ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Students&apos; Readiness for Distance Learning
Author: Akdogan, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Adolescents,Age Differences,Gender Differences,Instructional Program Divisions,Computer Literacy,Self Efficacy,Access to Education,Learning Motivation,Learning Readiness,Computer Mediated Communication,Distance Education,Foreign Countries

The purpose of this study was to determine high school students for distance learning. Mainly due to the study a multidimensional instrument for high students' readiness for distance learning (HRD) developed and validated. The study adopted qualitative research method based on quantitative data. The participants of the study comprised 191 high school students who were selected using randomly sampling model. The data were collected via readiness for distance learning scale (HRD) and analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the HRD model. In addition, a series of one-way ANOVA were conducted to investigate the effect of demographic variables on readiness of distance learning. Through confirmatory factor analysis, HRD was validated in three dimensions: communication, access and motivation. In this study, high school students' mean scores in three dimensions are all higher than the theoretical mean of 3, ranging from 3.60 to 4.37 on a 5-point scale as [X-bar]= 40.64 (SS=8.80). This finding means that the current study's sample of high school students has the highest readiness in the dimension of access [X-bar]=16.98 (SS=4.64), followed by motivation [X-bar]=12.86 (SS=4.66); communication [X-bar]=10.79 (SS=2.45. The significant differences were observed that high school students are those who study at 9. grade had greater readiness than high school students are those who study at 11. grade in high schools whereas high school students are those who study at 11. grade in high schools had greater readiness than high school students are those who study at 10. and 12. grade in high schools according to means score of HDR. It was also found out that perception of students' self-confidence while using computer caused significant statistical differences in three dimensions of HRD; the students who had higher level (very good, good) of self-confident while using computer exhibited significantly greater readiness than those who had lower level of self-confident while using confidence. Meanwhile, high school students are those who had study habit reached greater point from HDR scale than high school students who had not study habit (t [subscript (188)] = 5.29, p = 0.00,d=0.08).
An Investigation of Pre-Service Science Teachers&apos; Self-Efficacy Beliefs towards Teaching and Their Teaching Skills
Author: Yildiz, Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Attitudes,Self Efficacy,Science Instruction,Science Achievement,Teaching Skills,Case Studies,State Universities,Scientific Concepts,Teaching Methods,Classroom Techniques,Teacher Education Programs,Teacher Effectiveness,Lesson Plans,Foreign Countries

The study aimed to scrutinize pre-service Science teachers' self-efficacy beliefs towards teaching, and their teaching skills. The study adopted the case study design, one of the qualitative research designs. The participants of the study consisted of 4 senior pre-service Science teachers who were selected using criterion sampling method, and on voluntary basis at a state university in Turkey in 2018-2019 academic year. The teacher self-efficacy scale, an observation form, and an interview form were used as data collection tools. The data were analyzed via regression analysis and content analysis methods. The results showed that many of the teaching skills of the pre-service teachers remained below the medium level and their skill levels were generally acceptable and intermediate, and between intermediate and good levels. It was also determined that pre-service teachers had some wrong behaviors such as not ensuring student participation, not being able to attract students' attention, selecting inappropriate activities for the level of the students, being unable to concretize abstract concepts, not evaluating the level of student achievements, and inability of classroom management. As a result, although pre-service teachers have high self-efficacy beliefs towards teaching, their teaching skills are at medium level and they have deficiencies in the planning of teaching, and during teaching periods.
Exploring High School Newcomer Youths&apos; Futures: Academic and Career Aspirations
Author: Ángeles, Sophia L.
Date: 2021-03-00
Type: Journal Articles
Subjects: High School Students,Hispanic American Students,Student Attitudes,Immigrants,Adolescents,English Language Learners,Community Schools,Urban Areas,Academic Aspiration,Occupational Aspiration,Goal Orientation,Career Readiness,College Readiness,School Counseling,Career Pathways,Barriers

A majority of newcomer youth who have recently migrated to the United States encounter a daunting task of mastering an entire high school curriculum in a new language while attempting to attain college readiness. Very little research exists that examines newcomer youths' transitions from high school to college. Utilizing interviews with six high school newcomer students, this paper aims to answer the following questions: What are the career and college aspirations of high school newcomer youth? What barriers do they face in fulfilling their educational and career goals? The findings will better inform educators, specifically school counselors, about how to better develop their college and career readiness.
Students&apos; Attitudes towards Distance Education: A Comparative Study between Sino-Foreign Cooperative Universities and Typical Universities in China
Author: Marjerison, Rob Kim
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Distance Education,International Cooperation,Intercollegiate Cooperation,Universities,COVID-19,Pandemics,Electronic Learning,Online Courses

The global pandemic in Spring 2010 catapulted hundreds of universities worldwide into the realm of online education. Technological advancements over the last two decades had made online education viable but it was still a relatively small part of higher education. For most students the move to online education was not a choice or an option but a necessity and their reactions will play an important part in strategic decisions made in higher education for years to come. It is important to understand their perception's and attitudes towards online education. The implications for Western universities with campuses in China are significant due to the vast differences in delivering US accredited course content online vs in person in China. Sino-foreign cooperative universities deliver Western curriculum courses in English thereby providing students with a different academic experience than typical Chinese universities. An exploration of whether the attitude of Sino-foreign cooperative university students and Chinese university students towards distance education is different is relevant at this time. Data was collected by an online survey completed by both students of typical Chinese universities and of Sino-foreign universities. The results suggest that students had a generally positive attitude towards distance education and that there were no significant differences in students' attitudes towards distance education as a function of the type of university they attend. The findings are of interest because if Chinese students prove receptive to online education in general, the type of opportunities for Sino-Chinese Universities are significantly changed.
Teaching Children to Apply Comprehension Strategies through Interactive, Progressive Conversations
Author: Acosta-Tello, Enid
Date: 2021-01-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Strategies,Reading Comprehension,Teaching Methods,Story Reading,Children

The goal of teaching children to read is not for them to learn a set of discrete decoding skills, it is to have the reader obtain meaning from the words on the printed page, to understand the message which the writer tried to convey when he wrote down the words. The goal is comprehension of the printed word. While children are taught multiple singular strategies to help them comprehend what they are reading, many children often falter in applying comprehension strategies when they read, seeing the strategies as discrete skills that are applied when the teacher directs them to use them, not understanding their applicability. This article will describe a method by which children can be shown how to utilize multiple comprehension strategies when reading a story.
Texas Elementary Teachers&apos; Perceptions of Data Chats
Author: Hopkins, Candace C.
Date: 2021-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Data Analysis,Computer Mediated Communication,Data Use,Decision Making,Communities of Practice,Instructional Improvement,Faculty Development,Teacher Effectiveness,Reflective Teaching

A gap in practice at CES Elementary School (pseudonym) was the lack of data driven instructional decision making that contributed to the problem of low school scores on the State of Texas Assessments of Academic Readiness (STAAR). Low STAAR scores have negatively impacted student, teacher, and administrator retention. Unsuccessfully, data chats were implemented to help overcome the problem and improve practice. Hence, the purpose of this study was to explore the perceptions of data chats that occurred within CES's professional learning communities. The study was conceptually guided by the theory of action. Teachers' perceptions of data chats were the focus of the research question. A basic qualitative design using interviews of 5 teacher participants was conducted to collect data. Interview data were analyzed using an open coding approach. Analysis revealed teachers perceive the need to participate in data chats, believe data chats have an impact on improving instruction, and they could benefit from more professional development surrounding ways to use data. By understanding teacher perceptions of data chats and creating a professional development plan, this project study has the potential to improve teacher effectiveness of student learning through data driven decision making in CES and similar school districts.
The Online Examination Dilemma: To Proctor or Not to Proctor?
Author: Dadashzadeh, Mohammad
Date: 2021-01-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Supervision,Cheating,Examiners,Negligence,Educational Technology,Online Courses,Distance Education,COVID-19,Pandemics

The COVID-19 shutdown of in-person university classrooms in Spring 2020 brought the question of how to conduct online examinations into urgent focus. Although, online education has been around since 1984 and online exams have been routinely built into online course syllabi, the mid-semester transition to online teaching confronted many instructors -- depending traditionally on proctored examinations to assess student performance -- with the quandary of how to rely on an unproctored examination. This paper presents an overview of published pedagogical research on proctored versus unproctored testing and reviews existing technological solutions for proctored online examinations.
Bhutanese In-Service Science Teachers&apos; Conceptions of the Nature of Science
Author: Wangdi, Dumcho
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Science Teachers,Teacher Characteristics,Scientific Principles,Scientific Literacy,Scientific Enterprise,Scientific Methodology,Scientists,Misconceptions,Knowledge Level,Theories,High School Teachers,Foreign Countries

This study explores Bhutanese in-service science teachers' conceptions of the nature of science (NOS) by using the Understanding Nature of Science (UNOS) questionnaire. The 15, two-tiered items focus on the five aspects of NOS: (1) scientific knowledge; (2) scientific theories and laws; (3) scientific method; (4) scientists' work; and (5) scientific enterprise. The data were analyzed using descriptive statistics and ANOVA tests. The findings revealed that a majority of the inservice science teachers possessed a naïve or uninformed conception of NOS on some aspects of scientific theories and laws, scientific methods, scientists work, and scientific enterprise. A one-way analysis of variance indicated that there was statistically no significant difference on the level of conception of NOS for the in-service science teachers' based on their teaching subject (F[2, 75] = 0.44, p = 0.064) at p = 0.05. The findings of this study may inform the relevant stakeholders about the current state of the in-service science teachers understanding of NOS and suggest further research in better understanding how Bhutanese teachers model NOS in their classroom teaching.
Biology Student Participation and Review Sessions: Improving Success in Freshman Biology
Author: Adam, Neal R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Biology,College Freshmen,Student Participation,Test Coaching,Science Achievement,Attendance Patterns,Academic Failure,Learner Engagement,Student Motivation

This two-year investigation examined the relationship between class attendance, participation, and final class grade (Final GPA) in an Introductory Biology course for prehealth majors. We also examined the effect of students' attendance at voluntary review sessions on final GPA. Student participation and attendance, as well as DFW rates (percent of students earning D or F or withdrawing), for the four semesters were analyzed as indicators of student dedication. An analysis of DFW rates and attendance indicated that Fall semester students had greater participation in review sessions than Spring semester students. In addition, a significant correlation was found between the number of review sessions attended and the student's final grade. Student data were divided into four groups based on their success in the first exam and their attendance at review sessions to assess the effect of review sessions. The results showed that review sessions were beneficial for students who did well on their first exam as well as for students who did not do well on their first exam. We interpret these data as a positive effect of self-motivated student engagement outside the classroom on academic performance in freshman Biology.
Critical Reflection of Revising the Instructor Presence Technique Value Scale
Author: Steele, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Measures,Student Evaluation of Teacher Performance,Electronic Learning,Classroom Techniques,Multimedia Instruction,Undergraduate Students,Test Construction

The article is a critical reflection on a study conducted to evaluate the student-perceived value of instructor presence techniques. The study utilized the author-created Instructor Presence Technique Value Scale (IPTVS) in attempts to measure variations in the value of differing instructor presence techniques across communication media. The authors reflected on the data and the presentation of results to determine what key changes were needed to create a more valid and reliable iteration of the IPTVS. This reflective article includes the lessons learned and clarifications of value indicators.
Intentional Integration of Faith and Learning: Historical Necessity and Indirect Approaches
Author: Farbishel, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Religious Education,Religious Factors,Christianity,Religious Colleges,Teaching Methods,College Faculty,Difficulty Level,Philosophy,Educational Philosophy,Critical Thinking,Intention,Educational History,College Students,Biblical Literature,Ethics,World Views

Effectively integrating faith into a Christian university classroom presents a difficulty for many instructors. Doing so in a manner that is natural and authentic for the course being studied is even more of a challenge. This article first presents an historical background to provide a perspective on the issue and to illustrate the need to be intentional. Second, it introduces the indirect approach championed by Kierkegaard and often used by Jesus through his use of parables. Last, the article provides examples to show some ways the indirect approach may be used to challenge students to think for themselves and discover and apply concepts they perhaps have never thought of before.
Revisiting Cambodian Private Tutoring: Insights into Teachers&apos; Professional Misconduct
Author: Soeung, Sopha
Date: 2021-00-00
Type: Journal Articles
Subjects: Private Education,Supplementary Education,Tutoring,Cheating,Ethics,Caring,Teacher Behavior,Professionalism,Time Management,Student Attitudes,Grade 12,High School Seniors,High Stakes Tests,Teacher Salaries,Educational Policy,Economic Development,Urban Areas,Foreign Countries

Cambodia uses a 'discouragement' strategy to manage teachers' engagement in supplying private tutoring (PT). However, previous studies have criticised teachers' professional misconduct in terms of promoting tutoring classes to ensure supplementary income. Currently, examination reforms alongside economic growth propose a new understanding of professional misconduct. Based on descriptive data from 93 students and in-depth interviews with 24 informants, who were tutees and their parents, tutors and school administrators respectively, this study found uncaring pedagogies to be a primary motivator for tutoring demand. This tended to have an association with the inadequate instructional time given to core examination subjects and implementation of the learner-based approach. Additionally, the examination reform brought positive changes in the teacher's behaviour. Although this study's findings are largely aligned with previous studies, it still sheds light on new perspectives regarding teachers' professional misconduct in Cambodia.
The Use of Mind Mapping Approach to Facilitate Students&apos; Distance Learning in Writing Modular Based on Printed Learning Materials
Author: Pribadi, Benny Agus
Date: 2021-00-00
Type: Journal Articles
Subjects: Concept Mapping,Teaching Methods,Instructional Effectiveness,Learning Strategies,Writing Assignments,Writing Skills,Skill Development,Distance Education,Instructional Materials,Learning Modules,Teacher Education Programs,Learning Motivation,Foreign Countries,Preservice Teachers,Elementary Education

The study is intended to expose mind mapping used as strategy for learning which is able to assist students to write their writing assignments. Thirty students who registered in the Teacher Qualification Improvement Program of Universitas Terbuka (UT) was involved as the participants in this present study. The participants had to follow the face-to-face tutorial session of the Instructional System Design course (ISD) course. One of the given assignments of the course was writing the modular based learning materials for the primary school students. The participants had to study the required knowledge and skills of writing the printed modular based learning materials through the systematic and systematic ways. The mind mapping strategy was used to help the students to complete their writing assignments -- the printed modular based leaning resources. At the beginning the participants felt uncertain about the writing assignment. The study was found that the use of mind mapping as learning strategy increased the students learning motivation and improve the ability to write the printed modular based learning materials.
Revealing the Pictures of Research Culture in Vietnamese Higher Education Institutions
Author: Thien, Nguyen Hoang
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Institutional Cooperation,Research,Publications,Educational Policy,College Faculty,Faculty Development,Foreign Countries,Government Role,Financial Support,Resource Allocation,Educational Finance,Research Universities,Administrative Organization,Teacher Qualifications

This article aims to reveal the features of research culture in Vietnamese universities, through various indicators. It shows that among factors impacting the formation of research culture in Vietnamese universities are state-related ones, including policies, regulations, norms and traditions for university research. The state-related factors have contributed to bettering the qualifications of lecturers, recognizing faculty's research works with financial and non-financial rewards, strengthening the cooperation between universities with external research partners, and increasing the number of publications. Yet, at the same time, different problems stem from the existence of some state-related factors including the nation's tradition of spending less on higher education than on basic education and less on universities than on research institutes, the lack of autonomy among universities, the almost ultimate power of the university rector, and the use of the historically-negotiated recurrent approach for allocating research funding to universities. Given the fact that Vietnam's higher education is highly regulated by the state, changes to research culture in universities must accompany changes to the state-related factors believed to influence the formation of research culture.
The Lesson Activities Map: A Domain-Specific Lesson Transcription Methodology
Author: Savona, Annamaria
Date: 2021-00-00
Type: Journal Articles
Subjects: Transcripts (Written Records),Singing,Music Education,Visual Aids,Observation,Units of Study,Video Technology,Elementary Education

In educational research, audio-video recordings allow observing a lesson repeatedly. The collected data needs to be transcribed for analysis. Although methodologies for transcribing video-recorded lessons are established, there is lack of transcription methodologies for certain types of lessons, such as in arts education or the teaching to create new products. In our research project, we examine the teaching-learning of songs in class. Because of the absence of suitable transcription methodologies, we developed a new systematic approach. This paper presents the Lesson Activities Map (LAMap), which consists of symbols and icons representing graphically the constitutive elements of a domain-specific lesson. As a result, the LAMap provides a visualisation of the lesson content -- in this context the song -- and of how a teacher works on parts and the whole. The graphic representation supports the lesson analysis from different perspectives. The LAMap methodology and applications are valuable for transcribing other subject-specific lessons.