ethanporcaro/eric-fulltext-meta huggingface dataset:
Utilizing Dental Student Feedback to Enhance Service-Learning
Author: Mara, Matthew D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Dentistry,Graduate Students,Feedback (Response),Service Learning,Student Experience,Student Attitudes,Program Evaluation,Formative Evaluation,Elementary School Students,Outreach Programs,Video Technology

Background: Student feedback obtained through traditional end-of-course evaluations may not provide information needed to make substantive adjustment to course curricula. Mid-point student evaluations could potentially provide greater insight for improved teaching and instructional changes. Purpose: This paper describes the use of mid-course feedback to modify the structure and enhance student experience for a service-learning (SL) program. Methodology: Dental students completed mid-course surveys during four academic years, ranking their perceptions of level of preparedness for, and value of, the SL program components as well as suggestions for program improvement. Results were analysed for differences by academic year. Qualitative analysis was conducted for open-ended questions. Findings: Students' rankings varied by SL activity but were primarily positive for all academic years. Statistically significant increases in student value for specific program activities were observed in later years in response to course changes. Over time, student recommendations changed from an early focus on logistics to an emphasis on program content and value. Implications: Actively seeking timely and specific feedback from students enabled course faculty to make changes that lead to improvement in students' experience and a greater appreciation of the purpose of SL.
Prediction of Physics Lesson Learning Level by Students&apos; Characteristics and Teaching-Learning Process
Author: Sen Akçay, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Physics,Science Instruction,Instructional Effectiveness,Science Achievement,Self Efficacy,Student Characteristics,Student Attitudes,High School Students,Grade 9,Learning Processes,Knowledge Level,Academic Ability,Foreign Countries

The aim of this study is to determine the predictive strength of the students' characteristics and their teaching-learning process on the physics course learning level. The variables were also examined according to the academic achievement levels. The study is a descriptive study in survey model. Purposive sampling method was used in the formation of the study group, and 621 ninth grade students were selected for the study group. Cognitive Entry Behaviors (CEB) test, Academic Self-Concept (ASC) scale, Perception of Teaching Service Adequacy (PTSA) scale, Time Allotted to Learning (TAL) form and Learning Level (LL) test were used to collect the data. One-way variance, simple linear regression, and stepwise regression technique were used in the data analysis. The results of the study showed that the predictive strength of the variables examined about the student and the teaching-learning process was significant. The variability in the learning level is 59.9% in CEB, 18.1% in ASC, and 17.1% in PTSA. The relationship between the individual time allocated to learning and the learning level is negative, and has the power to explain the variability in learning level by 2.9%. All variables have the power to explain the variability in learning level by 62.7% together. One of the most important results of this study is that the magnitude of the predictive power of cognitive entry behaviors on the learning level has been revealed. It is thought that the results of the study will contribute to the literature aimed at increasing the learning level of the physics course.
Reliability Generalization Meta-Analyses in Mathematics Education Research: A Research Synthesis
Author: Williams, Ashley M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Generalization,Meta Analysis,Mathematics Education,Research Reports,Well Being,Self Esteem,Self Concept,Anxiety,Psychological Testing,Personality Traits,Behavior Patterns,Reliability,Elementary Secondary Education,Higher Education

The purpose of this systematic review was to characterize the implementation of reliability generalization meta-analytic (RGM) practices within mathematics education-related empirical research. RGM studies are used to investigate and generalize the reliability of a measure across various studies. An exhaustive literature search was conducted to locate studies related to mathematics education, including RGM studies of psychological tests. The literature search included articles as well as grey literature (e.g., conference proceedings, dissertations, theses). Of the 27 RGM studies examined, five were on scales that related to mathematics education research, five were on scales related to motivation and/or learning, four related to self-esteem, self-concept, and/or self-efficacy, six related to perceptions, well-being, and/or anxiety, and seven related to personality or behavior. Of the mathematics education-related RGM studies, 85.5% (N=9,184) of the articles examined across studies had no mention of reliability or fell into the convention of citing previously reported reliabilities. Increasing awareness of RGM studies could lead to an increase in RGM studies conducted on mathematics education research scales, leading to increased understanding of mathematics education scales. This paper contributes to the literature on the practical and empirical importance of RGM for mathematics and STEM education praxis.
Perceptions of Collaborative Video Projects in the Language Classroom: A Qualitative Case Study
Author: Jung, Christina Dahee
Date: 2021-10-00
Type: Journal Articles
Subjects: Cooperative Learning,Video Technology,Technology Integration,Student Projects,Student Attitudes,College Students,Private Colleges,Late Adolescents,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Learning Motivation,Self Efficacy,Value Judgment,Skill Development,Foreign Countries

The motivation of language learners is a crucial aspect of effective teaching in the language classroom. Allowing students to interactively experience technology-enhanced learning activities whereby they design, organize, and create collaborative projects such as video-recorded role plays, dialogues, and short films is one motivational approach. The objective of this qualitative case study is to explore the perceptions of post-secondary English-as-a-Foreign-Language (EFL) students on how their collaborative experiences of creating video projects influence their motivation to learn English. This qualitative case study utilizes semi-structured interviews, researcher's field notes, and student artefacts to explore the perceptions and experiences of eight students. Findings reveal that the perceptions of the participants are generally positive with regards to video project collaboration. Furthermore, results also show that self-efficacy and task value are important sociocognitive constructs that impact the language learners' motivational orientation. The results of this study provide new understandings of how technology-enhanced approaches to learning enhance learner motivation in postsecondary EFL learners.
University Students&apos; Opinions on Translation Course for Special Purposes (Legal Translation Sample)
Author: Isidan, Abdulmuttalip
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Translation,Languages for Special Purposes,Semitic Languages,Departments,Foreign Countries,Law Related Education

The need for translation, which is an important bridge in intercultural communication, is increasing day by day. In recent years, because of the development of economic, political, and cultural relations with the countries whose official language is Arabic, the interest in Arabic translation has increased. In this context, Arabic Translation and Interpretation departments have been opened at universities. In these departments, translation courses for students' ability to translate in different fields are also given in areas of specialization such as medical translation and legal translation. Since translations for areas of specialization have their own terminology, it brings various difficulties in the translation process. In this study, it was tried to determine the problems experienced in the process of legal translation by taking the opinions of the students who took the legal translation course in the Department of Arabic Translation and Interpretation at Ankara Yildirim Beyazit University. In this context, 7 open-ended questions were asked to 15 students who took the course of legal translation in this department. Based on the answers given to these questions, the problems experienced by the students during the legal translation process were determined and suggestions were made for the solution of these problems.
The Effect of Contextual Teaching and Learning (CTL) Model with Outdoor Approach towards the Students&apos; Ability of Mathematical Representation
Author: Priyadi, Hermawan Gatot
Date: 2021-00-00
Type: Journal Articles
Subjects: Outdoor Education,Mathematics Instruction,Foreign Countries,Conventional Instruction,Context Effect,Mathematics Skills,Instructional Effectiveness,Teaching Methods,High School Students,Vocational Education,Grade 10,Relevance (Education),Mathematics Achievement,Secondary School Mathematics

This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students' ability in mathematical representation. It was quasiexperimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students' ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students' ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.
Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District
Author: Yasin, Gulled M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Teacher Certification,Academic Achievement,Public Schools,Elementary School Teachers,Elementary School Students,Performance Factors,Correlation,Foreign Countries

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 &gt; F (2,157) = 3.06; p = 0.000. The eta-square returned an average value of n[superscript 2] = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.
Why Acceleration Is a Controversial Debate among Educators?
Author: Yildiz, Nadire Gulcin
Date: 2021-00-00
Type: Journal Articles
Subjects: Acceleration (Education),Teacher Attitudes,Beliefs,Program Effectiveness,Educational Research,Intervention,Academically Gifted,Gifted Education,Misconceptions,Teacher Education,Student Needs,Social Emotional Learning,Well Being

The concept of &quot;acceleration&quot; continues to pay subject to a number of controversial debates in education. Much of the controversy around the concept can be associated with the beliefs and attitudes of educators, which have little or no grounds in research (Vialle, Ashton, Carlon, &amp; Rankin, 2001). While acceleration takes on many forms, educators often correlate the concept with radical acceleration or multiple grade skipping. Teachers oppose acceleration because they believe that students' social and emotional needs come before their academic ones (Vialle, Ashton, Carlon, &amp; Rankin, 2001). On the other hand, research on acceleration consistently indicates positive academic attainments for those who are accelerated (Assouline, Colangelo, VanTassel-Baska &amp; Lupkowski-Shoplik, 2015; Benbow, 1992; Gross, 1992; Kulik &amp; Kulik, 1991, 1992; Rogers, 2015; Swiatek, 1993). This paper aims to examine the reasons for the continuous gap between the effectiveness of research on acceleration and educators' attitudes toward it; thus, I will be analyzing the factors that are believed to influence practitioners' resistance toward using acceleration as an intervention strategy with gifted and talented students.
Can Pupils Retell Concepts in English? An Analysis of How to Use EMI in Science Class
Author: Sukardi, Rendi Restiana
Date: 2021-10-00
Type: Journal Articles
Subjects: Scientific Concepts,Fundamental Concepts,Concept Formation,Difficulty Level,Language of Instruction,English (Second Language),Content and Language Integrated Learning,Bilingual Education,Code Switching (Language),Science Instruction,Early Adolescents,Secondary School Students,Private Schools,Foreign Countries

British Council for East Asia reported that the level of English competency of Indonesian pupils in primary and secondary education in English lessons and other scientific disciplines was very concerning. They did not use English as Medium Instruction (EMI) in Science class well. Besides, pupils need to have English communication skills in the 21st century. Because of that, the research aims to investigate how EMI should be applied in Science class. The purposive survey method was used in this study involving the process of data triangulation from tests, questionnaires, unstructured interviews, and observations of learning. The research subjects were selected by a purposive sampling technique involving 172 pupils aged 11-13 years from several secondary schools in four major cities in Indonesia which use English as the medium of instruction in Science class. The results showed that EMI can be applied in Science class by bilingual strategies. Most of the pupils understood the teachers' instruction, scientific terms, even scientific concepts but they felt safer using both Indonesian and monolingual languages to avoid some errors e.g. misconceptions when teachers explain fundamental science concepts. Introducing keywords in the form of bilingual terms related to the fundamental concepts of science helps pupils to understand science concepts more deeply and develop pupils' ability to speak English actively. These findings are expected to become a reference for how to use EMI in science class.
Consumer Education as Counselling? Teacher Beliefs about Consumption and (Social Science) Education
Author: Wittau, Franziska
Date: 2021-00-00
Type: Journal Articles
Subjects: Consumer Education,Teacher Attitudes,Social Sciences,Teaching Experience,Teacher Education,Empowerment,Consumer Economics,Secondary School Teachers,Foreign Countries

Purpose: This article aims to discuss the influence of milieu-based daily life experiences on teaching social science studies by taking the example of consumption. It should be asked to what extent personal habitus in a Bourdieuian sense influences teachers' beliefs about consumer education in particular and social science education in general. Method: Qualitative interviews and group discussions with 19 teachers out of the social science domain were analysed following the concept of interpretation patterns as socially shared world views. Findings: Personal experiences and common knowledge based on the daily involvement in consumption practices are a crucial factor influencing consumer education. They lead rather to tendencies of overwhelming students than imparting knowledge about consumption as a social phenomenon. Implications: Teacher training in fields of social science education, which is strongly related milieu-driven daily life, should focus a distanced, reflective and multiperspective view on the teaching practices based on professional, theoretic knowledge.
Educating Teachers as Designers: The Potentials of Kyouzai Kenkyuu in Social Science Teacher Education
Author: Kim, Jongsung
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Design,Social Sciences,Teacher Role,Preservice Teacher Education,Teacher Researchers,Instructional Materials,Methods Courses,Preservice Teachers,Cultural Influences,Social Studies,Textbook Content,National Curriculum,Democratic Values,Citizenship Education,Faculty Development,Middle Schools,High Schools,Geography Instruction,Elementary Schools,Environmental Education

Purpose: This study introduces the idea of &quot;Kyouzai Kenkyuu&quot; and examines its potentiality as a conceptual tool to point to the curriculum design process with a case of social science education. By doing so, this study can contribute to expanding the target of reflection from the practices &quot;inside&quot; classrooms toward the curriculum design &quot;outside&quot; classrooms and the strengthening of teacher professionalism by understanding teachers as curriculum designers. Approach: The authors utilised literature review to illustrate how &quot;Kyouzai Kenkyuu&quot; can be a conceptual tool to point to the curriculum design process. Subsequently, the authors conducted interpretative practitioner research to showcase how &quot;Kyouzai Kenkyuu&quot; can be taught in pre-service teacher education and how teacher educators can educate pre-service teachers as curriculum designers utilising insider's perspectives. Finally, the authors discussed the potential of &quot;Kyouzai Kenkyu&quot; as a conceptual tool to indicate the content and method of designing the curriculum and as an approach to enhance teachers' development as curriculum designers. Findings: &quot;Kyouzai Kenkyuu&quot;--&quot;Kyouzai&quot; meaning learning material(s) and &quot;Kenkyuu&quot; meaning study or research in the Japanese language--is a practice for curriculum design and one of the dispositions to define teachers as professionals. In Japan, teachers are expected to be practitioners who conduct &quot;Kenkyuu&quot; (research) about discipline, students, and the context surrounding students to design suitable &quot;Kyouzai&quot; (learning material[s]) and a curriculum for individual classrooms. In method courses, pre-service teachers verbalize and reflect on their &quot;Kyouzai Kenkyuu&quot; and how it impacts curriculum design. Through these experiences, social science teachers in Japan can enjoy the opportunities to develop their design and teaching rationales. Research limitations: This study is limited to three method courses that the authors have taught; thus, the findings on how to teach &quot;Kyouzai Kenkyuu&quot; may not be generalizable.
Exploring Foreign Language Assessment Literacy Training Needs of Pre-Service English Language Teachers
Author: Sevimel-Sahin, Aylin
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Literacy,Formative Evaluation,Context Effect,Ethics,Language Teachers,Preservice Teachers,Educational Needs,Preservice Teacher Education,Student Attitudes,Language Tests,Testing,Evaluation Methods,Foreign Countries

Language teachers are expected to be language assessment literate (LAL) - the ability to use assessment knowledge effectively in own contexts - to guide instruction and improve learning. However, research demonstrated that most English teachers had challenges in assessment practices and needed further training. Then, this study aims to explore LAL training needs of pre-service English language teachers through a course-based training in teacher education. The participants as pre-service English language teachers responded to open-ended questions two times: before the course (N=164) and after the course (N=146). The content analysis of their responses yielded two major themes: conceptual dimension and course-related issues. Although most found the course beneficial and sufficient for LAL training, certain training needs were revealed. For example, the course was too theoretical and lacked practice. The topics were testing-oriented and other topics such as formative assessment, evaluation skills, integrated testing, ethical issues, and contextual factors were not included. Therefore, some implications were discussed to revise the course for a better LAL training at the teacher education phase.
Linking Theory and Practice during a High School Practicum: Case Study of Preservice History Teachers in Quebec
Author: Boutonnet, Vincent
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Theory Practice Relationship,Practicums,Teaching Methods,Statistics Education,Learning Experience,Preservice Teachers,Teacher Education Programs,High School Teachers,History Instruction,Foreign Countries,Educational Cooperation

Purpose: This article presents a case study exploring how future teachers combine scientific knowledge and practical knowledge during a history didactics course and practicum field experience in history teaching in Quebec high schools. Design: Through a thematic analysis of the written assignments submitted during the practicum and conceptual maps designed as part of the didactics course, links between theory and practice are highlighted. Results: Future teachers' referring to different types of knowledge depends on the expectations specified for each written assignment, and shows discourse with little critical distance. However, the concept maps show a more complex representation of teaching practices which can be explained by both the didactics course and the experiential and practical knowledge gained through the practicum. Implications: This composite of experiences puts initial teacher training into perspective along a continuum that requires consolidating university expectations and varying school practices. Closer collaboration is needed between the different actors involved in both theoretical courses and practical training.