ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Field Practices of Building Education Program
Author: Matondang, Zulkifli
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Field Experience Programs,Program Implementation,Buildings,Engineering Education,College Students,Construction Industry,Acceleration (Education),Competence,Work Attitudes,Civil Engineering

This research aims to find out the process of implementing field practices in Building Education Program of Faculty of Engineering at Medan State University. The implementation of field practice is one of the implementation of vocational education. Field practice activities for building education programs are conducted through observation and analysis of various problems in building and civil construction observation and analysis of various problems in building and civil construction work. The subjects of the study were students of Building Education Program of Faculty of Engineering at Medan State University who had conducted field practice as many as 34 people in 2019. Based on the results of research and discussion of the implementation of field practice in building education, it is necessary to improve, namely: (1) acceleration of completion, because the average length of field practice is 6.88 months; (2) acceleration of administration process such as correspondence; (3) implementation of field practice conducted during college holidays to be more efficient; (4) the focus of field practice report is quickly determined when guidance with each student; and (5) field practice exam materials around the student's written report. Overall, the results show that the implementation of field practice can improve competence and attitude towards the world of work especially in the field of construction. The implementation of field practice in Building Education Program still needs attention to prepare more competent graduates in the field of building and civil construction.
A Field Guide to Whole Number Representations in Children&apos;s Books
Author: Nurnberger-Haag, Julie
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Books,Mathematics Instruction,Mathematical Concepts,Numbers,Early Childhood Education,Numeracy,Symbols (Mathematics),Visual Aids,Pictorial Stimuli,Picture Books,Fiction,Kinesthetic Perception,Auditory Stimuli

Trade books are a common resource used to teach children mathematical ideas. Yet, detailed analyses of the mathematics content of such books to determine potential impacts on learning are needed. This study investigated how trade books represent whole numbers. A two-pronged approach was used: (1) one team documented every way 197 books represented numerical ideas; and (2) another team used standards to identify ideal representations. A third team validated the traits on 67 books. Greater variation than expected was documented (103 traits identified) and organized into a field guide for researchers to consult to design studies about how particular traits influence number learning. Studies could investigate how a particular trait supports learning or experimentally compare a selected combination of the 45 pictorial, 45 written symbol, 10 tactile, 2 kinesthetic, and 1 auditory trait. Implications for practice include recognizing what representations are present or missing from books used in classrooms. The study also serves as an example of how the field of mathematics education would benefit from adopting structures from disciplinary science, such as field guides, to inform how we organize phenomena of mathematics learning.
Deaf Children&apos;s ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge
Author: Hoffmeister, Robert
Date: 2022-01-00
Type: Journal Articles
Subjects: Deafness,American Sign Language,Syntax,Reading Skills,Printed Materials,English,Bilingualism,Predictor Variables,Language Skills,Reading Comprehension,Knowledge Level,Correlation,Literacy,Standardized Tests,Achievement Tests

The current study contributes empirical data to our understanding of how knowledge of American Sign Language (ASL) syntax aids reading print English for deaf children who are bilingual and bimodal in ASL and English print. The first analysis, a conceptual replication of Hoffmeister (2000), showed that performance on the American Sign Language Assessment Instrument correlated with the Sanford Achievement Test--Reading Comprehension (SAT-RC) and the Rhode Island Test of Language Structures (RITLS, Engen &amp; Engen, 1983). The second analysis was a quantile regression using ASL assessments to predict English print abilities. Different ASL skills were important for English reading comprehension (SAT-RC) versus understanding English syntax (RITLS); the relationship between ASL skills and English print performance also varied for students at different English print ability levels. Strikingly, knowledge of ASL syntax was robustly correlated with knowledge of English syntax at all ability levels. Our findings provide novel and strong evidence for the impact of ASL on the development of English literacy.
A Qualitative Exploration of the Mental Wellbeing of Maltese LGBTQ+ University Students and Acceptance within Family, Peers, and Social Circles
Author: Sammut, Enya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Disorders,LGBTQ People,At Risk Persons,Self Disclosure (Individuals),Sexual Identity,College Students,Family Influence,Social Influences,Anxiety,Depression (Psychology),Family Relationship,Resilience (Psychology),Social Bias,Social Support Groups,Counseling,Suicide,Psychological Patterns,Friendship,Social Attitudes

Mental health issues have been shown to be more common in LGBTQ+ youths when compared to heterosexual cisgender youths. This study aimed to understand the process of disclosure of sexuality and gender identity in Maltese LGBTQ+ university students and explored dynamics within the individual's family and social circles during this process. Furthermore, it aimed to elucidate insight into the views of the LGBTQ+ community on the social perception of sexualities and gender identities. 17 individuals from a University of Malta LGBTQ+ association were interviewed. The key finding from this study showed that the period of disclosure was frequently associated with anxiety or depression and that family acceptance may act as a protective factor which reduces anxiety and depression. Furthermore, transgender individuals appear to face more discrimination than gay people. This study concluded that more public awareness is needed to decrease LGBTQ+ stigma. Members within the LGBTQ+ community require more specialised support and counselling services. Further studies need to be carried out to analyse the importance of healthy family dynamics from an earlier age.
Evaluation of the Georgia Elementary School Climate Survey for Elementary School Children
Author: Martinelli, Victor
Date: 2021-11-00
Type: Journal Articles
Subjects: Educational Environment,Elementary School Students,Well Being,Mental Health,Interpersonal Relationship,Academic Achievement,Student Experience,Surveys,Student Attitudes,Test Validity,Foreign Countries,Grade 4,Grade 5,Grade 6

School climate is a vital aspect of school life that influences students' emotional well- being, social relations and academic achievement. Therefore, educators need to monitor school climate to nurture good interpersonal relations and students' positive experiences in school. To achieve this objective, educators and psychosocial support services in schools need valid and reliable instruments to measure and monitor school climate. A review of the instruments for measuring school climate shows that they are available in several countries, but their application in these diverse settings requires evaluation and adaptation to the different conditions where they are being implemented. This study is part of a larger international project that examines the use of the Georgia Elementary School Climate Survey across many countries. The project includes students', parents', and educators' perceptions of school climate and aims to address the existing shortage of valid instruments of this important indicator of school life in Maltese educational settings. This study was based on responses from 592 children from five primary schools and focused on evaluating an adapted version of the Georgia Elementary School Climate Survey for primary school children. The study indicates that the slightly adapted scale has a good structure and acceptable internal consistency, indicating that the scale can be used in school practice. Based on the analysis of the items in the questionnaire, the study provides some suggestions for further development of this scale to respond better to the local educational setting. [Note: The article end page (p79) shown on page 1 of the PDF is incorrect. The correct end page is p78. The following article begins on page 79.]
Social and Emotional Learning: A Survey of English Primary School&apos;s Priorities, Perceptions, and Practices
Author: Wigelsworth, Michael
Date: 2021-11-00
Type: Journal Articles
Subjects: Social Emotional Learning,Elementary Schools,Barriers,Program Implementation,Teaching Methods,Intervention,Time,Satisfaction,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Vocabulary,Value Judgment,Staff Development,Educational Change,Curriculum,Educational Resources,Educational Finance

This article reports the findings of a pre-pandemic national survey of English primary schools (n=621) examining how Social and Emotional Learning (SEL) is prioritised and practiced in school. Perceived benefits and prioritisation of SEL, barriers and facilitators in supporting implementation, and the nature and extent to which whole school approaches, classroom interventions and/or individual teaching practices are present, are discussed. Responses showed consistency in respect to some established findings in the field, namely concerns of time in respect to implementation, however some novel findings emerged, including satisfaction with programmes and training approaches, and a higher prevalence of SEL practice than previously reported. Findings are discussed in relation to an increasing nuance in understanding SEL provision within schools. The study contributes to limited research regarding typical practices, especially outside of funded trials, and in doing so provides useful and relevant information for educational professionals responsible for the implementation of SEL post-pandemic.
Flipped Learning and Communicative Competence: An Experimental Study of English Learners
Author: Makruf, Imam
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,English (Second Language),Second Language Instruction,College Students,Teaching Methods,Communicative Competence (Languages),Student Attitudes,Educational Technology,Electronic Learning,Pragmatics

Notwithstanding the fact that extensive studies have highlighted the positive impact of flipped learning on developing learners' skills, the literature has still been silent on its effect on Indonesian English learners' communicative competence. To address this issue, this experimental study sheds some light on the significant impact of flipped learning method on developing English learners' communicative competence. A total of 40 English learners of a university in Indonesia were grouped into flipped and non-flipped classrooms. Through the flipped learning, the course materials were delivered by means of Google classroom platform prior to the class, and the classroom activities were mostly allocated for communicative practices. To obtain the data, this study employed a Discourse Completion Task (DCT) and Technology Acceptance Model (TAM) questionnaire. Drawing on paired sample t-test and descriptive statistics, the results depicted that there was a significant difference between the learners' pretest and post-test scores of DCTs in the flipped group, and it significantly outperformed the non-flipped group. The results of TAM questionnaire further indicated that most of the learners appreciated the learning activities conducted in the flipped learning environment, and positively perceived Google classroom as an online platform for language learning. As the conclusion, it is a worth saying that flipped learning by means of Google classroom is an effective method to develop English learners' pragmatic competence.
Taxonomy of Key Terms for Mathematics Education
Author: Castro, Paola
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Taxonomy,Vocabulary,Teaching Methods,Instructional Program Divisions,Foundations of Education,Educational Research,Instruction,Course Content,Databases,Periodicals,Journal Articles,Electronic Publishing

We present the process of developing a taxonomy of key terms for Mathematics Education. We build on the existing taxonomy of key terms that has been used in an open access document repository. Additionally, we took into account terms that have been established in encyclopedias of the discipline and the frequency of use of keywords in specialized journals that were indexed in Scopus and Web of Science. We made a review of synonymy between these terms and the terms of the existing taxonomy. We included in our proposal the terms that are relevant given their frequency of use in the journals. We removed from the existing taxonomy the terms that are little used in practice. The new taxonomy is organized in six main categories: approach, educational level, foundations of Mathematics Education, research in Mathematics Education, pedagogical notions and mathematical content. This proposal was validated in three phases by researchers, innovators in Mathematics Education, and editors of specialized journals and experts who lead associations and events in the discipline.
A Need Analysis of ESP Materials for Agriculture Students at Indonesian Vocational School in West Sulawesi
Author: Hajar, Ibnu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,Agricultural Education,Vocational Education,English (Second Language),Second Language Instruction,Student Needs,Communication Skills,Needs Assessment,High School Students,Student Attitudes,Job Skills,Language Skills,Instructional Materials,Teaching Methods

The development of industry in the modern era has led to the growth of vocational schools in Indonesia. for that reason, vocational schools need to adapt or change the general English (GE) learning materials into English learning materials for specific purposes (ESP). therefore, this current study aims to investigate the need for ESP materials for agriculture students at Indonesian vocational schools. This study employed descriptive research to describe the agriculture students' need for ESP materials. The participants of this research were 25 students of XI grade agriculture students at vocational school. This research used a questionnaire that was developed to find out the ESP needs of agriculture students. Moreover, the data from the questionnaire were analyzed by seeing the frequency of participants' answers then the data were presented in the form of a chart or figure. The results of the study showed that the English learning objective of the agriculture students should make the students able to communicate in English well. Then, English learning materials for agriculture students should be blended with the agriculture materials such as cultivation plants and processing agricultural products. Also, English learning activities for agriculture students should involve students actively by group work, making projects, and using current media technologies in the learning process. Eventually, the results of this study can be used as a reference in mapping and developing ESP materials especially for agriculture students at vocational schools.
Challenges Faced by Bachelor Level Students While Speaking English
Author: Chand, Gambhir Bahadur
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Undergraduate Students,Language Proficiency,English (Second Language),Second Language Learning,Foreign Countries,Speech Communication,Language Fluency,Student Attitudes,Course Content,Native Language,Personal Autonomy,Teaching Methods,Learning Problems,Classroom Environment

Speaking is regarded as an indicator of language proficiency in general. It is believed that a learner who can speak a particular language fluently is regarded as a proficient learner of that language. In the context of Nepal, the English language is taken as a foreign language and taught from elementary level to university level as a compulsory subject but Nepalese students in general and university students in particular, face a lot of difficulties in speaking English fluently. Even after completing their graduate degree, some of them could not speak a little bit of English. This present study tried to explore the difficulties faced by undergraduate level students and the possible causes of their difficulties in speaking skills. This is an empirical qualitative study in which the researcher adopted a questionnaire and semi-structured interview to collect data from 15 undergraduate level students studying at the University. The collected data were thematized and analyzed in terms of two broad categories: Difficulties and causes with four/four subcategories of the broad themes. The study explored mainly: personal, social, environmental, and linguistic problems for speaking difficulties and teacher and teaching, course content, overuse of mother tongue, poor schooling, and classroom culture as the causal factors of speaking deficiency. The study suggested creating a favorable environment, maximizing learner autonomy, changing teaching practices, revising courses, and conducting speaking activities time and again.
An Exploratory Sequential Sentiment Analysis of Online Learning during the Movement Control Order in Malaysia
Author: Abdul Rahman, Noorihan
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Online Courses,Course Content,Technology Integration,Internet,Barriers,Student Attitudes,College Students,Emotional Response,Student Motivation,Problem Based Learning,Cooperative Learning,Foreign Countries

Purpose: Online learning is an essential platform to support varying learning conditions, anytime and anywhere. It helps connect online communities regardless of one's geographical location and time zone. During the COVID-19 outbreak in Malaysia, the use of online learning platforms has become a crucial option for accomplishing learning objectives. During this challenging time, universities have been looking for suitable solutions to address issues regarding the online learning process. This paper discusses the challenges in online learning, as well as the importance of collaborative learning activities during the Movement Control Order (MCO). Challenges in emotion and changes of routine among students have been detected during the MCO imposed by the government of Malaysia. Methodology: An exploratory sequential approach was carried out in this study to obtain students' feedback in terms of their emotions and routine changes during the outbreak of COVID-19 and the subsequent implementation of the MCO. Convenience sampling was used for this research, and in order to obtain feedback on online learning during the MCO an online interview was conducted with 42 students from the Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA branch in the state of Kelantan. The feedback items were recorded and transcribed in Excel format. Next, sentiment analysis was carried out using Rapidminer software. Findings: The results showed that higher education institutions or universities had to play their part in providing a virtual learning environment as convenient as possible during the Movement Control Order period. The results also showed that educators had to ensure the success of online learning by maintaining the motivation of their students Significance: The findings in this study can also benefit educators and higher education institutions or universities in executing suitable teaching and learning plans during the COVID-19 outbreak.
Exploring the Relationship between Mobile Addiction, Interpersonal Relationship, and Academic Behavior among Young Adults in Tertiary Institutions
Author: Fook, Chan Yuen
Date: 2021-07-00
Type: Journal Articles
Subjects: Handheld Devices,Addictive Behavior,Interpersonal Relationship,Student Behavior,College Students,Foreign Countries,Predictor Variables,Multiple Regression Analysis

Purpose: Smartphones have become part and parcel of life in the 21st century. Since there has been limited research exploring the relationship between mobile addiction, interpersonal relationship, and academic behaviour among young adults in tertiary institutions, the present study has embarked on an exploration of the relationship between these three variables in the Malaysian higher education context. Methodology: A descriptive correlational research design was employed to collect and analyse the data, which came from a total of 150 young adults who responded to an online Google form distributed through a WhatsApp link. The items in the questionnaire were adapted from various doctorate studies. The data were analysed using descriptive and inferential statistics such as the mean and standard deviation, correlation, and multiple regression. Findings: The study found that young adults in tertiary institutions in Malaysia experienced a case of moderate mobile addiction. The results also established that the three variables, namely mobile addiction, interpersonal relationship, and academic behaviour, were interrelated. The findings revealed that interpersonal relationship has positively contributed to the variance of academic behaviour, while mobile addiction has negatively impacted young adults' academic behaviour in tertiary institutions. Significance: The findings have provided valuable insights into how to help facilitate the monitoring of disruptive mobile usage among young adults in tertiary institutions.
Women&apos;s Leadership in Higher Education: Barriers and Opportunities in Indonesia
Author: Cahyati, Dini
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Opportunities (Jobs),Gender Bias,Barriers,Higher Education,Women Administrators,Family Work Relationship,Cultural Influences,Islamic Culture

This review analyzes and describes the factors that women in Indonesia consider obstacles to achieving top leadership positions, especially at the college level, by looking at the various obstacles and opportunities women experience in other countries. This research was conducted using a qualitative design with a descriptive approach. The data analysis comprised data collection, data reduction, data presentation, and drawing conclusions. The results showed that women in Indonesia, especially in tertiary institutions, still face obstacles in reaching top leadership positions, even though there is a growing recognition of gender equality. Women do not report experiencing obstacles from institutions but rather from family responsibilities, a patriarchal culture, and a lack of support.