ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Potential of Cultural Drag
Author: Johnson, Martha
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Experience,Cultural Influences,Identification,Performance

This article illustrates the problematic nature of the use of intercultural, international exchange as the primary or singular mode of understanding the study abroad experience and proposes alternative ways of talking to students about their study abroad experiences. While the focus on cultural exchange may be a practical trope, it creates a clear understanding of them-versus-us in terms of values and behaviors. It also glazes over some central features of the postmodern study abroad experience. We argue that the study abroad can be understood through the metaphor of drag, i.e., the act of putting on a costume and performing an identity. &quot;Cultural drag&quot; gives students the opportunity to experiment and play with their identity and explore how their privilege may change depending on where and how they present themselves. The article examines the strengths and weaknesses of this metaphor and explores how to advise students so they have an awareness of the role of their body once they enter the experience.
Cosmopolitanism: Rethinking the Agenda of Education Abroad
Author: Whalen, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,International Education,Global Approach,Citizenship,Cultural Relevance,Community Involvement,Cultural Awareness,Educational Philosophy,Educational Experience,Nationalism,History,Educational Change

Cosmopolitanism is an ambiguous and inherently paradoxical notion. Because of the complexities it raises, it generates analyses and discourses that challenge simplistic assumptions embedded in theory and practice of education abroad. Global citizenship, comprehensive internationalization, cultural relativity, immersion, cross-cultural learning, and community engagement are some of the concepts deconstructed through the lens of cosmopolitan ideas and histories. Cosmopolitan philosophies are also of particular and special relevance to student experience in international education. In short, cosmopolitanism is not one idea but a field of meaning, a cluster of profound propositions that might collectively enrich the curriculum of education abroad.
Model United Nations (MUN): Learning Method to Enhance Critical Thinking Skill and Communication Skill for High School Students
Author: Khadzir, Syahroni Al
Date: 2020-11-00
Type: Journal Articles
Subjects: Teaching Methods,Models,International Organizations,Simulation,Geography Instruction,Instructional Effectiveness,High School Students,Skill Development,Critical Thinking,Thinking Skills,Communication Skills,21st Century Skills,Experiential Learning,Foreign Countries

This research was Analysis Design Development Implementation Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.
Podcasting as a Dissemination Method for a Researcher-Practitioner Partnership
Author: Naff, David Bryant
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Partnerships in Education,Information Dissemination,Nonprint Media,Stakeholders,Research Utilization,Public Education,Metropolitan Areas,Elementary Secondary Education

Researcher-practitioner partnerships (RPPs) present opportunities to conduct studies that support evidence-based decision-making for participating school districts. Doing this work effectively requires ongoing input from key stakeholders, attention to the local impact of the research, and targeted dissemination to audiences who can benefit from the findings. Maximizing research use in public education requires attention to how it is communicated to decision-makers. The present case study of a podcast used as a dissemination method by a metropolitan RPP explores how it potentially supported the goals of the partnership and promoted stakeholder engagement with research findings. Theoretical and practical implications for RPPs are discussed, as well as implications for the literature on research use and podcasting as a communication tool in education.
Chinese Shuyuan: A Legacy in Chinese Education History, or a Solution for Modern Undergraduates in China?
Author: Zeng, Zhen
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Well Being,Asian Culture,Foreign Countries,Institutional Characteristics,Residential Programs,Educational History,Educational Philosophy,Values,Comparative Education,Western Civilization,Institutional Autonomy,Colleges

The paper looked into concepts claimed to be essence of Chinese residential college, an on-going institution presumed to be a solution towards undergraduates' issues in some pioneer universities in China. It's analyzed that Chinese residential college today in China is not a Shuyuan that was ever striving as a unique education mode in ancient China, even if it's named after Shuyuan in Chinese, concerning on its nature, function and goal, while it's not a conventional residential college in English speaking countries neither. By investigation and comparison of its origin, function and features among Shuyuan and Chinese residential college, the spirit of development of a human with goodness and well-being through pursuit of knowledge and culture inherited and transmitted in Shuyuan is unearthed, which is supposed to be the resource of inspiration when the pioneer universities and educators designed and operate residential college on Chinese campus, though the effects couldn't be accounted as appealing as what Shuyuan produced in ancient China. The research aims to depict a real Shuyuan, an education legacy every being alive in Chinese history, which were featured with paramount concepts and values that should be correctly recognized and implemented when there is great concern around undergraduates.
Secondary Pre-Service Teachers&apos; Reflections on Their Microteaching: Feedback and Self-Evaluation
Author: Chand Dayal, Hem
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Secondary School Mathematics,Student Attitudes,Reflection,Metacognition,Self Evaluation (Individuals),Peer Evaluation,Value Judgment,Microteaching,Feedback (Response),Foreign Countries

Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a microteaching setting. Using 20 pre-service teachers' post-microteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their own MT. The findings indicate that pre-service teachers find both peer and lecturer feedback useful in terms of identifying their strengths and weaknesses as well as providing incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on self-knowledge. The findings reaffirm the importance of peer and self-evaluation in teacher education.
The Impact of Flipped Classrooms in Nurse Education: A Literature Review
Author: Lelean, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Nursing Education,Nursing Students,Educational Research,Outcomes of Education,Retention (Psychology),Student Satisfaction,Learner Engagement,Skill Development,Electronic Learning,Active Learning,Individualized Instruction,Foreign Countries,Higher Education

Flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programmes. This literature review aims to critically examine empirical published work (from 2012 to 2019) which reports of the impact of flipped classroom pedagogies on nursing students' learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach, this stress can be reduced.
The Effects of Differential Learning Method on the Tennis Ground Stroke Accuracy and Mobility
Author: Yildirim, Yahya
Date: 2020-00-00
Type: Journal Articles
Subjects: Racquet Sports,Physical Education,Teaching Methods,High School Students,Training Methods,Foreign Countries,Psychomotor Skills

The purpose of this study is to investigate the effect of different learning methods on learning tennis stroke skills, retention of learned skills and mobility time compared to traditional learning methods. Twenty-four (12 boys, 12 girls) high school students who have just started tennis education in a high school in Istanbul participated in this study voluntarily (Age: 15.00 ± 0.00 years, weight: 63.46 ± 10.64 kg, height: 1.65 ± 0.06 m, and body mass index 23.26 ± 2.91 kg/m[superscript 2]). Subjects were divided into two homogeneous groups of 12, each with equal numbers of boys (6 girls, 6 boys) according to the pre-test results. One of the groups was named control group, and the other group was named differential learning group. The training sessions were held 3 days a week for 10 weeks and each training lasted 90 minutes. The International Tennis Number (ITN) test was applied to determine the tennis ground stroke accuracy and mobility time. A modified version of the ITN mobility test was applied using the Fitlight TrainerTM device. Repeated Measures Anova test was used to examine the difference between pre-test, post-test and retention test of the same group. One Way Anova was used for the interaction between groups, measurement (pre-test, post-test, retention test) means. p &lt; 0.05 was accepted for the significance level in the interpretation of statistical procedures. As a consequence; It can be said that the differential learning method is more effective than traditional training methods in the accuracy of tennis ground hits, but there is no significant difference between the two groups in retention of learning. Moreover, no significant difference was found in mean differences between groups and from pre-test to post-test and retention test within groups.
The Growing Demand for Education in Saudi Arabia: &quot;How Effective Is Borrowing Educational Models from the West?&quot;
Author: Mirghani, Taiseer M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Elementary Secondary Education,College Readiness,Higher Education,Career Readiness,Human Capital,Cultural Influences,English (Second Language),Language Proficiency,Social Change,Economic Development,Cognitive Development,Thinking Skills,Rote Learning,Private Schools,Public Schools,Inservice Teacher Education

The Kingdom of Saudi Arabia (KSA) considers education a top priority, and more emphasis has been placed on this following the 2016 announcement of Saudi Vision 2030. Since then, the country has witnessed several economic and social changes. As a result, the Kingdom has initiated a plan to invest in human capital through education to diversify its economy and increase employment. This includes educational reform with regard to primary and secondary education geared toward preparing students for higher education and the workplace. However, several factors may hinder the successful execution of this plan. This report will provide insights into factors such as cultural dimensions, learning profiles, the English language proficiency gap, and information on borrowing educational models from the West. It will also include some suggestions and recommendations to enhance teacher education programmes so that positive educational reform may be achieved effectively.
Measuring Students&apos; Perceptions of Teacher Involvement in Mathematics Homework Assignments: A Scale Development
Author: Özcan, Bülent Nuri
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Role,Teacher Student Relationship,Feedback (Response),Personal Autonomy,Attitude Measures,Test Construction,Test Reliability,Test Validity,Middle School Students,Middle School Mathematics,Homework,Public Schools,Foreign Countries

This study aimed to develop a scale to determine students' perceptions of teacher involvement in mathematics homework assignments. An item pool (n = 30) was generated based on a literature review. Based on expert feedback, the number of items was reduced to 21 scored on a 5-point Likert-type scale. A draft named the &quot;Scale of Teacher Involvement in Mathematics Homework Assignments (STIMHA)&quot; was developed after the items were reviewed by a linguist. A pilot study was conducted with six middle school students to check for comprehensibility. The items were revised and finalized based on their feedback. The main study sample consisted of 751 middle school students from four schools in Demirci/Manisa in Turkey during the 2017-2018 academic year. Data were analyzed using the Statistical Package for Social Sciences (SPSS 24.0) and Analysis of Moment Structures (AMOS 21.0). Validity and reliability were established.
Special Education without Teaching Assistants? The Development Process for Students with Autism
Author: Rämä, Irene
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education,Teacher Aides,Students with Disabilities,Autism,Pervasive Developmental Disorders,Interaction,Classroom Communication,Peer Relationship,Teacher Student Relationship,Proximity,Young Children,Males,Foreign Countries

Many children may need the help of another person to attend school. It is common for children with disabilities to receive help from a teaching assistant at school. Assistants are provided in many countries as a legal right and are often publicly funded. It is also widely assumed that having teaching assistants in the class is an effective and cost-efficient way to support students with disabilities. In this study, the research task was to monitor and document the development process carried out by the teacher, with the aim of making visible the development of a more dynamic classroom interaction. The focus in this development process was the teacher's idea of minimizing the contacts between students and assistants to increase students' opportunities to optimize interaction and learning. This was to happen by strengthening commitment to their activities and taking responsibility. The data include video excerpts, which originate from video recordings from a special education class, and transcripts of three stimulated recall-type interviews with the teacher of this class. In this article, the experimental development process is described as presenting an unorthodox approach to teaching assistants and their position in special education.
The Views of Physical Education and Sports Teaching Instructors on Education in the COVID-19 Period
Author: Kirbas, Sule
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Athletics,Teacher Attitudes,COVID-19,Pandemics,College Faculty,Distance Education,Electronic Learning,Barriers,Online Courses,Student Participation,Feedback (Response),Teacher Competencies,Access to Computers,Internet,Foreign Countries

This study was conducted to determine the views of academicians regarding &quot;The Views of Physical Education and Sports Teaching Instructors on Education in the Covid-19 Period&quot;. The study used the phenomenological design, which is among qualitative research designs. The study group comprised 63 academicians carrying out duty in 21 different universities in Turkey during the 2019-2020 academic year. In line with the goal, the study was carried out with academicians who could contribute on voluntary basis. In order to determine the views of the academicians, a structured interview form was used. The interview form comprises four questions aiming to determine the necessity of distance education in the physical education area, which courses in the area can be given within the scope of distance education, possibility of teaching applied courses via distance education and problems they face in courses in the distance education process which has been put into effect compulsorily due to pandemic. The interview form was presented to the opinion of two instructors in the educational sciences area who have carried out qualitative research and then expert opinion was received. The application was conducted by primarily reaching the aforementioned academicians via telephone interview between 1 June-27 July 2020 and conveying the questions via e-mail. The descriptive analysis technique was used in analysis of the data. In the study 79% of the academicians stressed that applied courses should not be taught via distance education, while 52% stated that all theoretical courses could be taught via distance education. Examining the views of the academicians on the problems they faced in courses in the distance education process; 55% stated that the problems were associated with the system, 36% efficiency of the course, 30% inadequate student participation in the course, 21% inadequate student feedback, 21% evaluation, 19% inexperience about distance education and 17% lack of internet and computer opportunities in hometowns of students. Considering the findings of the study integratedly; it is believed that teaching applied courses via distance education is inadequate and inefficient. Also it is possible to state that it may not be appropriate to teach theoretical courses via distance education, except when necessary.
Three-Dimensional Works Designed for Schools without Studios: A Multiple-Case Study
Author: Coskun Onan, Berna
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Foreign Countries,Sculpture,Art Activities,Studio Art,Grade 6,Grade 7,Grade 8,Values,Safety,Skills

Based on the learning outcomes, values, skills/proficiency and job safety for grades 6, 7 and 8 from the 2017 Visual Arts Course Curriculum (MEB, 2017), outcomes related to three-dimensional work have been associated with care, love, responsibility and inquiry and activities &quot;My Money&quot;, &quot;Abstract Sculpture&quot; and &quot;Talking Emojis&quot; have been planned. They have been completed with visually rich presentations and step by step implementation phases and presented to the subject teachers intended for practices. In the data collection process, the activities were observed by the researcher, audio and video recording made and right after the activities interviews with the students and teachers were made and student work was collected to examine documentation. Data obtained during the data collection process have been analyzed with thematic analysis method and taking into consideration the basic characteristic of multiple case study and the themes obtained have been evaluated with the theme titles; &quot;Connections&quot;, &quot;Internalization&quot; and &quot;Realization&quot;. Among the outcomes of the results of the research are the facts that the bases of skill/proficiency, value and job safety are important at activity planning and that rich presentations and step by step applications can transfer the relevant outcomes of the students into behavior. It is also attention-grabbing that students, who gain the values of respect, love and care for their environment through three-dimensional work, can transfer mathematical, digital, social skills and those related to citizenship to their lives.
One Hundred Years of Educational Research in New Zealand: Landmarks and Directions
Author: Alcorn, Noeline
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational History,Educational Policy,Educational Practices,Information Dissemination,Publications,Educational Development,Educational Finance,Doctoral Programs,Performance Based Assessment

The field of educational research is broad and changes form over time and space. This article reviews educational research in New Zealand over the past 100 years as a background to current policy and practice. It describes a series of landmarks over the century, the changing contexts and the assumptions which underlay them and identifies recurring issues which continue to face the educational research community.
The Study of Reading Fluency and Reading Comprehension Skills of Primary School Students Whose Mother Tongue Is Different
Author: Kiziltas, Yusuf
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Comprehension,Elementary School Students,Second Language Learning,Grade 4,Foreign Countries,Indo European Languages,Turkish,Native Language,Reading Achievement

The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tusba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, 'Narrative Text' collected data about reading fluency; 'Multidimensional Fluency Scale' measured reading prosody skills; and 'Reading Comprehension Test' was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.