ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysing the Nigerian Teacher&apos;s Readiness for Technology Integration
Author: Ifinedo, Eloho
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Readiness,Technology Integration,Developing Nations,Pedagogical Content Knowledge,Technological Literacy,Teacher Attitudes,Teacher Educators,21st Century Skills

Technology integration promises better quality in education. This integration is challenging to accomplish, especially for teachers in a developing country like Nigeria where the demand for education remains a struggle in the face of dwindling resources. The technological pedagogical content knowledge (TPACK) framework promotes designing strategies suitable for the teachers' needs. Therefore, in order to determine the readiness of the Nigerian teachers for technology integration, this study examines the Nigerian teacher educators' (N=136) TPACK and the relationship among the constructs using self-completion survey and partial least square techniques. The results reveal that among the seven knowledge constructs, the teachers' technological, pedagogical, and technological pedagogical knowledge are the most significant predictors of their TPACK. The theoretical and practical implications of the result are discussed thereafter.
Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds
Author: Tambunan, Hamonangan
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Preservice Teachers,Electronic Learning,Synchronous Communication,Blended Learning,Engineering Education,Measures (Individuals),College Students,Foreign Countries,Teacher Competencies,Instructional Effectiveness

Differences in statements about the practice of blended learning (a combination of online and face-to-face instruction) were found in experiments conducted on prospective students of engineering teachers. There were various forms of learning, and--significantly--the various types of learning styles had a significant influence on competence. Group members' competencies based on learning is significantly different, but based on the type of learning style, there are competencies which are not significantly different between several groups.
A New Model for Assessing the Impact of New IT-Based Services on Students&apos; Productivity
Author: Eslamian, Azadeh
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Technology,Productivity,Technology Uses in Education,Student Improvement,Adoption (Ideas),Academic Achievement,Outcome Measures,Information Storage,Usability,Technological Literacy,Self Efficacy,Foreign Countries,Positive Attitudes,Information Security,Higher Education

The dynamic growth of the services sector globally, along with rapid advances in information technology, are creating new opportunities for social empowerment, economic growth, and innovation. This paper has considered the usage of IT-based services in education as a key factor for improving students' productivity. Moreover, a conceptual model was proposed to evaluate this process. For assessing the components of the proposed model, a well-designed questionnaire was used. The SPSS 22 and SMART- PLS 3.2 software package was used for statistical analysis of questionnaire responses. Findings confirmed the validity of the model for assessment of students' productivity. Furthermore, the results showed that four variables (digital technology acceptance, attitudes toward technology, cloud-based services and capacity of IT-based systems) significantly influenced students' productivity.
Metacognitive Knowledge and Its Effect on Second Language Writing: Students&apos; Perceptions of Writing Task
Author: Saffari, Narges
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Learning Processes,Student Attitudes,Undergraduate Students,Writing (Composition),Correlation,Writing Skills,Writing Evaluation,Indo European Languages,Comparative Analysis,Language Attitudes

Metacognitive knowledge is a comparatively constant information show how human beings learn and process information in general and individual. It is also considered as a significant element in learners' achievement inside and outside the classroom. The purpose of this paper is to understand the knowledge and beliefs L2 learners bring to writing tasks, and how the metacognitive knowledge they possess influences their approach to L2 writing. Fifty undergraduate students were asked to fill the questionnaire and express their opinion on this matter. Findings of response data from questionnaires indicate that EFL writing is positively related to attention on the macro-level structure and negatively related to micro-level concerns.
Digital Content Model Framework Based on Social Studies Education
Author: Sulianta, Feri
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Guidelines,Teaching Methods,Deception,Information Technology,Technological Literacy,Media Literacy,Information Literacy,Information Sources,Standards,Research and Development,Search Engines,Copyrights,Computer Software,Ethics,Guidance,Course Content

The growth of the digital world brings positive and also negative influences in the society, For example, the overwhelmed of uneducated material, provoking news, the contents teaches unhealthy behavior, or hoaxes. Most of the people do not have abilities to recognize quality contents or well written contents. Those conditions are really matter, in the 21st century, people must have digital literacy the competencies. In order that the societies will be ready to deal with technology and to address the usefulness of digital content. The community must act as a smart content consumer, and also as a good content producer, so that people have ability to create good digital content and get the benefit of information. However, due to the lack of digital content framework, people have difficulty assessing the quality of digital content, and it is difficult to create content with good criteria. Therefore, it is important to create digital content standards that have a positive goal in the age of technology. To make digital content standards a digital content model was developed which was developed with Research and Development methods, involved students and cyber society on the internet. The digital content framework contains several elements, such as: pillar of social studies education, writing, knowledge, digital media, search engine optimization, and digital copyrights, which will be published in User Generated Content Platform. Furthermore, digital content model framework has been tested and has a useful principle that is used as a guidance for making high quality digital content which considers the virtue of society and the art of state of information technology.
Using Technology to Foster &quot;Real Reading&quot; in the School Library and Beyond
Author: Knapp, Nancy Flanagan
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Educational Games,Early Reading,Electronic Publishing,Web Sites,Reading Difficulties,Scaffolding (Teaching Technique),Individualized Instruction,Social Media,Literacy,Technology Integration,Library Role,Books

School librarians play a key, though often unrecognized, role in teaching literacy skills (Knapp 2011; Lance and Hofschire 2012; Scholastic 2016). Research over two decades has repeatedly confirmed school libraries' and librarians' significant impact on learners' literacy achievement. Studies in more than twenty states and several Canadian provinces have shown that, &quot;a school library program that is adequately staffed, resourced, and funded can lead to higher student achievement [in literacy] regardless of the socioeconomic or educational levels of the community&quot; (Scholastic 2008, p. 10). And this effect is strongest when school librarians take a leading role in collaborating with other educators to foster literacy. School librarians are likewise increasingly called upon to serve as technology integration leaders in their schools (Calvert 2016; Clephane 2014). In many schools librarians are responsible not just for finding, purchasing, and recommending useful digital resources, but also for offering classroom teachers informal help and even formal professional development on how to best use these resources to maximize student engagement and learning (Johnston 2015; Theard-Griggs and Lilly 2014). Unfortunately, some may see these two common roles for school librarians as separate, or even in opposition. Over the past three years the author has been working with school librarians all over her state on ways to enhance literacy throughout the school, and many are concerned that the increasing emphasis on technology use in schools may detract from the practice learners need to become proficient readers or their motivation to read for pleasure. Others worry that the time they spend helping classroom teachers and students with technology takes away from what they see as their main purpose: helping students become lifelong readers. She would not argue with this goal, but she would argue that technology use and traditional literacy do not have to be in competition. In fact, just as traditional literacy skills support and enhance students' use of technology for learning, she argues that digital technologies support and enhance more traditional literacy development, in five important ways.
Analysis of Didactical Trajectories in Teaching and Learning Mathematics: Overcoming Extreme Objectivist and Constructivist Positions
Author: Godino, Juan D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Constructivism (Learning),Probability,Preservice Teachers,Elementary School Teachers,Learning Processes,Semiotics,Models,Inquiry,Program Descriptions,Teacher Education Programs

There is currently a consensus in mathematics education that favors constructivist instructional models, which are based on the inquiry of knowledge by students. There are, however, different views that consider objectivist models, based on knowledge transmission (direct or explicit teaching) more effective in the teaching of scientific disciplines. In this article we analyze an instructional process on elementary probability directed to prospective primary education teachers, which was designed under constructivist principles and is based on data analysis projects. A systematic analysis of the study process reveals that the optimization of the learning process involves implementing frequent moments that require explicit transmission of knowledge by the teacher. This analysis is based on some theoretical tools from the onto-semiotic approach to mathematical knowledge and instruction, which allow identifying significant didactical facts that support a mixed instructional model. The relevance for mathematics education to contemplate the use of mixed instructional models that articulate constructivists and objectivist approaches to promote mathematical learning is concluded.
An Algorithm to Renegotiate Debt through Equivalent Equations and Transaction Costs: A Proposal for the Field of Financial Education
Author: García-Santillán, Arturo
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Mathematical Models,Debt (Financial),Equations (Mathematics),Credit (Finance),Foreign Countries,Financial Services,Money Management

Frequently, the shadow of financial insolvency is present in economies, whether between countries, companies or the general population (people) who contract the obligation of a loan, credit or other debt. Debt restructuring is one of the most effective financial tools to face this. Through mathematical modeling with algorithms designed for the inclusion of the variable transaction cost coefficient (TCC) and transaction cost amount (TCA), it was possible to demonstrate the feasibility to modify: V[subscript OD] to V[subscript ODAdjustded] and Y[subscript 1...j] = V[subscript OD] over V[Subscript NSP] to Y&quot;[subscript 1...j] = V[subscript ODAdjustded] over V[Subscript NSP].
A Proposed Educational Strategy for Promoting Political Participation among Jordanian University Graduates
Author: Jarrar, Amani G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Participation,Citizen Participation,Educational Strategies,Arabs,Gender Differences,Freedom,Specialization

The study proposes an educational strategy to promote the concepts of political participation among graduate students of faculties of arts and education in Jordanian universities. Political participation is proven to be the result of socio-economic, cognitive, political and moral factors that differ according to Arab Jordanian culture. The study ends in proposing ways to activate political participation of youth in Jordan, pointing out ways to implement the educational strategy, mainly through reform in education to promote political participation, through promoting political youth initiatives, in addition to supporting government policies in Jordan to promote youth political participation.
Using N-Level Structural Equation Models for Causal Modeling in Fully Nested, Partially Nested, and Cross-Classified Randomized Controlled Trials
Author: Petscher, Yaacov
Date: 2019-12-00
Type: Journal Articles
Subjects: Structural Equation Models,Causal Models,Randomized Controlled Trials,Hierarchical Linear Modeling,Students,Educational Research

Complex data structures are ubiquitous in psychological research, especially in educational settings. In the context of randomized controlled trials, students are nested in classrooms but may be cross-classified by other units, such as small groups. Furthermore, in many cases only some students may be nested within a unit while other students may not. Such instances of partial nesting requires a more flexible framework for estimating treatment effects so that the model coefficients are correctly estimated. Although several recommendations have been offered to the field on handling partially nested data, few are comprehensive in their treatment of manifest and latent variables in the context of partial nesting, full nesting, and cross-classification. The present study introduces n-level structural equation modeling (SEM) as a flexible measurement and analytic framework for the estimation of treatment effects for complex data structures that frequently present in randomized controlled trials. In this tutorial, we explore how the notation of n-level SEM allows for parsimonious model specification whether data are observed or latent and in the presence of partial nested or cross-classified designs. By using the xxm package in R, the advantage of using n-level SEM framework is demonstrated through five examples for single outcome manifest variables, as in the traditional multilevel model, as well as latent applications as in multilevel SEM.
Gateway Literacy Retention Policies: Perspectives and Implications from the Field
Author: Barrett-Tatum, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: State Legislation,Literacy,Educational Policy,Grade 3,Grade Repetition,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Public Schools,Administrators,Administrator Attitudes,Intervention,Educational Research,Knowledge Level,Reading Consultants

South Carolina's Read to Succeed Law (RTS) is different than the other 15 states' literacy-based third grade retention laws. It mandates literacy intervention training for in-service and pre-service teachers. Research indicates academic gains from retention are short-lived, diminishing over time and increasing drop-out rates. Through a statewide survey, this study identifies educators' perceptions and knowledge of retention and the RTS policy, and examines the relationship between knowledge and perceptions. Educators were not familiar with retention research or RTS specifics, but favored retention. Implications include the need for more teacher training regarding new state policies and the efficacy of their foundations. This study provides evidence that policymakers should consider the means of implementation and shoulder accountability for a structured and equitable support system.
Challenges to the Internationalization of United Kingdom Universities
Author: Rios, Cristina
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Policy,International Education,Educational Cooperation,International Cooperation,Foreign Countries,Group Membership,Universities,College Faculty,Teacher Attitudes,Government Publications,Barriers,Political Influences,News Reporting,Hearings,Advisory Committees,Foreign Students,Research,Financial Support,Educational Environment,Policy Analysis,Educational Policy,Student Mobility,Faculty Mobility

This qualitative study explores the anticipated repercussions of the Brexit Referendum to the internationalization of UK universities. The referendum approved the UK leaving the European Union. This process of leaving has become known as &quot;Brexit.&quot; The UK has been part of the European Union for over 40 years and this membership fostered the international exchange of students and academics. University campuses across the UK have experienced significant internationalization. The study explored emergent concerns on the challenges that higher education institutions would confront as the process of Brexit continues to develop. The research draws on testimony given to the Education Committee of the House of Commons, government documents, media reports, fieldwork and interviews of UK academics. Findings are presented thematically as a narrative and include concerns about potential reduction of international students and faculty, decrease in international research collaboration and research funding, and the possible negative impact on campus and community climate.
Lexical Cohesion in Non-Fictional Narrative as Discourse: A Study of Ngugi Wa Thiong&apos;O&apos;s &quot;Decolonizing the Mind&quot;
Author: Enyi, Amaechi Uneke
Date: 2019-07-00
Type: Journal Articles
Subjects: Language Usage,Autobiographies,Connected Discourse,Authors,Nonfiction,Discourse Analysis,English (Second Language),Second Language Learning,African Languages,Native Language,African Culture,Teaching Methods,Second Language Instruction,Communicative Competence (Languages),Reading Comprehension,Grammar,Foreign Countries

The study was a linguistic examination of the use of lexical cohesive devices in Ngugi Wa Thiong 'O's &quot;Decolonising the Mind&quot;- an autobiography. The study was aimed at revealing how Ngugi - an African L2 writer, deployed lexical cohesive devices to achieve cohesion and coherence and how this has contributed to the meaning of his non-fictional essay. The study was guided by the theoretical framework of Halliday's tripartite metafunctions of language: the ideational, the interpersonal and the textual, with closer inclination to the textual metafunction that deals with text creation. Cohesion is understood in this study as a textual strategy deployed in language use to unify sentences into a text (a unified whole), that renders the speech or writing both readable and meaningful. A total of 29 excerpts, selected from relevant sections of the essay were descriptively analysed. Our analysis revealed that Ngugi made effective use of lexical cohesive devices to tie his text together, thereby succeeded in passing his message clearly to his readers. Our findings also showed a preponderant use of reiteration (near synonym) - 13 times, and repetition - 8 times, by the writer, probably to achieve emphasis. Other lexical devices deployed by the writer to achieve various textual and communicative functions include: antonyms 4 times; superordinate/hyponym, 2 times; and complementaries and cohyponym, 1 each, in crafting his essay, in which he tells a real-life story of his people, his culture and his heritage. Ngugi, by his effective use of cohesive devices along paradigmatic and syntagmatic axis, has demonstrated that an African writer can also, through the medium of biographical writing, project, not only his ideology, but also the exultation of his people, his culture and his inheritance by a skillful and near-native use of the English language. The study made a case for a systematic teaching of cohesive devices at all levels of education as that will improve reading and comprehension and the aver all communicative competence of L2 learners of English.
The Influence of Demographic Factors on Teachers&apos; Instructional Practices and Challenges in Including Students with Visual Impairment in Government Secondary Schools of Harari Region
Author: Dea, Paulos
Date: 2019-07-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Characteristics,Students with Disabilities,Visual Impairments,Public Schools,Secondary Schools,Educational Practices,Foreign Countries,Teacher Qualifications,Teaching Experience,Class Size,Educational Attainment,Barriers

The purpose of this study was to examine the influence of demographic factors on instructional practices and challenges teachers face in teaching students with visual impairments in the government secondary schools of Harari regional state. A quantitative method with a survey design was employed. The sample consisted of 100 (with 95% response rate) participants selected using simple random sampling technique. Data was collected using questionnaire in the form of Likert scale. Frequencies, percentages, means, standard deviation, independent t-test and One-Way ANOVA were used to analyze the data. The study revealed that teachers' level of qualification has implications to the instructional practices, namely their collaboration with other professionals, classroom supplies and equipment and teaching strategies. Teachers with training on inclusive or special needs education were found to use more specialized or individualized teaching strategies in the classroom for SVI than those who did not have training. Furthermore, years of teaching experience was found to influence teachers' collaboration with other professionals. Teachers with bachelor's degree and MA/MSc holders were found to face more challenges in adapting teaching strategies, materials and identifying the needs of SVI compared to teachers with diploma holders. The study concluded that the identified demographic factors were found to influence at least one of the teachers' instructional practices in inclusion of SVI. The study concluded that teachers' level of qualification has an influence on the challenges they face in teaching SVI in the government preparatory and secondary schools of Harari regional state.
Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-Evaluation
Author: Rincon-Flores, Elvira G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Innovation,Calculus,Performance,Evaluation Methods,Foreign Countries,Mathematical Models,Educational Games,Undergraduate Students,Technology Uses in Education,Educational Technology

The present study details the implementation of an improvement process for a gamification activity from a Calculus course for undergraduate students aimed to develop mathematical modeling competencies. The improvement process was studied taking into account three types of data: the results of the students' performance assessment, the meta-evaluation of the educational and proactive effects and gamification costs, and data on the level of satisfaction achieved on the educational activity. The results of 50 performance assessments were analyzed, as well as the results from the meta-evaluation process carried out by the course's teacher. The study concludes that while it is true that gamification is a strategy that introduces a high level of innovation and brings the type of motivation and emotion that encourages learning, its educational intent can be further strengthened by including performance assessment and meta-evaluation processes to better understand its function and make adjustments to its design in a timely manner.