ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Local Curriculum for Teaching Korat Songs in Thailand
Author: Khanthayot, Thanan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Singing,Indigenous Knowledge,Curriculum Development,Course Content,Dialects,Artists,Music Education,Cultural Maintenance,Folk Culture,Ethnic Groups

The study's objectives were to develop a local curriculum for teaching Korat songs in Thailand as well as evaluate and certify that curriculum. Questionnaires, observation forms, interview forms, and evaluation forms were used as study tools. The data will be analyzed for research purposes. The results of the research were presented descriptively, analytically, and statistically. According to the results of the study, the local curriculum development for Korat song consists of two steps: basic fact research and analysis, and curriculum creation and certification. Course content includes the background of Korat songs, the legend of Korat songs, various aspects of the Korat song, resources for studying Korat songs, distinct dialects, succeeding artists, melody singing, and playing and singing Korat songs. The outcomes of the local curriculum evaluation for Korat songs According to the agreement of nine experts, the distinctive Korat songs of the Korat people were important for their participation in education management in the current period and to increase the next generation's knowledge of Korat songs, whether in the province or elsewhere in the province. The evaluation results were suitable to an extremely reasonable extent. The mean is 4.42 and is usable for practical reasons.
The Effectiveness of the Think-Pair-Project-Share (TP2S) Learning Model in Facilitating Collaborative Skills of Prospective Teachers in Elementary Schools
Author: Sajidan
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cooperative Learning,Teaching Methods,Elementary School Students,Student Projects,Active Learning,Skill Development

This study aims to test the effectiveness of the think-pair-project-share (TP2S) learning model in facilitating collaborative skills. This quantitative study employed a static group comparison design. The design of this study used two classes given different treatments but still in the same cluster. The population in this study was sixth-semester college students, while the research sample consisting of 60 students (30 in experimental class and 30 in control class) was taken by purposive sampling. The technique of collecting data on collaboration skills used a post-test instrument in the form of a self-assessment questionnaire. Self-assessment questionnaires were given to students in the form of a questionnaire reflecting indicators of collaboration skills. Before being used in the study, the instrument was tested for validity and reliability utilizin. The content of the test was validated by expert opinion and analyzed using the Gregory SPSS data computing software formula. The reliability was tested using Cronbach's alpha. Then, the analysis test of collaboration skills was carried out using the t-test. Before the t-test, the data for students' collaboration skills were previously tested for prerequisites in the form of data normality and data homogeneity tests. The t-test results uncovered that the collaboration skills between the experimental and control classes were not the same. There was a significant difference between the experimental and the control classes. By looking at the mean value of collaboration skills in the experimental class (7.1), which was higher than in the control class (6.640), it can be concluded that the collaboration skills of students in the experimental class were better than those in the control class.
The Effect of Innovative Learning on Student Achievement in Indonesia: A Meta-Analysis
Author: Nurhayat, Riana
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Innovation,Learning Processes,Discovery Learning,Inquiry,Active Learning,Flipped Classroom,Student Projects,Blended Learning,Game Based Learning,Independent Study,Academic Achievement,Outcomes of Education,Meta Analysis

This study aims to describe the effect of innovative learning on student achievement through meta-analysis. Data collection was carried out by documenting research produced from various sources collected via the internet in accordance with the title of this research. These articles were published from 2012 to 2022, from journal articles in Indonesia. This article that discusses the effect of innovative learning on student achievement is focused on research that has been carried out in Indonesia and analyzed with a quantitative approach, namely describing data in the form of sample size, standard deviation, and average. A learning process by utilizing innovative learning methods consisting of Discovery learning, Inquiry learning, Flipped classroom, Project based learning, Blended learning with blogs, Game based and Self organized learning environments (sole). The articles used are those published in journals indexed by Google Scholar. The design of the analysis used the average with the random effect method with Restricted ML. The analysis uses JASP software to calculate the average difference in the aggregate, draw the forest plot, and its publication bias. The results of the analysis obtained from 50 articles that match the criteria show that there is a significant increase in student achievement with innovative learning, so that innovative learning affects student achievement in Indonesia. The study was declared free of potential bias as evidenced by the results of the Forest Plot and compared the results of the Funnel Plot using the Trim and Fill method. This study recommends the use of learning innovations both in the education system in Indonesia as well as in the global education system.
&quot;I&apos;m Starved for That&quot;: Preservice Teachers&apos; Experiences with Video Analysis
Author: Stice, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Evaluation (Individuals),Video Technology,Preservice Teacher Education,Learning Experience,Reflection,Feedback (Response),Lesson Plans,Educational Benefits

Video self-analysis is a useful tool for teacher education, and while teacher educators often espouse the benefits of its use, the perspectives of preservice teachers who have used this tool have rarely been taken into consideration. Their perspectives can help teacher educators understand what makes video self-analysis tasks more meaningful, authentic, and engaging for preservice teachers. In this study, two graduate student researchers interviewed former preservice teachers who were recent graduates of an initial teacher certification program about their perceptions of video analysis use in the program. The guiding question for the study was, &quot;In what ways did video analysis provide impactful learning experiences for these preservice teachers?&quot; The researchers had worked as university supervisors and course instructors with the preservice teachers in the study. Four participants reflected in hour-long, semi-structured interviews on the effects of using video self-analysis. Results from qualitative coding analysis indicated the benefits of seeing other classroom contexts, leveraging multiple, converging voices for reflection, and curating intentional video footage through planning. Possible implications for instructional design include planning for scaffolded video analysis tasks and cultivating video-based reflection in and for practice.
Socio-Cognitive Research in Action: What Can We Learn from a Single Case?
Author: Quick, Joanne
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Projects,Literacy Education,Barriers,Cognitive Processes,Social Influences,Cultural Influences,Printed Materials,Reading Difficulties,Social Cognition,Learning Trajectories,Educational Research,Young Children,Kindergarten,Grade 1,Elementary School Students,Theory Practice Relationship

Theory is an important element of literacy research. Research designs are informed by theories that explain what literacy is, how it develops, and how it should be taught and evaluated. Sociocultural theories emphasize the socially situated nature of literacies engagement and practices, whereas cognitive theories emphasize the underlying skills and processes used when reading and writing print. Research designs oriented in one of these theories are common in literacy research. Whilst some researchers have identified ways to unify across literacy theories, there is little ongoing dialogue about the ways in which a socio-cognitive orientation can contribute to literacy research. This paper discusses a student case study from a research project that gathered and analyzed data on literacy difficulties in Victoria, Australia, using both sociocultural and cognitive understandings of literacy. It uses findings from this case to explore the utility of a socio-cognitive theoretical perspective when engaging in print literacy research, proposing that it helps to identify students' loci of print literacy difficulties, recognize factors enabling and constraining literacy development, and pinpoint pedagogical elements that may require adaptation. This paper outlines broader possibilities and challenges with taking a bi-focal stance in literacy studies and invites others working across literacy paradigms to connect and share their work.
Negotiating Word Meanings and Identities in a Translanguaging Space
Author: OssaParra, Marcela
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Concept,Code Switching (Language),Teaching Methods,Vocabulary Development,Grade 3,Bilingual Students,Elementary School Students,Language Usage,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Colonialism,Discourse Analysis,Classroom Communication,Spanish,Linguistic Theory,Student Characteristics,Teacher Student Relationship

In this article, I share two critical incidents from the vocabulary lessons in an instructional cycle on immigration with third-grade bilingual students. In sharing these critical incidents, I seek to raise awareness of how colonial legacies of cultural and linguistic domination permeate translanguaging pedagogy. I use critical reflection, classroom discourse analysis, and positioning theory to unpack the assumptions that guided my approach to translanguaging pedagogy in these lessons. In addition, I investigate the relationship between vocabulary learning and identity development by examining how the students and myself, as their teacher, positioned ourselves and the other participants in relation to the target words and how the interactions during these lessons expanded or constrained opportunities for identity development. The findings of this study show that the language fluidity in these lessons gave students the confidence to share experiences, raise questions, and contribute their perspectives. However, the vocabulary instruction activities overlooked the complexity of the concepts taught and missed significant opportunities for enhancing students' identity development. Moreover, these missed opportunities were related to my own colonial understandings of identity. These results suggest implications for teacher professional development and vocabulary instruction from a translanguaging perspective.
Being an Educator: Norwegian Prison Officers&apos; Conception of Their Role Regarding Incarcerated Persons&apos; Education
Author: Eide, Helene Marie K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Institutions,Institutionalized Persons,Correctional Education,Employees,Role,Facilitators (Individuals),Informal Education,Role of Education,Access to Education,Interpersonal Relationship,Role Models,Socialization

Despite the fact that prison officers are close to the incarcerated persons in everyday life in prison, and therefore will have great impact and influence on the incarcerated persons' understanding of and motivation for education and training in prison, we still know little about prison officers understanding of their professional role regarding incarcerated persons' education. This article will investigate how Norwegian prison officers understand their importance as educational actors through the following research question: How do Norwegian prison officers understand their role as actors in incarcerated persons' education? Building on qualitative interviews with 16 Norwegian prison officers' the article analyses the role of prison officers from a broad educational perspective (Biesta, 2009; 2014; 2015; OECD, 2005; 2019). The analysis reveals that prison officers conduct work that enables incarcerated persons to master their own lives during the execution of and after completing their sentences. Although prison officers play a significant role in incarcerated persons' education in prison, they are partly unaware of this role, and find that their own role is not in a collaborative relationship with other actors who facilitate incarcerated persons' education.
The Right to Education: Is It a Reality or a Pipe Dream for Incarcerated Young Prisoners in Malawi?
Author: Kajawo, Samson Chaima
Date: 2023-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Correctional Institutions,Correctional Education,Access to Education,Educational Quality,Enrollment,Foreign Countries,Adolescents,Young Adults,Barriers,Interests,Educational Environment,Violence

Young people are often incarcerated in penitentiaries worldwide. Incarceration is not expected to hinder their access to quality education. This article, guided by Marxist theory, examines the practicality of educational rights at five young prisoners' facilities in Malawi. The study used a descriptive phenomenological qualitative research design to engage the voices of 52 incarcerated and released young people in semi-structured interviews to ascertain if prisoners' quality education was a reality or mere pipedream at young prisoners' facilities. The findings show a disparity between correctional education policies and the actual reality. Due to the inadequacy of resources and the negativity of the prison environment, the facilities failed to provide quality, appealing and motivating education to the already educationally disenchanted incarcerated young people, resulting in low enrolment rates. It was, therefore, concluded that education was still a pipe dream at young prisoners' centres in Malawi.
Exploration of Student Cognitive Mathematics Ability Diagnostic Instruments: Validity, Reliability, and Item Characteristics
Author: Hartono, Wahyu
Date: 2023-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Test Validity,Item Response Theory,Content Validity,Mathematics Tests,Elementary School Students,Test Reliability,Mathematics Skills,Factor Analysis,Construct Validity,Difficulty Level,Correlation,Test Items,Item Analysis,Foreign Countries

Researchers design diagnostic assessments to measure students' knowledge structures and processing skills to provide information about their cognitive attribute. The purpose of this study is to determine the instrument's validity and score reliability, as well as to investigate the use of classical test theory to identify item characteristics. The data used in the form of responses to elementary school mathematics subject. There are 166 students from 5 public elementary schools who participate in the study. The data analysis technique used is the analysis of item characteristics based on classical test theory using the R software package. The results showed that the developed mathematical ability diagnostic instrument had high content validity based on the Aiken formula and valid construct validity based on the CFA approach. According to the Spearman-Brown formulation, the correlation coefficient is about 0.889, indicating high internal consistency reliability. In the index of difficulty level, overall, it is categorized as moderate items. The discriminatory index shows that there are two items, namely items 9 and 17, with low discriminating power, so the two items are not used. Of the 60 total distractors, 5 (8.3%) did not function well because less than 5% of the participants chose them. In contrast, as many as 55 distractors (91.7%) have functioned well.
A Bilingual Life among the Triangle Tent and Reindeer: Heritage Language Education and Use of Mongolian Dukha Children
Author: Albayrak, Fatma
Date: 2023-00-00
Type: Journal Articles
Subjects: Bilingualism,Language Usage,Case Studies,Native Language,Second Language Learning,Languages,Foreign Countries,Ethnic Groups,Teaching Methods,Language Attitudes,Animal Husbandry,Uncommonly Taught Languages,Language Maintenance,Language Skill Attrition,Heritage Education,Family Environment,Second Language Instruction,Public Policy,Student Attitudes

One of the bilingual communities surviving today in Mongolia, which is the cultural heritage site of the ancient communities that left their mark on the history of Central Asia, are the Tuvan and the Dukha, which is considered a branch of them. In this study, it is aimed to reflect the language teaching practices carried out for the young generation of Tuvan and Dukha origin living in the Northwest Mongolia region and to reveal the views of the Dukha, the reindeer herder living in the triangular tent, on the Dukha language, which is the heritage language shown in the endangered languages category, and the supportive education practices carried out. The study was designed as two-stage qualitative research methods, such as field research and case study. First of all, the living areas of Tuvans and Dukhas in the Western and Northern regions of Mongolia were visited, and data were collected from available sources. In the second stage, interviews were conducted with the Dukha children studying in the town school through a semi-structured interview form. Obtained interview data were analyzed by content analysis. In the study, it was observed that Dukha children acquired L1 language in the family environment and also learned L2 language, but mostly they communicated in the dominant L2 language and therefore language change and endangered language situation progressed day by day. The country's local languages support policy and the positive impact of the heritage language supportive trainings made from time to time by various international institutions for families and children were mentioned.
Analysis of Student Generic Skills in Terms of Scientific Literacy Aspects through Research-Based Learning Methods
Author: Fakhriyah, Fina
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Learning Processes,Student Attitudes,Inferences,Logical Thinking,Educational Quality,Scientific Research,Science Process Skills,Elementary School Teachers,Teacher Education Programs,Science Education,Foreign Countries

Generic skills are fundamental skills needed to complete a job or project that can be grown when students go through the learning process. This study aims to analyze and identify students' general skills in terms of scientific literacy through research-based learning methods in the Science Application course. The research uses a quantitative survey type, with a cluster random sampling technique on students taking the Science Application course. Data were obtained through a questionnaire to reveal students' generic skills individually and a questionnaire sheet was used to determine student responses to the research-based learning method. In learning the Science Application course using research-based learning methods, the indicators of observed generic skills are direct observation, indirect observation, awareness scale, symbolic language, logical framework, logical consistency, causal law, modeling, logical inference, and abstraction. The highest score on the logical inference indicator is 82%, while the logistic consistency indicator gets the lowest percentage of 72%. Students gave a positive response to the learning of research-based learning methods with a percentage of 85%. Students have a new, fun learning experience, and their generic skills are formed so that it has a positive impact on improving the quality of learning.
Developing a Local Genius Based Pocket Book for Character Strengthening Elementary School Students
Author: Gularso, Dhiniaty
Date: 2023-00-00
Type: Journal Articles
Subjects: Values Education,Elementary School Students,Indigenous Knowledge,Instructional Materials,Teacher Attitudes,Specialists,Student Attitudes,Elementary School Teachers,Instructional Material Evaluation,Evaluation Criteria,Foreign Countries

Local wisdom-based learning resources are needed to support student character-oriented learning, one of which is a pocketbook, but currently, the number is minimal. This study aims to produce a product in the form of teaching materials in the form of a pocketbook based on local wisdom that has a proper and effective predicate for elementary school students. This research includes research and development research by adopting the ADDIE research method. This research was conducted in an elementary school in Yogyakarta, Indonesia. The results of the questionnaire of material experts, media experts, teacher responses, student responses, learning implementation observation sheets, pre-test, and post-test were obtained in this study. The data analysis technique was paired sample t-test, percentage, and average. The results of this study are as follows: (1) the material expert stated that the pocketbook based on local genius is feasible to use with very good criteria. Media experts assessed with good criteria; and (2) the effectiveness of the pocketbook is very good. This can be seen from the value of positive student responses. The observation sheet for the implementation of the learning process is very good. Student achievement increased, as indicated by the average score of pre-test and post-test. The pocket book based on local genius was declared effective, as indicated by the results of the t-test calculation. The pocket book based on the developed local wisdom had a positive impact. This can potentially be used for elementary school students as valuable teaching material for strengthening student character.
Curriculum and Physical Education: Bibliometric Analysis Using the Scopus Database
Author: Gazali, Novri
Date: 2023-00-00
Type: Journal Articles
Subjects: Physical Education,Bibliometrics,Databases,Curriculum Development,Lesson Plans,Research Reports,Foreign Countries,Authors,Trend Analysis,Researchers

The curriculum has been provided by an educational institution as a lesson plan in one period of education level. In physical education, the curriculum focuses on developing the skills and concepts of movement that students need. The main objective of this study was to conduct a bibliometric analysis of articles published in Scopus on curriculum and physical education. The results showed that the study of curriculum and physical education totaled 420 articles which began to be published in the Scopus database from 1931-2021. Then, the researcher carried out a filter that was only limited to journal articles and proceedings. So that the number of documents found was 359 publications, consisting of 349 articles from journals and 10 articles from the proceedings obtained. Based on publications in the Scopus database, the findings reveal that: the number of publications has increased, although there is an up and down trend from year to year; most of the publications are written by researchers located in several countries and universities; the United States of America is the country that contributes the most writers; Monash University from Australia is the most productive institution; and Matthew D. Curtner-Smith is the author most published and most influential cited articles; an influential topic, namely the hidden curriculum. This analysis can provide insight into the development of research in the field of curriculum and physical education, and it can be a source of information for teachers, lecturers, schools, universities, and the world of education.