ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Computer-Assisted Instructional Strategy on Schoolchildren&apos;s Social Skills
Author: Ige, Olugbenga A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Instructional Effectiveness,Interpersonal Competence,Rural Schools,Foreign Countries,Gender Differences,Developing Nations,Conventional Instruction,Lecture Method,Secondary School Students,Academic Ability

This paper examined the effects of computer-assisted instructional strategy on schoolchildren's social skills. The study participants were 28 male and 36 female schoolchildren randomly assigned to experimental and control groups in four schools located in some rural ecologies of southern Nigeria. The research was conducted using the pretest-posttest control group quasi experimental design and underpinned by the constructivist learning theory which provided the theoretical support for the evaluated computer-assisted instructional strategy. The study discovered that there was no significant effect of computer-assisted instructional strategy on schoolchildren's social skills. However, male schoolchildren benefitted more from the computer-assisted instructional strategy than female schoolchildren. The study recommended the use of computers to complement traditional lecture methods in fostering the social skills of schoolchildren in developing countries. Future research could focus on blending computer-based instructional strategies with traditional teaching methods.
International Framework, National Legal Discourse on Educational Rights and Students&apos; Perceptions: Comparative Analysis in Russia and France
Author: Zvereva, Ekaterina V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Legislation,Civil Rights,College Students,Student Attitudes,Student Rights,Research

The research aims to study the features of the French and Russian laws of education, to identify the common and distinctive factors in two types of discourse and the concept of human rights of the higher education institution students, as well as to determine the position of the student community of both countries on this issue. The research sample includes academic papers on the topic under study, legislative texts in the field of educational laws of Russia and France, other official data on French and Russian educational systems, and evidence of Russian and French students on their perception of rights within education field. The comparative nature and the selection of particular countries are due to practical purposes as Russian Higher Education Institutions in General and RUDN University in particular has long standing collaboration with their French partners. The methodology integrated inductive, comparative, and generalizing techniques, thematic analysis through manual coding, and distributional analysis with regard to text layout and key semantic concepts verbal representation. The research methodology also included a survey through respondents' written replies to questionnaire and statistical data processing techniques. The findings provide the evidence that there is an undoubted similarity of the educational systems of both countries, the identity of the thematic blocks on human rights recorded in the national educational laws, as well as the correlation with the text of the Declaration of Human Rights. The data also revealed some specifics with regard to both systems and legislation and differences in Russian and French students' perceptions of their rights. The research results can be used as the recommendations to advance Charters of higher educational intuitions in line with legislation and student expectations. The shaped methodology can be applied to enhance studies of discourse on/of human rights concept and its implementation.
The Relationship between University Autonomy, Lecturer Empowerment, and Organizational Citizenship Behavior in Indonesian Universities
Author: Suriansyah, Ahmad
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Correlation,Teacher Attitudes,Teacher Empowerment,Institutional Autonomy,Universities,Foreign Countries,Citizenship,Organizational Climate,Global Approach,International Education,Educational Change,Teacher Behavior,Compliance (Psychology),Innovation,Collegiality,Resilience (Psychology),Leadership Styles,Entrepreneurship,Helping Relationship

The purpose of this study was to bring forth academics' opinion or assessment regarding university autonomy, lecturer empowerment, and organizational citizenship behavior, and to establish the existing correlations among these three variables. A descriptive and correlational survey method was used, taking into consideration 350 lecturers from five universities, all found in South Kalimantan, Indonesia. Data were collected using a research instrument comprising of 199 items. These items were categorized into three forms, basing on the three variables, that is University autonomy, which was identified as UA with 77 items; Lecturer empowerment, shortened to LE with 52 items; and Organizational citizenship behavior, coded as OCB with 69 items. A pilot study was conducted to ensure that all items and instruments used were tested for validity and reliability. Data were analyzed using descriptive statistics and Pearson Product-Moment Correlation. The results reveal that university academics sampled from the five premier universities believe that their universities meet the criteria for the established three variables of UA, LE, and OCB. It is, therefore, concluded that there is a moderate understanding of the variables and also a significant relationship existing among them.
Exploring Jordanian Children&apos;s Perceptions of the Characteristics of an Ideal School and Learning Environment
Author: Alnajdawi, Ann M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Childrens Attitudes,Educational Environment,Student Welfare,Public Schools,Holistic Approach,Physical Environment,Social Environment,School Safety,Elementary School Students,Learning Motivation,School Effectiveness

Based on the grounded theory, this study aimed to elicit the views of Jordanian children on the ideal school and learning environment. School children aged 9-11 years participated in the study, and the data was collected through individual interviews. Moreover, 40 of the children's narratives were coded and analysed through various analytical processes. Thus, their views on the ideal learning environment were understood. This ideal school is considered as an attractive, supportive and strengthened learning environment that's been conceptualised to meet the children's physical, educational and socio-emotional welfare needs. It became apparent that children, as the beneficiary group of education, are aware of the characteristics of future schools and ideal environments that would increase their motivation and enthusiasm to learn. It was found that this could be achieved when Jordanian public schools employ various policies that ensure the holistic physical, social, emotional and educational learning and environmental welfare of the child.
Investigating the Learning Outcomes of an INQF-Based English Language Teaching Curriculum in Indonesia
Author: Solikhah, Imroatus
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Outcomes of Education,Undergraduate Students,Language Teachers,Teacher Education Programs,Grounded Theory,Curriculum Development,Educational Change,Foreign Countries,Curriculum Design,Knowledge Base for Teaching,Pedagogical Content Knowledge,Standards

This study revisits the structure of an English Language Teaching (ELT) curriculum for an undergraduate program based on the Indonesian National Qualification Framework (INQF). We investigated whether learning outcomes in ELT programs are effectively translated into the INQF. This study applied content analysis and grounded theory in its data analysis. As primary data sources, we used curriculum documents that were obtained online and conducted interviews with 60 respondents. The learning outcomes developed by the ELT Association, meanwhile, acted as secondary data. We found that the learning outcomes described in ELT curriculums are somewhat confused, and some revitalization is needed to make them effective. The matrix approach to developing a curriculum has made learning outcomes unfocused, while clusters of course groups remain undeveloped. The classification of learning outcomes is also not defined, and the course requirement of 144 credits is not distributed evenly through skill categories, semesters, and learning outcomes. This study is limited in that a relatively low number of respondents were recruited, implying that future research is needed with a wider range of participants if we are to use a course group matrix to revitalize their program learning outcomes, as well as their course and unit learning outcomes.
Extra Causers and How They Create Conflict between Religion and Science in Dan Brown&apos;s Angels and Demons, Including Pedagogical Implications
Author: Murti, Bayu Dewa
Date: 2019-00-00
Type: Journal Articles
Subjects: Novels,Conflict,Religion,Sciences,Story Grammar,Language Usage,Instruction,United States Literature

This study investigates extra causers, their types, and their application in &quot;Angels and Demons,&quot; a novel by Dan Brown. This study also attempts to establish the function of extra causers in constructing a mysterious conflict between religion and science throughout the various stages of the novel. The study was conducted using a descriptive qualitative method with a qualitative analysis derived from a combination of Miles and Huberman's and Spradley's qualitative analysis (domain, taxonomic, and componential analyses) and finding cultural values. The results show that there are four different types of extra causers in all stages of the novel, with there being 412 occurrences in total. They exist both with and without prime agents, as well as in both the active and passive voice. The various types of extra causer constructions include initiators (126), inducers (89), attributors (131), and assigners (66). In addition, they are found throughout the novel's stages, including the orientation (19), complication (306), evaluation (42), and resolution (45). The results indicate how extra causers contribute to developing the mystery of the conflict between religion and science throughout the novel's stages. The results also reflect that when modeling a text like a detective novel for students, extra causers should be delicately introduced in the orientation, complication, evaluation, and resolution. Pedagogically, the stages of the novel and the way they create conflicts between the values of religion and science indicate that modeling a novel in a genre-based model of language teaching provides critical insights for social teaching values.
Formation of Sociocultural Competence among Foreign Students
Author: Ivygina, Alyona
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Cultural Awareness,Student Interests,Comparative Analysis,Russian,Teaching Methods,Second Language Learning,Second Language Instruction,History,Local History,Intercultural Communication,Language Proficiency,Advanced Students,College Students,Universities

The objective of the current study is to experimentally test the pedagogical conditions aimed at ensuring the efficient formation of sociocultural competence in foreign students by using local history texts in the lessons of Russian as a foreign language (RFL). The efficiency of the formation of sociocultural competence by including linguistic and local history information was revealed by means of an experiment using the methods of observing students during the educational process, questionnaires, testing and conversations between students and teachers. The results of the experiment conducted in two groups, a control group (CG) and an experimental group (EG), show that the inclusion of local history texts in the process of studying Russian as a foreign language significantly increases students' interest in intercultural contacts, develops respect for the customs of another culture, fluent speech, deepens the knowledge of norms and values of one's native culture and other cultures. It was revealed that after conducting the experiment, the number of students with an advanced level of language proficiency in the experimental group increased from 8.8% to 23.5%, while in the control group it decreased from 11.8% to 8.8%. The results obtained during the experimental work make it possible to conclude that the level of sociocultural competence in the experimental group, consisting of preparatory course students who were trained with the use of local history texts, is higher by all the components than in the control group of students who studied Russian without using local history texts. These results are indicative of the positive experience of the formation of linguistic competence as part of sociocultural competence in the lessons of Russian as a foreign language at the Yelabuga Institute of Kazan Federal University and the possibility of its further use.
Students&apos; Geographic Skills in Indonesia: Evaluating GIS Learning Material Questions Using Taxonomy of Spatial Thinking
Author: Ridha, Syahrul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Locational Skills (Social Studies),Geographic Information Systems,Spatial Ability,Taxonomy,High School Students,Geography Instruction,Multiple Choice Tests,Essay Tests,Textbook Content,Maps,Test Items,Textbook Evaluation,Standardized Tests

Geographic skills area major competency that must be developed through spatial thinking. This paper describes whether learning material questions about Geographic Information System (GIS) in geography textbooks contains components of spatial thinking: concepts of space, use of representation tools, and reasoning processes. This study uses a descriptive qualitative approach with content analysis design. We conducted the evaluation of learning material questions about GIS on four geography textbooks of senior high schools in Indonesia by coding using taxonomy of spatial thinking. The 92 questions evaluated in this study contained multiple choice and essay practice questions. We identified questions by the following steps: 1) classifying concepts of space questions into non-spatial, spatial primitives, simple spatial, complex spatial; 2) determining the nature of tools of representation in the questions--use and non-use; 3) classifying processes of reasoning from each question into input, processing, and output. The results showed that the majority of GIS learning material questions are not based on spatial thinking. Seventy-one percent of questions are non-spatial, 73 percent of questions did not use maps to represent spatial thinking, and 67 percent of questions are low-level reasoning process (input). These findings indicate that GIS learning material questions in geography textbooks do not include the complete spatial thinking component. As a result, the lack of a complete spatial thinking component in GIS learning material questions in geography textbooks results in less developed geography competency among students. Learning material questions should contain the components of spatial thinking at a high level, such as using complex spatial on concepts of space, using tools for representation, and using output for reasoning processes. Therefore, for geographic textbooks, the National Education Standards Agency must develop standardized questions focused on spatial concepts to represent high-level spatial thinking.
Exploring Blended Teacher Roles and Obstacles to Success When Using Personalized Learning Software
Author: Amro, Falah
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Teacher Role,Barriers,Computer Software,Individualized Instruction,Computer Assisted Instruction,Data Use,English Language Learners,Teacher Responsibility,Troubleshooting,Student Motivation,Progress Monitoring,Small Group Instruction,Time Management,Faculty Development,Elementary School Teachers,Elementary School Students,Orientation,Literacy

Schools are increasingly adopting adaptive learning software to better customize instruction to students' personal needs. While personalized software is not designed to replace the teacher, it does change teachers' roles and responsibilities. However, research is lacking that examines how teachers implement the software and use the provided data and resources to adapt their instruction to students' needs. In this case study, 11 teachers of English Language Learners (ELLs) participated in a 45-minute interview to better understand their perceived responsibilities when implementing adaptive learning software and their obstacles to success. The analysis found that teachers worked to support students by (a) orienting students to the software and learning expectations, (b) troubleshooting technical issues, (c) motivating students to fully engage with the software, (d) monitoring students' behavior and learning in the system, and (e) providing students with additional instruction in small groups or individually. While teachers recognized the need to provide students with individualized instruction using the assessment data and resources provided by the software, teachers largely did not feel prepared or able to provide students with the level of instructional support that they believed was needed. Specifically, teachers highlighted the following obstacles that prevented them from fulfilling their perceived instructional responsibilities: (a) lack of time, (b) lack of preparation and professional development, and (c) the inability to easily obtain and interpret learning data and resources. The article concludes with recommendations for both researchers and practitioners.
Relationship of Instructional Time Configuration, Gender and Race on Seventh Grade Social Studies Performance
Author: Vogler, Kenneth E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Middle School Students,Hispanic American Students,Block Scheduling,Academic Achievement,Comparative Analysis,Accountability,Grade 7,Tests,Poverty,Gender Differences,Race,Scores,African American Students,Scheduling,Learning Theories,Flexible Scheduling,State Standards

This study compared the academic performance of seventh-grade students on a state-mandated social studies accountability test by the instructional time configuration used and explored the relationship among the variables of gender, race and poverty on this performance. Results of 24,919 seventh-grade student social studies test scores from 117 middle schools as well as a survey given to principals of the same 117 middle schools were analyzed. While controlling for poverty, students in schools using a 61-79 minute block all year schedule configuration earned significantly higher test scores than students using any other schedule configuration. Additionally, White students scored significantly higher on the test than Hispanic students, and Hispanic students scored significantly higher on the test than Black students regardless of the instructional time configuration used.
Spiritual and Moral Meanings and Values of the Russian Culture as a Basis for the National and Civil Consciousness Upbringing in the Russian Youth
Author: Egorychev, Aleksander M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Spiritual Development,Moral Values,Foreign Countries,Educational Philosophy,Patriotism,Public Policy,Teaching Methods,Cultural Education,Social Problems,Preschool Education,Elementary Secondary Education,History,Higher Education

The relevance of the problem under study is associated with the actual situation which is characteristic for the present-day Russia and pertaining to the results of the state youth policy being carried out, the level of formation of national and civil consciousness of the Russian young people. The objective of the paper consists in detailing the philosophical bases, meanings and values of the Russian culture that can be used in organizing the upbringing and educational activity of the Russian youth. The leading approach to studying this problem was the culturological one acting as the methodological basis of studying the problem of upbringing of the national and civil consciousness in the Russian young people. The main results of the research have shown that the questions of upbringing of the contemporary Russian young people's civil and patriotic consciousness are understudied. There are only few works of social and pedagogical focus that consider these questions pointedly and productively. The research demonstrates the necessity of introducing the relevant modifications (amendments) concerning the Russian youth to the state social policy. It has to be clearly oriented to organizing the focused and consistent social and pedagogical activity which is aimed at shaping the national and civil consciousness of the rising generation on the basis of meanings and values of the Russian culture. The resulting materials are both of theoretical importance for further exploration of this range of problems and of practical importance for elaboration of objectives, provisions, and content of various state and public projects and programs pertaining to the civil and patriotic upbringing of the rising generation (children, adolescents, young people) and using them within the country's system of education at all levels (pre-school, school, professional, and further ones).
Preservice Teachers&apos; Perceptions and Preparedness to Teach for Global Mindedness and Social Justice Using Collaboration, Critical Thinking, Creativity and Communication (4Cs)
Author: Nganga, Lydiah
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Social Justice,Teaching Methods,Social Studies,Methods Courses,Teacher Education Programs,Feedback (Response),Global Approach,Perspective Taking,Phenomenology,Group Discussion,Reflection,Cultural Awareness,21st Century Skills,Rural Areas,Universities,Role Playing

The present study examined preservice teachers' (N=47) perceptions and preparedness to teach for global mindedness and social justice. A phenomenological approach helped the researcher to gain deeper understanding of participants' perceptions of the effectiveness of instructional practices used in a social studies methods course. Of particular interest were instructional practices that preservice teachers perceived as promoting 4Cs. Data collected from discussions, in-class written reflections and feedback from open-ended questions showed that although learners were initially uncomfortable exploring global and social justice issues, they eventually gained essential multiple perspectives. Consequently, this study affirms the importance of using 4Cs in teacher education programs to teach essential knowledge and skills in global mindedness and social justice.