ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Opportunities or Barriers to Metacognition: A Case Study of Social Factors for Pre-Service Teachers&apos; Metacognition
Author: Ozturk, Nesrin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Metacognition,Social Influences,Friendship,Family Environment,Skill Development,Teacher Student Relationship,Social Media,Educational Environment,Cultural Influences

This mixed method case study examined potential influences of social agents or immediate environments on individuals' metacognition. Via quantitative methodologies, 122 pre-service teachers' metacognition was measured by the Turkish Metacognitive Awareness Inventory, and metacognitive components did not show any variations across majors, locations of previous studies, the highest degree of education in the family, frequently communicated friends, and regions. Regression analyses revealed that friends were a significant predictor for metacognition. Also, focus group interviews were analyzed thematically via deductive codes regarding the theory of metacognition. Findings confirmed that friends may support individual metacognition at all levels, metacognitive knowledge, regulation, and experiences through cooperation, modeling, reflections, discussions, feedback, and peer evaluation. Pre-service teachers' engagement on the social media may also support their regulatory strategies due to models' task performances or by their reflecting upon those performances. Teachers and family may support metacognitive knowledge, specifically career goals via expectations, anecdotes, and experiences. On the other hand, schools and the Turkish culture may impose some limitations on the youth, and they may engage in reflection and self-questioning to manoeuvre negative experiences or conflicts. Thereby, cross-national and longitudinal studies are highly suggested to explicate the social foundations of metacognition.
Multivariate Analysis of Co-Creation Activities in University Education
Author: Vardakosta, Eirini
Date: 2022-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Student Attitudes,Correlation,Expectation,Factor Analysis,Undergraduate Students,Physics,Science Instruction,Industrial Arts,Design,Engineering Education,Foreign Countries,Gender Differences,Age Differences,Feedback (Response),Prosocial Behavior,Helping Relationship,Interpersonal Relationship,Cooperative Learning

This paper investigates the viewpoints and perspectives of 179 undergraduate students engaged in a co-creation project regarding their anticipated progress, exploring, simultaneously, the affecting factors. The students attended the physics course in the Department of Industrial Design and Production Engineering at the University of West Attica, Greece. The investigation is implemented through a questionnaire that appraises the students' co-creation expectations in association with collected demographic data via twenty-two close-ended questions (Q1-Q22). Several statistical data sets are presented, including descriptive and correlation statistics and principal component and exploratory factor analyses. The majority of the replies are provided by male participants in their first year of study, with an average age of between 18 and 19. The correlation coefficient between the questions ranges from -0.04 to 0.73, with the maximum occurring between the questions Q19 and Q20. Factor analysis justified by KMO (0.862) and Bartlett's sphericity (1749.843, p= 0.000) tests indicates five principal components within the following factors determining the undergraduate co-creation activities: responsible behaviour, feedback, helping, tolerance, and personal interaction. The above findings may contribute to the implementation of students' co-creation as they are valuable tools for the design and pre-requisites for a successful implementation.
Stuck in a Lockdown: Filipino Students&apos; Odyssey of Resilience
Author: Gaylo, Derren N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Dormitories,School Closing,Phenomenology,Resilience (Psychology),Teaching Methods,Classification,Student Attitudes,College Students,Educational Experience,College Housing,Parent Child Relationship,Computer Mediated Communication,Social Support Groups,Financial Needs

The COVID-19 outbreak in the Philippines forced schools to close. Many Filipino students were stranded in their dormitories and boarding houses due to government-imposed lockdowns. As the study's impetus, the researchers explored the phenomenon of stranded students during a pandemic. A transcendental phenomenological inquiry was conducted in Northern Mindanao, Philippines, to disclose the experiences of six stranded students. Stranded students' lifeworld throughout the lockdown was documented through phenomenological interviews. The phenomenological reduction technique was used to transcribe and analyze the data. Provisional codes were used to classify critical statements into themes for the initial analysis of the interview data. The research revealed the themes of (a) groping in the dark, (b) journeying towards the light, and (c) welcoming the breaking dawn. The various stages of reality in the life of the stranded students are shown in these topics. They relate the story of how their confinement experience taught them to be resilient, which covers resilience as a process. The paper discusses numerous pedagogical implications of the phenomenon.
Use of Interdisciplinary Approach in Performance-Based Assessment in the New Normal
Author: Naquita, Marjorie P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Performance Based Assessment,High School Teachers,Science Teachers,Foreign Countries,Blended Learning

This descriptive research study aimed to assess the management of the existing policies, guidelines, and procedures on the implementation of the interdisciplinary approach in performance-based assessment (IAPA) before and during Coronavirus disease (COVID-19) as a basis for proposing improvements for its implementation in the &quot;new normal&quot;. 30 senior high school science teachers and school leaders from 5 private and 5 public schools in Metro Manila, Philippines, participated in this study. The participants assessed the management of existing policies, guidelines, and procedures on the IAPA's implementation using a survey questionnaire and identified its strengths and weaknesses using an interview guide. The researchers developed the instruments used for data collection but subjected to experts' validation and reliability test. Results reveal that the management of IAPA was effective and that it benefits students and teachers in many ways. However, it has also weaknesses, which are associated with the role of school leaders in the implementation of the policies, guidelines, and/or procedures, especially during the new normal education setting. The study provides suggestions for improving IAPA implementation in the new normal covering both the face-to-face and online learning modalities.
Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging
Author: Hanly, Cathal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Preservice Teacher Education,Student Attitudes,Teacher Placement,Professional Development,Professional Autonomy,Sense of Community,School Culture,Teaching Load,Mental Health,Physical Health,Stress Variables

School placement plays a critical and complex role in student teacher development as well as in their professional dispositions and career attitudes. It is where theory and practice meet, teaching skills are developed, professional relationships formed and future careers envisioned. This mixed methods study explores student teachers' experiences with and perspectives about new models of extended school placements developed in Ireland following significant policy and programme reform. Data was collected through interviews and questionnaires with one of the first cohorts to experience a reconceptualised initial teacher education programme, including extended school placement periods in a variety of school settings. This paper will explore student teachers' perspectives regarding the value of the extended placement and factors influencing their professional learning, agency and sense of belonging. Overall, our findings confirm the pedagogical benefits of the extended placement in two different school settings for student teachers' professional learning. However, they also highlight how a number of factors, including the existence (or absence) of school support structures, school culture, peer networks, paid or unpaid additional workload and financial pressures impacted on student teachers' capabilities to develop their skills and professional agency, their sense of belonging and, in some cases, their physical and mental health.
Methodology to Study Teacher Agency: A Systematic Review of the Literature
Author: Deschênes, Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Educational Research,Research Methodology,Participant Characteristics,Data Collection,Data Analysis,Faculty Development

Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers' ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.
Soft Skills through the Prism of Primary School Teachers
Author: Ouchen, Laila
Date: 2022-00-00
Type: Journal Articles
Subjects: Soft Skills,Elementary School Teachers,Teacher Attitudes,Skill Development,Student Development,Foreign Countries

COVID-19 and the expansion of distance learning pose new challenges to the educational system. Soft skills are imperative in this context, for children's effective and adaptive learning. The following study aims to discover teachers' representations by identifying their common conceptual framework of soft skills in primary school. Semi-structured interviews were conducted with teachers. The teachers' comments helped identify and define a framework of soft skills that would help children learn effectively. The results illustrate that the lack of practice of soft skills activities depends on the teachers' perceptions of the importance of their role in transmitting disciplinary knowledge. The study concluded that the lack of a clear and shared vision of soft skills influences the representations and practice of teachers.
Representation of Nature of Science in Physics Textbooks of Cycle 4 Fundamental Schools in Burundi
Author: Munezero, Vianney
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Physics,Scientific Principles,Textbook Content,Grade 7,Grade 8,Grade 9,Textbook Evaluation

Guided by the analytical framework in the current literature, whereby ten nature of science (NOS) aspects were targeted, this study aims at assessing the extent to which the three physics textbooks for Cycle 4 of Fundamental Schools in Burundi represent the NOS aspects. The quantitative embedded research design which combines the qualitative and quantitative to both the representations of text and images were applied to collect and analyses data. Three physics textbooks used in this study as textbooks I, II and III (grade 7 textbook, grade 8 textbook and grade 9 textbook) were purposively selected. 65 physics lessons were analyzed in three steps including exploring representations of NOS aspects, representations of NOS teaching approaches and accuracy and completeness of NOS aspects. Data were collected using a guide document analysis and a rubric of NOS scoring and were analysed descriptively. The findings found a considerable deficit of NOS aspects in the physics textbooks. The findings also revealed the critical situation where the few lessons poorly represent the NOS aspects and the majority of them do not include the aspects of NOS. Furthermore, this study suggests the in-charge of quality assurance to evaluate and deliberate on the accuracy and completeness of physics textbooks for Cycle 4 of Fundamental Education in Burundi.
Teaching and Student Evaluation Tasks: Cross-Cultural Adaptation, Psychometric Properties and Measurement Invariance of Work Tasks Motivation Scale for Teachers
Author: Zewude, Girum Tareke
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Motivation,Student Evaluation,Self Determination,Foreign Countries,Psychometrics,Measures (Individuals),Validity,Reliability,Burnout,Well Being,Cultural Context

The present research aimed to test an Amharic version of the multi-dimensional Work Task Motivation Scale for Teachers (WTMST), which measures the five pillars of university instructors' motivation toward teaching and student evaluation tasks based on self-determination theory (SDT). Therefore, the WTMST offers the first instrument to measure all five motivational elements, and today it is one of the most applicable instruments to assess teachers' motivation. An Amharic version of the WTMST for teaching and student evaluation tasks was adopted and assessed in large-scale data (N=1,117). Our findings demonstrate excellent reliability and construct validity (convergent, discriminant, divergent and factorial). Besides, the results of the model comparisons provided that out of the four theoretically competing models (single-order factor, correlated factor, higher-order factor and bi-factor models), the bifactor model was the most-fitted one used for measurement invariance across various groups. Results also suggest that the factor structure of the WTMST for both teaching and student evaluation tasks demonstrate consistency across gender (men, women), university types (research, applied, and general university), age and experience in teaching. Therefore, the WTMST for teaching and student evaluation tasks may be valid in Ethiopian higher education settings.
International University Ranking Systems and Their Relevance for the Medical and Health Sciences - A Scoping Review
Author: Dugerdil, Adeline
Date: 2022-00-00
Type: Journal Articles
Subjects: Institutional Evaluation,Reputation,Educational Quality,Comparative Education,Medical Education,Health Sciences,Universities,Research Reports,Educational Indicators,Institutional Characteristics,Public Health,Periodicals,Foreign Countries

Medical and health sciences are disciplines of paramount importance in academia. Universities face a crucial challenge in training qualified health experts for teaching and research in these disciplines. With the globalization of the higher education system, international university ranking systems are an increasingly used tool to assess the excellence of universities and help students and researchers to choose an institution. We conduct a scoping review using &quot;Web of Science&quot; and &quot;Google Scholar&quot; to search for scientific literature written in English, published between January 2019 and March 2022. We aim to understand to what extent international university ranking systems are adapted to the disciplines of medical and health sciences. We select any scientific article addressing international university ranking systems and their indicators or proposing a new international university ranking system or new indicators. We include a total of 55 articles. Among them, 10 articles propose a new university ranking system, nine propose a new method to analyze or improve existing international university ranking systems, three propose new indicator(s), and two propose a new database. Almost all articles include an analysis of existing rankings. We find no article that specifically addresses the ranking of schools of medical or health sciences. This scoping review highlights the absence of a specific international university ranking system designed for the disciplines of medical and health sciences. Future researchers could investigate how to develop discipline-specific indicators and promote a university ranking system dedicated to these disciplines.
Teacher-Student Performance Criteria during Online Classes Due to COVID-19: Self-Report by Postgraduate Students in Education
Author: Bazán-Ramírez, Aldo
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,COVID-19,Pandemics,Graduate Students,Didacticism,Teacher Student Relationship,Teacher Education Programs

During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration-precurrent learning behaviors, Criteria explicitness-Criteria identification, Illustration-Participation, Practice supervision-Relevant practice, Feedback-Improvement, and Evaluation- Application. 309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students' performance criteria, followed by Feedback-Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.
The Phenomenology of Indonesian Coastal Students: Are They Ready for Online Blended Learning?
Author: Fitriani
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phenomenology,Electronic Learning,Blended Learning,COVID-19,Pandemics,Geographic Location,Student Experience,Learning Readiness,School Closing,Access to Computers,Internet

The pandemic case has shifted away from face-to-face teaching to online blended learning. This phenomenon certainly causes various problems in the world of education. The online blended learning is good when applied with good internet connections and complete facilities. However, it differs from Indonesian coastal students who do not have supporting facilities. Therefore, this research aims to analyze the experience and readiness of Indonesian coastal students. It determines the facilities of the process using qualitative research with a phenomenological approach. Purposive sampling was used to collect data from 25 students living in coastal areas in Aceh, Indonesia. Furthermore, in-depth interviews were used to obtain instruments and techniques for data collection, observations, field notes, and audio-visuals. Data analysis was carried out qualitatively by reducing, displaying, drawing conclusions, and verifying data. The data processing was conducted using NVivo 12 plus software. The kappa coefficient is used to check the accuracy of the data since there was no bias during coding. The analysis results show that Indonesian coastal students are not ready to conduct the online blended learning process. Furthermore, it is recommended that future research focus on coastal students' development. A Hypothetical Learning Trajectory design should be created to assist in independent learning and lessen their readiness.
The Effect of Project Based Assessment with Value Clarification Technique in Improving Students&apos; Civics Learning Outcomes by Controlling the Family Environment
Author: Widiana, I. Wayan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Grade 8,Values Clarification,Civics,Academic Achievement,Student Projects,Active Learning,Student Evaluation,Values Education,Models,Family Environment,Instructional Improvement,Outcomes of Education

The decline in student character is the result of low student learning outcomes. The common student learning outcomes are influenced by several factors, and one of them is teacher-centered, monotonous learning model. For this reason, it is deemed necessary to conduct research that aims to determine the effect of project-based assessment on values clarification technique (VCT) learning on improving students' learning outcomes by controlling the family environment. This study uses a 2x2 factorial experimental design. The sample was selected through multistage random sampling with 120 students. The two-way ANCOVA data analysis technique was used to analyze the data. The findings obtained after controlling the family environment are: 1) civics learning outcomes from the group of students who used value clarification techniques are higher than those using conventional learning models and 2) civics learning outcomes from the group of students who were given project-based assessments are higher than the group who are given conventional assessments. Thus, it can be recommended that civics education teachers used appropriate VCT and project-based assessments to improve learning outcomes.
Translanguaging as a Scaffolded Practice in a Primary School Content and Language Integrated Learning Context during the COVID-19 Pandemic
Author: Setyaningrum, Rina Wahyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Language of Instruction,Grade 1,Elementary School Teachers,English (Second Language),Second Language Instruction,COVID-19,Pandemics,Distance Education,Content and Language Integrated Learning,Scaffolding (Teaching Technique),Foreign Countries,Science Instruction,Private Schools,Instructional Materials

Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from scholars in content and language integrated learning (CLIL). Its implementation in primary schools in European countries has been adopted in Asian countries, including Indonesia. This study employed a narrative inquiry investigating a teacher who taught first graders both content matter and English during the COVID-19 forced-remote learning. Furthermore, data were gathered using semi-structured interviews to guide the participant in narrating CLIL science teaching experiences. Virtual observations were carried out eight times to obtain evidence of translanguaging practiced. Due to forced-remote learning, the results indicated that the teacher had to find the most convenient ways to instruct the young students without adding to their burden. Furthermore, it was reported that scaffolding by translanguaging was planned systematically by valuing the students' L1 and alternating it with English as the target language. The findings also discussed the practical implications of this study to maintain young learners' (YLs) engagement through translanguaging strategies.