ethanporcaro/eric-fulltext-meta huggingface dataset:
Dispositions toward Critical Thinking in Portuguese Undergraduate Students
Author: Morais, Eva
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Foreign Countries,Undergraduate Students,Gender Differences,Individual Differences,Intellectual Disciplines

Background/purpose: This study aims at identifying differences in the level of critical thinking dispositions according to the sociodemographic (gender, age) and academic characteristics (study field) of undergraduate students in Portugal. Materials/methods: We conducted a cross-sectional, descriptive correlational study with a convenience random sample of 1017 students. Most of the participants were female (76.8%) and the average age of respondents was 21.8 ± 4.22. For data collection, we used the Critical Thinking Dispositions Scale (CTDS), consisting of 35 questions, validated for the Portuguese population. In the statistical analysis, we used the T-student, ANOVA and hierarchical multiple regression model. Results: The students showed an average positive disposition for critical thinking (the average score in the CTDS was 279.1 ± 27.1). The results demonstrated that gender, age and field of study influenced the dispositions for critical thinking. Older girls, attending courses in the field of Biomedicine were the ones with higher disposition to think critically. Conclusion: Female students generally show higher critical thinking scores dispositions regardless the study field.
Classification of Video Games Bachelor&apos;s Curricula
Author: Tunnel, Raimond-Hendrik
Date: 2023-00-00
Type: Journal Articles
Subjects: Classification,Video Games,Bachelors Degrees,College Curriculum,Design,Programming,Art,Curriculum Development,Core Curriculum

As in any professional field, aspiring video game artists, designers, and developers must acquire the necessary skills and knowledge for a successful career. Higher education institutions offer varying video game Bachelor's degree programs to meet the diverse needs of the industry. Our objective in this study was to explore these curricula to gain insight into and understanding of the contemporary video game higher education landscape. We explored 113 Bachelor's degree curricula in Europe that had publicly available information in English about their courses. We classified the courses within each curriculum using ten devised classifiers based on the IGDA Curriculum Framework 2008 but modified them to suit our interests. The content of the classified curricula was then used to create curriculum profiles -- data vectors that characterize a curriculum based on its contents. These profiles allowed for hierarchical clustering and principal component analysis (PCA) to identify and investigate the three common types of video game curricula: video game art, interdisciplinary video game design, and video game technology/programming. Our results indicate that art and programming curricula are highly specialized, with clear distinctions in yielding Bachelor of Arts and Bachelor of Science degrees. Curricula focused on interdisciplinary video game design do not have such clear distinctions in the degree titles and content specialization. They are more varied in their profiles and tend to bridge the gap between art and programming curricula, reflecting the interdisciplinary nature of game design as a profession. Compared to results from previous studies, we found that contemporary curricula place a greater emphasis on graduation projects, internships, and soft skills. Our findings provide an overview of the current state of higher education in video games, which may prove helpful for those working with or interested in these curricula.
Positive and Negative Lessons from Hidden Curriculum at a Philippine State University
Author: Giray, Louie
Date: 2023-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,College Curriculum,Universities,Foreign Countries,College Students,Student Development,College Faculty,Teacher Student Relationship,Cheating,Work Environment,Time Management

Background/purpose: Little attention is being put forward to the lesser-known type of curriculum--that is, hidden curriculum--most especially in the Philippine context. This study explored the positive and negative lessons from the hidden curriculum in higher education, with a Philippine state university as the research setting. Materials/methods: This study used qualitative case study. The data were obtained using online focused interviews and focus group discussions from Filipino college students. The data were analyzed using thematic analysis. Results: For the positive lessons, college students implicitly imbibed the value of being compassionate. They also acquired behaviors and attitudes that are healthy for the development of their personality. Seeing that many people helped each other, they also learned to collaborate with people. For the negative lessons, college teachers acted as a cause of academic discord. They also were reported to have a lack of sympathy toward student circumstances. Toxic behavior, collective cheating, and high-pressure work environment were observed. Conclusion: If there is a group of people, such as in the university setting, there must be a hidden curriculum. By that, we pertain that the social environment always offers a hidden curriculum. The hidden curriculum offers both positive and negative lessons. Observed or not, it is impactful to students and other stakeholders. Further, the development of hidden curriculum undergoes an iterative cycle-- hidden curriculum influences the collective, then the collective influences the hidden curriculum, &quot;ad infinitum.&quot;
Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi
Author: Mejang, Areerug
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Student Attitudes,Teacher Attitudes,Language Teachers,Guidelines,Teaching Methods,High School Students,English for Special Purposes,English for Academic Purposes,Specialists,Curriculum Development,Administrator Attitudes,Foreign Countries

The objectives of this survey research were to: 1) study the current state of additional English course management in schools under the Secondary Educational Service Area Office Nonthaburi in Thailand; 2) study and compare the opinions of teachers and students towards the appropriateness of the current state of additional English course management; and 3) propose guidelines for the provision of additional English course management. The informants in this research included 18 heads of the foreign language learning group and 3 experts in curriculum and English language teaching. The study sample included 87 teachers and 120 high school students. The research instruments included an additional English course management form, an opinion questionnaire, and a semi-structured interview. Data analysis determining frequency, mean, standard deviation, t-test and content analysis was performed. The findings revealed: 1) overall, 60 English additional courses were offered at various schools, grouped into 5 categories according to the focus of the course, and arranged in descending order as follows: English for daily communication (33 courses), English for continuing education (10 courses), English for careers (10 courses), English for pleasure (5 courses), and others (2 courses); 2) in general, teachers and students rated each school's additional course management as appropriate at the high level and teachers and students' opinions were significantly different at the .05 level of significance; and 3) guidelines for the provision of English additional course management included support for teachers' knowledge on course development, allocation of a curriculum consultant, improvements to course management practices, and additional focus on learners' needs when developing the course.
Investigating Teachers&apos; Perceptions of STEM Education in Private Elementary Schools in Abu Dhabi
Author: Chaya, Heba
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Elementary School Teachers,Teacher Attitudes,Private Schools,Competence,Barriers,Educational Resources,Time Management,Faculty Development,Foreign Countries

One of the furthermost essential reforms in education is STEM (Science, Technology, Engineering, and Math) education. To implement STEM education effectively at the elementary level, the teachers must be well equipped to face the complicated web that enshrouds the STEM education field. Identifying teachers' perceptions of STEM education is considered one of the ultimate significant processes that need to be considered by the STEM education stakeholders as the teachers' STEM practices are highly influenced by their perceptions of STEM. The purpose of this study was to investigate the teachers' perceptions of STEM education in Abu Dhabi private elementary schools. The researcher conducted an empirical study with a mixed methods design to meet the purpose of the study. 75 STEM elementary teachers from different private schools in Abu Dhabi participated in this study via an online survey method. The instrument of this study was a teacher questionnaire which was adopted from the valid and reliable cross-sectional Vietnamese survey of Thi To Khuyen et al. (2020) based on their official permission. The quantitative findings related to the teacher questionnaire revealed that 75% of the elementary teachers in STEM private schools in Abu Dhabi strongly understand what STEM education is and they strongly agreed that STEM competencies are extremely important. Yet, 50% of the teachers agreed that they find difficulties in implementing STEM education. Qualitative data related to the teacher questionnaire revealed that these difficulties were related specifically to the lack of STEM resources, the constraint of time, and the need for professional development. This study is unique in the UAE as no studies up to the best of the researcher's knowledge were conducted to investigate the teachers' perceptions of STEM education in private elementary schools in Abu Dhabi. Hereafter, this study is significant by contributing to the STEM literature in the UAE. More, the results of the study are valuable in terms of stipulating implications for STEM elementary education program developers as teachers' perceptions affect and shape their decisions in STEM field.
The Development of a Model for Enhancing Research Competencies in the Classroom of Student Teachers
Author: Srikham, Oranut
Date: 2023-00-00
Type: Journal Articles
Subjects: Research Skills,Competence,Preservice Teachers,Skill Development,Foreign Countries,Evaluation Methods,Cognitive Processes

The objectives of the study were to (1) analyze the components and indicators for enhancing classroom research competencies of student teachers, (2) study the needs of developing classroom research competencies of the student teachers, (3) to create a model for enhancing research competencies in the classroom, (4) apply the form of a model for enhancing research competencies in the classroom of student teachers and (5) evaluate the model for enhancing research competencies in the classroom. The sample group consisted of student teachers, mentors, and experts. The instruments used in the research were: (1) a questionnaire on current conditions and desirable conditions for developing research competencies in the classroom, (2) a questionnaire on the components and indicators of research competencies in the classroom of the student teachers, (3) an assessment form for appropriateness and possibility of the model, (4) research knowledge test, (5) assessment form for research practice, (6) research mind test and (7) assessment form for opinions towards the use of the model. Statistics used in data analysis were percentage, mean, standard deviation, and data analysis by Priority Needs Index Modified (PNI[subscript modified]) and Exploratory Factor Analysis (EFA). The results of the study were as follows: (1) Components and indicators of research competencies in the classroom of student teachers were classified into 3 components and 71 indicators as follows: Component 1: Cognitive, there were 24 indicators, the eigenvalue was 4.69; Component 2: Research practice, there were 30 indicators, the eigenvalue was 45.13; Component 3: research mind, there were 17 indicators, the eigenvalue was 1.91; (2) The results of the assessment of the needs of research competencies in the classroom of the student teachers by Priority Needs Index Modified (PNI[subscript modified]) revealed that the most needed competencies were cognitive (0.179), followed by research practice skills (0.178) and research mind (0.127), respectively; (3) The model for enhancing research competencies in the classroom of student teachers was conducted with the research practice of student teachers. There were 5 steps to develop according to the established method: self-awareness, motivation, intimation, learning, and evaluation; (4) The results of the experimental model of enhancing research competencies in the classroom of the student teachers revealed that they had a good understanding at 76.30%, and the overall classroom research practice was at a high level ([X-bar] = 3.99, S.D. = 0.589), and the overall research mind was at a high level ([X-bar] = 4.15, S.D. = 0.863); and (5) The evaluation results of the model for enhancing research competencies in the classroom of the student teachers, overall were at a high level ([X-bar] = 4.28, S.D. = 0.663).
Polysemous Phrasal Verbs: How Much Do Thai EFL High School Learners Know?
Author: Chansongkhro, Natthamon
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Receptive Language,Expressive Language,Grammar,Verbs,Vocabulary,High School Students,Grade 10,Grade 11,Grade 12

This study examined Thai senior high school EFL learners' receptive and productive knowledge of English polysemous phrasal verbs. The research employed the framework developed by Garnier and Schmitt (2015), which is the most widely acknowledged and functional concept of English polysemous phrasal verb knowledge. A battery of tests measuring the participants' receptive and productive knowledge of English polysemous phrasal verbs and vocabulary size were administered. The results indicated that Thai EFL high school learners had an intermediate understanding of polysemous English phrasal verbs. On the receptive knowledge test, participants scored higher than on the controlled and uncontrolled productive knowledge assessments. In addition, the results demonstrated a positive correlation between vocabulary size and receptive / productive knowledge of English polysemous phrasal verbs. The correlation analysis also revealed that a number of English polysemous phrasal verb knowledge dimensions were interrelated. This study provides empirical evidence that Thai EFL learners' knowledge of English polysemous phrasal verbs develops along a continuum from receptive to productive use. This research also suggests that polysemous phrasal verbs are multidimensional and progressive. Longitudinal experiments with varying L1 and education levels would be beneficial for future research.
The Project-Based Learning Model Using Gamification to Enhance 21st Century Learners in Thailand
Author: Wanglang, Chotika
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Models,Gamification,Creative Thinking,Foreign Countries,21st Century Skills

This research are develop the project-based learning model using gamification which can be used as a guideline to develop the project-based learning system using gamification to enhance 21st century learners through the six steps of project-based learning process and instruction activities using gamification; thereby, users can interact and exchange knowledge with one another through the social network, encouraging them to have creative thinking skills, which is needed for 21st century learners. The objectives of this research are (1) to study and synthesise the conceptual framework of the project-based learning model using gamification to enhance 21st century learners, (2) to develop the project-based learning model using gamification to enhance 21st century learners, and (3) to study the results after using the project-based learning model using gamification to enhance 21st century learners. The participants in this research include seven experts from various institutions, all of whom are specialised in design and development of instruction models and instruction systems. The research tools consist of (1) the project-based learning model using gamification to enhance 21st century learners, and (2) the evaluation form on the suitability of the project-based learning model using gamification to enhance 21st century learners. According to the results, which are in line with the expectation of the researchers, it is found that (1) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners (overall elements) is at a very high level, and (2) the overall suitability of the development of the project-based learning model using gamification to enhance 21st century learners is at a very high level.
The Development of Learning Experience Provision Models That Synergize the Knowledge of Suan Dusit University to Enhance Proper Development of Young Children
Author: Keesookpun, Benjawan
Date: 2023-00-00
Type: Journal Articles
Subjects: Young Children,Foreign Countries,Child Development,Learning Experience,Models,Early Childhood Education,Knowledge Level,Experience,Deans,Administrators,Department Heads,Kindergarten,Toys,Development

This research article aims to (1) determine the knowledge and experience of early childhood education of Suan Dusit University, and (2) develop and study the effectiveness of learning experience provision models that synergize the knowledge of Suan Dusit University to enhance the proper development of young children according to the 75/75 criteria. Data is obtained from personnel of 87 various agencies of Suan Dusit University, e.g., deans, directors, managers, chairpersons of programs, heads of departments, and 129 students in kindergarten 1, 2, and 3 of La-orutis Demonstration School, Suan Dusit University. The research results consisted of 15 learning experience provision models for young children, such as gravity-powered toys, battery-powered toys, the differences between a toy using force and a toy using a battery, toy caring, and how to play with toys, etc. Every learning experience provision models has a performance rating according to the 75/75 criteria.
Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation
Author: Mohammadi, Mojtaba
Date: 2023-03-00
Type: Journal Articles
Subjects: Formative Evaluation,Writing Evaluation,Feedback (Response),Computer Assisted Testing,Foreign Countries,Language Tests,English (Second Language),Second Language Learning,Second Language Instruction,Preferences,Connected Discourse,Accuracy,Student Attitudes,Error Correction,Web Sites,Computer Software,Evaluation Methods,Native Language,Indo European Languages

With the incremental integration of technology in writing assessment, technology-generated feedback has found its way to take further steps toward replacing human corrective feedback and rating. Yet, further investigation is deemed necessary regarding its potential use either as a supplement to or replacement for human feedback. This study aims to investigate the effect of blending teacher and automated writing evaluation, as formative assessment feedback, on enhancing the writing performance among Iranian IELTS candidates. In this explanatory mixed-methods research, three groups of Iranian intermediate learners (N=31) completed six IELTS writing tasks during six consecutive weeks and received automated, teacher, and blended (automated + teacher) feedback modes respectively on different components of writing (task response, coherence and cohesion, lexical resource, grammatical range and accuracy). A structured written interview was also conducted to explore learners' perception (attitude, clarity, preference) of the mode of feedback they received. Findings revealed that students who received teacher-only and blended feedback performed better in writing. Also, the blended feedback group outperformed the others regarding &quot;task response,&quot; the teacher feedback group in &quot;cohesion and coherence,&quot; and the automated feedback group in &quot;lexical resource.&quot; The analysis of the interviews revealed that the majority of the learners confirmed the clarity of all feedback modes and learners' attitude about feedback modes was positive although they highly preferred the blended one. The findings suggest new ideas to facilitate learning and assessing writing and support the evidence that teachers can provide comprehensive, accurate, and continuous feedback as a means of formative assessment.
Internationalization at Home: A Sustainable Model for Chinese Higher Education in the Post-Pandemic Era
Author: Guo, Feng
Date: 2023-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Educational Policy,Study Abroad,Foreign Countries,Pandemics,COVID-19,Disease Control,Public Policy,Prevention,Educational Change,Sustainability,Futures (of Society),Student Mobility,Faculty Mobility,Educational History,Educational Cooperation,International Cooperation

Internationalization at Home (IaH) has become a hot research topic although it is not a new concept appeared recently especially in China. The concept of IaH has experienced several changes since it was created in 1990s while the widely used one refers to the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments. The recent development of the concept pays more attention on the establishment of international communities for each individual included. China changed its strict pandemic prevention and control policy in the end of 2022 and moved forward into the post-pandemic era. The practice of IaH has already appeared in China since the reform and opening-up policy carried out in 1978. However, the focus of Chinese policy and practice changed from international mobility to Internationalization at Home with a long-term development. The pandemic fastens this changing process. Due to the theoretical and practical background, IaH is recognized as the sustainable mode for Chinese higher education in the post-pandemic era which represents the future development path.