ethanporcaro/eric-fulltext-meta huggingface dataset:
E-STEM Project-Based Learning in Teaching Science to Increase ICT Literacy and Problem Solving
Author: Muzana, Syarifah Rahmiza
Date: 2021-12-00
Type: Journal Articles
Subjects: Electronic Learning,STEM Education,Active Learning,Student Projects,Technological Literacy,Problem Solving,Grade 8,Junior High School Students,Foreign Countries,Teaching Methods

The aim of the research was to determine the effectivity of implementation of e-learning science, technology, engineering, and mathematics (E-STEM) project-based learning model in teaching science to improve information, communication, and technology (ICT) literacy and problem solving. The study adopted quasi-experimental non-equivalent control group design. E-STEM project-based learning model was applied in experimental classroom, while the control classroom applied conventional teaching. The sample was 46 students who was selected using cluster sampling method. They were in grade VIII academic year 2020/2021 which representing the population students of Junior High School 8, in Aceh Besar, Indonesia. The data were collected using test instrument and questionnaires. Validity verification of instrument measured based on Aiken index, while instrument reliability was determined based on Cronbach's alpha coefficient. The data were analyzed using Manova and descriptive quantitative. The result of the study showed that there is meaningful difference of ICT literacy and problem solving mean score based on the difference of both teaching approach. It is concluded that the implementation of E-STEM project-based learning model and problem solving in teaching science has significant impact in increasing ICT literacy and problem solving.
Evaluation of Non-Formal Education Management in Maluku Province, Indonesia
Author: Rahabav, Patrisius
Date: 2021-12-00
Type: Journal Articles
Subjects: Nonformal Education,Program Evaluation,Evaluation Methods,Educational Administration,Governance,Curriculum Development

The study was aimed at evaluating the management of non-formal education institution in Maluku Province. Mixed methods were applied to conduct the study with the population included all 24 accredited non-formal education institutions in Maluku Province in 2017-2018. The non-formal institutions namely Central Maluku Regency 2 Learning Centre Community Activities (PKBM), Southeast Maluku Regency 2 Course and Training Institute (LKP), and 1 PKBM, Buru Regency 2 LKP, and 1 PKBM, Tanimbar Islands Regency 6 PKBM and Ambon City 3 LKP, 6 PKBM and 1 Learning Activity Center. The sample of this study was 24 non-formal education institutions (population sample) with census techniques, and two educators and two learning residents were also involved be interviewed. In collecting the data, several instruments were implemented such as non-test techniques in the form of assessment rubrics, observation, interviews, and documentation studies. In analyzing the data, the context, input, process and product (CIPP) was used as the bases theory and it was analyzed through quantitative and qualitative descriptive analysis ways. The results of this study reported that non-formal education institutions in Maluku Province did not optimally in applying the principles of good governance in the institution management and it was categorized in low level based on the CIPP model of evaluation.
Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching
Author: Porter, Susan G.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Students with Disabilities,Inclusion,Access to Education,Disproportionate Representation,School Closing,Distance Education,Student Rights,Educational Quality,Equal Education,Barriers,Mental Health,Educational Technology,Technology Uses in Education,Cooperation,Individualized Instruction,Authentic Learning,Evidence Based Practice,Online Courses

This article reviews the extant literature showing impacts of the COVID-19 pandemic on access to inclusive education for students with disabilities. It also explores the disproportionate impacts of distance learning and school closures during the COVID-19 pandemic on the legal rights, social-emotional supports, and quality of instruction for special education students and their families. Early data show that educational impacts of COVID-19 have exacerbated long-standing issues of inequity; these impacts may have long-term repercussions for this underserved group of students. The authors introduce frameworks that may inform future instructional practices to successfully teach students with disabilities in virtual learning environments.
Beyond Apple Pies, Popsicles, and Patriotism: Leveraging Digital Literacy to Unpack Matters of Race, Power, and Privilege
Author: Shelby-Caffey, Crystal
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Race,Power Structure,Disadvantaged,Elementary Secondary Education,Critical Thinking,Social Justice,Preservice Teachers,Technology Integration,Equal Education,Educational Technology

It is important for all educators, but especially those working in P-12 systems, to not only be prepared to navigate the digital terrain but to do so while taking a critical stance and encouraging students to critically examine and confront injustice. To that end, this article spotlights the work being done in a literacy methods course for preservice teachers. Consideration is given to efforts to engage preservice teachers in the integration of information communication technologies (ICTs) in ways that develop critical consciousness while promoting social justice and equity.
Fostering Pre-Service Teachers&apos; Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics
Author: Rojas, Leticia
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Justice,Racial Bias,Expectation,Distance Education,Electronic Learning,Teacher Education,COVID-19,Pandemics,Critical Theory,Race,Teacher Educators

The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member's &quot;digital critical race praxis&quot; (DigitalCrit praxis) as a mediator of her expectations to prepare pre-service teachers for social justice. Research findings have implications for critical multicultural education, digitally based instruction, and teacher preparation.
COVID-19, Distance Learning, and the Digital Divide: A Comparative Study of Higher Education Institutions in the US and Pakistan
Author: Asher, Sunaina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Educational Technology,College Students,College Faculty,Access to Computers,Disadvantaged,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Developing Nations,Higher Education

This comparative case study describes the experiences of students, faculty, and administrators with distance learning during the pandemic in a Midwestern university in the US and a private university in Pakistan. This comparison illustrates how the pandemic differently impacted higher education in two extreme contexts. Findings of this study revealed a far greater digital divide in Pakistan than in the US. Overall, the study reveals the inequality in opportunities and facilities between developed and developing countries and urges the governments, policy makers, and educators to invest more resources in educational technology for making education more accessible and equitable for everyone.
Academic Resilience for Preservice Teachers among Field of Sciences: A Measurement Scale in Education
Author: Dalimunthe, Muhammad Bukhori
Date: 2021-12-00
Type: Journal Articles
Subjects: Resilience (Psychology),Preservice Teachers,Measures (Individuals),Test Construction,Test Validity,Test Reliability,Foreign Countries,Psychological Patterns

The scale of measuring academic resilience in a decade has experienced rapid development. Numerous instruments have been formulated by previous researchers, but it has not explicitly measured the academic resilience for preservice teachers. The purpose is to construct a new measure of academic resilience for preservice teachers, which consists of two stages: the validity and reliability of the instrument; and continued with differences in academic resilience for preservice teachers among the fields of social, science, and language. Measurement instruments were given to lectures (eight experts) and students (n=236) from various universities in Medan, Indonesia. The content validity used V-Aiken, and construct validity used confirmatory factor analysis; reliability using the interclass correlation coefficient and internal consistency reliability. The results show that the constructs of composure, commitment, control, coordination, empathy, perseverance, and adaptive have excellent and accurate validity and reliability to measure academic resilience. The findings are specific that there are significant differences in the academic resilience for preservice teachers among field of sciences. Researchers imply that they can use these instruments appropriate and responsive to academic resilience for preservice teachers highlighting among the sciences' domain so that future research can be carried out to explore these differences.
From Digital Divide to Digital Literacies and Mother-Child Pedagogies: The Case of Latina Mothers
Author: Park, Jie Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Mothers,Hispanic American Students,Distance Education,Parent Student Relationship,COVID-19,Pandemics,Electronic Learning,Parents as Teachers,Access to Computers,Disadvantaged,Computer Literacy,Parent Attitudes

This article reports on a qualitative study of 22 Latina mothers and their experiences supporting their children's remote education during COVID-19. Drawing on digital literacies and mujerista theory, the authors analyzed focus group data to find the following: Latina mothers' struggles involved not just understanding online learning platforms but an educational system that was not responsive to the economic constraints and stressors faced by families; Latina mothers perceived the school district's response to COVID-19 as performative and inadequate; Latina mothers developed mother-child pedagogies or pedagogies in which the mother and child are involved in teaching to and learning from each other. The findings lend support to the idea that the digital literacy divide does not exist outside of social and economic structures, and to the resourcefulness of everyday Latina mothers.
Calibration of the Science Process Skills among Malaysian Elementary Students: A Rasch Model Analysis
Author: Mustafa, Nazahiyah
Date: 2021-12-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Science,Science Process Skills,Foreign Countries,Item Response Theory,Test Items,Science Tests,Difficulty Level,Multiple Choice Tests

This study aimed to calibrate the test items of science process skills used as a test at primary school students to provide information on the difficulty of each item. Data were collected from 128 standard five students in a primary school in Penang. The test was given in multiple-choice as many as 40 items consisting of 33 items partial credit test was developed to gather information from the students. The analysis included an assessment of the model's assumptions and calibrations according to the individual items. Information on the Rasch calibration according to the topic were provided. Results revealed that the measurement made fulfilled both model-data fit and unidimensionality assumptions. Further analysis showed that observing and communicating were endorsed as the easiest to master while inferring and classifying were the most challenging. The study discussed the implication, particularly towards the teaching and learning of science process skills in the classroom. Teachers should seriously consider the science process skills when designing their teaching and learning strategies in the classroom.
Community Empowerment in Leading &quot;Pesantren&quot;: A Research of &quot;Nyai&quot;&apos;s Leadership
Author: Samsu, Samsu
Date: 2021-12-00
Type: Journal Articles
Subjects: Community Involvement,Islam,Religious Schools,Boarding Schools,Females,Leadership Role,Empowerment,Models,Path Analysis,Social Responsibility,Foreign Countries,Instructional Leadership

Leadership is one of the essential factors that can influence community involvement in realizing the character of male and female students in the &quot;pesantren&quot; (Islamic boarding schools) in Jambi, Indonesia. This study proposed &quot;Nyai&quot;'s (female religious leaders in the &quot;pesantren&quot;) charismatic, economic, and social responsibility leadership models in the context of community empowerment (CE). This quantitative research aimed to determine the contribution of &quot;Nyai&quot;'s leadership models to CE. The data from the questionnaire were analyzed using path and flowchart analysis. The results showed that the three &quot;Nyai&quot;'s leadership models in this study influenced and contributed to CE to support the &quot;pesantren&quot;'s activities and programs. This study recommended adopting the three &quot;Nyai&quot;'s leadership models in empowering the community in the &quot;pesantren.&quot;
Students&apos; Opinions on the Need for Interactive Multimedia Development for Entrepreneurship Learning
Author: Budiarto, Mochamad Kamil
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Attitudes,Multimedia Instruction,Entrepreneurship,Teaching Methods,High School Students,Student Needs,Educational Facilities,Information Technology,Technology Integration,Instructional Materials,Technological Literacy,Foreign Countries

The use of information technology in education has the potential to have positive outcomes in the face of globalization. This study aimed to identify various needs in order to integrate technology into learning. The study employed a quantitative approach with a survey method to senior high schools. The questionnaire was used as a data collection instrument which was distributed to a research sample of 60 students who were randomly selected. The results revealed that students' attitudes toward the integration of technology into the learning process are inversely proportional to their use of learning media, which is still limited to the printed module. Students would like to create interactive multimedia as a medium for learning craftsmanship and entrepreneurship, based on the needs of students who are technologically literate and efforts to optimize the use of facilities that available at school.
Supporting Online Learning in an Unfamiliar Language: Immigrant Parents and Remote Schooling during COVID-19
Author: Chen, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Immigrants,Coping,Parent Role,Barriers,Family School Relationship,Parents as Teachers,Cultural Capital,Foreign Countries,Asians,English Language Learners,Early Childhood Education,Interpersonal Communication,Second Language Learning,Well Being,Language Usage,Native Language

The sudden burst of COVID-19 and the shift to remote schooling have posed a special challenge for families whose first language is not English. Engaging in a narrative inquiry, I tell stories of parents from three Chinese immigrant families and how they coped with young children's remote schooling during COVID. I present the challenges immigrant parents face and the strategies they adopt to support their children. This inquiry offers useful insights into remote schooling during the pandemic by adding perspectives from immigrant parents, who can provide opportunities for educators to learn how to better support minoritized students.
Difficulties in Implementing 21st Century Skills Competence in Vocational Education Learning
Author: Mutohhari, Farid
Date: 2021-12-00
Type: Journal Articles
Subjects: 21st Century Skills,Vocational Education,Foreign Countries,Program Implementation,Competency Based Education,Creativity,Critical Thinking,Problem Solving,Communication Skills,Cooperation,Technological Literacy

The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the &quot;easy&quot; criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.
The Degree of Career Polarization among Educational Leaders in the Jordanian Education Directorates
Author: Hamadat, Mohammad Hasan
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Educational Administration,Administrator Attitudes,Barriers,Human Resources,Labor Force Development,Job Skills,Leadership Responsibility,Employment Experience,Recruitment,Policy

The study aimed to identify the degree of career polarization among educational leaders in the Jordanian-education directorates of Ajloun and Jersah. The researchers adopted the descriptive -analytical approach for its suitability for such studies. The researchers used the questionnaire as the study instrument, which comprised 20 items. The researchers distributed the items in two domains, 10 items were for each domain as the study instrument. The sample of the study comprised 250 educational leaders for the first semester of the academic year 2019-2020. The study results showed that the degree of career polarization among educational leaders in the Jordanian Ministry of Education came with an average degree of rating in all its domains and for all items. The results also showed that there were no statistically significant differences at the level of statistical significance ([alpha]=0.05) attributed to the two study variables. Gender and the number of years of experience are the two study variables.
The Insertion of Anti-Corruption Education into Islamic Education Learning Based on Neuroscience
Author: Suyadi
Date: 2021-12-00
Type: Journal Articles
Subjects: Islam,Neurosciences,Religious Education,Prevention,Antisocial Behavior,Ethics,Higher Education,Cheating,Plagiarism,Truancy,College Faculty,Phenomenology,Teacher Student Relationship,College Students,Behavior Patterns,Student Behavior,Integrity,Teaching Methods,Brain Hemisphere Functions,Logical Thinking,Foreign Countries

This research aimed to analyze the insertion of anti-corruption education in Islamic education. In the context of anti-corruption education, especially students in tertiary institutions, corrupt practices are manifested in the form of corrupt behavior, such as plagiarism, cheating, truancy, and hitchhiking in group assignments, even though they do not contribute. Anti-corruption education in Islamic education has so far used a dogmatic approach, not using an approach that has a transformative impact, especially neuroscience. In this case, Universitas Ahmad Dahlan, with lecturers who have special competence as anti-corruption trainers, has carried out anti-corruption education in various scientific fields, including Islamic education. This phenomenological type of qualitative research involved 52 students and six lecturers in the master study program of Islamic education. The results showed that anti-corruption education was carried out through insertion into all relevant subjects, especially the neuroscience of Islamic education. The lecturer investigates students' corrupt behavior in anticipation of future corruption crimes. The investigation results show that the most corrupt behavior of students is plagiarism, taking names in group assignments, and leaving absences with friends. The insertion of anti-corruption education with a neuroscience approach is applied in building integrity awareness that corrupt behavior is contrary to how the brain works and even has the potential to destroy reason.
Leveraging Student Strengths through Project-Based Learning and Authentic Assessment in an Integrated ENL Classroom
Author: Huang, Sharron
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Performance Based Assessment,English Language Learners,Educational Benefits,Conventional Instruction,General Education,Grade 6,Outcomes of Education,Grades (Scholastic)

Many project-based learning and authentic assessment studies have focused on general education students. This study includes the population of English language learners (ELLs) to contrast the benefits of project-based learning and authentic assessment for general and ENL learners.
Leading for Success: Turning Professional Disengagement into Teacher Empowerment
Author: Murphy, William
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Professional Autonomy,Educational Change,Academic Standards,Secondary School Teachers,Teacher Attitudes,Social Studies,Self Efficacy,Teacher Motivation,Teacher Collaboration,Barriers

During the past two decades there has been a concentrated effort to enact standards-based education reforms at the federal, state, and local levels. Following a grounded theory approach, this article examines the experiences of secondary social studies teachers who have been directly impacted by the incorporation of English Language Arts based critical thinking and analytical skills to the New York State social studies curriculum. The findings reveal that teachers are frustrated by tensions that have emerged between standards-based reform implementation and the core tenets of social studies instruction. Additionally, teacher frustrations are augmented by a sense that they have been effectively silenced in the reform implementation process and seek relief through various means. This article originates a new theory about diminished autonomy's effects on professional engagement and contributes to the field by providing a model for school leaders to alleviate teacher frustration by means of professional empowerment. The new theory provides insight for school leaders to leverage a classroom practitioner's desire for self-efficacy and ensures successful adaption to a continuously evolving educational landscape.