quot; in Taiwan
Author: Chang, Ching-Wen
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Preschool Curriculum,Foreign Countries,Kindergarten,National Curriculum,Program Implementation,Program Evaluation,Factor Analysis,Reliability,Validity,Scoring Rubrics,Rating Scales,Faculty Development,Educational Quality,Guidance,Fidelity

Taiwan government consolidated the kindergarten and daycare systems in 2012, and launched a new national curriculum framework, Early Childhood Education &amp; Care Curriculum Framework (ECECCF), as a guidance for quality early childhood education programs. Research has shown that the effects of a new educational program highly depended on the fidelity of its implementation. It has thus been suggested that the degree of implantation of a program needs be evaluated before conducting further program evaluation. Thus, the purpose of this study was to construct an Early Childhood Education Curriculum Framework Implementation Scale (ECECCF Implementation Scale) for Taiwanese preschool programs. 216 preschool classes in Taiwan were involved. The study consisted of two stages: In Stage 1, the exploratory factor analysis showed that the implementation of ECECCF could mostly be explained by four factors, and all the factors extracted had acceptable reliability and validity. In Stage 2, rubrics were constructed for each item and factor analysis was re-conducted, resulting in a 19-item scale of four factors (Awareness and Adjustment, Learning Centers Arrangement, Teaching Guidance and Curriculum Development). The reliability and validity tests shows that: (1) the final version of the ECECCF Implementation Scale is a valid and reliable instrument, explaining 62.9% of the total variance; (2) the criterion validity indicated that the ECECCF scale can not only be used for assessing the implementation of ECECCF, but also can be used for understanding teachers' needs in instructional and operational curriculum for further professional development.
International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument
Author: Chen, Pujun
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,Comparative Education,Foreign Countries,Educational Cooperation,Barriers,Competency Based Education,Curriculum Development,Measurement Techniques,Content Analysis,Guidelines,International Cooperation,Researchers,Universities,Institutional Cooperation

Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows. However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons. In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.
Cultural Differences in EFL Teaching Methods between Korean and Non-Korean Teachers
Author: Jeffery, Thomas S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Teacher Characteristics,Confucianism,Interpersonal Relationship,Power Structure,Non Western Civilization,Western Civilization,Higher Education,Teaching Methods,Teacher Role,Evaluation Methods,Verbal Communication,Classroom Environment

This study investigates key cultural differences in teaching between Korean and &quot;western&quot; teachers, and analyses these via questionnaires given to 35 Korean teachers and 36 non-Korean teachers followed by selected interviews. A significant finding was the emphasis Korean teachers place on testing compared to the &quot;Western&quot; teachers. The relevant literature explains this through Korea's socio-cultural Confucian context. This study also shows that verbal immediacy, power-distance, uncertainty avoidance and face saving are key elements in Korea's educational culture compared with western approaches to education. Finally, qualitative data shows a strong preference by Korean teachers to move away from more traditional aspects of the classroom environment toward an approach where creative and critical thinking can be enabled.
Scaffolding Strategies in Promoting Attitudes of Saudi Middle School Science Students
Author: Alrawili, Khaled Saleh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scaffolding (Teaching Technique),Middle School Students,Student Attitudes,Science Instruction,Grade 9,Males,Instructional Effectiveness,Psychological Patterns

Developing teaching strategies has become the cornerstone of education. The most successful educational strategies are those that adhere to their vital role to students as they focus on raising the students' attitude towards learning. This research shed some light on the impact of scaffolding strategies on middle school students' attitudes towards the science subject. Specifically, the aim of this research is twofold: to examine students' attitudes towards learning and enjoying science and to emphasise their attitudes towards science teachers and their teaching methods in the classroom. A quasiexperimental research design was implemented to achieve the research objectives involving pre- and post-test for the experimental and control groups. The research population consisted of 84 ninth-grader science students in Saudi. A questionnaire of 24 items was developed to cover the major dimensions of the study after being validated by relevant experts. After conducting the questionnaire, data were collected accordingly and then analysed using descriptive analysis and inferential statistics. Findings showed a significant difference in the science student's attitude in favour of students who were taught using scaffolding strategies compared with those taught using conventional teaching methods. Based on the findings, the research proposes that scaffolding strategies should be applied as educational venues of learning autonomy to students in classrooms that directly and indirectly promote students' positive attitudes towards learning science. The research concluded with a recommendation that scaffolding strategies should be applied when teaching science for better outputs. Therefore, policymakers and curriculum planners need to adopt scaffolding as a typical teaching strategy for the art of teaching in general and science in particular.
The Effect of Project on Children Attitude toward Environmental Balance
Author: Rahman, N. Abdul
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Student Attitudes,Case Studies,Holistic Approach,Preschool Teachers,Sanitation,Freehand Drawing,Hazardous Materials,Food,Soil Science,Entrepreneurship,Environmental Education,Learning Activities,Learning Processes,Foreign Countries,Sustainability,Student Projects,Active Learning

The purpose of this study is to explore the effect of project on children's attitude toward environmental balance. This study is a qualitative study using a holistic single case study design involving &quot;compost cases&quot;, at a kindergarten in Perak, Malaysia. The participants consisted of a focus group of 18 children and an educator. The data was obtained through triangulation results from unstructured interview, observation, and unofficial documents such as children notebooks, sketches, and pictures of investigative activities. The findings showed that the children understand the negative impact of using chemicals on Earth. The finding also showed that children able to give suggestions on producing compost, burying food scraps in the soil and use the compost dining set for banquet to deal with waste management problems. In addition, the finding showed that children able to classify waste materials which is easily decompose for compost production. The finding also showed that activities project able to develop entrepreneurial attitudes in children to sell the product produced. The valuable experience through observation and hands-on activities from early childhood will help the continuity of learning process throughout their lives.
Supporting Pre-Service Mathematics Teachers&apos; Professional Noticing of Students&apos; Reasoning about Length
Author: Caylan Ergene, Busra
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematical Logic,Measurement,Thinking Skills,Intervention,Attention,Mathematical Concepts,Concept Formation,Teaching Skills,Skill Development,Foreign Countries,Elementary School Teachers

This study examined how the levels-of-sophistication framework supports pre-service mathematics teachers' professional noticing of students' reasoning about length measurement. Three pre-service teachers were asked to analyse students' written solutions in the tasks that reflected different characteristics of students' reasoning before and after participating in an intervention based on the &quot;Levels of Sophistication in Students' Reasoning about Length&quot; (Battista, 2006) conceptual framework The findings indicated that the levels-of-sophistication framework enabled the pre-service teachers to give their full attention to students' mathematical understanding and to provide proper instruction to support students' learning and hence, it had a significant role in the improvement of the professional noticing skills of these pre-service teachers. Thus, it is suggested that the levels-of-sophistication framework can be used to support pre-service teachers' professional noticing skills and to better prepare them to teach length measurement based on students' reasoning.
Mapping Research on European VET Policy with a Systematic Literature Review Method: A Pilot Study
Author: Scheuch, Ianina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Policy,Educational Research,Literature Reviews,Systems Approach,Research Needs

Purpose: A systematic literature review has neglected for years in both national and international vocational educational and training (VET) policy research. Recently, scholarly interest in and the need for such a review has increased rapidly. This review introduces the application of the systematic literature review method, with a focus on research work completed in European VET policy. Approach: To investigate the value and applicability of the systematic literature review method in European VET policy research, we conducted a pilot study following the guidelines and procedures presented by Gessler and Siemer. Findings: First, the process of conducting a literature review and its major methodological steps are described, followed by a descriptive analysis of the sample and characteristics of the studies reviewed. Second, initial insights into the research methodology and the topics that emerged during its application are presented. Altogether, we documented a first attempt to systematize research on European VET policy, including lessons learned from conducting a systematic literature review. Conclusion: The review revealed that although research on international European VET policy research has increased in recent years, hardly any systematization of the current research has been proposed. Instead, most research has been limited to identifying specific country-related factors. By comparison, we propose a systematic approach to reviewing research on European VET policy, being well aware of the strengths and limitations of the proposed method and the results. Thus, this systematic review presents a substantial starting point and research agenda for further studies on this topic.
Measuring Quality in Indian VET Institutions: Development Steps towards a Framework Adapted to the National Context
Author: Ramasamy, Muthuveeran
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Quality,Quality Assurance,Measurement Techniques,Institutional Characteristics,School Personnel,Educational Planning,Evaluation,Instruction,Instructional Leadership,Governance,School Business Relationship,Academic Achievement,Vocational Schools,Secondary Education,Postsecondary Education,Apprenticeships

Purpose: The quality of vocational education and training (VET) processes plays an important role in international education policies and research. In India, issues of quality came into focus in recent years due to an increased demand for skilled workers, and continuing challenges in the area of quality of VET. Existing quality assurance mechanisms of VET in India are characterised by a lack of comprehensiveness and uniform standards. This paper addresses the contextualised development of an Indian-specific approach for quality measurement. It centres on following research question: Which quality areas, criteria and related indicators are of relevance for measuring quality comprehensively? Approach: Design-based research substantiates the research objective, which is to develop a model that is theoretically and technically sound, as well as adapted to the national context. The question of how to create &quot;cultural-fit&quot; was essential for the research process illustrated in this paper. Starting point for the development of the approach was to build a structured review, and following analysis, with reference to existing models and approaches to quality management. The initial search examined national and international academic sources for quality management in business and education, as well as governmental sources for quality management strategies in VET. A significant number of models were selected, based on inclusion criteria, and these models were aggregated to provide a source for a first own conception of an approach. Results: Quality dimensions and criteria were collected and identified with reference to distribution across models. In total, seven major quality areas are identified, namely Institutional Sphere and Context; Personnel; Educational Planning, Provision and Assessment; Learning and Teaching; Leadership and School Management; Industry Linkage and Learner Achievements. In addition, 40 quality criteria are determined under these major quality fields, and relevant quantitative and qualitative sub-indicators for measurement are derived. Conclusion: The actual results will be a basis for the following pilot-based implementation in India. The model can provide meaningful feedback and data-based recommendations for continuous improvement of the Indian VET system and may furthermore provide for a reflected and contextually adapted implementation in other countries.
The Use of Activity, Classroom Discussion, and Exercise (ACE) Teaching Cycle for Improving Students&apos; Engagement in Learning Elementary Linear Algebra
Author: Syarifuddin, Hendra
Date: 2022-00-00
Type: Journal Articles
Subjects: Class Activities,Discussion (Teaching Technique),Learner Engagement,Algebra,Foreign Countries,Homework,College Students,Mathematics Instruction,Constructivism (Learning),Cognitive Processes,Psychological Patterns,Student Behavior

The main focus of the study was to identify the the effects of the ACE teaching cycle approach on students' engagement in learning of Elementary Linear Algebra. The Elementary Linear Algebra course was delivered at the Mathematics Education Study Program of State University of Padang, Indonesia. An action research methodology was adopted for the study and the constructivist theory was used as a theoretical framework. This study used mixed methods to collect, describe, and interpret the data. The data were collected through focus group discussion, classroom observations, and questionnaire. The participants in this study consisted of 37 students enrolled in the Elementary Linear Algebra course during the January-June 2011 semester. The ACE teaching cycle approach that was implemented in this study consisted of three steps. The first step in this cycle was the concept maps activity. This activity encouraged students to prepare for the topics that would be discussed in the class. The next step was classroom discussion which provided a social context in which the students could work together to solve mathematics problems. Finally, exercises were assigned as homework. In this part, students practised solving mathematics problems and wrote reflective journal. Students' involvement in the ACE teaching cycle approach in the Elementary Linear Algebra course improved their engagement in mathematics learning in the three domains of cognitive engagement, affective engagement and behavioural engagement.
Research in International Transfer of Vocational Education and Training -- A Systematic Literature Review
Author: Toepper, Miriam
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,Technology Transfer,International Cooperation,Reputation,Transfer Policy

Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation.
Social Representation of Non-Academic Work in Mexico in the Light of Cultural Artefacts
Author: Clement, Ute
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Enrollment Rate,Secondary Education,Secondary School Students,Cultural Influences,Unemployment,Competence,Work Environment

Context: Technical and Vocational Education and Training (TVET) has attracted increasing interest in recent years due to its potential to address productivity and equity challenges, such as better employment prospects, as outlined in the United Nations Sustainable Development Goals (SDGs). Despite the potential of such programmes, the enrolment rate in vocational training at upper secondary level in Mexico is 38.2%, i.e. below the Organisation for Economic Cooperation and Development (OECD) average of 45.7%. This raises the question of possible reasons for the low enrolment rate. Approach: Based on the assumption that attitudes towards non-academic work are culturally anchored in Mexican society, which also shapes the educational and career aspirations of younger generations, the project named Cultural Practice of Non-academic Work in Mexico (KuPraMex), funded by the German Federal Ministry of Education and Research (BMBF), investigates social representations of non-academic work in Mexico. This is done through the analysis of artefacts such as films, murals, etc., as these are part of the tangible culture of a society. As materialised products of human activities or cultural practices, artefacts can be understood as objectifications of social relations and conditions. Therefore, in this context, it is assumed that through the analysis of cultural artefacts, a deeper understanding of how nonacademic work is thought, felt, and valued in Mexican society will emerge. Findings: It has been found that the topic on non-academic work is often associated with informality. Moreover, the representations and narratives in cultural artefacts often show that non-academic work, apart from office work, is physically challenging but cognitively undemanding. In terms of access to a company, social networks seem to have enormous relevance. Hierarchies seem rigid and opportunities for promotion limited. However, narratives with more positive attributions regarding non-academic work can also be identified, which state that young people experience a habitus transformation through work. Conclusion: Nevertheless, non-academic work in Mexico seems to lack prestige, which may affect young people's educational and career aspirations and choices. This could mean that those who can afford it prefer to pursue a career in tertiary education rather than opt for a TVET programme. At the macro level, the mentioned lack of prestige could hamper attempts to offer such programmes.