ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding of Global Citizenship among Higher Education Teachers: Implications for Graduate Attributes
Author: Trang, Pham Thi Thuy
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship,College Faculty,Outcomes of Education,Foreign Countries,Citizenship Education,Teacher Attitudes

Global Citizenship (GC) has recently claimed its position as desired graduates' attribute in many Higher Education (HE) institutions in different non-Western contexts. However, ambiguity and complexity still linger over what GC means contextually and how this understanding may shape educational outcomes. Taking cognizance of this, a study was carried out to investigate the understanding of GC among Vietnamese HE teachers as major agents in Global Citizenship Education (GCE), in order to discuss their implications for graduate attributes. This study adopted purposeful sampling strategy to conduct in-depth interviews among 14 teachers from 4 different faculties of a private university in Southern Vietnam. Emergent themes were then compared with GC conceptions theorized in the literature. Data analysis revealed a three-fold dimensions in teachers' perception: (1) GC understanding was ambiguous and divergent and uniquely nuanced by personal and contextual factors, (2) triple helix of GC conceptions were intricately entwined in GCE rationales, and (3) GC notion was framed with juxtapositions of conceptions. The findings highlighted an implementation gap in GCE which might subvert the intended educational aim, especially in the context of unavailable official documents to guide GCE. In this way, the paper contributes to the ongoing discussion regarding GCE implementation, and indicates a need to have clearer instructional GCE-related policies and more comprehensive teacher trainings.
The Influence of Training Methods and Students Work Ethos on Work Competency
Author: Lunarny, Eny
Date: 2021-00-00
Type: Journal Articles
Subjects: Training Methods,Work Ethic,Job Skills,Competence,On the Job Training,Internship Programs,Foreign Countries,Teaching Methods,Simulation,Instructional Effectiveness,Hospitality Occupations

The purpose of this study was to analyze the effect of training methods and work ethic on students' work competencies. The focus of teaching implementation is observed using two training methods, namely: on the job training method using internship training and &quot;simulasi&quot; method using simulation. The initial work ethic of students is limited to low and high categories. This type of research is a quasi-experimental with a 2 x 2 factorial design. The research population is all students of class XI of the Hospitality Accommodation Department at SMK Negeri 7 Bengkulu City, totaling 123 people. The sample was selected using the intact group technique from four classes selected to be two learning classes as the experimental group. The selected class is drawn by lottery to determine the treatment of the internship training and &quot;simulasi&quot; methods. Each treatment group was grouped based on low work ethic and high work ethic. The research instrument is a work competency assessment sheet and student work ethic. The data analysis technique used is 2-way analysis of variance. The results of the study can be concluded that: (1) the average work competence of students using the internship training method is higher than those using the simulation method. (2) The average work competence of students who have a high work ethic is higher than students with a low work ethic. (3) There is an interaction effect between training methods and work ethic on the work competence of students. (4) Students with a high work ethic who take part in the internship training method have higher work competencies compared to the simulation method. (5) Students with a low work ethic who take part in the internship training method have lower work competencies than those using the simulation method.
Regulating Work Experience Programs in the Greek Post-Secondary Education: The Case of Traineeships
Author: Boutsiouki, Sofia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postsecondary Education,College Students,Experiential Learning,Work Experience Programs,Job Training,Job Skills,Vocational Education,Apprenticeships,Governance

The smooth transition of young people to the labor market and their competency in successfully planning and developing their careers constitute key aims of all modern education systems. The implementation of work placements plays an important role in the realization of these aims by enhancing the communication between the education providers and the world of work, and by contributing to the development of professionally oriented competences by young learners. The paper focuses on traineeships, a particular type of work placement, which is implemented by post-secondary education institutions in Greece. A traineeship includes a variety of training processes with clear objectives and predetermined assessment strategies, which help trainees to gain professional skills and experience through an experiential process. Its ability to exercise a strong influence on the professional prospects of young people led many education institutions to integrate traineeship opportunities in their study program either as a compulsory component or as a non-mandatory option. The paper analyses the traineeship component of the study programs of three post-secondary education institutions in Greece, i.e. Institutes of Vocational Training (IVTs), Higher Education Institutions (HEIs) and Technological Educational Institutes (TEIs). More analytically, the paper investigates the legislative provisions concerning the organization and implementation of student traineeships, and records the evolution of the particular learning option over the years. In addition, it attempts to identify indications of interaction between post-secondary education institutions as regards the organization and the particular features of student traineeship schemes, which may imply the development of mutual learning. The paper concludes by articulating some remarks regarding the implementation of traineeships in Greek post-secondary institutions and the improvement of their organizational and operational characteristics.
The Effect of Sex Education Program on the Attitudes of the Families of Adults with Intellectual Disabilities
Author: Uçar, Kadriye
Date: 2021-00-00
Type: Journal Articles
Subjects: Sex Education,Family Attitudes,Adults,Intellectual Disability,Sexuality,Program Effectiveness,Family Programs,Foreign Countries

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children's sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.
The Impact of Supplemental Word Recognition Strategies on Students with Reading Difficulties
Author: Benner, Gregory J.
Date: 2022-01-00
Type: Journal Articles
Subjects: Word Recognition,Middle School Students,Reading Instruction,Decoding (Reading),Remedial Instruction,Reading Strategies,Comparative Analysis,Program Effectiveness,Reading Programs,Achievement Tests,Elementary School Students,Emergent Literacy,Reading Tests,Reading Fluency

The purpose of this study was to examine the impact of supplemental word recognition strategies on students receiving intensive (Tier III) remedial reading instruction. Two-hundred and thirteen middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained school staff (n = 21) at three middle schools. The 213 fifth through eighth grade students (121 males, 92 females) enrolled in three northwestern school districts (two rural and one urban). Of the 213 students, one-hundred and seven also received supplemental word recognition instruction using Reading Excellence: Word Attack and Rate Development Strategies (REWARDS). Using a pre-post quasi-experimental design, the effects of the Corrective Reading Decoding (CRD) program was compared to CRD combined with the REWARDS program. The REWARDS program produced statistically and educationally significant changes in the basic reading skills of students over and above Corrective Reading Decoding alone. Students in the REWARDS condition demonstrated statistically significant mean changes on the WJ-III Basic Reading Skills cluster and associated subtests and the DIBELS ORF probe compared to those in the comparison condition. Results, implications, and limitations are discussed.
Trend Creative Thinking Perception of Students in Learning Natural Science: Gender and Domicile Perspective
Author: Syafrial
Date: 2022-01-00
Type: Journal Articles
Subjects: Junior High School Students,Creative Thinking,Gender Differences,Foreign Countries,Rural Urban Differences,Place of Residence,Natural Sciences,Science Instruction

The purpose of this study was to describe the tendency of students creative thinking perceptions in science learning. The research method used is descriptive quantitative. The sampling technique used a proportional random sampling technique for State Junior High Schools in Konawe Selatan District. The research instrument used a questionnaire as primary data and the observation sheet was used to collect secondary data. The data analysis technique uses the Rasch model through the Winsteps program to analyze the Summary Statistics, Person Item Map, Person Fit Order, Scalogram, Person Measure, and DIF (Differential Item Functioning). Through a questionnaire analyzed with the Rasch model through the Winsteps program. The results of the Analysis Differential of Item Functioning (DIF) perceptions of creative thinking based on the perspective of domicile origin show that respondents (students) from urban perceptions of creative thinking tend to have fluency aspects and respondents (students) from rural areas have perceptions of creative thinking that tend to be elaboration aspects; Whereas based on the perspective of gender differences, male respondents (students) have creative thinking perceptions that tend to be on the aspect of fluency and female respondents (students) have perceptions of creative thinking that tend to be on the aspect of flexibility.
Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students&apos; Perception
Author: Khasanah, Uswatun
Date: 2022-01-00
Type: Journal Articles
Subjects: Flipped Classroom,Undergraduate Students,Student Attitudes,Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Pronunciation,Instructional Effectiveness,Pronunciation Instruction

The accessible Flipped classroom is a two-learning phase model that includes pre-class and in-class learning phases accessible using standard information technology. The objectives of this study are to explore the effectiveness and investigate the students' perceptions towards this model to see how the perceptions correlated with the success of the model. This study involved 59 sophomores (98.3% female and 1.7% male) between the ages of 20 to 21 from 2 English presentation classes at Walailak University. A pre-test/post-test were conducted to see the effectiveness, while a survey questionnaire of 22 closed-ended questions and 1 open-ended question was given to them at the end of the term of 12 weeks. The questions were classified into four aspects of perceptions: pre-class learning phase, in-class learning phase, word stress pronunciation, and the overall model. The results confirmed the effectiveness of this model as the average students' post-test score (M: 8.38) was notably higher than their pre-test score (M: 7.47). Students' perceptions of each of four aspects were also positively high. However, as bivariate correlations were performed to examine the relationships between the students' perceptions and post-test results, no significant correlation was found. The study implied that even though the students improved by using the model, they might have needed more time to adapt to a more independent learning culture.
The Use of Genre Based Approach in Training and Mentoring for Improving Argument Skills in Research Articles Journal Writing for Social and Humanity Authors
Author: Nasihin, Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Literary Genres,Persuasive Discourse,Writing Skills,Writing for Publication,Authors,Teaching Methods,Learning Processes,Mentors,Research Reports,Writing Improvement,Writing Instruction,Periodicals,Social Sciences,Humanities,College Faculty,Faculty Development,Foreign Countries

Argumentation in writing research articles is very crucial for showing the position of authors in a certain science field, but the social and humanity authors are still lower in skill for argumentation. This research investigated the using and impact of the Genre Based Approach (GBA) in training and mentoring of Research Article writing in improving the skill of argumentation in writing RA. The aim of this study is to describe the activity of learning and teaching by using GBA in training and mentoring of writing RA for social and humanity authors and the impact of this training and mentoring on the skill of argumentation in RAs writing. The material and steps of learning and teaching activity are adapted and modified from Widodo (2006) who stated that the rule of GBA is to prepare, focus, task, evaluate and elaborate. Moreover, Ferris &amp; Hedgcock (2005) also explained that GBA is started from joint construction and independent construction stages when students start to write. The instruments of this research were direct observation and RAs draft analysis. Direct observing is also conducted to record every side of GBA design for teaching writing articles. To find the effect of GBA in training and mentoring to improve argumentative skills, the content analysis to the draft of RAs is conducted. The Result shows that the first the activity of training and mentoring writing RAs by using GBA to improve argumentation skills can be described from prepare, focus, task, evaluate and elaborate. The second finding shows that the participants have competence in writing argumentative for each section of RAS. Thus, it can be concluded that GBA in training and mentoring to write RAs is effective to improve argumentative skills in writing class especially writing RAs class.
Research on Students in COVID-19 Pandemic Outbreaks: A Bibliometric Network Analysis
Author: Boonroungrut, Chinun
Date: 2022-01-00
Type: Journal Articles
Subjects: Educational Research,COVID-19,Pandemics,Bibliometrics,Network Analysis,School Closing,Students,Foreign Countries,Mental Health

Over a billion students worldwide have suffered from school closure since the beginning of COVID-19 due to confinement. Educational Researchers have been illustrating various issues in the form of thousands of publications which signifies a significant academic interest. This review aimed to portray the vast scientific landscape of COVID-19 and students' experience in the current research directions. As many as 2,055 Scopus-indexed articles released between 2020 and 2021 (online publications) were retrieved by PRIMA guideline to be reviewed. We performed Bibliometric network analysis using VOSviewer software to generate the articles authors' keywords mapping, temporal authors' keywords mapping, and country collaboration mapping. Researchers from the U.S., China and the U.K. led the overall published articles. Furthermore, the researchers found nine publications related to student mental health and medical education, which indicate a new trend. On the other hand, Latin American and African countries are the most unproductive in this field. This article presents a complementary educational approach to understanding a comprehensive picture of what researchers worldwide have been doing. Researchers suggest further future reviews of medical &amp; nursing education, distance learning, and social media use in times of a pandemic.
Science Teachers&apos; Views on the Use and Effectiveness of Interactive Simulations in Science Teaching and Learning
Author: Ben Ouahi, Mhamed
Date: 2022-01-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Computer Simulation,Interaction,Physics,Chemistry,Earth Science,Biology,Instructional Effectiveness,Middle School Teachers,High School Teachers,Foreign Countries,Science Instruction,Teaching Methods,Barriers

The objective of this article is to identify and discuss the views of teachers of physics-chemistry (Ph-Ch) and Life and Earth Sciences (LES) on the use and effectiveness of interactive simulations PhET (Physics Education Technology) in student teaching and learning. A survey research method was used in this study. 114 Moroccan science teachers (67 Ph-Ch; 47 LES) at middle and high schools were surveyed. The quantitative analysis was performed to provide insight into who uses PhET simulations, why they use them, and how they are used. The data collected was analyzed using Statistical Package for the Social Sciences (SPSS) software. The results indicate that the use of interactive simulations in investigative science teaching and learning is very effective for both teachers and students, despite the presence of a set of obstacles that hinder the use of classroom simulations. The implication of this research is that the use of interactive simulations in science teaching in Morocco can enhance learning activities and help students to understand scientific concepts effectively.
The Effect of Arabic-Supported Educational Game on the Success of 9th-Grade Syrian Students in the Symbolic Language of Chemistry: Example of Turkey
Author: Zan, Nuray
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 9,High School Students,Refugees,Chemistry,Science Instruction,Educational Games,Semitic Languages,Constructivism (Learning),Prior Learning,Student Attitudes,Science Achievement,Program Effectiveness,Teaching Methods,Instructional Effectiveness,Turkish

This study was carried out with a total of 75 students attending 9th grade in two high schools affiliated to the Ministry of National Education in Reyhanli district, which hosted many Syrian refugees in Hatay province in the spring semester of 2018-2019 academic years and lasted for three weeks. A total of 75 students, 43 from two different 9th grade classes taught by the same teacher from the first high school, and 32 from the other high school, participated in the study. Two of these classes were assigned as the control group and one as the experimental group. While the symbolic language of chemistry was taught with the traditional teaching method in the control groups, an educational game with Arabic support was used in the experimental group based on the constructive learning approach. Prior knowledge, attitude-perception towards chemistry, and chemistry achievement tests were applied to all three groups before the implementation in order to control their prior knowledge and attitude and perception towards chemistry; the chemistry success test was applied again after the implementation. ANCOVA analysis was used to evaluate the data obtained from the tests. As a result of the study, it was concluded that High school 9th-grade students studying with the educational game based on constructivist learning approach had significantly higher mean score in the chemistry achievement test on the symbolic language of chemistry than the students studying with traditional teaching method, they relate the concepts more accurately, and performed more meaningful learning.
The Influence of Pop Up Notification on Visual Attention and Learning
Author: Pratama, Muhammad Aditya
Date: 2021-00-00
Type: Journal Articles
Subjects: Tutorial Programs,Video Technology,Technology Uses in Education,Learning Processes,Eye Movements,Attention,Outcomes of Education,College Students,Engineering Education

The tutorial videos contain an explanation of a learning material taught to students. The use of tutorial videos is common during the COVID-19 pandemic. This situation makes the teachers change the learning model into a video conferences or tutorial videos. However, the use of tutorial videos is often accompanied by opening other applications in parallel causing pop-up notifications to appear. The pop-up notification makes students not focus on the material explained in the tutorial videos. This raises the question of whether it will affect the learning process in understanding the learning material. Therefore, this study aimed to explore the influence of pop-up notifications on tutorial videos. Eye movements of all participants (N = 50) were recorded when viewing tutorial videos on various operating systems with or without the pop-up notification. Based on the results, after being shown a tutorial videos with a pop-up notification, participants paid attention to the pop-up notification. However, there were no significant differences in learning outcomes of students after viewing tutorial videos with or without pop-up notification.