ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Higher Order Thinking Skills among Pre-Service Teachers through Group-Based Flipped Learning
Author: Zain, Farah Mohamad
Date: 2022-07-00
Type: Journal Articles
Subjects: Thinking Skills,Preservice Teachers,Cooperative Learning,Flipped Classroom,Electronic Learning,Educational Technology,Student Attitudes

The aim of this study is to identify the impact of Group-Based Flipped Learning (GBFL) in improving higher order thinking skills among pre-service teachers. This study involved 17 pre-service teachers enrolled in Postgraduate Diploma in Education programme. This study adopted a qualitative approach within scholarship of teaching and learning research design. The data from instructors' and students' reflective writings and students' works were thematically analysed. Students' reflections were based on their learning experience in Technology and Innovation in Education course. Analysis of students' and instructors' reflections indicated that students experienced meaningful learning through active and collaborative learning activities. In addition, students felt connected to each other through GBFL. Students also valued the GBFL as it enhances their higher order thinking skills in terms of creativity, collaboration, critical thinking and communication. The outcome of this research contributes to the development of GBFL guideline that can be applied in designing meaningful GBFL. Course designers and instructors can integrate GBFL in order to improve students' higher order thinking skill which is important for developing students' 21st century learning skill.
Basic Psychological Needs, Class-Related Emotions and Satisfaction with Life in Spanish Teachers
Author: Fierro-Suero, Sebastián
Date: 2022-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Emotional Response,Correlation,Life Satisfaction,Psychological Patterns,Predictor Variables,Well Being,Foreign Countries,Self Determination,Achievement,Test Validity,Spanish,Questionnaires,Elementary Secondary Education,Measures (Individuals),Test Reliability

The objective of this study was to examine possible antecedents and consequences of teachers' emotions in the classroom. Based on a cognitive-social perspective and self-determination theory, we examined the relationship between basic psychological needs (BPNs), teachers' class-related emotions and teachers' life satisfaction. A sample of 595 teachers from Andalusia (Spain) participated in an online survey. A structural equation model was tested, in which BPNs predicted teachers' emotions ([beta] = 0.69; p &lt; 0.001 positive emotions and [beta] = -0.42; p &lt; 0.001 negative emotions). In addition, BPNs ([beta] = 0.36; p &lt; 0.001) and positive emotions ([beta] = 0.23; p &lt; 0.001) predicted satisfaction with life. The results show that the fulfilment of work-related BPNs is important to generate positive emotions and well-being in teachers. In addition, the study is the first to provide extensive details on the psychometric properties for assessing teacher emotions with the Achievement Emotions Questionnaire - Teachers (AEQ-T) in a Spanish sample.
Exploring Expressions of Possible Selves with High School and College Students with Learning Disabilities
Author: James, Morgan Branch
Date: 2022-06-00
Type: Journal Articles
Subjects: High School Students,College Students,Students with Disabilities,Learning Disabilities,Student Attitudes,Aspiration,Student Interests,Self Concept,Gender Differences,Work Ethic,Academic Degrees,Academic Aspiration,Income,Grade Point Average,Occupational Aspiration,Student Adjustment,Individual Characteristics,Goal Orientation

In this article, we explore a program designed to engage high school and college students with learning disabilities (LD) in conversations about their hopes, expectations, and fears for the future. We explore the mindset of students by focusing on their self-identified passions for life and sense of strengths and limitations. We found that males and females differed in goals related to &quot;Academics,&quot; &quot;Work Ethic,&quot; &quot;Degree Specific Statements,&quot; and &quot;Money and Finances.&quot; For example, females emphasized &quot;Academic Goals&quot; more frequently than males and focused on topics such as GPA and work ethic in school. However, males made more &quot;Degree Specific Statements&quot; than females, more often emphasizing the desire to be financially stable or have a career with a large income. These differences suggest that college transition staff may want to focus on goals identified by male and female students with LD as a way to be more responsive to student self-identified goals.
Strengthening Ties to L2: Improving Secondary Students&apos; Attitudes through Dialogic Literary Gatherings
Author: Santiago-Garabieta, Maite
Date: 2022-06-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Language Minorities,Languages,Language Attitudes,Language Usage,Second Language Learning,Second Language Instruction,Foreign Countries,Language Proficiency,Dialogs (Language),Classroom Techniques,Attitude Change,Teacher Attitudes,Outcomes of Education

Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students' attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers' interviews and students' focus groups were conducted and analysed inductively. Results show that participants reported changes in students' attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.
Can You Hear Me? … I Can&apos;t Hear You …
Author: Watson, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Teachers,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Videoconferencing,Barriers,Synchronous Communication

Monday 23 March 2020 was suddenly the last day for term one, four days early. I had hoped we would be back in the classroom early in Term 2. However, I had to learn how to teach online and navigate software programs. This paper is an account of my experiences.
Getting Back into the Swing of Things
Author: Nikolsky, Tim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Teachers,Music Activities,Musicians,Interpersonal Relationship

This article explores the relationship between Melbourne's live music scene and how it contributes to being an informed educator with value to bring to the classroom. Through a personal response, a snapshot of the present conditions is described and the importance of the live music experience is detailed.
Reflections on Swings and Roundabouts Teaching Music in Initial Teacher Education Programs: &apos;2020 a Year Like No Other&apos;
Author: Joseph, Dawn
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Urban Universities,Pandemics,COVID-19,Preservice Teacher Education,Teacher Educators,Teacher Attitudes,Educational Change,Coping,Barriers,Learning Processes,Teaching Methods,Online Courses,School Closing,Foreign Countries

In 2020, the global pandemic impacted all aspects of life, including higher education. Many universities shifted their programs from face-to-face to online teaching and learning. In this paper, I draw on an autoethnographic narrative to share my story of working in initial teacher education programs as tertiary music educator at a metropolitan university. My story is not unique; it focuses on how I managed and coped with the sudden changes. It also highlights some challenges and opportunities I encountered. The 'swings and roundabouts' that emerged from my year adds to the growing body of international research on music teaching and learning during an extraordinary year. Lessons learnt will help navigate a better 2021.
Teaching Music Remotely in Regional Victoria in 2020: Year Like No Other
Author: Singh, Benjamin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Distance Education,COVID-19,Pandemics,School Closing,Rural Education,Student Needs,Teacher Role,Music Teachers,Barriers

This paper reflects the challenges and opportunities created by teaching and learning music remotely, due to the impact of COVID-19, for students and teachers living in regional areas of Australia. How teachers can collaborate with students to build positive outcomes by providing creative opportunities and presenting and promoting diversity while also underwriting student and staff well-being. Remote teaching may become a regular part of school life as we know it in the future and as lockdowns persist, stress continues to impact and disengage many students. We as teachers have a responsibility to plan for and provide interesting and alternative ways to teach our students by offering subject material that helps engage and motivate them, acknowledging each students' genuine attempt and supporting what remains important to them during their remote learning days. These alternative ways can include celebrating and engaging in the aspects of music in the everyday lives of students and their families. By understanding the difficulties associated with remote learning in rural settings and supporting students and their families and pets, teachers and students can embrace and share the joys of experiencing living the country life, so important to all regional students and their families.
Use of Auslan in Choirs and Music Programs
Author: Kyriakou, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Sign Language,Deaf Interpreting,Singing,Deafness,Language Minorities,Cultural Awareness,Foreign Countries,Musical Instruments,COVID-19,Pandemics,Music Activities,Music Education,Elementary Secondary Education

As a response to the ban on singing and playing woodwind and brass instruments, and with the heightened exposure of Auslan interpreters in the media due to COVID reporting, many music teachers considered Auslan choirs to be a safe singing-replacement activity for end-of-year performances. Auslan holds deep cultural significance to the Deaf community who determine how their language is to be used. Auslan has little relationship to English, so interpreting songs correctly is not possible without an experienced user at the centre of this teaching. To protect against misappropriation, understanding the cultural traditions of minority groups requires involving the community directly. Without this, Auslan and Auslan choirs should not be used in schools or the community.
Zoom Time Trials and Triumphs
Author: Ferguson, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Music Education,Music Teachers,Distance Education,Videoconferencing,Educational Technology,Parent Attitudes,Teacher Attitudes,Program Effectiveness,Barriers

The paper outlines some of the challenges and successes experienced by music teachers during the 112-day COVID-19 lockdown in Melbourne during 2020, using the experiences of music staff at Scotch College, Melbourne, as a case study.
The Effect of Storytelling and Peer Coaching Classes on Future Creativity Confluence and Creativity of University Students
Author: Lee, Kyung-Hwa
Date: 2022-07-00
Type: Journal Articles
Subjects: Story Telling,Peer Teaching,Coaching (Performance),Program Effectiveness,Creativity,College Students,Foreign Countries

The purpose of this study was to examine the effect of storytelling and peer coaching classes on the future creativity confluence competency (F3C) and Creativity of University students. To this purpose, an experiment was conducted on 96 university students who took storytelling class and the peer coaching class at S University located in Seoul in the second semester in 2020. The data of 89 students were used to evaluate the difference. This study used the future creativity confluence competency test and a simple integration creativity test. The result of this study was as follows. First, In the storytelling class, there was a statistically significant difference in creative ability among the sub-factors of the future creativity confluence competency, and there was no statistically significant difference in the remaining creative personality, integrated thinking ability, new knowledge and value creation ability. And there was a statistically significant difference in all sub-elements in creativity. Second, In the peer coaching class, there was a statistically significant difference in the future creativity confluence competency test and the creativity test. Third, the difference between the storytelling class and the peer coaching class in the future creativity confluence competency and the creativity was not statistically significant. Subjects utilizing storytelling and peer coaching can improve the future creativity confluence competency and creativity of university students, which can be beneficial to the development of various liberal arts courses in the university.
Theoretical Framework Model (TFM) for Examining the Professional Development of Teachers
Author: Tóth, Ágnes N.
Date: 2022-07-00
Type: Journal Articles
Subjects: Guidelines,Faculty Development,Career Development,Models,Educational Policy,Educational Quality,Foreign Countries,Administrator Surveys,Teacher Surveys,Teacher Attitudes,Outcomes of Education

There is no generally accepted model for the continuous professional development of teachers (CPD). Different education policies in different countries reflect the implementation of different practices, although the goal is the same: to improve the quality of education. The reasonable goal of this study is to contribute with an editable and content-wise validation of the Theoretical Framework Model (TFM) for further research, a model created on the base of central regulatory documents. To this end, researchers reconciled the dimensions and indicators of the TFM to the TALIS 2018 research tools, then filtered out the relevant Hungarian respondents from the OECD online database. Finally, the data of Hungarian teachers and those of the other 47 TALIS countries were subjected to secondary statistical analysis in order to show correlations with the TFM dimensions and indicators. Results show disproportion between the TFM dimensions and shortcomings of the indicator system, particularly in career management. Besides the weakness of the support system for CPD, data point to the dominance of monitoring. Statistics also show contradiction between the central expectations towards teachers in Hungary and their belief in their professional development.
Validating Suburban Teachers&apos; Commitments: Let&apos;s Appreciate Their Blood, Sweat, and Tears
Author: Ismail, Nor Hasimah
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Teacher Persistence,Teaching (Occupation),Teacher Behavior,Suburban Schools

The purpose of this study is to create a model for measuring suburban teachers' commitments in Kelantan, Malaysia. In this quantitative analysis, a cross-sectional study design was adopted. A total of 182 teachers from elementary schools in the Pasir Puteh district of Kelantan were selected using a stratified random sample procedure to complete the online questionnaire. The data was gathered and evaluated using SEM AMOS, which revealed that 19 of the 24 indicated behaviours are acceptable. Finally, the study's findings effectively verified and validated three constructs: affective commitment, normative commitment, and continuance commitment, and effectively developed a measurement model of suburban teachers' commitments in Kelantan. The outcomes of this study can be used to assess teachers' commitment to their profession. Following that, the Ministry of Education (MOE) can design relevant courses or workshops to assist instructors in gaining a better knowledge of instructors. dedication Future scholars are also encouraged to do research in other Malaysian states so that the study's findings may be generalised.
The Impact of after School Science Club on the Learning Progress and Attainment of Students
Author: Magaji, Adewale
Date: 2022-07-00
Type: Journal Articles
Subjects: Clubs,After School Programs,Science Education,Program Effectiveness,Skill Development,Achievement Gains,Secondary School Students,Foreign Countries,Student Attitudes,Secondary School Teachers,Teacher Attitudes,Science Achievement

This study reports the measured impact of attendance at after school science club (ASSC) on the progress and attainment of Key stages 3 and 4 students in a coeducation academy in the UK. The research was experimental in design and collected data from both a control and an experimental group of participants, 17 and 140 respectively. Data were collected through observation, questionnaires, focus groups and test performance scores. The data were subjected to various statistical analyses using SPSS. The means of performance scores for students in both control and experimental groups were tested for significance at different time points using Welch's T-test, and the effect of the ASSC on science performance scores across the different time points for both groups was tested (pre and posttests) using the Kruskal Wallis test. The questionnaire was analyzed using thematic analysis with recurrent themes identified following a process of coding to establish the skills that students can gain from attending and participating in an ASSC. The study found that the experimental group, who attended ASSC showed improvements in their academic attainment although most participants identified the acquisition of non-academic skills as the more significant outcome of their engagement. These skills included collaboration and teamwork, leadership and communication skills, and confidence in learning. Drawing on the findings, the study provides evidence that discipline-specific after-school clubs can facilitate learning and recommends that discipline-informed extra-curricular activities should be promoted in facilitating learning in STEM subjects.
The Impact of Project-Based Flipped Classroom (PjBFC) on Critical Thinking Skills
Author: Listiqowati, Ika
Date: 2022-07-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Critical Thinking,Thinking Skills,Geography Instruction,College Students,Synchronous Communication,Asynchronous Communication,Foreign Countries,Flipped Classroom,Program Effectiveness

This study aimed to examine the impact of the project-based flipped classroom (PjBFC) model on online learning with synchronous and asynchronous strategies on student's critical thinking skills. The media used are Zoom meetings and WhatsApp. The research design was quasi-experimental research. The research subjects were students of the Geography Education Study Program taking Metode Penelitian Pendidikan Geografi (MPPG or Geography Education Research Methods) course at one of the universities in Indonesia. The sample was selected using a simple random sampling technique to 30 students divided to 2 groups, experimental group class A and the control group class B. The data collected from the post-test results dan data analyzed using t-test. Normality test and homogeneity test are carried before data analysis. The results showed that the PjBFC model in online learning with synchronous and asynchronous strategies had a significant effect to develop student's critical thinking skills. The PjBFC learning model is a superior learning approach for developing critical thinking skills both theoretically and practically. This study suggests that all relevant lecturers use PjBFC more widely in conducting lectures. Further research is recommended to apply the PjBFC model with different variables to test the generalizability and reliability of the PjBFC model.
Information System for Learning Control in Teaching Russian Sign Language: Process and Data Modeling
Author: Logachev, Maxim
Date: 2022-07-00
Type: Journal Articles
Subjects: Russian,Sign Language,Information Systems,Databases,Models,Computer Software,Instructional Design,Educational Technology

The article describes project of the information system to control the teaching of Russian sign language. The aim of the conducted study is to consolidate existing algorithms and software tools to ensure the integrity, and objectivity in the implementation of professional training of specialists in the field of Russian sign language. The authors conducted a study of specialized sources in order to highlight the features of the subject area for the implementation of design processes. With the employment of structural analysis methods, a formal data model is obtained that describes the concept of a database that provides data storage and processing necessary for the full-scale operation of the information system. Using a combination of methods of structural analysis and object-oriented design, a model of the process of user interaction with the designed information system is obtained. The advantage of such a model is the selection of data objects necessary for the implementation of each stage of the process, as well as the objects obtained and available after their execution. All users of the system are classified according to the principle of data availability. The results obtained at the project stage in the future are the basis for the development of the corresponding software product.
My Placement Experience during COVID-19: A Balancing Act as a Pre-Service Teacher
Author: Joyce, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Foreign Countries,Music Education,Electronic Learning,Learner Engagement,Student Participation,Educational Environment,Technology Uses in Education,Student Teaching,Secondary Schools,Well Being,Teaching Methods,Teacher Student Relationship

The COVID-19 pandemic has changed the landscape of Victorian education and has dramatically affected the practical experience of pre-service teachers (PST) throughout Melbourne. This self-study will reflect on the obstacles and opportunities I experienced during an online practicum, and discuss the complex challenges associated with the unexpected transition to teaching music online. The limitations of teaching practical subjects in a digital environment, as well as the disadvantages suffered by students from culturally and linguistically diverse backgrounds, are highlighted as significant issues caused by the COVID-19 pandemic. The impact on student wellbeing and student engagement is also examined, and pedagogical considerations such as lesson structure, interactive tasks, and fostering collaborative participation, are cited as pivotal methodologies for a successful learning in an online context. While there were many educational opportunities presented by this unprecedented experience, reflective analysis revealed that the loss of physical connection and diminished interpersonal relationships proved to be significant impediments to effective teaching and learning in this environment.