ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Local History, Culture, Traditions, and Customs Using Digital Games: Preliminary Results from a Case Study in the Island of Nisyros
Author: Chartofili, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Local History,Game Based Learning,Computer Games,High School Students,Adolescents,Foreign Countries,Instructional Effectiveness,Student Motivation,Geographic Isolation,Identification (Psychology),Cultural Background,Rural Areas,Place of Residence

The study presents the preliminary results of a project having as an overall objective to examine whether digital games have an impact on teenagers' cultural identity formation. Having completed the first stage, the results regarding digital games' impact on knowledge about local history are reported. Thirty high-school students from the island of Nisyros studied the local history, culture, traditions, and customs of their island, using printed material, board games, and digital games. Data were collected using evaluation sheets and a short questionnaire. The results indicated that the digital games were more effective in terms of knowledge acquisition compared with the other tools. Moreover, students were more motivated to learn and enjoyed their teaching more using this medium. Implications for research and practice are also discussed.
Afrocentric Science Education Approach in a Transformed Curriculum in Post-Apartheid South Africa
Author: Mthembu, Ntokozo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Racial Segregation,Afrocentrism,African Culture,Culturally Relevant Education,Social Justice,Racial Bias,Curriculum,Blacks,Late Adolescents,Young Adults,Attitudes,Coping,Social Change,Cultural Influences,Social Problems,At Risk Persons,Poverty,Job Skills,Unemployment,Economic Factors

The post-apartheid era in South Africa was intended to be a period in which to redress past injustices in almost all social spheres, including education, particularly in terms of curriculum transformation to include African-centered knowledge systems. However, research reveals the limitations posed by compensatory education, particularly when it comes to the provision of skills that instill self-reliance abilities. In attempting to gain a better understanding of such experiences, the qualitative research design was used to collect data by conducting face-to-face interviews with young people residing in the labor reserves in South Africa. Findings indicate that although some individuals possess certain academic qualifications, such qualifications tend to be limited in securing their livelihoods. Based on these findings, it is recommended that the curriculum incorporate the African knowledge systems to offer alternatives to assess the untapped skills that could be useful to individuals to secure their daily life needs.
Aspects of Greek Teachers Concerning Teaching within Co-Educational Classes: An Exploratory Approach to Elementary School
Author: Sakellariou, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Coeducation,Retraining,Inclusion,Teacher Education,Special Education Teachers,Teaching Styles,Special Needs Students,Students with Disabilities

Recognition of diversity and special educational needs within the contemporary educational system is regarded as a significant practice which promotes accessibility and full participation for all. The purpose of this study is: (a) to propound all the important parameters related with coeducation between typically and non-typically developed children within the elementary school, and (b) to infer useful conclusions concerning the attitude, knowledge, and capability of Greek elementary school teachers regarding inclusive co-education. In the current study, the aspects of 303 teachers from the Epirus Region, Greece, were analyzed on issues concerning co-inclusive education and educators' retraining. The educators state that they are due for support in order to correspond to all students' needs in the general school. They correlate co-inclusive education with the retraining of the educators as well as with the collaboration between all members of the faculty.
Developing Intercultural Communicative Competence: Formative Assessment Tools for Mandarin as a Foreign Language
Author: Fong, Chan Suet
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Intercultural Communication,Communicative Competence (Languages),Formative Evaluation,Second Language Learning,Mandarin Chinese,College Students,Student Evaluation,Cultural Awareness,Language Tests,Test Validity,Test Reliability,Scores

Purpose: Intercultural communicative competence (ICC) is important in intercultural exchange, to address problems and conflicts which may arise due to miscommunication that results from interlocutors' diverse cultural and linguistic backgrounds. Interlocutors may have different perceptions and interpretations of communicative behaviour. However, cultural and intercultural aspects seem to be ignored in teaching Mandarin as a foreign language (MFL) in Malaysian higher education institutions. Hence, the ICC level among local MFL learners is unknown. In this study, formative assessments were designed in a culturally integrated MFL module to investigate learners' level of ICC in a selected Malaysian polytechnic. Methodology: The polytechnic was selected as cultural competency was incorporated in the MFL course. A design and developmental research was carried out to design formative assessment for ICC based on experts' feedback. The assessment comprised Intercultural Discussion and Reflections, Cultural Discovery, Cultural Quizzes and an Intercultural Communicative Task. They were implemented to assess learners' ICC. Findings: The results indicate that different forms of assessment were suitable for assessing the respective competences, and that multiple forms of formative assessment should be employed to assess and improve MFL learners' ICC. Significance: Instructors in higher education could apply these forms of formative assessment to develop ICC among their MFL learners. The assessments could also be extended to intercultural communication competence development in other languages, which is important in a multicultural and globalized society.
Exploring Outcomes of Service-Learning Participation: Evidence from Pakistan
Author: Ahmad, Iqbal
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Service Learning,Vocational Education,Vocational Education Teachers,Knowledge Level,Skill Development,Interpersonal Competence,Volunteers,Student Attitudes,Program Effectiveness

Purpose: This study explored the perspectives of teachers on outcomes of service-learning participation in vocational training institutes. The main purpose was to gain a better understanding of outcomes concerning service-learning participation of vocational training institute students in Pakistan. Methodology: A total of 315 respondents participated in the study. Data were collected from 15 randomly selected vocational training institutes using a self-designed questionnaire which was drafted and validated after expert approval. The construct validation of the questionnaire was established through Exploratory Factor Analysis. Findings: The findings indicated that participation in service-learning resulted in increased course content knowledge, the development of interpersonal skills, and the development of a volunteering attitude among the vocational institute students. Significance: This study is one of the few studies related to academic outcomes of vocational education students as a result of service-learning participation. The results facilitate understanding of the pedagogical role of service-learning as a practical teaching approach, and would be of particular interest to employers who are looking for skilled manpower in the current job market.
Learner Autonomy of Pre-Service Teachers and Its Associations with Academic Motivation and Self-Efficacy
Author: Alkan, Muhammet Fatih
Date: 2019-12-00
Type: Journal Articles
Subjects: Personal Autonomy,Preservice Teachers,Correlation,Self Efficacy,Foreign Countries,Departments,Institutional Characteristics,Gender Differences,Learning Motivation,Measures (Individuals),High Schools,Academic Achievement,Self Management

Purpose: Learner autonomy enables an individual to learn how to cope with novelties without seeking help from others. Considering the rapid changes and transformations of the 21st century, it has become essential for teachers to possess this characteristic. Thus, their level of learner autonomy should be determined. The purpose of this two-phased study was to adapt the Autonomous Learning Scale into Turkish and to investigate academic motivation and self-efficacy as predictors of autonomous learning. Methodology: In the first phase of the study, the Autonomous Learning Scale was adapted into Turkish with the participation of 335 pre-service teachers. In the second phase, a survey method was used to investigate the autonomous learning of 776 pre-service teachers in terms of a number of demographic variables, along with academic self-efficacy and academic motivation. Findings: For the first phase, the confirmatory factor analysis showed that the Autonomous Learning Scale was a valid and reliable tool to be used with Turkish samples. For the second phase, regression analysis revealed that academic self-efficacy and academic motivation were significant predictors of autonomous learning among pre-service teachers. Additionally, their autonomous learning significantly differed in terms of department, high school type and gender. Furthermore, the GPAs of the pre-service teachers were significantly correlated with their autonomous learning levels. Significance: The Turkish version of the Autonomous Learning Scale is presented to researchers. The relationships between autonomous learning and self-efficacy along with motivation have been asserted in a number of studies. The present study not only confirmed the correlations among these variables, but also revealed the predictive power of these variables on autonomous learning. Therefore, teacher educators and policy makers may gain insights from these findings.
Shipping Management Simulation Game for Teaching and Learning in Higher Education: A Quasi-Experimental Study
Author: Mohd Radzi, Shanizan Herman
Date: 2019-12-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Computer Simulation,Marine Education,Higher Education,Undergraduate Students,Foreign Countries,Teaching Methods,Instructional Effectiveness,Problem Solving,Decision Making Skills,Experiential Learning,Transportation,Instructional Design

Purpose: This study examines the effects of a simulation board game for teaching and learning shipping management in higher education. A framework of comprehensive shipping operations is developed according to the syllabus of the Shipping Management course at Universiti Utara Malaysia. The course core content in the game covers two main services--liner services and tramp services in the shipping industry. Methodology: A quasi-experimental research design was adopted to measure the effectiveness of the board game in giving students some understanding about shipping operations. Data were gathered from a sample of 73 undergraduate students enrolled in a Shipping Management course, using a non-equivalent control group design. The data were analysed using the McNemar Test to determine the level of understanding in shipping operations. Findings: It was found that using the board game in learning activities contributed to the improvement of students' knowledge and skills. A performance comparison indicated that there were differences in students' achievement for the tramp services and liner services contents. Significance: The framework for the shipping management board game aims to provide the best learning experience for students when they immerse themselves in solving problems and making decisions in the game. The framework can be used as a benchmark in the practice of game-based learning, particularly by affording students the opportunity to engage in learning by doing. Furthermore, this framework introduces a tangible problem space through the board game, encouraging students to discover knowledge at their own pace in a non-threatening environment.
The Shadow Education System: Students&apos; Responses to Private Tutorial Learning
Author: Krishnaswamy, Jayaraman
Date: 2019-12-00
Type: Journal Articles
Subjects: Private Education,Tutoring,Foreign Countries,Secondary School Students,Parent Influence,Educational Environment,Extracurricular Activities,Educational Policy,Peer Influence,Supplementary Education,Family Income,Tuition,Student Attitudes,Student Reaction

Purpose: In Malaysia, numerous families devote a portion of their income to private tutorial learning fees. Many parents, especially those who stay in urban areas, send their children for private tutorial learning. This research investigated the challenges of a shadow education system by analysing Malaysian secondary school students' reactions to private tutorial learning. Methodology: A survey instrument with a structured questionnaire was designed on a webpage and delivered via email and Virtual Learning Environment through Frog Asia, which is the first company to connect Malaysian schools through a single cloud-based learning platform. The online survey approach was chosen as a convenient and cost effectiveness means of interacting with respondents who were dispersed in various geographical locations across the country. 148 respondents from three Malaysian states, Penang, Perak and Johor, were identified using convenience sampling. Findings: The results showcase the reasons for choosing private tutoring from both students' and parents' perspective. Significant findings revealed that the factors influencing students' choice to attend private tutorial learning were the school environment, social influence, rigidity of the school system, students' learning attitude and affordability for parents. The study also indicated that parents were exercising excessive force on students' academic choices, which increased tension and anxiety among their children. Parental influence can be stressful and have a traumatic impact on children's learning abilities. Furthermore, it was found that students were missing extra-curricular activities. Significance: The secondary school syllabus is too crammed and its scope is too wide, leading school teachers to complete it without in-depth teaching and learning activities. Due to peer influence, private tuition becomes a routine activity, causing school students to miss extra-curricular activities. Ultimately, a good outgoing school student is a potential candidate for higher education, and educationally qualified and skilled persons are needed for the future economy of Malaysia. It is suggested that education policy makers should not introduce a rigid curriculum as rigidity leads to rote learning and produces poorly talented children.
The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman
Author: Al Mekhlafi, Abdo Mohamed
Date: 2019-12-00
Type: Journal Articles
Subjects: Holistic Approach,Educational Improvement,School Effectiveness,Foreign Countries,Control Groups,Experimental Groups,Secondary School Students,Educational Indicators,Educational Change

Purpose: This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment? Methodology: As a part of a four-year longitudinal research project, the study used a quasi experimental research design to examine the impact of a holistic school improvement model on enhancing overall school effectiveness in Oman. The sample consisted of 16 intact classes selected from 8 schools (4 experimental and 4 control groups), with a total of 2378 students (1157 from grade nine classes and 1221 from grade seven classes). The experimental group schools were exposed to a wide range of school improvement activities within a four-year period. A series of workshops on activating the 13 elements of the Innovation Sustainability Wheel (ISW) were delivered to all administrators and teachers at the target experimental group schools, in addition to empowering students through enrichment programs in five subject areas. Data was collected from the Omani Ministry of Education school performance indicators, which included five subject matter achievement tests aggregated over three years. Findings: The study revealed significant differences in overall school performance across the four years between the control and experimental schools, in favour of the experimental group. Moreover, a significant progression of school effectiveness was observed in the two grade levels of the experimental group. Significance: The findings are significant in terms of providing educational systems with a workable mechanism for identifying key areas of weaknesses and means of improvement; establishing a chain of actions for activating all interrelated elements that act as driving forces for sustainable change; ensuring that the indicators of school improvement should include both operational processes and students' learning outcomes; and contributing to the knowledge base in the area of school improvement in terms of a research-based model that has potential implications for practitioners and policy makers.
The Validity and Effectiveness of the Reflective-Metacognitive Learning Model in Improving Students&apos; Metacognitive Ability in Indonesia
Author: Muhali
Date: 2019-12-00
Type: Journal Articles
Subjects: Models,Reflection,Metacognition,Student Improvement,High School Students,Adolescents,Content Validity,Construct Validity,Foreign Countries,Learning Processes

Purpose: This study investigated the content and construct validity of the Reflective-Metacognitive Learning (RML) Model, and the effectiveness of the RML Model in comparison with Cognitive-Metacognitive Learning (CML) Model in improving students' metacognitive knowledge, skills, and awareness after the learning process. Methodology: This experimental study began with developing the RML Model, which covered planning, development and evaluation. A focus group discussion involving four experts in science education was conducted to determine the validity of the RML Model and its supporting devices in terms of content validity and construct validity. An experimental study using a randomized pretest-posttest control group design was then implemented on forty senior high school students to evaluate the effectiveness of the RML Model against the CML Model. Data were analyzed descriptively and statistically. Findings: The results showed that the RML Model was highly valid in terms of content validity and construct validity, Metacognitive knowledge increased to a high degree, while metacognitive skills and awareness increased to a medium degree. Based on the results, it was concluded that the RML Model was valid and more effective than the CML Model in terms of improving students' metacognitive ability. Significance: The RML Model, which is marked by the reflection of thinking processes as the core,is expected to improve students' metacognitive ability.
Going beyond Book Displays: Providing Safe Spaces for LGBTQ Youth
Author: Gay-Milliken, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: LGBTQ People,Bullying,School Safety,At Risk Students,Social Bias,School Libraries,Library Role,Librarians,Educational Environment,Student Diversity,Access to Information,Library Services,Library Materials,Professional Development

According to the Centers for Disease Control and Prevention's 2015 Youth Risk Behavior Survey, 34 percent of lesbian, gay, and bisexual youth have been bullied on school property (2017). The challenges are significant for LGBTQ youth with some stemming from local culture and community location. School librarians need to work hard to ensure that libraries in all communities are welcoming, safe spaces. Perhaps even more so in conservative regions where diversity may not be as celebrated or visible. Regardless of one's personal beliefs or the opinion of the school or district administration, and perhaps breaking with some of the cultural norms of the community, access to ideas and information in the school library is a civil right for all students. In addition to it being a civil right, it's also in the AASL &quot;National School Library Standards&quot; under the Shared Foundation of Include. This Shared Foundation emphasizes the idea that best practice for a school librarian is to ensure that displays and communications focus on resources that reflect a variety of viewpoints, cultures, and experiences. Many school librarians may not even be aware a problem of access exists for LGBTQ youth. The authors hope is that this article and the included ideas and resources will help school librarians create more safe places for LGBTQ youth.
An Investigation into the Barriers for University Students to the Use of Recreation Areas
Author: Togo, Osman Tolga
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Barriers,Recreational Facilities,Gender Differences,Place of Residence,Transportation,Foreign Countries,Participation,Safety,Time,Peer Influence,Athletics,Athletic Coaches,Teaching (Occupation)

In this research, it is aimed to determine the participation barriers of the students who are studying in sports departments of the university and living in different geographical areas related to the use of recreation area by the municipalities. The study group, the universities in four regions in Turkey 135 girls and 197 boys studying sports science constitute a total of 332 students. As a data collection tool; Gümüs, H. &amp; Alay Özgül, S. The scale of participation barriers to the use of recreation area consisting of 17 questions and five sub-dimensions developed in 2017 was used. The findings show that the data do not have a normal distribution. In the evaluation of the data, Mann Whitney-U test was used for paired comparisons and Kruskall Wallis Analysis test was used for three and more comparisons, and significant differences were found in the sub-dimensions of department variable, gender, place of residence and use of private vehicles (P &lt;0.05).
Undergraduate Students&apos; Attitudes towards Studying English as a Specialization: The Case Study of Jordanian EFL Students
Author: Obeidat, Mohammed M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,English (Second Language),Specialization,Language Attitudes,Foreign Countries,Gender Differences,Grade Point Average,Student Motivation,Majors (Students),Private Schools,High Schools

This study aimed to investigate undergraduate students' attitudes towards studying English as a specialization in terms of attitude toward English-speaking people, the emotional aspect of attitude, interest, and motivation. It also aimed to explore if there were any significant differences between students' responses according to gender, study year, grade point average and the type of school they graduated from. To this end, a questionnaire survey was administered upon a total of 190 randomly selected students. Results showed that students' motivation was the most and interest in English was the least influential aspects which caused them to study English as a specialization. They also revealed no significant differences according to gender, study year and grade point average. However, results showed significant differences due to the type of school students graduated from.