ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students&apos; Learning Outcomes
Author: Supena, Ilyas
Date: 2021-07-00
Type: Journal Articles
Subjects: Learning Processes,Models,Philosophy,Science Education,Outcomes of Education,Foreign Countries,Cognitive Ability,Psychomotor Skills,Psychological Patterns,College Freshmen,Critical Thinking,Science Process Skills,Constructivism (Learning),Cooperative Learning

This study aimed to investigate: 1) the influence of 4C learning model on students' learning outcomes in the philosophy of science course, 2) the influence of academic capability on students' learning outcomes in the philosophy of science course, and 3) the interaction between 4C learning model and academic capability on the students' learning outcomes in the philosophy of science course, in cognitive, psychomotor, and affective domains at UIN Walisongo Semarang academic year of 2019/2020. This study was a quasi-experimental research with 2x3 factorial design. The study was conducted at UIN Walisongo Semarang academic year of 2019/2020 on the first years students of Islamic Communication Department. Techniques in collecting the data were multiple choice tests, essay tests, observations, and documentation. The hypothesis testing used two-way ANOVA test with a significance level of 5%. The result of it related to the influence of 4C model on the students' learning outcomes had showed the significance values in cognitive, psychomotor, and affective domains. The value of cognitive domain was 0.314, the value of psychomotor domain was 0.032, and the value of affective domain was 0.038. The result of hypothesis testing used two-way ANOVA test related to the influence of academic capability on the students' learning outcomes had showed the the significance values in cognitive, psychomotor, and affective domains. It was suggested to implement 4C learning model that would influence the students' learning outcomes.
Innovation through Science Awareness
Author: Campbell, Ashley
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Innovation,Language Arts,English Instruction,Science Instruction,Middle School Students,Scientists,Knowledge Level,Ecology,Interdisciplinary Approach,Consciousness Raising,State Standards,Biographies

Shifts in generations from Millennials to Generation Z have brought changes to today's classroom. In turn, these changes indicate the need for reform and innovation in education. If the goal for education remains to put contributing members into society, then educators must search for the most effective ways to prepare students to enter society today, rather than in the past. The purpose of this article is to introduce creative ways to share the lives and work of outstanding ecologists to enhance students' knowledge in both English language arts and science, while also addressing state and national standards. Integrating the lives and work of well-known ecologists or environmentalists into middle school science has the potential to enhance the understanding our students have of what it means to be a scientist. Taking these small steps to broaden students' understanding of science and scientists may inspire a young person to consider a science career for themselves someday. The nation and the state have done their parts in giving teachers the outline for student learning and success in science. Now, it is up to teachers to utilize the standards within their classrooms to make science come to life.
EFL Students&apos; Perceptions of Online Distance Learning for Enhancing English Language Learning during COVID-19 Pandemic
Author: Hazaymeh, Wafa' A.
Date: 2021-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Student Attitudes,Undergraduate Students,Late Adolescents,Student Empowerment,Educational Technology,Standards,Skill Development,Electronic Learning,Distance Education,Barriers,COVID-19,Pandemics

The study aimed to investigate participants' perceptions of online distance learning during COVID-19 Pandemic for empowering them to achieve ISTE standards within EFL classroom. 60 undergraduate students participated in this study through responding to a designed online survey based on ISTE standards. Data analysis indicated that the participants had a positive attitude of online distance learning which empowered them to develop high scores of creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving, decision-making and digital citizenship. The results also showed that majority of respondents (86.66%) acquired language proficiency successfully through online distance learning which indicated a flexible and suitable learning environment. However, the findings indicated few drawbacks of online distance learning due to technical problems and the lack of physical interactions. The results suggested that instructors should be aware of the effectiveness of digital technologies as instructional method for empowering their students to achieve ISTE standards within online EFL classroom.
Effectiveness of Problem-Based Learning Combined with Computer Simulation on Students&apos; Problem-Solving and Creative Thinking Skills
Author: Simanjuntak, Mariati Purnama
Date: 2021-07-00
Type: Journal Articles
Subjects: Problem Based Learning,Creative Thinking,Problem Solving,Computer Simulation,Program Effectiveness,Teaching Methods,Foreign Countries,High School Students,Grade 10,Physics,Science Instruction,Instructional Effectiveness

This study is aimed to investigate the effectiveness of problem-based learning combined with simulation on students' problem-solving and creative thinking skills. By employing a quasi-experimental design, this study used essay and problem-based tests as the instruments to evaluate problem-solving and creative thinking skills of 192 students. These students were categorized into three groups: experimental group I (n = 68) receiving instruction using problem-based learning combined with simulation, experimental group II (n = 60) receiving instruction with problem-based learning only, and control group (n = 64) receiving instruction with a conventional method. Using a multivariate analysis of covariance, the results revealed that problem-solving and creative thinking skills taught by problem-based learning combined with simulation were significantly improved as compared to those in experimental group II and control group. In addition, a positive relationship was identified between students' problem-solving skills and their creative thinking skills. Ultimately, this study shows that instruction using problem-based learning combined with simulation method is much more effective than using either problem-based learning only or a conventional teaching method.
Students&apos; Vocabulary Knowledge: Comparative Study Enhancing between Semantic Mapping and Diglot Weave Techniques
Author: Simanjuntak, Olivia Virocky
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Cognitive Mapping,Semantics,Teaching Methods,Comparative Analysis,Scores,High School Students,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Pretests Posttests,Language Tests,Student Attitudes

The purpose of this study is to find out whether there is any significant difference between Semantic Mapping and Diglot Weave Techniques in enhancing the students' vocabulary knowledge. This study is quantitative, utilizing comparative research design--a simple research design which is used to examine two techniques of teaching. In this study, the researcher treated two groups with two different techniques: Semantic Mapping and Diglot Weave. Each technique is deemed to be comparable in enhancing students' vocabulary knowledge. On the basis of the target this study, the researcher has to decide which technique that is more effective in enhancing students' vocabulary knowledge. The researcher found out that there is significant difference between group that was taught using Semantic Mapping technique and group that was taught using Diglot Weave Technique in enhancing students' vocabulary knowledge. In fact, the group that acquired Diglot Weave Technique had higher gain of score than the group that acquired Semantic Mapping.
Teaching Goldilocks to Read: Too Much, Too Little, or the Just Right Amount of Phonics?
Author: David, Ann D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,Phonics,Educational Policy,Educational History,Reading Research,Learning Processes,Advocacy,Student Characteristics,Kindergarten,Elementary School Students,Teacher Attitudes,State Standards,State Legislation

This article discusses the current contradictory policies surrounding the push for phonics instruction in Texas schools. Focusing on this current iteration of the reading wars, this article seeks to help teachers develop a historical context for reading instruction, review existing research on learning to read, and turn that knowledge into practical strategies for advocating for a comprehensive approach to literacy.
Raising the Volume of Student Voices through Grammar Instruction
Author: Warren, James E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Empowerment,Grammar,Direct Instruction,Error Analysis (Language),Learning Activities,Reading Instruction,Culturally Relevant Education,Black Dialects,Teaching Methods

Teachers who seek to amplify student voice in the English Language Arts classroom must balance students' need for selfexpression with the TEKS requirement that students demonstrate command of standard English. Teachers also face a curricular landscape in which they are discouraged from teaching grammar in isolation but are held accountable for students' understanding of grammatical concepts. In this paper, we review recent research in linguistics and rhet/comp that speaks to these dilemmas. First, we explore the relationship between implicit and explicit language learning and what it means for formal grammar instruction. Second, we look at how the context of communication influences whether readers notice and are troubled by grammatical errors and consider what this means for grammar instruction. Third, we examine the grammaticality of nonstandard dialects and look for ways to bridge the gap between standard and nonstandard English. We also share research-based, classroom-tested assignments that go beyond grammar drills to raise students' metalinguistic awareness and increase their productive control of English.
Position Statement on the ELAR TEKS
Author: Winton, Stephen
Date: 2020-00-00
Type: Journal Articles
Subjects: English,Language Arts,Reading,Academic Standards,State Standards,Literacy Education,Best Practices

The 2017 English Language Arts and Reading (ELAR) standards from Texas Essential Knowledge and Skills (TEKS) reflect best-practice literacy instruction. The seven strands of Foundational language skills, Comprehension skills, Response skills, Multiple genres, Author's purpose and craft, Composition, and Inquiry and research form an integrated approach to literacy instruction. The student expectations contained in these strands are vertically aligned to support students' development of knowledge and skills. The 2017 ELAR TEKS address critical components of instruction including a balanced approach to literacy, student choice of texts, independent reading volume, diverse literary texts, comprehension skills, purposeful talk, the reading and writing connection, inquiry, and research. Because these standards are research-based, implementation can support positive student outcomes. The Texas Council of Teachers of English Language Arts supports the implementation of the 2017 ELAR TEKS. Responses to this position statement from Texas-based educators reflecting on the 2017 ELAR TEKS are included. [Educator responses by Shona Rose and Malene Golding.]
Kindergarten Students Acquire Basic English Literacy through Letterland: A Case Study
Author: Limbong, Joice Ellen
Date: 2018-00-00
Type: Journal Articles
Subjects: Kindergarten,Case Studies,English,Literacy Education,Phonics,Teaching Methods,Learning Processes,Story Telling,Alphabets,Reading Programs

This study aims to help kindergarten students to acquire basic literacy in English through the use of &quot;Letterland&quot; which is believed to be a fun and exciting program which can produce a natural outcome. This study utilizes qualitative and quantitative approach. The research design of this study is case study in order to make intensive analysis on how kindergarten students acquire Basic English literacy through &quot;Letterland.&quot; The study presents a description on how effective and helpful &quot;Letterland&quot; is in helping kindergarten students acquire basic literacy. This study can be used to provide local teachers or educators with the ideas in implementing the phonics approach in teaching Basic English literacy. There are number of factors that enable students to acquire the Basic English literacy; however, this study focuses on the application of &quot;Letterland.&quot; Findings showed that &quot;Letterland&quot; is useful to help kindergarten students in school K in acquiring Basic English literacy. Students recognized the initial, medial and final sounds. The teachers implemented &quot;Letterland&quot; with a proper class settings, sufficient teaching aids, and proper teaching-learning process.
Teacher Preparation in a Time of COVID: Preservice Elementary Teachers Reflect on Field Experience during a Pandemic
Author: Durand, Angie
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,COVID-19,Pandemics,Field Experience Programs,Literacy Education,Methods Courses,Online Courses,Educational Technology,Technology Uses in Education,Preservice Teachers,Experiential Learning,Student Attitudes,Elementary School Teachers,Classroom Techniques,Teaching Skills,Teacher Student Relationship

In this article, two university professors describe how field-based experiences for preservice elementary teachers in literacy methods courses were adapted during the COVID-19 pandemic. Instead of completing conventional field experiences and classroom observations, the preservice teachers served as adult helpers for virtual learning at a school district learning center. The preservice teachers reflect on their experiences assisting children who were learning virtually and describe what they learned during the experience. Preservice teachers reported learning strategies for engaging students in virtual learning, classroom management skills, dispositions for teaching, such as flexibility and adaptability, and the importance of building relationships with students.
Information and Communication Technology (ICT) Skills and Efficient Management of Educational Resources in Public Secondary Schools
Author: Eremie, Ibiene
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,Information Literacy,Skill Development,Administrator Effectiveness,School Administration,Public Schools,Secondary Schools,Principals,Educational Resources,Efficiency,Technology Integration,Foreign Countries

This study investigated information and communication technology (ICT) skills and efficient management of educational resources in public secondary schools in Rivers State, Nigeria. The study which adopted descriptive survey design was guided by two research questions. The 268 secondary school principals in Rivers State constituted the population. A sample of 255 principals which was 95% of the population was drawn through the stratified random sampling technique. A self-structured questionnaire titled: &quot;ICT Skills and Efficient Management of Educational Resources Questionnaire (ICTSEMERQ)&quot; was used for data collection. The instrument which contained 14 items was properly validated and the test retest method using Pearson's Product Moment Correlation Coefficient Statistics for reliability testing yielded an 'r' value of 0.82. Percentages, mean and standard deviation were used to analyse the research questions. The study revealed that the ICT skills needed by principals include among others: knowledge of operating ICT devices, good knowledge of using ICT devices in teaching, ability to use ICT devices to store and retrieve information. The study also revealed that ICT skills enhance efficient management of educational resources through enhancing proper keeping of records, effective communication and proper accountability of educational resources among others. Based on the findings, conclusions were drawn and the following recommendations were made: Rivers State Ministry of Education in collaboration with secondary school's management board should provide capacity building programmes to principals on ICT skills and principals should enroll themselves in institutions where they can obtain ICT literacy and utilization skills.
Flexible Seating Impact on Classroom Environment
Author: Cole, Kassadie
Date: 2021-04-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Design,Space Utilization,Furniture,Elementary School Students,Children,Grade 2,Grade 5,Preferences,Interaction,Cooperative Learning,Learner Engagement,Cognitive Style,Behavior Patterns,Correlation

As schools strive to instill college and career readiness within students, the academic success of students continues to be a priority of educators and administrators alike. The classroom learning environment utilized by students was examined throughout this study. Specifically, this study examined how the spaces within the classroom are utilized by students and how classroom spaces impact interactions between students and teachers. This qualitative study employed classroom maps and recording logs to gather data from students in second and fifth grade classrooms. With the data collected, the relationship between classroom environment and student engagement was examined. From the research, many common trends emerged. Common themes included that students prefer a specific seating choice in the classroom, flexible seating options were selected more than traditional seating options, and some students needed teacher directed instruction on modifications needed with seating choice or reminders how to sit in a specific choice. With these findings, it promoted a more collaborative work environment in the classroom.
Personal and Professional Competencies: Impact of Health and Physical Education Programme on Pre-Service Teachers of Paro College of Education, Bhutan
Author: Choden, Ugyen
Date: 2020-00-00
Type: Journal Articles
Subjects: Health Education,Physical Education,Body Weight,Obesity,Health Behavior,Life Style,Undergraduate Students,Elementary School Teachers,Student Teachers,Teacher Education Programs,Physical Education Teachers,Team Sports,Coaching (Performance),Gender Differences,Pedagogical Content Knowledge,Student Motivation,Physical Activities,Student Teacher Attitudes,Foreign Countries,Program Descriptions,Outcomes of Education

Low physical activity and sedentary lifestyle have been contributing to overweight/obesity in children worldwide. In response to this, school health and physical education (HPE) programmes have been introduced to assist children to adopt and maintain healthy lifestyles. Teacher education colleges have been introducing training programmes to prepare teachers. Paro College of Education (PCE), Bhutan, is one such college where the HPE training programme was introduced in 2003. This paper reports on the impact of the HPE programme on the preservice teachers of PCE in relation to their personal and professional competencies. The participants were the final and second-year Bachelor of Education (primary) pre-service student teachers and Diploma in Physical Education and Sports Coaching students. Results revealed that the HPE programme had a significant impact on pre-service teachers' personal and professional competencies. Male participants were highly motivated to teach HPE as well as participating regularly in physical activities compared to their female counterparts. Further, the study revealed differences in personal and professional competencies, pedagogical knowledge, and self-efficacy beliefs amongst the pre-service teachers. Implications for the teacher training programme and recommendations for future research are presented.
Researching Educational Issues: An Analysis of Methods Used in Conducting Doctoral Research
Author: Folajogun, Falaye V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Students,Doctoral Dissertations,Student Research,Research Methodology,Educational Research,Statistical Analysis,Scientific Research,Qualitative Research,Art Education,Legal Education (Professions),Mixed Methods Research,Social Science Research

The complexity of educational issues underscores the need for rigorous inquiry, whose findings are to drive appropriate reforms. There have been long-standing debates among scholars on which of the qualitative and quantitative methods is more rigorous in contributing towards shaping education. While some scholars believe that since education deals mostly with human behaviour which is value laden hence, research in education should adopt the qualitative approach. This study analyzed the predominant methods adopted in conducting inquiry into educational issues and compared them with other disciplines using the abstracts of 428 PhD students' dissertations spanning a period of 10 years. Findings show that quantitative method dominated research in education and the sciences, while qualitative method was popular in the arts/law. However, a combination of qualitative and mixed methods was common in the social sciences. Implications of findings for skills' enhancement in research methods and rigor in educational research are discussed.
The Challenge of Teaching Food and Health in the First Four Years of Primary School in Norway
Author: Ask, Anne Selvik
Date: 2020-00-00
Type: Journal Articles
Subjects: Food,Health Education,Eating Habits,Nutrition Instruction,Cooking Instruction,Decision Making,Elementary School Students,Health Promotion,Foreign Countries,Faculty Development

The subject food and health will potentially help students gain insight into critically choosing and reflecting on food and meals and also help students acquire skills in food preparation. Good food choices and food behavior are established in childhood and adolescence and may have significant impact on food choices in adulthood. Less than half of teachers teaching food and health have formal education in the subject. The Knowledge Promotion Reform lists competence aims in all subjects. Unfortunately, food and health is often given low priority in grades 1-4. This study was conducted in 2018 to gain insight into how the subject was taught in grades 1-4. The aim was to reveal whether food and health is taught and by whom as well as what challenges the teachers have in teaching the subject. A proposal for the development of an in-service training course is also considered. A total of 24 interviews were conducted at 12 randomly selected schools in Norway. The study showed the random nature of who teaches the subject and how the teaching in food and health is carried out.