ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Local Context Learning Material in Integrated Teaching and Learning Instruction at Junior Secondary School (JSS): A Case Study in Pekanbaru District, Riau Province, Indonesia
Author: Noor, Idris H. M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,Indonesian,Science Instruction,Social Studies,Art Education,Handicrafts,Learning Processes,Needs Assessment,Instructional Materials,Models,Teacher Attitudes,Place Based Education,Junior High School Teachers

Teaching material plays an important role in teaching and learning instruction. Local context learning material experiences students to grasp and understand their potential culture and social as well as their local natural resources. However, not many teachers particularly Junior Secondary School (JSS) teachers use the local context learning material for their subject of study. Therefore, it is useful to use the natural local context material for integrated teaching and learning instruction for certain subject of study. This study aims to develop an integrated teaching and learning instruction model with a combination of five teaching subjects (Science, Indonesian Language, Social Science, Art Culture, and Craft) in JSS using local context as a theme of subject learning material. Need analysis is based on the results of the questionnaire, FGD, and interview to get the data before setting up a model, then tried out with JSS teachers. This model has proved and changed the method and technique of instructional learning which affects the improvement of students competence and understanding their environment.
A Misunderstood Fundamental: Developmentally Appropriate Strategies for Letter Formation in Preschool
Author: Cheyney-Collante, Kristi
Date: 2020-00-00
Type: Journal Articles
Subjects: Developmentally Appropriate Practices,Handwriting,Writing Instruction,Preschool Education,Learning Activities,Psychomotor Skills,Class Activities,Teaching Methods

Writing is an important part of learning across all content areas of school (Graham &amp; Harris, 2011). Even very young children experience the symbols of written language all around them. Soon they begin to notice that written symbols stand for people, ideas, things, or events, and attempt their own marks (Aram &amp; Levin, 2011). However, though language is a foundational human trait, reading and writing are not naturally occurring processes. These are learned skills that children acquire through explicit teaching, modeling, and meaningful practice in addition to exposure to literacy in their homes and schools (Neuman et al., 2000). This article first explores critical research addressing the development of letter formation for children prior to kindergarten, and then highlights two strategies to skillfully guide children in acquiring age-appropriate letter formation habits in developmentally appropriate ways.
WE&apos;RE ALL IN THIS TOGETHER: Relationships, Responsibilities, Reciprocity, and Resilience
Author: Harte, Helene Arbouet
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Responsibility,Resilience (Psychology),Best Practices,Ethics,Early Childhood Education

The National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct outlines areas of responsibility in professional relationships with children, families, colleagues, and the community. Integral to these areas of responsibility is the notion that they exist within the context of relationships. Whether the aspirational best practices described in the ideals or the requirements expressed in the principles of the code, the behaviors reside in relationships. These professional relationships can help strengthen families, support colleagues, enrich communities, create effective teachers, and build resilient children. This article discusses how the use of ethical behaviors, relationship strategies, and best practices overlap, ultimately helping children to be more resilient.
Collaborative, Online, and International Learning to Promote Civic Competence in Japan and the U.S.
Author: Callahan, Cory
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Electronic Learning,Global Education,Citizenship Education,Competence,Cultural Awareness,Peer Relationship,Preservice Teachers,Social Studies,Secondary Education,Student Attitudes,Public Colleges,Theory Practice Relationship,Synchronous Communication,Teleconferencing,Virtual Classrooms,Foreign Countries,International Cooperation,Intercultural Communication

This paper describes a mixed-methods investigation into whether an asynchronous, virtual collaboration with Japanese peers helped pre-service social studies teachers in the U.S. demonstrate civic competence as it relates to international and global education. After the collaboration, most students described themselves as better-prepared world citizens; however, analysis of pre- and post-intervention surveys revealed only one statistically significant U-test result concerning participants' pedagogical thinking. This investigation suggests education programs can better prepare novice teachers to think and act globally by providing international telecollaborative experiences and explicitly emphasizing classroom instruction (practice) informed by civic competence as it relates to international and global education (theory).
Global Citizenship Perceptions and Practices within the International Baccalaureate Middle Years Programme
Author: Christoff, Andrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Advanced Placement Programs,Social Studies,Global Education,Citizenship Education,Middle School Teachers,Teaching Methods,Teacher Attitudes,Hidden Curriculum

This multi-case study investigated how teaching in an International Baccalaureate (IB) Middle Years Programme (MYP) Individuals and Societies (I &amp; S) classroom influenced teachers' global citizenship (GC) perceptions and pedagogy. Results demonstrate teachers were informed by their personal experiences and district expectations, utilizing a cosmopolitan global citizenship education (GCE) that aligned with the IB MYP philosophy. A disconnect sometimes existed as teachers' rationales for global citizenship recognized the need for multiple perspectives and a critical view, but a reactive or proactive approach influenced instruction. This research effort furthers the discussion on the role an international education framework can have on a teacher's pedagogy, where global citizenship education is situated in the curriculum, and what influences a teacher's thinking and pedagogy. This can be helpful to us in understanding the role curriculum context can have in shaping a teacher's ideas about global citizenship and how they enact those ideas.
Students&apos; Self-Adjustment, Self-Control, and Morality
Author: Hidayah, Rifa
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Adolescents,Adjustment (to Environment),Coping,Self Control,Moral Values,Psychological Characteristics,Correlation,Foreign Countries

Morality is very important in life, and it facilitates social interaction. The morality that is instilled in the home, in schools, and in the wider society makes it easier for individuals to function in their lives. For this reason, the factors influencing the morality of students warrant urgent investigation. A quantitative approach was chosen for this study, one using research scales. The three research scales comprised the morality scale, both self-adjustment scales, and the self-control scale. The research subjects comprised 210 students at the senior high school Al-Yasini Pasuruan, all aged 14-18 years. The study resulted in four findings: First, self-adjustment influences the morality of students. Second, self-control also influences the morality of students. Third, self-adjustment and self-control both have a positive effect on morality. Four, self-control proved to be a mediator between self-adjustment and morality. The results of this study suggest that a more comprehensive study for determining other research variables will yield different results, however. More specifically, further studies will be needed to reveal other factors that may promote morality in school students.
Technology Integrated on Media Literacy in Economic Studies on Higher Education
Author: Mukhtar, Saparuddin
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Technology Integration,Media Literacy,Social Media,Economics Education,Instructional Effectiveness,College Students,Public Colleges,Telecommunications,Handheld Devices,Computer Software,Late Adolescents,Knowledge Level,Critical Thinking,Skill Development,Foreign Countries

This study aims to analyze the technology integrated into media literacy in higher education. This research uses a qualitative approach. The type of case study in this research is explanatory. Data collection was carried through interviews to analyze integrated technology to help students understand media literacy and student interest in using android-based applications. Then, to identify the competency level of student media literacy and product feasibility using questionnaires data collection. Researchers collaborated with 36 students of economic studies year 2017. This study shows that students can use technology in media literacy activities in development economics, but there was a problem in understanding the context and content. After introducing the Android Economic Development Application (EDA), students can improve their media literacy understanding. The EDA application is feasible to use with a percentage of 79.96% and easy-touse. Students' media literacy competency level also increased from 28% to 69% at the medium level. The EDA application makes it easy for students to get information about the meaning, characteristics, competence, and media literacy level. This study shows that this application effectively improves students' critical thinking skills in the learning process. However, media literacy activists also need to encourage media literacy activities to passively refrain from spreading fake news and actively spreading media literacy awareness. The application of EDA is expected to guide students in facing the digital economy.
The Role of Principals&apos; Leadership Abilities in Improving School Performance through the School Culture
Author: Tonich
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Leadership Effectiveness,School Culture,Organizational Culture,Administrator Attitudes,School Effectiveness,Elementary Secondary Education,Leadership Styles,School Administration,Administrator Surveys,Academic Achievement,Teaching Methods,Independent Study,Foreign Countries

The purpose of this study was to determine the effect of principals' leadership abilities on school performance, both directly and through their schools' organizational culture. This study adopted a survey design and applied a quantitative approach when analyzing the data. The dependent variable for this research was school performance, an interactive variable was school culture, and the independent variable was school principal leadership. The population for this study was the school principals in charge of the schools/madrasahs under the auspices of Palangka Raya City Education Office, with these ranging from elementary schools to high schools and involving 46,194 people. The study's sample comprised 350 school principals who had served at least one year to ensure that they had applied leadership methods and established a new school organizational culture during their one year in office. To collect data, this study used survey questionnaires, which were divided over three parts, namely the principal's managerial style, school organizational culture, and school performance. All the instruments were developed by the researcher with reference to the theories, dimensions, and indicators that have been previously put forward by experts and researchers. Our results show that a principal's leadership ability can have a significant effect on school performance, but it also influences the organizational culture of the school and improves performance through this channel. However, the direct influence of a principal's ability on school performance is greater than when it transmits through the school's organizational culture, because a school's organizational learning also affects school performance.
How Can We Unfold the Reality of Student Learning, if There Is a Reality: Pitfalls--and Bridges--of Educational Research
Author: Seah, Wee Tiong
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Research Problems,Replication (Evaluation),Mixed Methods Research,Theories,Qualitative Research,Statistical Analysis,Data,Computer Software

This paper discusses some of the recurrent issues which the authors have noticed in educational research. These might be concerned with the nature of social science research, such as its representation of the reality of student learning, the role for replication studies, and the tolerance for disagreements. There are also issues related to the researching process, including the scope of prior research that should be reviewed, the purpose of triangulation, the need to be data-sensitive, the value in the complementarity of quantitative and qualitative information, relationships between theory and data, researchers' statistical literacy levels, and over-dependence on software-generated results. The fluid multi-cultural context in which education and pedagogy are situated has also meant that accessibility to knowledge is language-mediated and social reality, ever-evolving.
An Investigation on the Status of Resilience among Blind Adolescent Students
Author: Zegeye, Tsigie Genet
Date: 2019-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Blindness,Measures (Individuals),Comparative Analysis,Parent Background,Educational Attainment,Family Income,Correlation,Foreign Countries,Quality of Life,Student Attitudes,Gender Differences,Student Characteristics,Elementary School Students,Secondary School Students

Ethiopia has one of the world's highest rates of visual disability. Among persons with visual disability living in Bahir Dar town, adolescents take a significant share of this population. Living sightless for anyone, whether young or old, educated or uneducated, rich or poor, with adequate support or without it is seriously challenging. The quality of life of blind persons is significantly influenced by the resilience they possess. The status of resilience of blind adolescents learning in schools of Bahir Dar town is not known. Against this backdrop, this study was germinated and designed to explore the level of resilience of blind adolescents. A survey design was employed to examine the resilience status of blind adolescent students and the influence of some demographics on resilience. Data were collected from a random sample of 60 blind adolescents using Connor-Davidson Resilience Scale. Descriptive statistics, t-test, one-way ANOVA followed by Scheffe post hoc comparisons were used to analyze the data. The results revealed lower level of resilience. Gender, time of onset of blindness, parental education and family income were influencing resilience. Implications for education and rehabilitation of blind adolescents are explored.
Working Identity Constructions and Workplace Learning Modes in a Global South Country: Exploring Relations through a Narrative Approach
Author: Ribeiro, Marcelo Afonso
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Self Concept,Workplace Learning,Labor Market,Employee Attitudes,Urban Areas,Personal Narratives,Developing Nations

This research is placed among the current studies discussing the relationship between working, education and modes of subjectification within the present context by means of specific phenomena in identity constructions as well as workplace learning processes. By means of a qualitative narrative research with in-depth interviews among urban workers in São Paulo, Brazil -- a global South country, this paper aimed to identify and analyse their main narrative patterns of workplace learning modes and combined to corresponding narrative patterns of working identity construction previously proposed in the literature. A content analysis of the narratives of 40 participants, over 35 years of age, intentionally selected, with an approximate distribution of men and women, was carried out. The study identified three narrative patterns of workplace learning mode with five corresponding narrative patterns of working identity construction marked by two opposed movements, equally significant: search for stability and use of formal learning modes (organisational, professional and occupational identity narrative pattern); and search for flexibility and use of informal and relational learning modes (networking identity narrative pattern). Moreover, the interrelation between the modes has defined hybrid identity narrative patterns, and the absence of workplace learning modes has delineated transitory identity narrative patterns, which is understood as a transitional crisis. In conclusion, traditional models of identity construction coexist with flexible models, as well as formal learning modes coexist with informal and relational models. In both cases hybrid modes arise as a merger or a joint construction between preexisting modes.
The Promotion of Cultivating Critical Thinking Skills in Greek Lyceum: A Qualitative Content Analysis of the First-Class Informatics Textbook
Author: Oikonomidis, Ioannis
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Thinking Skills,Textbooks,Textbook Content,Secondary Education,Information Science,Knowledge Level,Information Technology,Evaluation,Inferences

In order to deal with the constantly and rapidly changing conditions of life, a decision-making capacity is needed. Critical thinking can help effectively in this, and that is why it is an ability that modern education seeks to cultivate. In Informatics-related education, critical thinking is essential. Consequently, in Informatics textbooks it is expected that the cultivation of the critical thinking skills will be promoted. This research is aimed to determine whether this is the case in the Informatics textbook of the A-class of the Greek General Lyceum and for this reason, the content of this textbook was examined. The method that has been used is the Content Analysis, which is an established method for analysis of texts in social sciences. The present research has revealed that in the text the promotion of the cultivation of critical thinking skills is insufficient and in such a way that these skills are not treated equally. These findings should be taken into account during educational use of the textbook. [The suggested citation on the pdf has the incorrect publication year. This article was published in &quot;Journal of Pedagogical Research&quot; v3 n1 2019.]
Supporting the Child Who Is Shy in the Classroom
Author: Shamsi, Mushira
Date: 2020-00-00
Type: Journal Articles
Subjects: Shyness,Student Needs,Student Characteristics,Student Adjustment,Symptoms (Individual Disorders),Intervention,Relaxation Training,Classroom Environment,Play,Interpersonal Relationship,Adjustment (to Environment),Social Development,Emotional Development,Interaction,Interpersonal Communication,Early Childhood Education,Young Children

In the heart of every early childhood professional lies the deep desire to reach, touch and inspire all children in the classroom so that they may bloom and grow to their maximum heights. Children who feel shy, perhaps because of the quiet cocoon they may live in, often get overlooked and may thus not reach the promise of their potential. Educators may not only have disregarded these children, but also the whole issue this implies for the actualization of human capability. This article presents a focused and respectful understanding of and strategies for teachers to help the child who feels shy move forward toward emotional liberty and security.
Global Project-Based Learning as an Approach to Teaching the 4Cs in Schools
Author: Budiarti, Marini
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Global Education,21st Century Skills,Student Projects,Active Learning,Extracurricular Activities,Foreign Countries,Teaching Methods,Student Centered Learning,Constructivism (Learning),Communication Skills,Cooperation,Critical Thinking,Problem Solving,Creative Thinking,Skill Development

Although developing the 21st century skills of Communication, Collaboration, Critical Thinking, and Creativity have been seen as an important foundation of 21st century teaching and learning, there have been difficulties identified in 4Cs implementation in schools. Primarily, issues associated with an overcrowded and disjointed curriculum, a continued focus on teacher-centered teaching, and lack of encouragement of independent student inquiry have been identified. However, initial studies have identified Global Project-Based Learning (Global PBL) in extracurricular activities (ECA) as a promising approach to incorporating the 4Cs in an authentic and sustainable manner. It is also consistent with the core competencies of Global Citizenship. This investigation of a Global PBL approach in Indonesia, linking with educators in an African country as part of the 2013 Indonesian curriculum, clarifies some key teaching focuses within the 4Cs teaching strategies to enhance teacher planning. Additionally, it identifies teacher and student perspectives on key functions of Global PBL in augmenting the 4Cs. Working closely together in pursuing a successful Global PBL project, teachers and students had different views of their level of attainment of the skills of the 4Cs. However, it was evident that learner-centered, constructivist, and reflective approaches to teaching and learning did promote all the 4Cs in one project. An understanding of the challenges and opportunities based on the findings of this research can serve as a guide for educators who wish to transfer Global PBL activities to classroom activities.
Students&apos; Perspectives on Social Studies Teachers&apos; Views on Immigration and Nationalism
Author: McCorkle, William
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Patriotism,Nationalism,Immigration,Critical Theory,Teaching Methods,Teacher Attitudes,Student Attitudes,Introductory Courses,Undergraduate Students,Undocumented Immigrants,Controversial Issues (Course Content)

This mixed-methods study examines university students' reflections on their high school social studies teachers' views and pedagogy surrounding the issues of immigration, nationalism, and patriotism within the classroom. The article is based within the framework of critical pedagogy, particularly critical nationalism. The sample (N=58) comes from students enrolled in an introductory education course at a university in the American Southeast. The quantitative data revealed that students believed their teachers tended toward more inclusive views regarding immigration overall, but they were more exclusive toward undocumented immigration. They also tended to have high levels of patriotism and more moderate levels of nationalism. The qualitative data revealed a lack of discussion on immigration, which related to a larger fear of discussing contemporary issues of controversy within the classroom. This study has strong relevance for both educators and teacher educators in critically and thoroughly examining issues such as nationalism and immigration, particularly in more conservative settings like the American Southeast where these topics are often given little more than a cursory overview.