ethanporcaro/eric-fulltext-meta huggingface dataset:
Family(ies) in Studies about School Coexistence in Chile: A Systematic Review
Author: Andrades-Moya, Jonathan
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Family (Sociological Unit),Family School Relationship

Studies on school coexistence generally focus on the interaction between those who make up an educational institution. Many studies, in Chile, focus on students, teachers, and the management team, leaving aside other educational agents as educational assistants. The present study seeks to: a) Know whether research on school coexistence carried out in Chile considers family(ies) as an educational actor; b) Identify how their participation is assumed in processes related to school coexistence reported by research in this field. A systematic review was carried out for this purpose, selecting 27 articles processed through the prism flowchart. There is little consideration of the family(ies) as an active educational agent in studies of school coexistence in Chile. This makes the family(ies) invisible, reducing their responsibility and possibilities of participation as active agents in the constructive and interactive processes of school coexistence and the educational process of the new generations in their charge. These results show the need to strengthen this field of study and to promote the recognition of the family(ies) as active educational agents in the construction of school coexistence.
Influence of Motivation on Teachers&apos; Effectiveness in Ilorin West Local Government, Kwara State
Author: Uyanne, Elizabeth Obiageli
Date: 2020-08-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Effectiveness,Foreign Countries,Job Performance,Secondary School Students,Gender Differences

Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers' effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers' Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers' effectiveness is low and there was no significant influence of motivation on teachers' effectiveness.
International Mobility Programs to Improve Soft Skills of Vocational College Students and Alumni
Author: Handayani, Andri
Date: 2020-08-00
Type: Journal Articles
Subjects: Vocational Education,College Students,Alumni,College Graduates,21st Century Skills,Language Skills,Communication Skills,Interpersonal Competence,Teamwork,Cultural Awareness,Adjustment (to Environment),Job Skills

In the workplace, hard skills and soft skills are equally taken into account, especially in this 21st century, where people are required to have 'global employability skills' to secure a good job. This study aims to determine the benefits of international mobility programs have on the ability of soft skills, especially in the aspects of communication, social skills and flexibility--as parts of 'global employability skills'--of students and alumni of a Vocational College within three years from 2017 to 2019. The research method used is by distributing questionnaires Google Form with Likert Scale format from strongly disagree to strongly agree scale 1-5. Research subjects were active students and graduates of Vocational College (&quot;Sekolah Vokasi&quot;) UGM who had participated in international mobility programs, both incoming and outgoing programs, organized by the OIA SV-UGM, in 2017-2019. The respondents were 60 people. The results showed that the developed soft skills were language and communication skills, interpersonal skills, teamwork, cultural understanding and adaptability and openness. Specifically for alumni, soft skills that are highly developed and helpful in the working world are adaptability and openness (82.9%), cultural understanding (74.3%), language and communication skills (71.4%), ability to work together (65.7%), and interpersonal skills (54.3%).
Common Understanding or &apos;Hodgepodge&apos;? The Consistency and Accuracy of School-Based Mentors&apos; Assessment of Trainee Primary Teachers in England
Author: Zsargo, Liz
Date: 2019-00-00
Type: Journal Articles
Subjects: Accuracy,Mentors,Preservice Teachers,Elementary School Teachers,Foreign Countries,Preservice Teacher Education,Educational Quality,Role,Decision Making,Formative Evaluation,Feedback (Response),Criticism,Student Evaluation

The small-scale research study reported in this paper aimed to explore the ways in which mentors in primary school settings approach the assessment of trainee teachers within the English Initial Teacher Education system. Consistency and accuracy of assessment is judged by Ofsted (Office for Standards in Education) as a key indicator of quality, and yet very little is understood about the ways in which assessment is enacted by mentors. The paper explores some of the tensions involved in mentor assessment of trainees: variable interpretations of criteria, the dichotomous role of the mentor and differing operating contexts and personal constructs of mentors. It is concluded that these all influence mentor decision making, and a 'mentor assessment identity' is theorised, based on mentors' previous and current experiences, contexts and beliefs. Consistency in terms of the application of criterion-based assessment to trainees' teaching is thus fundamentally critiqued, and a way forward is suggested based on qualitative formative feedback. It is thus suggested that ITE providers could move away from grading and focus instead on strengths and areas for development for trainee teachers.
Civic Thinking and Public Policy Analysis: A Comparative Approach to Political Decision-Making
Author: Fitzgerald, Jason
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Policy,Policy Analysis,Decision Making,Citizenship Education,Citizen Participation,Political Attitudes,Social Attitudes,Protocol Analysis,Political Issues,Community Involvement

In an effort to increase students' preparation for and participation in civic life, teachers and schools across the United States have incorporated action civics programs into their social studies courses. These programs resemble many of the key characteristics of the public policy analysis process. However, there is little evidence suggesting that civic leaders use this process when engaging a civic issue. This study explores the processes that civic leaders in one community use when thinking aloud about two hypothetical civic action scenarios, comparing their processes with the public policy analysis process. Qualitative analysis demonstrates that civic leaders engage in the public policy analysis process but also include the crucial initial step of seeking &quot;community deliberation.&quot; This initial step makes the whole process community-based, especially in the research, planning, and action phases. These findings indicate that action civics programs should consider incorporating more community awareness and involvement into the early parts of their curricula, enabling youth to work with community members rather than isolating action civics work to K-12 classrooms.
Knowledge on Active Participation in Classroom among Nursing and Midwifery Students
Author: Tesema, Abebe Abera
Date: 2020-08-00
Type: Journal Articles
Subjects: Student Participation,Nursing Students,Obstetrics,Foreign Countries,Active Learning,College Students,Knowledge Level,Student Attitudes,Classroom Techniques,Classroom Communication

Effective learning-teaching process is ensured when students interact and actively participate in the learning process. Though most instructors stressed the value of active participation in classrooms of universities and colleges, achieving success in eliciting it appears more difficult. There is high tendency of instructors in higher institutions to cover the tasks and responsibilities of their students. The main aim of this study was to assess the knowledge of and to identify strategies for improving active participation in classroom among nursing and midwifery students. Institution based cross-sectional survey was conducted in Jimma University on randomly selected 126 students (81 nursing and 45 midwifery). The collected data were coded, checked and cleaned and entered into SPSS version 23 for analysis. Simple descriptive statistics was used to see the frequency distribution whereas cross-tabulation and Pearson Chi-square test were used to see the association between variables. Majority, 106 (84.1%) of the students had good knowledge about the benefits of active participation in classroom and they suggested strategies to be used by regular classroom teachers to improve students' participation. Students' academic year has shown statistically significant association with their knowledge about active participation. The authors of this study strongly recommend instructors to use active learning methods and department heads need to follow teaching methods implemented by their respective faculty.
Technology-Driven Teaching Skills&apos; Need of Business Education Lecturers and Content Delivery in a Globalised Economy
Author: Okon, Edet E.
Date: 2020-08-00
Type: Journal Articles
Subjects: Business Administration Education,College Faculty,Teaching Skills,Technology Uses in Education,Global Approach,Economics,Foreign Countries

This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today's globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
Exploring the Perceptions Held by Primary Teacher Trainees Regarding the Value of Peer Mentoring
Author: Gomersall, Suzanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Elementary School Teachers,Preservice Teachers,Mentors,Peer Relationship,School Holding Power,Gender Differences,Student Adjustment,Program Implementation

This small scale study investigated how much value undergraduate primary trainee teachers perceive there to be within a programme of peer mentoring. As this was a small scale study gathering qualitative data, the findings do not represent a general consensus and may be situational to this setting. The literature suggests that there are a wide range of benefits to using peer mentoring, such as a reduction in withdrawal rates, more successful transition into higher education and higher academic outcomes; but it is important to note that the majority of this research has been undertaken within a business setting. However, those studies undertaken within the higher education context, seem to support the findings of the earlier literature. Questionnaires and interviews were used to gather data from a sample of year 1 and year 3 undergraduates. The following themes emerged from the data: transition to university remains a concern; students can identify possible benefits and pitfalls of peer mentoring, but lacked clarify about the best way to instigate a programme; male trainees respond to this concept differently from their female peers. Due to the nature of the research, subsequent studies should be done to explore the possible implications of these themes further.
Emergency Remote Learning in Social Studies Methods: Seeing, Understanding, and Disrupting Racism
Author: Doornbos, Linda
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Social Studies,Teacher Educators,School Closing,Racial Discrimination,Inquiry,Preservice Teachers,Social Problems,Critical Theory,Models,Teaching Methods

COVID-19 shut down our university and sent us into remote learning. My elementary social studies methods teacher candidates and I sought to make sense of the ensuing chaos. Fueled by the threat of COVID-19 and growing issues of racism, I designed a focused, inquiry-based lesson using the Inquiry Design Generator of the C3 Framework (NCSS, 2013) to revisit our work in Takaki's (2012) &quot;A Different Mirror for Young People: A History of Multicultural America.&quot; The inquiry invited the teacher candidates to grasp the significance of the past in shaping the present and to engage in informed action using children's literature.
The Effect of Mathematics Anxiety on the Achievement of Middle School Students in Amman
Author: Altakhayneh, Bahjat
Date: 2020-08-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Achievement,Middle School Students,Foreign Countries,Gender Differences,Grade 7,High Achievement,Correlation

This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences ([alpha] [less than or equal to] 0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
Assessing Fit of the Lognormal Model for Response Times
Author: Sinharay, Sandip
Date: 2020-10-00
Type: Journal Articles
Subjects: Educational Testing,Psychological Testing,Goodness of Fit,Factor Analysis,Markov Processes,Monte Carlo Methods,Test Items,Reaction Time

Response time models (RTMs) are of increasing interest in educational and psychological testing. This article focuses on the lognormal model for response times, which is one of the most popular RTMs. Several existing statistics for testing normality and the fit of factor analysis models are repurposed for testing the fit of the lognormal model. A simulation study and two real data examples demonstrate the usefulness of the statistics. The Shapiro-Wilk test of normality and a &quot;z&quot;-test for factor analysis models were the most powerful in assessing the misfit of the lognormal model. [For the corresponding grantee submission, see ED603049.]
Moving beyond the &apos;Initial&apos; in Initial Teacher Education: The Role of ITE Providers in Supporting and Developing New Teachers
Author: Whitfield, Louise
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Beginning Teachers,Teacher Competencies,Barriers,Teacher Role,Teacher Characteristics,Standards,Professional Identity,Resilience (Psychology),Self Efficacy,Faculty Workload,Teacher Attitudes

This article describes a small-scale qualitative study focusing on Newly Qualified Teachers (NQTs) during their first year of teaching. The study aimed to find out how Initial Teacher Education (ITE) providers can best support NQTs by looking at barriers that NQTs face, their perceptions of the support they need, and how these findings could be embedded into a university's NQT Strategy. NQTs were visited in their employing schools at various points over their first year in teaching and were interviewed about their role and their perceived strengths and barriers which they had encountered. The paper highlights the differences between standards-driven competencies which are often perceived to be the main focus of the NQT year and the pastoral forms of support that are needed to overcome issues such as workload. Conclusions were drawn from these semi-structured interviews, alongside secondary evidence including discussions with mentors and head teachers, and iterative readings of relevant literature. Findings from the research include suggestions for next steps in relation to developing NQT resources and in relation to the support offered by the ITE provider. I also consider the implications for future research in this area.
The &apos;Three Hats&apos; of Student Teacher Identity: Learning Opportunities in Employment-Based ITE in Wales
Author: James, Jamie
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Preservice Teacher Education,Teacher Education Programs,Teacher Effectiveness,Professional Identity,Teaching Skills,Social Influences,Cultural Influences,Student Teaching,Barriers,Work Experience Programs,Secondary School Teachers,Foreign Countries,Experiential Learning,Student Teacher Attitudes,On the Job Training

The success of student teachers studying on employment-based Initial Teacher Education (ITE) programmes partly depends on a synthesis of the influence of theoretical university inputs and professional standards with the specific, local requirements of the schools where they are employed. Improving the quality of student teacher learning, therefore, requires investigation of the kinds of learning taking place and how, if at all, this learning is influenced by individual school contexts. I carried out a small-scale study over six months in 2015 looking at what and how student teachers were learning on an employment-based programme of ITE and the extent to which this learning was influenced by variations in schools' socio-cultural and historical context. Given the focus on sociocultural and historical factors, Cultural Historical Activity Theory (CHAT) (Engeström, 1999) was used as an analytical lens through which to interpret and understand the data collected. The study, based on pragmatic qualitative and social constructionist approaches, involved a group of student teachers and school staff supporting them (n=4). Surveys and individual interviews were undertaken, coded and analysed using a thematic analysis, and conclusions were drawn, based on abductive reasoning. The study suggested that two main types of learning seemed to be taking place, the first related to learning how to be an effective teacher and the second related to the development of various professional identities, and the involvement of other professionals in student teacher activity. Tensions arising from the socio-cultural and historical context of the school led to a negotiation of space to learn and an elevation of student teachers' professional legitimacy and confidence. Finally, the study concludes with a small number of recommendations that could be applied to programmes of employment-based ITE and more traditional forms of ITE more generally, to improve the quality and efficacy of student teacher learning.
The Technology Andragogy Work Content Knowledge Model Framework on Technical and Vocational Education and Training
Author: Arifin, Zainal
Date: 2020-08-00
Type: Journal Articles
Subjects: Vocational Education,Andragogy,Vocational Education Teachers,Pedagogical Content Knowledge,Technological Literacy

The main competence of 21st century technical and vocational education and training (TVET) teachers is the ability to integrate technology into the learning process effectively. However, the concept of learning is now shifting to technological involvement, learning approaches, and needs in accordance with the curriculum of the world of work must be integrated to produce learning outcomes that are able to compete in obtaining work opportunities. The technological pedagogical content knowledge (TPACK) model used in general learning needs to be assessed according to the context of innovation in the TVET learning field. The purpose of this study is to analyze the teaching and learning of TVET teachers who are professionals with the approach of Technology, Andragogy and Work towards Content Knowledge (CK). Study of qualitative methods in the form of document analysis is identified by the philosophy of the learning approach at TVET and the current TVET learning model. The analysis results recommend that the technology andragogy work content knowledge (TAWOCK) model is considered important to be developed in TVET learning. Characteristics of these findings include the involvement of learning using technology, increasing the level of learning for andragogy, adjusting work competence, and curriculum content developed on the concept of knowledge. Finally TPACK has been modified to TAWOCK to study in the TVET field.
Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners&apos; Reading Comprehension and Attitudes
Author: Al-Qahtani, Abdulaziz Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teaching Methods,Protocol Analysis,Reading Comprehension,Student Attitudes,Reading Tests,Attitude Measures,Comparative Analysis,Attitude Change,Instructional Effectiveness,Reading Strategies,Secondary School Teachers,Secondary School Students

The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.