ethanporcaro/eric-fulltext-meta huggingface dataset:
Students Engaged in Reflection and Practical Problem Solving: Exploring Colour Theory
Author: Poldma, Tiiu
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflection,Problem Solving,Color,Theories,Aesthetics,College Students,Studio Art,Learning Activities,Class Activities,Experiential Learning

This paper explores how students connect meaningfully with theory through the aesthetic experiences of problem solving together in the context of a workshop. It can be challenging for students studying design in university programs to understand how theory is relevant, when applied in practical design studio activities. In the colour workshop presented, students participate in brainstorming exercises to create proposals. Theory is made meaningful through learning activities, including a creative brainstorming session animated by both teachers and industry guests. The experience described was enthusiastically received, with the academia-industry collaboration providing a valuable platform for knowledge exchange both among students and teachers.
The Availability of Problem-Solving Skills among Gifted Students in Schools of Excellence and Its Relation with Their Parents&apos; Academic Level
Author: Ewies, Mahmoud Ghazi
Date: 2021-07-00
Type: Journal Articles
Subjects: Problem Solving,Academically Gifted,Educational Attainment,Parent Background,Foreign Countries,Parent Influence,Junior High School Students

Modern societies face problems due to rapid, multiple, and continuous changes; this has led to the necessity for individuals in the twenty-first century to possess the skills to solve problems. Perhaps the most important groups of society which shape the future of any community are gifted students. Therefore, this study seeks to bridge the knowledge gap related to examine the level of solving-problem skills for gifted students in King Abdullah II Schools for Excellence and determine whether there is any effect of parents' academic level on problem-solving skills among the gifted students. The study used the descriptive and analytical method to achieve the objectives. The research population consists of 206 participants; the research sample reached 80 respondents chosen as a stratified random sample. To achieve the research goals, the researchers used the Heppner assessment to solve problems. The validity and reliability of the instrument were verified. SPSS program used to reach the results, descriptive statistics were used; also, the ANOVA test was used to determine the effect of demographic characteristics. The study results found that 66% of gifted students were below the acceptable level in the ability to solve problems, while 34% were within the acceptable level. The findings also showed no statistically significant differences attributed to the gifted student's father's and mother's academic level on the ability to solve the problem. The researchers made recommendations regarding training gifted students, their teachers, and their parents in problem-solving skills based on the study results.
The Everyday Creativity of Authentic Classroom Assessments
Author: Thomas, M'Balia
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Student Evaluation,Performance Based Assessment,Authentic Learning,College Instruction,Visual Aids

This paper examines the everyday creativity embedded within authentic classroom assessments. While not all authentic assessments are necessarily creative (i.e., novel, innovative, and contextually appropriate), I demonstrate everyday creativity in two authentic classroom assessments I have adopted in my TESOL courses. In revealing the everyday creativity of these tasks, and in light of their desired learning outcomes, I seek to demystify the role everyday creativity can play in student demonstrations of knowledge and skill.
Study to Assess Attitudes towards Statistics of Business School Students: An Application of the SATS-36 in India
Author: Sharma, Aarti Mehta
Date: 2021-07-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Measures,Statistics,Business Administration Education,College Students,Foreign Countries,Gender Differences,Individual Differences

Student's attitudes towards Statistics are pivotal to their learning process as positive attitudes lead to highly satisfactory course achievement and lead to positive outcomes outside class as well. In this paper we are exploring the perception of students of management apropos Statistics, familiarity with which is imperative in today's world of Analytics. The quantitative approach was used to compare attitudes of the students using the two versions of the &quot;SATS-36&quot; instrument validated and copyrighted by Candace Schau. A Google form was used to collect responses and was sent to all the students who were enrolled in the Business Statistics course. 172 students responded for the pre-test study while 71 students responded for the post-test study. Data was analysed to see if gender, specialisation choices and previous math experiences accounted for differences in perceptions towards Statistics. It was found that students' overall perception of statistics is positive and surprisingly they were more positive towards the beginning of the semester. These results are important as they can lead towards understanding of business student's attitudes towards statistics and a way to refine the teaching learning process so that students are in a strong position to exploit the supply demand gap in the Analytics domain and deliver value to organisations.
Comprehensive Assessment of a Project Based Learning Application in a Project Management Course
Author: Torres, Anthony
Date: 2021-07-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Construction Management,Student Attitudes,Undergraduate Students,Late Adolescents,Evaluation Methods,Instructional Effectiveness,Case Method (Teaching Technique),Test Items,Test Reliability,Manufacturing Industry

The focus of this study is to implement multiple assessment methods in order to comprehensively assess the impact of a Project Based Learning (PrBL) application in construction project management course. The assessment methods include various direct (objective) and indirect (subjective) evaluations methods. These methods included a pre and post questionnaire of student opinions, homework grades, in-class &quot;clicker&quot; quiz grades, overall project grades, embedded test question grades, a video lecture project, and short answer case study questions on exams from the Fall 2017 to Fall 2019 semesters. The data for this study was taken from the past six offerings of the same course, which was compared to a similar course in the same department. The analysis demonstrated that the students preferred both the use of an actual real-world project and the PrBL delivery method. The particular assessment methods that provided the most beneficial assessment were the embedded test questions and the case study section of the exam. The overall grade assessment method demonstrated an average of four percentage point increase in grades from previous offerings of the course and a similar course that does not include the PrBL pedagogy.
An Influence of the Contextual-Based Discovery Learning Model on the Academic Honesty of High School Students
Author: Sugiarti
Date: 2021-07-00
Type: Journal Articles
Subjects: Discovery Learning,Models,Cheating,Ethics,High School Students,Chemistry,Foreign Countries

Academic honesty is a fundamental property of character values from an early age. It should be integrated into every learning process in the context of habituation towards continual learning. This study aimed to investigate student's academic honesty through acid-base material in chemistry using contextual-based discovery learning (CDL) model. By employing quasi-experimental design, it involves 238 participants at four high schools, which were divided into experimental group and control group. Academic honesty assessment is carried out during learning and tests. Observation and interviews used to collect data on student's academic honesty. The results reveal that implementing CDL in acid-base material of chemistry subject affects student's academic honesty. The result of academic honesty test and observation showed that the academic honesty of students that though by CDL was higher than learning without CDL. A specific material of acid-base in chemistry becomes media that confronts students directly with real situations combined with proper prior knowledge that can lead to the character value of honesty as integrated with Indonesian Character-based Curriculum.
Lessons Learned from the Texas Writing Pilot
Author: Cato, Heather
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Evaluation,Writing Instruction,Pilot Projects,Evaluation Methods,Portfolios (Background Materials),Content Analysis,Writing Evaluation,Performance Based Assessment,Test Reliability,Test Validity,Feasibility Studies

In 2016, with mounting pressure from parents, educators, and other stakeholders around the state pushing back against the volume of standardized tests students are required to take, the Texas Education Agency introduced the Texas Writing Pilot. This pilot was designed to study the feasibility of creating an alternative writing assessment that would assess a student's mastery of the essential knowledge and skills in writing through a portfolio writing assessment. Excitement for a different type of assessment rose across the state as many districts eagerly applied to participate in the pilot. But after three years of work from educators across the state on the pilot, the Texas Education Agency abruptly ended the project. Findings from this document analysis will bring to light timely insights for any teacher of writing not only regarding the ways in which we utilize assessment but also the ways in which we can use our voice to advocate for supports needed to more effectively teach writing.
From F2F to ERT: University Students&apos; Perception of Remote Learning during the First COVID-19 Lockdown
Author: Dvoráková, Katerina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,School Closing,Online Courses,Educational Technology,Distance Education,College Students,Student Attitudes,English (Second Language),Second Language Instruction,Student Satisfaction,Conventional Instruction,Stress Variables,Anxiety,Student Motivation,Skill Development,Language Skills

In the spring of 2020, the University of South Bohemia was one of the innumerable higher education institutions which was obliged to move its instruction online in order to comply with the COVID-19 regulations. This article explores the evaluation of emergency remote teaching (ERT) measures taken by the English department from the perspective of its students. It presents and discusses findings gathered from a questionnaire completed by 99 respondents. The questionnaire centres around four areas of interest: satisfaction with ERT, comparison of face-to-face (F2F) vs. online learning experiences, perceived stress level during ERT, and acquisition of skills. The results show how students responded to the emergency procedures and which factors they considered essential in terms of satisfaction and stress. Furthermore, they reveal thought-provoking insights on aspects such as integrating elements of online teaching into F2F instruction, developing various skills in lockdown, and motivation for learning. Our findings are analysed in terms of aspects and factors which are viewed as efficient or inefficient by students in a time of crisis. Thus, this research may contribute not only to better preparedness should circumstances requiring ERT return, but also to a more complex re-evaluation of instructional approach at university level.
&quot;But What Happened to Your Dog?&quot;: Inquiry into Immigration in a First-Grade Texas Classroom
Author: Lammert, Catherine
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Immigration,Teaching Methods,Inquiry,Literacy Education,Social Emotional Learning,Grade 1,Elementary School Students,Childrens Literature,Interdisciplinary Approach,Language Arts,Art Education,Social Studies

Increasing numbers of children in Texas communities and across the U.S. are immigrants. One way to support students in exploring the history and contemporary topic of immigration through literacy is with inquiry, a teaching method that centers around students' questions, incorporates informational and narrative texts, and creates opportunities for discussion, writing, and advocacy. In this classroom innovations article, a teacher's enactment of inquiry-based units on immigration in her first-grade classrooms is described. This article outlines planning strategies for inquiry and highlights ways to address curricular goals and objectives while still centering on students' perspectives. Tips are provided for connecting inquiry units to social and emotional learning goals as well as state standards and learning targets. This article shows how, through innovative teaching, even the youngest students can be engaged in meaningful literacy learning and the discussion of important social issues, such as immigration.
Students Preferences in Teaching Methods of Entrepreneurship Education
Author: Pech, Martin
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,Student Attitudes,Teaching Methods,Management Development,Entrepreneurship,Correlation,Gender Differences,Majors (Students),Business Administration Education,Student Needs,Instructional Effectiveness,Active Learning,Economics Education,Health Sciences,Social Sciences,Undergraduate Students,Foreign Countries

Entrepreneurial education has recently become popular at universities of economics almost all over the world. Various teaching methods play a significant role in the development of future entrepreneurs. Therefore, for a student to become a successful entrepreneur, it is essential to find the most effective tool for the teachers to support entrepreneurship education and find the ideal connection between the needs of the students and the right choice of a teaching method. There is a large gap between the needs of the business environment and university studies in this area. The research is based on 214 questionnaires filled in by the students from two different faculties. The paper aims to find and analyse the preferences of teaching methods for management students based on the following criteria: gender, faculty, degree of study. The students expected to be taught by active methods, e.g., expert lectures and business simulators. Differences in the use of teaching methods were the most evident among students from different faculties. The students of economic faculty prefer active methods to a greater extent than students of social studies. On the contrary, special projects and counselling are preferred teaching methods by students in health and social sciences.
Volunteering of Czech College Students -- Experience and Motivation
Author: Cincalová, Simona
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Foreign Countries,Economics Education,Volunteers,Experiential Learning,Gender Differences,Guidelines,Student Attitudes,Comparative Analysis,Time Management,College Students,Correlation

Volunteering is an activity that enables the development of an individual's competency and is also an area of interest both of society and the academic community. This article aims to compare the motivation for volunteering and the experience of volunteering with students within helping professions and economics. For the purpose of this research, a questionnaire about volunteering was compiled. The article presents the research results into volunteering of Czech students of economic and non-economic study programmes of the College of Polytechnics Jihlava (n = 282). According to the results, the field of study and the frequency of volunteering depend on each other. Students' gender and the frequency of volunteering do not depend on each other; neither do the study field and the volunteering experience. The biggest motivations for volunteering are feeling useful, gaining new experience and skills. On the other hand, the lack of time and information (ignorance) are perceived as limitations. The study provides an opportunity for developing more guidelines in promoting volunteering activities within the young population and society as a whole.
The Effect of Education System Components on the Quality of Vocational High School Graduates
Author: Cholik, Mochamad
Date: 2021-07-00
Type: Journal Articles
Subjects: Vocational High Schools,High School Students,High School Graduates,Education Work Relationship,National Standards,Educational Quality,Labor Force,Employment Patterns,Program Effectiveness,Learning Processes,Teacher Influence,Secondary School Curriculum,Educational Facilities,Budgets,School Administration,Curriculum Implementation,Foreign Countries

Vocational High Schools are designed to prepare students to enter the workforce, so that the graduates' absorption, waiting periods and the first salaries become the indicator of effectiveness. However, the Central Statistics Agency's data shows that the open unemployment for Vocational High Schools graduates is very high and exceeds the Senior High School graduates. The condition is not just because of low economic growth, but also because the quality of vocational graduates has not been as expected in the workforce. This study aims to find the causality relationship based on the components of the education system on the National Education Standards. The population of this research is all Vocational High Schools in Indonesia totaling 13,710 units, while the sample is Vocational High Schools that were accredited in 2018. The data is taken from the results of accreditation at the School Accreditation Board and then analyzed by using SEM (structural equation modeling), so that the effect of each component on the other components can be known in producing the Vocational High Schools graduates. From the results of this analysis, the critical components can be found, so that if the performance of these components is increased in a chain, it can improve the quality of vocational graduates effectively and efficiently.
Effectiveness of Multimedia Based on Multiple Representation of Hess&apos; Law: Concept and Skills of Pre-Service Science Teachers
Author: Syahri, Wilda
Date: 2021-07-00
Type: Journal Articles
Subjects: Multimedia Instruction,Instructional Effectiveness,Scientific Concepts,Concept Formation,Science Process Skills,Skill Development,Chemistry,Science Education,Preservice Teachers,Student Attitudes,Learning Motivation,Foreign Countries

The purposes of this study were to determine: 1) the attitudes and motivations of pre-service science teachers in learning Hess' Law using multimedia based on multiple representations (macroscopic, microscopic, and symbolic) of Hess' Law; 2) the learning outcomes of the participated pre-service science teachers after experiencing the learning through the multimedia, and 3) the effectiveness of the multimedia in improving the mastery of pre-service science teachers' science processes and concepts about Hess' Law. The method used in this study is quasi-experimental; pre-test and post-test were addressed through a questionnaire and test. Data analysis was performed through multimedia quality data, based on the multiple representations and t-test. The results showed that the pre-service science teachers could learn Hess' Law material more efficiently, faster, more actively, and more independently. They were also motivated to learn by using the multimedia. The results of the t-test for the difference before and after treatment was significant (p &lt;0.005). Suggestions and recommendations for teacher educators, policymakers, and pre-service science teachers are provided.
A Road Less Traveled: Exploring Multiple Territories of Research Writing
Author: Moore, Charles
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing (Composition),Student Research,Writing Workshops,Writing Instruction,Research Skills,High School Seniors

This article seeks to provide a research-based argument in favor of encouraging teachers to seek authentic writing territories when asking students to conduct and disseminate research. At some point, research writing moved towards formulaic, inauthentically structured essays that lacked authentic audiences and thus failed to provide the space to encourage students to stretch their writing practice and grow in their understanding of their writing and themselves. Furthermore, research writing provides for choice and relevance, two important factors when planning writing tasks for a writer's workshop. A writer's workshop should encourage students to explore their place in our world and they should approach that task through the connections that can be made by addressing authentic writing scenarios that require the writer to consider the audience in addition to the subject and purpose. Freeing students from the shackles of formula writing will promote growth and opportunities for real writing growth.
Forced Opportunity: Considering Isolation and Equity When Implementing Online Learning
Author: Moore, Charles
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Trauma,Teaching Methods,Social Isolation,Instructional Effectiveness,Educational Change,Learning Experience,Teacher Student Relationship,Family Structure,Social Differences,Educational Improvement,Equal Education,Educational Opportunities,Elementary Secondary Education

Due to the COVID-19 pandemic, school closures across the United States have forced teachers to implement various forms of contact-less instruction. The research on childhood trauma and learning indicates that social/emotional factors significantly impact the effectiveness of instructional approaches. Therefore, shifts to online learning should consider students' immersion within traumatic circumstances. This unprecedented conversion from face-to-face to distance learning, while unavoidable, reinforces the importance of relationship and community in lesson delivery and learning experiences. By moving too quickly into rigorous and demanding web-based instruction, teachers and administrators risk overwhelming learners who must navigate a world that unexpectedly and dramatically changed over the course of days and weeks. Failure to recognize the potential trauma that affects learners in difficult times can lead to harmful results, even with the best of intentions. As teachers move students online, they must keep in mind that not all students are living through this upheaval within similar circumstances, thus they are experiencing different types of trauma, depending both on zip code inequities and family structure variances. Moreover, this unexpected structure could provide a unique opportunity to improve our educational approaches.