ethanporcaro/eric-fulltext-meta huggingface dataset:
A Correlational Study: Code of Ethics in Testing and EFL Instructors&apos; Professional Behavior
Author: Ashraf, Hamid
Date: 2018-01-00
Type: Journal Articles
Subjects: Ethics,Correlation,Multiple Regression Analysis,Structured Interviews,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Questionnaires,Qualitative Research,Predictor Variables,Language Teachers,Teacher Behavior,Professional Identity,Measures (Individuals),Teacher Attitudes,Statistical Analysis

The present study has aimed at delving the code of ethics in testing in English language institutions to see how far adhering to these ethical codes will result in EFL teachers' professional behavior. Therefore, 300 EFL instructors teaching at English language schools in Khorasan Razavi Province, Zabansara Language School, as well as Khorasan Shomali Province, Kish Air and Fatemi Language Schools were selected randomly to fill out two questionnaires, Professional Behavior Inventory as well as Code of Ethics in Testing Inventory. Moreover, a structured interview was employed among the participants of the study, 30 instructors, to obtain a more in depth data. After the qualitative and quantitative results were analyzed by running Multiple Regression, it was revealed that &quot;Considering Content&quot; as one of the subcategories of code of ethics in testing could be considered as a significant predictor of teachers' professional behavior. Finally, limitations of the study and suggestions for further research are discussed.
Affective Structures among Students and Its Relationship with Academic Burnout with Emphasis on Gender
Author: Bikar, Somaye
Date: 2018-01-00
Type: Journal Articles
Subjects: Burnout,Gender Differences,High School Students,Correlation,Measures (Individuals),Academic Achievement,Regression (Statistics),Affective Behavior,Student Attitudes,Foreign Countries

This study aimed to determine the relationship between affective structures and academic burnout among male and female third-grade high school students in Zahedan in the academic year 2016-2017. The current descriptive-correlational study had a sample including 362 students selected using a multistage cluster sampling method. To collect data, Academic Burnout Questionnaire (Berso et al., 1997) and Positive and Negative Affect Schedule (Watson et al., 1988) were used. Results of the present study indicated that positive affect was significantly and diversely correlated to subscales of academic burnout (academic fatigue, academic apathy, and academic inefficiency). Moreover, negative affect was significantly and directly correlated to all the subscales of academic burnout. Results of an independent t-test demonstrated that there were no significant differences between the male and female students with regard to positive and negative eafects. However, academic burnout was higher among the male students compared to their female counterparts. Furthermore, results of a stepwise regression analysis showed that in the first step, positive affect alone predicted 22% of the variance in academic burnout and, in the second step, negative affect increased the power of predicting academic burnout to 28%. Given the predictive power of affective structures (28.2%, p&lt;0.001), they can be affectively applied to prevent academic burnout.
Power Gap as One of the Trigger of Verbal Abuses Committed by Teachers in Schools
Author: Eriyanti, Ribut Wahyu
Date: 2018-01-00
Type: Journal Articles
Subjects: Verbal Communication,Bullying,Teacher Student Relationship,Power Structure,Student Behavior,Student Attitudes,Teacher Behavior,Violence,Discourse Analysis,Foreign Countries,Junior High Schools,Interaction,Observation,Qualitative Research,Phenomenology

Studies of verbal abuses in learning are limited. In fact, the impact in learning is more serious than physical violence because the target is the psychological aspect. The purpose of this study is to describe the form of verbal abuses of teachers due to teacher-student power imbalance in learning in school. This research uses a qualitative-critical approach with the critical discourse analysis. The results of this study indicate that the form of teacher verbal abuses due to power inequality in learning stretches from student's rejection of opinions, allegations, belittling ability and dignity of students, judgment and reproaches, coercion, to threats, and outbursts of anger. Verbal abuse is expressed directly using harsh words or indirectly using declarative, imperative, or interrogative speech.
The Courseware of Discontinuous Nature of Matter in Teaching the States of Matter and Their Changes
Author: Sopandi, Wahyu
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Courseware,Science Instruction,Scientific Concepts,Chemistry,Secondary School Science,Junior High School Students,Science Tests,Questionnaires,Observation,Interviews,Instructional Effectiveness,Outcomes of Education,Gender Differences,Mastery Learning,Statistical Analysis,Quasiexperimental Design,Pretests Posttests,Grade 7

Among three levels of chemical representation, the sub-microscopic level is the most difficult to learn by students. To solve the problem, it is assumed that the concept of the discontinuous nature of matter or particle concept should be mastered initially by students before they learn sub-microscopic representations of further chemical phenomena. 131 junior high school students from two schools participated in this study. The study was carried out by implementing structure-oriented chemistry teaching on the particle concept that was assisted by the courseware and was continued by teaching the changing state of matter. The research instruments were written tests, questionnaire, observation sheet and interview guideline. Research data were collected before and after the use of the courseware, as well as before and after the teaching of the changing states of matter. The results show that the use of the courseware increases students' understanding of the particle concept for both male and female groups. Meanwhile, particle concept only affects the students' understanding of sub-microscopic representations of the changing states of matter in general and based on gender.
Teaching Mathematical Functions Using Geometric Functions Approach and Its Effect on Ninth Grade Students&apos; Motivation
Author: Akçakin, Veysel
Date: 2018-01-00
Type: Journal Articles
Subjects: Student Motivation,Grade 9,Mathematics Instruction,Geometric Concepts,Mathematical Concepts,Control Groups,Experimental Groups,Quasiexperimental Design,Pretests Posttests,Questionnaires,Teaching Methods,Mathematics Achievement,Instructional Effectiveness,Foreign Countries,Statistical Analysis

The purpose of this study is to investigate the effects of using geometric functions approach on 9th grade students' motivation levels toward mathematics in functions unit. Participants of this study were 87 students who were ongoing in the first year of high school in Turkey. In this research, pretest and posttest control group quasiexperimental design was used. In the experimental group I, geometric functions approach and dynamic mathematics software which supported the mathematics teaching were used. In the experimental group II, dynamic mathematics software which supported the mathematics teaching was used. In the control group, traditional mathematics teaching method was used as a teaching method. The data of this study were collected by Students' Motivation toward Mathematics Learning questionnaire (SMTML). Before the experimental process, there was no statistically significant difference between students' motivation levels toward mathematics. After the experimental process, there was not a significant difference between experimental group I, experimental group II and control groups except for achievement goal dimension post-test scores. In achievement goal dimension there was a statistically significant difference between groups. The results of this study indicate that using geometric functions approach in the learning process of function concept has a significant effect on students' achievement goal motivation.
CSLA&apos;s Information Literacy Summits at CUE Conferences
Author: Lofton, Jane
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Associations,Agency Cooperation,Information Literacy,Conferences (Gatherings),Advocacy,Cooperation,Teacher Associations,Technology Uses in Education,Labor Market,Supply and Demand

Cultivating partnerships is a crucial advocacy strategy for school library associations building support for the work they do. School librarians cannot do their work in isolation, so it makes sense for their associations to reach out to other associations whose members work with or could potentially support school libraries and school library staff. In California, partnership-building is especially important, since there is a dire shortage of school librarians. The California School Library Association (CSLA) is fortunate to have a strong, long-standing partnership with CUE (formerly Computer-Using Educators). CUE is the West Coast affiliate of the International Society for Technology in Education (ISTE). In 2014, the two associations agreed to have CSLA host a day-long Information Literacy Summit within the CUE Annual Conference. This now-annual summit has provided a number of benefits for both associations. This article provides a snapshot of how the summit is organized and the benefits of the summit.
Dimensionality in Language Learners&apos; Personal Epistemologies
Author: Nikitina, Larisa
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,Student Attitudes,Language Attitudes,Epistemology,Beliefs,Questionnaires,Likert Scales,Majors (Students),Factor Analysis,Knowledge Level,Statistical Analysis

This study aimed to examine dimensionality in language learners' epistemic beliefs. To achieve this, a survey was conducted using a newly-developed research instrument-&quot;Language Learners' Epistemic Beliefs&quot; (LLEB) questionnaire. Based on a review of literature, it was proposed that language learners' epistemic beliefs would cluster in three dimensions: (1) the nature of knowledge, (2) the authority to knowledge, and (3) the process of gaining linguistic knowledge. The data for this study were collected from 23 students majoring in languages and linguistics in a large Malaysian public university. Exploratory factor analysis of the data uncovered five latent dimensions in the students' personal epistemologies. They were named &quot;Authority to knowledge&quot;, &quot;Nature of knowledge&quot;, &quot;Concentration&quot;, &quot;Hard work&quot;, and &quot;Effort&quot;. These findings did not refute the proposed conceptualization of language learners' personal epistemologies as measured by the LLEB questionnaire. However, they revealed that discipline-specific epistemologies may have more complex structures. For example, an important finding was that the beliefs pertaining to the process of learning, which are considered as &quot;peripheral&quot; to the function of personal epistemologies by some researchers, occupied a distinct and prominent position in the language learners' personal epistemologies.
Contextual Approach to the Development of an Indonesian Syntax Textbook in Higher Education in Indonesia
Author: Wahyuni, Tutik
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Syntax,Pretests Posttests,Textbooks,Higher Education,Mixed Methods Research,Research Design,Control Groups,Experimental Groups,Test Items,Models,Questionnaires,Observation,College Faculty,College Students

The objective of this present research is to develop an Indonesian Syntax textbook. At the exploratory stage, a descriptive-qualitative approach was adopted. The data were collected using a documentary study, observations, and questionnaires and analyzed through a contextual model. The model was experimentally tested. At this stage, some main findings are obtained: (1) the learning activities of Syntax were lecturers-centered and theoretical; (2) the lecturers and students needed an Indonesian Syntax textbook with the contextual. The prototype was then tried out limitedly and extensively. The results of the try out showed that the learning model was appropriate for improving the students' ability in learning syntax. The prototype of the learning model that had been applied was made as a learning model, then it was tested through experiments. Based on the statistical analysis using a standard deviation, the t[subscript count] of the posttest results namely was 2.339, and since the t[subscript count] was 2,0086, meaning that the t[subscript count] is higher than that of t[subscript table] with significance of 0.030 &lt; 0.05, It is concluded that the Indonesian Syntax textbook adopting a learning model with the contextual approach is more effective than that with a conventional model.
Advocacy--It&apos;s a Marathon, Not a Sprint
Author: Cline, Allison
Date: 2018-00-00
Type: Journal Articles
Subjects: Librarians,Advocacy,Workshops,Statewide Planning,Partnerships in Education,Library Services,Library Associations

The passage of the Every Student Succeeds Act (ESSA) offered a significant opportunity for school librarians; it also created opportunities to partner with school librarians on their efforts to be included in their states' educational plans. This three-part article explores the development and rollout of the American Association of School Librarians' (AASLs') ESSA State Workshops; how these workshops spurred additional state advocacy efforts from the California School Library Association (CSLA); and the AASL Vision for Implementing ESSA Task Force's continuing efforts to track state ESSA plans and provide advocacy tools and resources for school librarians.
Combining Project-Based Learning and Community-Based Research in a Research Methodology Course: The Lessons Learned
Author: Arantes do Amaral, João Alberto
Date: 2018-01-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Research Methodology,Foreign Countries,School Community Relationship,Partnerships in Education,Community Involvement,Undergraduate Students,College Freshmen,Nongovernmental Organizations,Student Surveys,Focus Groups,Research Skills,Interviews,Mixed Methods Research

In this article, we present our findings regarding the course &quot;Research Methodology,&quot; offered to 22 first-year undergraduate students studying Administration at the Federal University of São Paulo, Osasco, Brazil. The course, which combined community-based research and project-based learning, was developed during the second semester of 2016. The students worked in teams to do research on a particular aspect of an NGO that helped people in need. The NGO was selected from a list of organizations that agreed to work as community partners. The students did qualitative research, which they then wrote up as a standard research paper for publication in a journal. Our research objective was to study the advantages and disadvantages of combining community-based research and project-based learning in research methodology courses. We followed a mixed-method research approach, analyzing the students' responses to a survey and focus group activities. Our main findings were as follows: 1) The students faced difficulties working in groups, scheduling meetings with the community partners, and creating the articles; 2) The project-based learning approach improved the students' learning; 3) Doing community-based research was rich and meaningful experience to the students; 4) The course was successful in developing the students' research skills.
EFL Teachers&apos; Creativity and Their Teaching&apos;s Effectiveness: A Structural Equation Modelling Approach
Author: Khodabakhshzadeh, Hossein
Date: 2018-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Creativity,Creative Teaching,Teacher Effectiveness,Structural Equation Models,College Faculty,Questionnaires,Foreign Countries,Correlation,Gender Differences,Teacher Surveys,Statistical Analysis

Due to the importance of creativity in teaching and learning, this study was conducted to study teachers' creativity and its relationship with their teaching's effectiveness. Another aim of this study was to measure the creativity among men and women teachers at English institutions in Iran. A sample of 325 EFL Iranians' teachers was randomly chosen and was rated on the ELT-CS and teaching effectiveness scale. With this aim, validated and reliable scales of assessing creativity (ELT-CS) of EFL teachers teaching effectiveness scale were used. After gathering the questionnaires, data was analysed by structural equation modelling approach. According to the results, five subscales of creativity have a significant relationship with teaching effectiveness. Also, the results have shown that there is a significant difference between gender and teachers' creativity.
Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study
Author: Rahman, Mohammad Mosiur
Date: 2018-01-00
Type: Journal Articles
Subjects: Case Studies,Communicative Competence (Languages),English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Beliefs,Foreign Countries,Error Correction,Language Proficiency,Qualitative Research,Correlation,Teaching Methods,Secondary School Teachers,Semi Structured Interviews,Observation,Oral Language,Written Language,Classroom Environment

This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to Communicative Language Teaching (CLT) of two ESL teachers. The findings of the study revealed that both the teachers hold similar complex beliefs that mostly contradict the philosophy of CLT. The practices were not in line with their stated belief or CLT principles either. The findings also indicate that teachers indeed possess a set of complex beliefs that are not always realized in their classroom practices for a variety of potential reasons: some of these might be directly related to the context of teaching. Additionally, this study found that by articulating and reflecting on his beliefs, the teacher became more aware of the meaning and impact of these beliefs on his classroom practices. Some implications of future studies have also discussed.
Impact of a Place-Based Education Curriculum on Indigenous Teacher and Students
Author: Sianturi, Murni
Date: 2018-01-00
Type: Journal Articles
Subjects: Mixed Methods Research,Indigenous Populations,Foreign Countries,Nonparametric Statistics,Academic Achievement,Outcomes of Education,Pretests Posttests,Teacher Attitudes,Curriculum Implementation,Curriculum Development,Elementary Schools,Elementary School Students,Elementary School Teachers,Grade 5,Observation,Semi Structured Interviews

This study aimed to investigate the impact of a place-based education curriculum (PBE) on the indigenous teacher empowerment and improvement of indigenous students' learning achievement. This study applied mixed method research particularly concurrent triangulation design. The study took place in a remote indigenous elementary school in Papua, Indonesia. The participants were an indigenous teacher and eleven indigenous students. The PBE curriculum entitled &quot;Who is Papuans&quot; was developed by integrating the indigenous students' place. Findings of the study revealed an effective teaching for the indigenous teacher provided by developing and practicing the PBE curriculum. In order to teach indigenous students effectively, there is a need for indigenous teacher to: (a) focussing on the curriculum; (b) starting from day to day of students' life; (c) emphasizing the use of dialogs, pictures, story, writing, and telling; and (d) utilizing the cultural approach to enable students' learning achievement. By developing and practicing the PBE curriculum, indigenous teacher also obtained a new sight of culture awareness.
The 4C/ID-Model in Physics Education: Instructional Design of a Digital Learning Environment to Teach Electrical Circuits
Author: Melo, Mário
Date: 2018-01-00
Type: Journal Articles
Subjects: Models,Physics,Science Education,Instructional Design,Grade 9,Experimental Groups,Educational Environment,Educational Technology,Foreign Countries,Control Groups,Achievement Tests,Mixed Methods Research,Teaching Methods,Cognitive Processes,Difficulty Level,Secondary School Students,Short Term Memory,Long Term Memory,Electronic Learning,Multimedia Materials

In this paper, readers are guided through the design and development of educational programs based on the 4C/ID model. This was illustrated via a practical example in Physics education, to teach the theme &quot;Electrical circuits&quot; to students of the 9th grade of compulsory education. In the article, the followed steps are described, from prototyping to development and implementation, to building two learning modules: electrical circuits' representations, and characteristics of series, and parallel circuits. Furthermore, the study was to present an educational innovation that represents the transition from traditional, fragmented and classroom-based learning to an integrated digital learning environment based on experimental tested instructional design principles, to instructional designers and teachers. To test the effect of the learning environment on the students' learning, an experimental group was established on which the learning environment was used and a control group on which the theme of electrical circuits was taught by resorting to the teacher's exposition and performing exercises in the student's book.
The Influence of Living Values Education-Based Civic Education Textbook on Students&apos; Character Formation
Author: Komalasari, Kokom
Date: 2018-01-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Values Education,Foreign Countries,Textbooks,Attitude Measures,Observation,Interviews,Focus Groups,Research and Development,Pretests Posttests,Junior High School Students,Quasiexperimental Design,Grade 8,Correlation,Mixed Methods Research,Moral Development

This study aims to develop and examine a civic education textbook model based on living values education in order to foster the development of junior high school students' characters. This research employs Research and Development approach with an explorative method being used at model development stage and experiment method at model testing stage. Research subjects are teachers of Civics Education and junior high school students in Bandung, West Java, Indonesia. Data were gathered through observation, interview, focus group discussion, and attitude scale. Qualitative data analysis includes interactive analysis and quantitative data analysis uses a paired sample T-test. The results of the research are: 1) at a conceptual level, a living values education-based textbook is the integration of living values and the principles of living values education into textbooks by taking into account the principles of scientific learning, core competencies and basic competencies in accordance with the national curriculum, and the principles of textbook writing (content feasibility, presentation, language and readability, and graphics); and 2) the use of living values education-based Civic Education textbook significantly impacts the development of junior high school students' character.