ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating User Experience of Using Cerdik BM Series 1 Interactive Pedagogical Tool
Author: Azid, Nurulwahida
Date: 2020-10-00
Type: Journal Articles
Subjects: Indonesian Languages,Computer Uses in Education,Literacy,Multiple Intelligences,Native Language Instruction,Foreign Countries,Remedial Instruction,Multimedia Instruction,Elementary School Students,Elementary School Teachers,Expertise,Game Based Learning

In this study, an interactive pedagogical tool -- Cerdik BM Series 1 was created using the Adobe Flash CS6 Software. This tool was developed to assist students' difficulties in Malay Language literacy skills as one of the ways to support the Literacy and Numeracy Screening (LINUS) programme. This application highlighted the importance of multiple intelligences and fun learning environment. A questionnaire and two sets of rubrics, both already evaluated on the design and application of Cerdik BM Series 1 were used in this study. Feedbacks from experts, students and teachers were gathered and analyzed. The findings revealed high experts' evaluation consensus values of Cerdik BM Series 1 in terms of its design and curriculum that comprised of three Malay Language's constructs namely Construct 1 -- vowel and consonant letters, Construct 2 -- cite syllable and Construct 3 -- cite two combined syllables, read and write open syllables). It was discovered that the reliability scores for Cerdik BM Series 1 were between 0.87 and 0.97.
Context of Vignettes and Ethical Sensitivity in Decision-Making among Undergraduate Business Studies Learners at University of Nairobi, Kenya
Author: Oluoch, Prisca Mary
Date: 2020-00-00
Type: Journal Articles
Subjects: Vignettes,Experiential Learning,Decision Making,Ethics,Ethical Instruction,Business Administration Education,Undergraduate Students,Student Characteristics,Student Attitudes,Context Effect,Foreign Countries,Instructional Effectiveness

Vignettes have been applied to train professionals in various fields, which has contributed to significant improvements in learning outcomes, ethical sensitivity and learners' ethical decision-making. At the University of Nairobi's Department of Educational Communication and Technology, most instructors have been slow to embrace experiential learning and inconsistent in applying vignettes to deliver business ethics lessons that emphasise ethical sensitivity in decision-making, with far reaching effects on the quality of graduates. This study responded to the information gap about the relationship between the use of vignettes and learners' ethical sensitivity in decision-making at the University of Nairobi. Cross-sectional survey design guided the research process, and primary data were sourced in 2018 from 116 learners. Both quantitative and qualitative analysis techniques were applied. Key results show that learners who agreed strongly that the context of vignettes influences ethical sensitivity in decision-making were about 3.9 times as likely to make ethically sensitive decisions as colleagues who disagreed strongly. Those who agreed that the context of vignettes influences ethical sensitivity in decision-making had about 2.3 times the odds of making ethically sensitive decisions as colleagues who indicted strong disagreement. This means that the more the learners appreciated that the context of vignettes influences ethical sensitivity in decision-making, the higher the chances of them making ethically sensitive decisions, and vice-versa. This brings to the fore the need for instructors to consistently apply the context of vignettes to deliver business ethics lessons to improve learners' ethical sensitivity and propensity to make ethical decisions. The study recommends that for practice, vignettes business contexts should be integrated in teacher training business studies ethics lessons.
The Effect of Coronavirus (COVID19) Outbreak on Education Systems: Evaluation of Distance Learning System in Turkey
Author: Beltekin, Enes
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Online Courses,Program Effectiveness,College Students,Student Attitudes,Web Based Instruction,Instructional Effectiveness,Physical Education,Athletics

Due to COVID19, measures have been taken to minimize interaction, maintain social isolation, and ensure interpersonal social distance. As a result of these decisions taken by the authorities, educational activities in Turkey were suspended at first. After some time, lessons were given in the form of distance learning on digital platforms. This research was carried out to evaluate the efficiency, positive and negative aspects of the distance learning system, and its shortcomings from the viewpoints of the students. 594 students, 139 of whom are from private universities, 455 of whom are from state universities, faculties of physical sciences and sports schools, participated in the study in the 2019-2020 academic year. In the research, a survey program known as &quot;Web-Based Instructional Attitude Scale&quot; was used to collect data for the purpose of the research. The data obtained at the end of the research was analyzed with the SPSS 22 statistics program and the significance level was taken as 0.05 among the variables. In order to get an idea about the distribution of the data, firstly the normality of the distributions, and then the skewness and kurtosis tests were examined. According to test results, Independent Sample T test was performed in binary comparisons, One-Way Variance Analysis analysis in multiple comparisons, and correlation test was used to determine the relationship between variables. According to the answers given by the students who participated in the study, although they now ensured that their education activities continue without disruption; It has been determined that the courses taught in the form of distance learning are not as effective as face-to-face education, they are insufficient in terms of efficiency for students, and technical problems in the system negatively affect students' motivation to learn. As a result, no matter how practical the distance learning system is during times of crisis, it may not be as efficient as face-to-face education, and it requires more technical development and always be ready for use.
Preservice Agricultural Education and Secondary Education Teachers&apos; Self-Efficacy and Professional Identity
Author: Gates, Hailey R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Agriculture Teachers,Secondary School Teachers,Self Efficacy,Professional Identity,Teacher Effectiveness,Preservice Teacher Education

The purpose of this study was to describe the self-efficacy and professional identity of preservice agricultural education teachers and other secondary education preservice teachers. Data were collected from respondents (n=85) from 13 institutions and included both agricultural education preservice teachers (n=68) and other secondary education preservice teachers (n=17). The instrument used in this study was a modified questionnaire that combined two previously established scales, Tschannen-Moran and Woolfolk Hoy's (2001) Teacher's Sense of Efficacy Scale and Woo's (2013) Professional Identity Scale in Counseling. Descriptive statistics revealed that agricultural education preservice teachers possessed a slightly higher level of self-efficacy than other secondary education preservice teachers. Conversely, secondary education preservice teachers possessed a slightly higher level of professional identity than agricultural education preservice teachers. A Spearman's rho Correlation was used to reveal a negligible relationship between self-efficacy and professional identity among agricultural education preservice teachers. However, there was a small relationship between self-efficacy and professional identity among secondary education preservice teachers. Further research should be conducted to establish the development of self-efficacy and professional identity throughout the teacher career cycle through longitudinal studies.
Cognitive Process Dimension in K-13 e-Textbooks for 4th Grade Students
Author: Purnanto, Arif Wiyat
Date: 2020-02-00
Type: Journal Articles
Subjects: Cognitive Processes,Cognitive Development,Textbooks,Electronic Publishing,Elementary School Students,Grade 4,Thinking Skills,Standards,Taxonomy,Foreign Countries

Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom's taxonomy, while the conformity was anayzed using Alzu'bi's preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.
Development and Validation of a Children&apos;s Agricultural Literacy Instrument for Local Food
Author: Brune, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Measures (Individuals),Preadolescents,Agriculture,Food,Ecology,Local Issues,Multiple Literacies,Informal Education,Tourism,Knowledge Level,Consumer Economics,Childrens Attitudes,Agricultural Education

While increasing agricultural literacy (AL) has been the focus of numerous educational programs, few AL scales have been developed specifically for children. AL programming struggles to rigorously evaluate their programs, particularly when little time is available for assessments in informal contexts. The lack of evaluation tools that allow to accurately measure educational impacts compromises progress on AL. In this paper, we present the development and validation of the Agricultural Literacy Instrument for Local Foods (ALI-LF) for children between the ages of 9 and 13. The instrument measures three domains of agricultural literacy (knowledge, attitudes, and behaviors). We pilot tested the instrument with children between 9 and 13 years old at a local arboretum and further validated the instrument at six agritourism farms. To analyze the data, we used principal component factor, Cronbach's alpha, and descriptive statistics. The results support a comprehensive reliable instrument validated for informal contexts, such as farms offering recreational or educational activities to visitors (i.e., agritourism). This instrument fills the existing gap of adequate tools to evaluate AL programming which can support moving forward AL advances among children.
Digital Literacy Scale of English Pre-Service Teachers and Their Perceived Readiness toward the Application of Digital Technologies
Author: Liza, Khaira
Date: 2020-02-00
Type: Journal Articles
Subjects: Technological Literacy,Language Teachers,English (Second Language),Readiness,Foreign Countries,Graduate Students,Preservice Teachers,Technology Integration

High digital literacy is significantly needed by English teachers in the trend of industrial revolution 4.0 to promote a better quality of English teaching and learning. However, a significant number of English teachers, as well as pre-service teachers, still had low digital literacy scale and they were not ready to implement digital technologies into English teaching and learning process. This study was aimed to describe the digital literacy scale of graduate school students of English Education Department in a state university in Yogyakarta as pre-service teachers and their readiness toward the application of digital technologies in teaching and learning contexts. The research used mix-methods to collect both quantitative and qualitative data through Likert-scale questionnaires and interviews. The study revealed that the research participants had high digital literacy scales and readiness toward the application of digital technologies. Thus, those graduate school students as pre-service teachers could fulfill the requirements of professional English teachers in terms of digital literacy and improve the quality of English teaching and learning output by integrating digital technologies.
Educational Preferences among Conservatives and Liberals in the United States: A Quantitative Survey Study
Author: Sehic, Sandro
Date: 2020-00-00
Type: Journal Articles
Subjects: Preferences,Political Attitudes,Study Abroad,Reading Material Selection,Physical Activities,Homework,Individual Differences,Social Differences,Young Adults,Adults,Teaching Methods

The purpose of this quantitative survey research study was to explore educational preferences among individuals of conservative and liberal political orientation and of both genders in the United States of America with a 13-questionnaire survey that includes questions relating to different educational preferences. The literature review has revealed previously conducted research study that suggest that individuals of conservative and liberal political orientation may have psychological differences in the domain of emotions, attention, self-control, and cognition. However, the literature review did not reveal research studies that explored educational preferences between individuals with conservative and liberal political orientation in the United States. The results suggest that statistically significant difference exists in the preference to study abroad (X[superscript 2] (1, N = 200) = 3.739, p = 0.05). Additional differences, but without a statistically significant differences, were found in the preferences to read fiction and non-fiction genre, perform physically and non-physically challenging activities, perform reading and written assignments, and study in instructional settings where ration between the teachers and technology is uneven.
A Comparison of Early Career Agricultural Teacher Training Received, Current Practices and Perceptions of Instructional Methods
Author: Voges, Samantha
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Agriculture Teachers,Preservice Teacher Education,Teaching Methods,Agricultural Education,Instructional Effectiveness,Teacher Attitudes,Self Esteem

The purpose of this study was to determine early career agricultural teachers' preparation and practice of various instructional methods in agricultural education. Training received in instructional methods and percentage of time spent using instructional methods were examined. Two-thirds of the participants of this study reported receiving training in all 10 of the identified instructional methods through their teacher certification program. Cooperative learning, demonstration, and lecture emerged as the most frequently used instructional methods while field trips, role play, and guest speakers were reported as the least used instructional methods. Participants only reported high confidence in using two instructional methods, demonstration and cooperative learning. Teachers identified only demonstration and cooperative learning as effective instructional methods for their classrooms. All other methods were reported as moderately effective. It was recommended that teacher preparation programs teach pre-service teachers how to select the appropriate instructional method for the environmental factors at hand.
A Longitudinal Evaluation of Conflict Management Capacity Building Efforts in Higher Education
Author: Lamm, Kevan W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Capacity Building,Higher Education,Program Effectiveness,Leadership Training,College Faculty,Skill Development,Agricultural Education,Attitude Change

The cost of conflict avoidance and mismanagement can be detrimental to organizational environments. Thus, the need for individuals capable of managing conflict effectively is a vital and necessary leadership skillset, specifically within higher education. The purpose of this study was to examine if participation in the LEAD21 leadership development program, a national leadership program for faculty emerging as leaders in the land-grant university system, changed participant levels of conflict management capacity. The longitudinal analysis included comparisons across members of four classes in the LEAD21 program, as well as the aggregated data from all four years. Results indicated the overall level of conflict management capacity rose by an average of 15.1%. Agricultural leadership educators can use the results to inform leadership education initiatives while also using the presented Conflict Management Scale to measure such initiatives. Study expansions, implications, and recommendations are discussed.
National Public Control System in Higher Education: The Bologna Process
Author: Ryabova, Elena
Date: 2020-10-00
Type: Journal Articles
Subjects: Higher Education,Supervision,Educational Quality,Educational Administration,Quality Control,Foreign Countries,Citizen Participation

This study aims to assess the work of supervisory and control authorities in the field of education, as well as to create public control mechanisms for monitoring their activities and the quality of higher education. The research is based on the sociological data obtained by interviewing the members of civil society and the representatives of the education system. The methodological basis of the research is a systematic, comprehensive, structural-functional, institutional approach to the consideration of the public control in the education system. A permanent network of expert organizations should form for education quality. Control and supervisory authorities in the field of education should work more closely with the representatives of civil society. This can be performed through the organization of public councils within the control and supervisory authorities, and in higher educational institutions. The changes in the organization and implementation of public control in higher educational institutions are needed, namely: development of clear and objective procedures for assessing the quality of public university educational services; eliminating unnecessary formalities and bureaucracy in higher education during testing; ensuring greater transparency and accessibility of the results of the state audit to familiarize the public with the reports via the Internet. State regulatory authorities should evaluate not only the educational process, but also the educational activities of higher educational institutions.
Number Talks Benefit Fifth Graders&apos; Numeracy
Author: May, Pamela L.
Date: 2020-10-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Mathematics,Grade 5,Numeracy,Mental Computation,Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Mathematics Skills,Problem Based Learning,Experiential Learning,Direct Instruction

This researcher has been greatly distressed, as fifth graders year after year have disregarded mental math strategies for the standard algorithm. Mathematically proficient students should be flexible, efficient and accurate when solving mental calculations. This researcher set out to find out how fifth graders' mental math practice improved their numeracy. The questions addressed included how students improved in flexibility, accuracy and speed. This should inform the practice of teachers to help better our numeracy of our students. This article contends that Number Talks practiced two days a week, benefits numeracy in 22 fifth graders during a six-week cycle. In this Triangulation Mixed-Methods Design, data was collected that included pretest- posttest same test combined with an interview where the participants explained the strategies they used. The mean showed a greater improvement in the treatment group, however, paired-samples t-tests findings indicated flexibility and accuracy did not show a significant difference, but speed did incur a significant improvement. Additionally, students increased in their confidence when solving mental calculations. Moreover, an additional survey showed greater flexibility in the treatment group at the cycle's end. Number Talks, therefore may increase students' numeracy in the strand of efficiency. Researchers need to further study the degree practice through Number Talks improves numeracy in fifth graders.
Preservice Teachers&apos; Conceptualizations of Agricultural Mechanics
Author: Whitehair, Rachael L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Knowledge Level,Agricultural Engineering,Agricultural Education,Agricultural Machinery,Preservice Teacher Education

Agricultural mechanics laboratories are frequently available for use within school-based agricultural education (SBAE) settings. Moreover, agricultural mechanics instruction is quite common and can include a wide range of subject matter. Preservice teachers are frequently concerned about teaching agricultural mechanics, sometimes due to negative or no experiences in the subject. We sought to describe how preservice teachers, many of whom had limited experience in agricultural mechanics, conceptualized agricultural mechanics at the beginning and end of a teacher education-focused agricultural mechanics course. Conceptually framing our study using Boud et al.'s (1985) model of reflection, we used a qualitative research design to collect data from 17 preservice teachers. Two themes and four sub-themes were identified through our data analysis process. We found preservice teachers' conceptualizations of agricultural mechanics were positively impacted as a result of a semester-long course. We recommend SBAE stakeholders continue to engage preservice teachers in high-quality agricultural mechanics-related experiences to better prepare the next generation of teachers to create opportunities for their students.