ethanporcaro/eric-fulltext-meta huggingface dataset:
Appreciative Inquiry Approach and Its Effects on English Oral Communication Skills of Teacher Education Students
Author: Hilao-Valencia, Patricia Mariz
Date: 2023-00-00
Type: Journal Articles
Subjects: Oral Language,Communication Skills,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Inquiry,Teacher Education Programs,Intervention,Workshops,Preservice Teachers,Language Teachers,Self Esteem,Personality Traits,Feedback (Response),Student Attitudes,Student Motivation,Positive Reinforcement,Teaching Methods,Learning Processes,Preferences,Instructional Effectiveness,Videoconferencing,Speech Communication,Holistic Approach,Scoring Rubrics

Good oral communication skills are necessary to help people understand and process information in a clear manner. Aspiring language teachers must be able to exemplify good verbal ability to become competent in their fields. Therefore, it is important to develop a future teacher's ability to communicate in English. This study investigated the effects of the Appreciative Inquiry (AI) approach on the oral communication skills of teacher education students in a local college in Laguna, Philippines. Appreciative Inquiry is defined as the art and practice of asking questions that strengthen a system's capacity to heighten positive potential; it focuses on doing more of what is already working, rather than focusing on fixing problems (Whitney &amp; Cooperrider, 2011). A group of 11 student participants were given treatment in the form of an intervention workshop that followed the 4D cycle model of Appreciative Inquiry. Results revealed a significant impact in the students' motivation to improve their oral communication skills. The intervention sessions had a positive effect on their self-confidence and eagerness to proceed with specializing in English language education. Their notion of their own personality that reflected negative self-talk was observed to have been significantly transformed into high self-esteem and determination. Feedback from the post-intervention interview suggested that the AI approach is a viable method that can be used in the classroom setting to build a safe learning space for students who engage in second language acquisition because the sessions give out a sense of fulfilment, positive reinforcement, and self-paced success. It is recommended that teachers employ AI techniques in their teaching-learning plans to sustain their students' motivation in pursuing Teacher Education and to support their varying needs and preferences based on the strengths they already possess.
How Do We Look at Animals? -- Decolonising Documentary Art Practices and the Global Crisis for Donkeys
Author: Hardliz, Ronny
Date: 2023-00-00
Type: Journal Articles
Subjects: Documentaries,Films,Research,Film Study,Animals,Decolonization,Art,Film Production

This article poses the question 'How do we look at animals?', suggesting a link to inherent problems of documentary film-making. However, the question further suggests that there may be ways of relating to animals other than 'looking at'; other than 'observing'. Drawing from the research project De-Doc-Donkeywork: Decolonising Documentary Art Practices and the Global Crisis for Donkeys, the article offers a reflection upon how specific art-practice-led research is brought into education. The interrelatedness of art practice, research, theory and pedagogy allows for connections to be identified between the decaying borders of disciplines, documental knowledges, and possibilities of decolonising our relation to animals. At the core is a problem of 'coloniality' related to film education: the domination of documentary concerns and valances through film discourse. The &quot;documental&quot; is identified as an epistemic practice that can reorganise extra-disciplinary resources into collaborating collectives in research and education, allowing for new ways of knowing 'donkey'.
The Analytic Gaze through the Prism of Childhood
Author: Siety, Emmanuel
Date: 2023-00-00
Type: Journal Articles
Subjects: Films,Children,Role of Education,Film Study,Individual Development,Child Development

Translated into English for the first time by Madeline Whittle, Emmanuel Siety's article draws extensively on Jean Louis Schefer's &quot;The Ordinary Man of Cinema&quot; to explore the connection between the films we encounter in childhood and a lifelong relationship with cinema. Siety asks what is the role of film education in the moving-image saturated contemporary era for preserving something of the special bond formed by our first encounters with films in cinemas, and our self-development. The article further considers the limits of an analytical approach to film, as opposed to a phenomenological approach which privileges the direct experiences of cinema, going beyond the 'scholarly' interpretation of films.
The Development and Validation of the Zero Cost Textbook Satisfaction Scale (ZSS)
Author: Redcay, Alex
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Textbooks,Student Costs,Student Satisfaction,Factor Analysis,Open Educational Resources,Undergraduate Students

This paper aimed to develop and validate the Zero Textbook Satisfaction Scale (ZSS), a measurement tool to assess student satisfaction with Zero Textbook Costs (ZTC) resources. The validated ZSS is available via a CC BY-NC-ND license and is a valuable tool for faculty and institutions seeking to understand student perceptions of their OER/ ZTC adoptions and for broad scale OER/ZTC adoption initiatives seeking to understand student experiences with materials across a wide variety of courses. The ZSS was administered, revised, and validated following DeVellis (2017) 8 steps for validating measurement tools. The secondary data was analyzed using Exploratory Factor Analysis (EFA), which resulted in 11 items on 1 factor and a Cronbach's alpha, which showed excellent internal consistency ([alpha] = 0.94). The ZSS validated tool is designed to be used by faculty who would like to assess student satisfaction with the open source textbooks, and compare data to other sites of adoption.
Teachers&apos; Opinions about Elitism in Gifted Education
Author: Radulovic, Branka
Date: 2022-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Gifted Education,Academically Gifted,Elementary School Teachers,Secondary School Teachers,Ideology,Equal Education,Foreign Countries

Although teachers' attitudes towards gifted students and gifted education have been monitored more intensively since the 1990s, we still do not have a clear and definitive picture. Therefore, with the research reported on here we examined teachers' opinions about the connection between gifted education and elitism and how they viewed the need for grouping gifted students. The sample consisted of 432 primary and secondary school teachers. The main results show teachers' neutral opinions towards the grouping of gifted students and the correlation to elitism. Significant differences were obtained in the teachers' opinions for demographic characteristics, i.e. the school type (primary or secondary) and the school location (urban or rural). The results are in line with the general idea that education should be accessible to everyone according to their abilities in order to overcome equating gifted education with the rich elite.
Exploring Complex Concepts through Storytelling: A Synchronous Online Health Policy Course Case Study and Recommendations for Implementing across Disciplines
Author: Whitmore, Corrie
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Indigenous Knowledge,Undergraduate Study,Undergraduate Students,Health Education,Public Policy,Distance Education,Self Efficacy,Teaching Methods,Capstone Experiences

Educational experts advocate for storytelling's community building aspects; it is also a valuable tool for deepening students' cognitive engagement. Indigenous pedagogy has long emphasized the centrality of storytelling to knowledge production and transmission (Neeganagwedgin, 2020). This article offers a case study analyzing an upper-division undergraduate health policy course transformation to foreground storytelling in a synchronous online format. Consistent with the &quot;watch one, do one, teach one&quot; model, students heard narrative descriptions of guest storytellers' policy experiences, constructed narrative stories describing a population health problem in written assignments, and shared a policy proposal story about why policy matters and how it can be changed to improve population health. This approach improved student engagement, fostered knowledge creation, and -- despite the distance inherent in online education -- improved students' sense of self-efficacy and membership in a professional community. The article concludes with recommendations for integrating storytelling into other disciplines and modalities.
Filling the Knowledge-to-Action Gap with Open Access Pedagogy: An Alternative Assignment Model
Author: Briere, Jennifer L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Information,Undergraduate Students,Theory Practice Relationship,Assignments,Teaching Methods,Learner Engagement,Translation,Educational Benefits,Information Dissemination,Science Education,Scientific Research

Knowledge translation (KT) is key to the scientific process, yet academic work produced often does not reach the public. In this article a unique undergraduate KT term assignment is presented where students summarize a large body of research into an artifact for public use. This assignment model may increase student engagement and learning outcomes while filling the knowledge-to-action translation gap. The option dovetails students' and employers' need for demonstrative performance prior to hiring, the academic push for publicly and freely available scientific knowledge (e.g., open access), and challenges involved with engagement with advanced material in both in-person and remote environments. The assignment is presented in the context of benefitting effective KT and enhancing open access to information; it is then analyzed using the American Psychological Association's (APA) goals for undergraduates alongside Bloom's Taxonomy of Learning. Various APA goals accomplished through the assignment, benefits, limitations, and future directions are highlighted.
What Might Be Frequently Overlooked Is Actually Still Beneficial: Learning from Post National-Standardized School Examination
Author: Rafi, Ibnu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Competency Tests,Standardized Tests,Mathematics Tests,Multiple Choice Tests,Essay Tests,Test Items,Item Response Theory,Difficulty Level,Item Analysis,Test Construction,Test Validity,Test Reliability,Psychometrics,High School Students,Grade 12,Elective Courses

This study describes the characteristics of the test and its items used in the national-standardized school examination by applying classical test theory and focusing on the item difficulty, item discrimination, test reliability, and distractor analysis. We analyzed response data of 191 12th graders from one of public senior high schools in Yogyakarta City, Indonesia,to the examination on the elective mathematics subject. The results showed that both multiple-choice and essay items contained in the test were at a moderate level of difficulty. The lowest item difficulty index went to the multiple-choice item where students failed in interpreting straight and dashed lines and went to the essay item that required complex intra-mathematical connections. In addition, we only found one item which was poor in distinguishing student competence. Furthermore, students' test scores on multiple-choice and essay items were reliable. Although most multiple-choice items had at least two functioning distractors, it was still found two items whose all distractors were not functioning. In this article, we provide some suggestions concerning improvement towards mathematics learning practices.
Reading Environment and Fluent Reading Skills
Author: Isik, Ayse Derya
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 3,Grade 4,Elementary School Students,Computer Uses in Education,Handheld Devices,Printed Materials,Reading Skills,Reading Fluency,Readability,Reading Rate,Suprasegmentals

Language skills have an important place in people's thinking, understanding people around them and expressing themselves. Reading skills, which are among the otherlanguage skills, play a vitalrole for an individual in adapting them into his daily life. Reading should not be interpreted as recognizing merely the letters, the word and articulating them. In addition to understanding what is written, being able to read fluently is also one of the skills that need to be developed in reading teaching. In today's developing conditions, thanks to the effective use of technological tools in every aspect of our lives reading is not only done on paper, but also on the screens of many different technological devices. Considering all these, reading on the screen is different from reading on paper, and the development of reading skills from the screen is currently necessary as well as the development of paper reading skills. The aim of this research is to determine the role of the reading environment on fluent reading skills. 24 students who were enrolled in the third and fourth grades of a primary school in the center of Bartin participated in the study. The demographic features of the students such as gender, class, possession of technological tools (computer, tablet, smart phone, etc.), and duration of use of technological tools were identified using a personal information form. Using a formula developed for Turkish by Atesman (1997), which permits estimating the readability level of the text based on word and sentence length, a text consisting of 189 words with an &quot;easy&quot; readability level was chosen in order to test the students' fluency in reading. This text was read by the students both on paper and on the tablet computer screen, and their fluent reading skills were evaluated. In the end of the research, it is determined that the number of words students correctly read, the rates of their correctreading and prosodic reading skills differ according to the time of using a computerin reading from the screen; the number of words read correctly differs according to the time it takes to have a tablet computer in reading from paper; the classes differin both paperreading and screen reading in favor of the 4th classes, whereas the correct reading rates differ only in paper reading. In line with the results of the research, suggestions were made to support the use of electronic media in schools and improve reading skills by supporting the use of technological tools.
Gaining an Insight into Learner Satisfaction in MOOCs: An Investigation through Blog Mining
Author: Ustaog?lu, Mehmet Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Students,MOOCs,Student Satisfaction,Electronic Publishing,Information Retrieval,Data Processing,Data Analysis,Information Technology,Pattern Recognition,Content Analysis,Written Language,Student Attitudes

MOOCs can be considered as a powerful alternative in extraordinary situations where people cannot reach formal education. In recent years, the widespread use of the internet worldwide and especially the COVID-19 has increased the need of people for MOOCs. However, in order to increase the effectiveness of MOOCs, and to provide a better learning environment, the need to evaluate MOOCs has arisen. One of the indicators of quality in online learning is student satisfaction. Accordingly, this research aims to reveal learner satisfaction in MOOCs. The most important indicator for measuring this satisfaction in MOOCs is user comments. In this study, 39101 comments of the participants in 960 MOOCs were examined by using text mining techniques within the framework of satisfaction.
Examination of Documentational Processes of Mathematics Teachers during Their Pre- and In-Service Professional Lives
Author: Tapan-Broutin, Menekse Seden
Date: 2023-00-00
Type: Journal Articles
Subjects: Documentation,Teaching Methods,Educational Practices,Preservice Teachers,Beginning Teachers,Lesson Plans,Diaries,Observation,Self Evaluation (Individuals),Peer Evaluation,Mathematics Teachers,Instructional Materials,Notetaking,Foreign Countries

This study aims to reveal the similarities and differences between the documentational genesis processes of the teachers during their pre-service education in the last year of the education faculty and at the beginning of their professional teaching lives. Reflective investigation research design was used in this study. The data collection tools used during the pre-service and in-service lives are their lesson plans, their diaries, their lesson scenarios, the observations and video recordings of their lessons, the self-evaluation form, and the peer evaluation form. Three main categories were determined for the resources that affect the documentation process of teachers: resources from university education, resources from professional experience, and resources related to their personal learning inferences during their student years.
Effectiveness of Blended Physics Laboratory Experimentation on Preservice Physics Teachers&apos; Understanding of the Nature of Science
Author: Mihret, Zemenu
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Science Laboratories,Laboratory Experiments,Science Experiments,Preservice Teachers,Science Teachers,Scientific Principles,Blended Learning,Educational Technology,In Person Learning,Program Effectiveness,Manipulative Materials,Foreign Countries,Computer Simulation

The objective of this study was to examine the effectiveness of blended physics laboratory experimentation on pre-service physics teachers' (PSPTs') understanding of the nature of science (NOS) during an electricity and magnetism laboratory course. The study used a non-equivalent comparison group using a pre-test-post-test quasi-experimental design that contrasted blended, virtual, and real mode of physics experimentations. A total of 63 PSPTs, 16 in blended experimental group, 26 in virtual experimental group, and 21 in real experimental group, participated in the study. Except for the type of manipulatives, the experiments in all the three cases were the same. Quantitative Likert-type questions were administered before and after the intervention and open-ended questions were administered after the intervention. The quantitative data were analyzed using one-way ANOVA and ANCOVA, while the qualitative data were categorized under naïve, mixed, and informed views. The results revealed that experimenting with blended, virtual, and real manipulatives were found to be ineffective in enhancing understanding of NOS on the PSPTs'. Apart from the type of experiment used, it was suggested that adequate consideration be paid to NOS issues in the laboratory courses in order to obtain well-educated and trained physics teachers.
Incidental Vocabulary Acquisition through Listening
Author: Rahul, D. R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Incidental Learning,Vocabulary Development,Listening,Video Technology,English (Second Language),Foreign Countries,Second Language Learning,Adults

Incidental acquisition of vocabulary has been extensively studied by many researchers through various media, such as employing reading comprehension. However, there is a dearth of studies that focus on the contribution of listening to the incidental acquisition of vocabulary. The current study aims to fill this gap. This study explored the effect of watching on-screen content on the incidental acquisition of vocabulary through listening. Participants were 49 Indian learners of English as a second language. Based on the survey on their frequency of watching videos, movies, or songs in English, we categorized them into viewer types. The different viewer types are associated with varying frequencies of listening to English. The participants were asked to take a vocabulary test. A one-way ANOVA was performed to test if the vocabulary scores differed among the groups. The between-group analysis of variance yielded a statistically significant value F (1, 47) = 79.56, p = 0.000, indicating strong evidence against the null hypothesis. The findings suggest that listening significantly contributes to the learners' incidental vocabulary acquisition and that their test scores vary based on the time they devote to listening.
Measuring the Academic Vocabulary Size of University Students in Nepal
Author: Saud, Mohan Singh
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocabulary Development,College Students,Foreign Countries,English (Second Language),Second Language Learning,Academic Language,Academic Achievement

Students' knowledge of academic vocabulary is a crucial aspect of learning English as a second or foreign language at the university level. Using academic vocabulary lists could be a valuable resource in teaching and learning vocabulary. This study measured the academic vocabulary size of Nepalese university students using Schmitt's (2010) Academic Vocabulary Level Test Version 2 as a data collection tool. The participants were 62 adult EFL students. The data were collected online via Google Forms. The results showed that the average academic vocabulary size of the students was 435 (76.3%) words out of 570 word-families in the academic vocabulary word list. The results also showed that the students had heterogeneous knowledge with varying degree of academic vocabulary achievement (M = 22.02, SD= 8.6 and Coefficient of Variation = 39.1%). The results of the study suggest that English education students at the university level in Nepal need explicit instruction, concentration, and practice to gain mastery over academic vocabulary with less variation of knowledge in their academic vocabulary achievement.
A Case Study on the Educational Evaluation and Diagnosis Process of Children with Autism Spectrum Disorder
Author: Kucukgoz, Mehmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Administrators,Teachers,Parents,Educational Diagnosis,Evaluation Methods,Children,Communication Problems,Foreign Countries,Medical Evaluation,Competence,Measurement

The aim of this study is to examine the educational evaluation and diagnosis process of individuals with autism spectrum disorder (ASD). This study, which was implemented in the Guidance and Research Center (GRC) in Dulkadiroglu District of Kahramanmaras in 2019, was carried out with participants consisting of two administrators, seven teachers and seven parents with children with ASD. The research adopts the phenomenological approach, which is one of the qualitative research methods. Interview techniques were used in accordance with this model. The findings obtained from the data analyzed with content analysis were explained with six themes as medical diagnosis, ambient, personnel competence, measurement tools, individuals with ASD and parents. Difficulties in the evaluation process of children with ASD in GRC are stated as evaluation based on medical diagnosis, lack of diagnostic authority of GRCs, not communicating with individuals with ASD before evaluation, uniform assessment environment, instant evaluation. In addition, it was stated that the inexperience of the staff about ASD and the insufficient knowledge of using measurement tools negatively affected the evaluation process. The suggestions of the participants to improve the process were not to make evaluations based on medical diagnosis, to communicate with individuals with ASD before the evaluation, to diversify the evaluation environments and to extend the time, and to enrich the observations with various environments. Increasing personnel competence with in-service training, planning in undergraduate programs, developing a measurement tool for individuals with ASD, shortening the waiting period for families and facilitating appointment were among the suggestions.