ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education
Author: Dahal, Niroj Dahal
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Assessment Literacy,Self Evaluation (Individuals),Peer Evaluation,Learning Management Systems,Foreign Countries,STEM Education,Learner Engagement,Thinking Skills,Graduate Students

This study used a self-and peer-assessment activity in Moodle, a learning management system, to investigate the self-and peer-assessment abilities of student-teachers. To enhance self- and peer-assessment in some author-taught courses, students submitted online texts graded by their peers using a grading scale determined by course facilitators as a rubric or aspects approved by course facilitators. This study aimed to design and investigate self-, and peer-assessment activities among 18 students (10 boys and 8 girls) enrolled in one of Kathmandu University Schools of Education's MPhil/Ph.D. program in STEAM (Science, Technology, Engineering, Arts and Mathematics) in Nepal in 2021. The objective was to identify the most effective strategies for involving student-teachers in the learning and assessment processes using self- and peer-assessment as a learning and assessment tool using action research as a research methodology. This study followed the procedures of planning, intervening, evaluating effectiveness, and sharing learning processes within the action research framework. In order to achieve the research objectives, this article discussed some of the Workshop activity's key strengths and applications within cognitive and constructivist theoretical frameworks, among others. The article concluded by outlining the key advantages of self-and peer assessment in increasing student engagement and improving higher-order skills. These are analytical, and evaluation skills developed through the process of grading self- and peer submissions on a variety of criteria (aspects). The findings show that students are responsible for learning, have metacognitive skills, and use a dialogical, shared teaching and learning model. For higher education, it is a useful tool for self-and peer- assessment.
Environmental Education Based on Local Values: Its Integration in the Indonesian Elementary School Curriculum
Author: Sarbaini
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Values,Elementary School Curriculum,Foreign Countries,Indigenous Knowledge,Elementary School Students,Student Attitudes,Elementary School Teachers,Teacher Attitudes

Environmental Awareness is a necessity for all age groups, including elementary school students. Proper understanding of ecological issues requires earlier initiation and introduction of students to local-based content. This paper aims to describe the need to integrate the environmental problems based on local wisdom within the elementary school curriculum. The authors seek to guide education planners in Indonesia on how to incorporate environmental issues based on local values or local content in specific subject content for proper awareness creation among the elementary school students. The target is to address gaps in the teaching of environmental education in primary schools across the archipelago. Elementary school students are the future citizens, whose understanding of how the environment works from a localized perspective will help bring about better future environmental management. The study used a survey method, applying two clusters of random sampling techniques. It was conducted in selected elementary schools around Bandung, the capital city of the West Java Province, Indonesia. To collect data, structured questionnaires were used to examine. Later, data was analyzed using simple statistical methods, drawing inferences and descriptive analytics. Conclusively, this study established that specific environmental education themes based on local values and local content need to be included in the elementary school curriculum for more clarity and understanding of topics. The suggested thematic topics should comprise of issues related to overcoming environmental pollution; preventing global warming; wise use of the environment flora and fauna, and appropriate values needed for ecological conservation and sustainability.
Emotional Regulation and Social Support as Conditions for Aggressor and Victim Experience in Early and Late Adolescence -- Developmental Psychopathology Lenses
Author: Farnicka, Marzanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,At Risk Persons,Models,Adjustment (to Environment),Aggression,Victims,Emotional Response,Self Management,Social Support Groups,Interpersonal Relationship,Antisocial Behavior,Resilience (Psychology),Psychological Patterns,Prevention,Psychopathology,Intervention,Foreign Countries

The aim of this research was to examine the hypothetical model of conditionings of adolescents to positive adaptation and to identify risk and protective factors for being victims or aggressors in interpersonal relation. In the research exploratory model adopted for the study, the following variables were considered: temperament; attachment; aggressiveness; social support; resilience; and previous victim or aggressor experiences. The study group comprised 779 adolescents (399 in early; 380 in late adolescence). Path analysis was used to examine the interrelationships and to identify the direct and indirect pathways. In early adolescence, main triggers for victim experiences were low resilience and aggressiveness, in girls, and aggressiveness and past victim experience in boys. For aggressor experiences there were low resilience and high sadness among girls, and sadness and aggressiveness, among boys. In late adolescence, the main triggers of victim experiences were previous victim experience and sadness (inhibited by classmate support and resilience) and for aggressor experiences, there were hostility, sadness and previous aggressor experience. The main conclusion that can be drawn from this study is that the potential preventive and therapeutic interventions require consideration of factors such as age, level of educational success, aggressiveness and social support.
Reflections on Undergraduate Research and the Value of Resilient Pedagogy in Higher Education
Author: Greensmith, Cameron
Date: 2023-04-00
Type: Journal Articles
Subjects: Reflection,Student Research,Resilience (Psychology),Undergraduate Study,College Faculty,Teacher Surveys,Teacher Attitudes,COVID-19,Pandemics,Teaching Methods,Teacher Motivation,Teaching Experience

This paper utilizes anonymous qualitative survey commentary from seventy-three faculty to explore how perceptions of teaching undergraduate researchers during the COVID-19 pandemic reflect the practice of resilient pedagogy. By examining faculty motivations, experiences in times of disruption, and resiliency beyond the pandemic, this paper contributes to and extends the existing scholarship on resilience and resilient pedagogy in higher education.
Student Decision-Making Processes as Evaluated by Students, Administrators, and Lecturers
Author: Le, Ha Thi Thu
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,College Administration,Administrators,College Faculty,Decision Making,Student Attitudes,Gender Differences,College Freshmen,College Seniors,Cognitive Processes

Modern society is undergoing numerous rapid changes, which include both opportunities and challenges for individuals of all ages. In this environment, young people, particularly students, are frequently confronted with situations that need them to choose and make decisions. The primary goal of this study was to (1) investigate variations in students' attitudes toward decision-making processes based on gender and school year. (2) Students, administrators, and lecturers assess the students' own steps in putting decision-making into practice. A sample of 697 students and 120 administrators and lecturers were chosen from six school universities using the random sampling technique. Our research yielded the following results: (1) There is a statistically significant difference in male and female attitudes toward decision-making; and (2) there is a statistically significant difference in freshmen's and seniors' attitudes toward decision-making. Steps in student decision-making include: First, pupils decide to identify the issue. Next, they select the optimal solution. Step three is to make a list of potential possibilities. In the next stage, they collect the necessary information about the problem. Finally, students analyze each plan. This study implies that students, administrators, and lecturers rate students' decision-making processes equally.
Effectiveness of Learning Management Systems in Developing Essay Writing Skills as a Form of Creative Writing for Undergraduate Students in Saudi Arabia
Author: Mostafa, Nahed Mohamed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Management Systems,Essays,Writing Skills,Creative Writing,Females,Undergraduate Students,Program Effectiveness,Educational Technology

The aim of this study was to use the available tools in Learning Management Systems (LMS) environments in developing essay writing skills among the students of College of Science and Humanities Studies in Jubail, Saudi Arabia. This was done by constructing a digital content in the literary essay based on developing essay skills as a form of creative writing skills on the Blackboard platform. The participants of this study were 31 female undergraduate students from second year, Early Childhood Department. A list of essay skills was prepared as a form of creative writing to achieve the objectives of the study, and an Essay Writing Skills test was also prepared. This study adopted a quasi-experimental research design with one group (pre-post research design) to establish a cause-and-effect relationship between the independent variable (LMS) and the dependent variable (Essay writing skills). The results showed that the effectiveness of the designed unit had positive effects in developing essay writing skills in general and its sub-skills (Form, language, writing the introduction, presentation, and writing the conclusion) in particular with significant differences between pre-posttests in favor of the post- test. The study recommended using the teaching tools available within LMS environments to develop essay writing as a form of creative writing skills at all level of education in general, and at the undergraduate level in particular.
Education for Sustainability Toolkit: The New Water Culture Approach
Author: Balbuena-Hernandez, Rosa Iris
Date: 2023-00-00
Type: Journal Articles
Subjects: Sustainability,Political Attitudes,Water Quality,Environmental Education,Program Evaluation,Nursing Education,Student Attitudes,Prevention,Conservation (Environment),Knowledge Level,Competence,Comparative Analysis,Teaching Methods,Identification,Foreign Countries,Natural Resources,Mexicans,Sustainable Development

The New Culture of Water (NCW) is a catalyst for sustainable transformation between political agreements and the unsustainability of the real world, thus requiring an integral participation for an efficient water management where the academy will try to make a substantial contribution. Therefore, this study aimed to design, implement and evaluate four competencies: Knowledge, Attitude, Perception and Practices (KAPP) of a formal program of Education for Sustainability (EfS) on the New Water Culture (NWC), addressing issues such as prevention of water quality, conservation and efficient use at home. To carry out the evaluation, a semi-structured survey of 47 items was conducted in three stages: at the beginning (diagnostic), during the development of the (EfS) (formative) and at the end (summative). A total of 103 nursing students participated in the (EfS), divided into two groups A and B, with the addition of group C as a control group. The results showed that group A had the best results, in general. Statistical tests to calculate the mean, standard deviation (SD) and a validation with the nonparametric Wilcoxon test showing a significant change in the participants of group A, which indicated an important impact of the (EfS). This study also provides an overview of the community situation that can help trigger early warnings to identify weaknesses in water management.
Facilitating the Transitioning of an EFL Teacher from Teaching Older Learners to Teaching Younger Children through Mentoring
Author: Kirkgöz, Yasemin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Mentors,Elementary Education,Grade 2,Self Efficacy,Program Effectiveness,Teacher Competencies,Socialization,Elementary School Students,Teacher Researchers,Action Research,Faculty Development,College School Cooperation,Teacher Collaboration,Elementary School Teachers

This paper reports the professional journey of an English as a foreign language (EFL) teacher from teaching older learners to teaching younger children at a primary school, and the impact of mentoring on the teacher in facilitating the transitioning process. The participant is a Turkish native-speaker male English teacher with 23 years of teaching experience. He participated in the mentoring programme, which was organized as a collaborative action research teacher development project, and implemented by the author of the present study. During this process, the participant completed three cycles of action research. For each cycle, he identified a problem and/or any aspect of teaching he wished to improve, designed an action plan, applied it in his Grade 2 English classes, reflected upon his action, and documented his action research. He was also interviewed to gain additional insight into his experiences. Qualitative inductive analysis was used to analyse the interviews and reflective writings. The findings suggest that the mentoring process led to an increase in the teacher's self-efficacy in young learner pedagogy and teaching performance, helped him socialize into the community of young learner teachers, and gain teacher-researcher identity, which is perceived to smooth his transition into teaching a younger age.
A Second Order Confirmatory Factor Analysis of the Digital Transformation for a Distance Education Institution
Author: Khurniawan, Arie Wibowo
Date: 2022-00-00
Type: Journal Articles
Subjects: Factor Analysis,Factor Structure,Technology Uses in Education,Educational Technology,Educational Change,Distance Education,Universities,Foreign Countries,Educational Strategies,Governance,College Curriculum,Delivery Systems,Faculty Development,Goodness of Fit

In the current times, very little attention is paid on measuring the performance of digital transformation in educational institutions so that it can run sustainably. This study aimed to create an appropriate instrument in measuring digital transformation in educational institutions, especially distance education institution. The study used a quantitative approach and collected data from 402 Universitas Terbuka students of 5 faculties; the Faculty of Economics (FE), Faculty of Law, Social and Political Sciences (FLSPS), Faculty of Teacher Training and Education (FTTE), Faculty of Science and Technology as well as the Graduate Program. An online questionnaire was used to collect data related to digital transformation applied by the Universitas Terbuka as a distance education institution using the random sampling method. The data were analyzed using a Second Confirmatory Factor Analysis (CFA) to verify the instrument's factor structure based on the model developed in the study. The results of the study show evidence that the five indicators consist of (1) Strategy and institutional governance; (2) Curriculum and delivery methods; (3) Assessment; (4) Staff support and professional development; and (4) Infrastructure and resources had good goodness of fit criteria and creating a valid and reliable instrument to measure the performance of digital transformation in distance education institution.
Jordanian School Principals&apos; Perception towards Inclusion Barriers for Students with Disabilities in the Light of Ten-Year (2019-2029) Inclusion Strategy
Author: AL Khateeb, Akef Abdalla
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Inclusion,Students with Disabilities,Attitudes toward Disabilities,Barriers,Gender Differences,Employment Experience,Educational Policy,Administrator Role,Compliance (Legal),Educational Attainment

The current study aimed to identify barriers to the integration of people with disabilities into general education in the light of Jordan's 10-year integrated education strategy (2019-2029) from the viewpoint of inclusive schools in Jordan and based on variables such as gender, educational qualification, and years of experience. The study used the descriptive approach, and the sample consisted of (21) male and (17) female directors in the General Bani Kinanah in Irbid Governorate. A questionnaire was used (prepared by the researcher) and it consisted of (6) fields and (39) indicators that were verified as being valid and reliable. The results indicated that the overall level of the tool's fields as a whole was low, with arithmetic average of (1.22) and a standard deviation of (0.107), and that the averages of arithmetic ranged from (1. 14-1.30), where the fields of awareness, information, and lobbying ranked first, with average arithmetic of (1.30) and at a low level, while the field of human resources and capacity-building was last, with average arithmetic of (1.14) and at a low level. The results also showed no statistically significant differences at the level (a = 0.05) attributable to variables (gender, educational qualification, years of experience) from the point of view of the principals of inclusive schools in Jordan. Awareness of these barriers has implications for raising the professional capabilities of the cadres working in education, developing public education curricula and strategies to comply with integration requirements, and developing inclusive education programs in universities to support educational practices in public schools.
Preservice Teacher Action Research: Making Meaning and Generating Knowledge through Inquiry
Author: Ginsberg, Rachel
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Action Research,Inquiry,Teaching Methods,Educational Strategies,Teacher Researchers,Knowledge Base for Teaching,Theory Practice Relationship,Teacher Characteristics,Professional Identity,Student Attitudes

This article analyzes the ways in which action research during preservice teacher education influences the development of a critical inquiry stance. By following eight preservice teachers as they conducted action research in their final semester of student teaching, this article demonstrates how action research created the space for preservice teachers to engage in practical and critical inquiry, which allowed participants the opportunity to develop a critical inquiry stance, to varying degrees. Discussed are the disparate ways participants thought about the meaning they made and the knowledge they generated during their action research assignment. The freedom action research granted preservice teachers to make meaning of their classroom instruction, generate knowledge, and bridge the gap between theory and practice, instruction and learning, and their students and themselves, allowed for the development of a critical inquiry stance. Findings suggest that through inquiry, preservice teachers disrupted the hierarchy of knowledge generation in teaching, as they theorized instruction, problematized pedagogy, and improved their teaching practices.
Teachers&apos; Perspectives toward Integrating Special Education Need Learners in Normal Classrooms: A Case Study of Arab Teachers in Israel
Author: Majadley, ENAS
Date: 2023-00-00
Type: Journal Articles
Subjects: Special Education,Special Needs Students,Mainstreaming,Teacher Attitudes,Arabs,Foreign Countries,Regular and Special Education Relationship,Educational Attainment,Inclusion,Elementary School Teachers

This paper constitutes a relatively new area that has emerged from the relationship between Special Education Need (SEN) students in normal classrooms and teachers' perspectives. The purpose of this study was to investigate factors that could contribute to differences in attitudes of public-school teachers toward the inclusion of students with special needs in general education classes in the Arab schools in Israel. The study used a quantitative methodology, adopting an online survey method of data collection, addressed to a total number of 237 teachers working in government public schools. The findings indicated that teachers who hold a master's degree were more likely to accept the idea of integrating SEN students in regular settings and suggested that teachers' education level affected their emotional attitude towards SEN integration. These findings embody significant practical meanings. A change is needed in the way Arab society perceives students with SEN, and how this society treats their integration into the framework of regular students. A practical recommendation of this study is that the Ministry of Education should offer intensive training for a wide range of teachers to be able to deal with students with special needs.
Examining the Factor Structure of the Teachers&apos; Sense of Efficacy Scale in the Vietnamese Educational Context
Author: Ho, Van Thong
Date: 2023-00-00
Type: Journal Articles
Subjects: Factor Structure,Self Efficacy,Measures (Individuals),Foreign Countries,Teacher Effectiveness,Job Satisfaction,Outcomes of Education,High School Teachers,Test Validity,Factor Analysis,Test Reliability,Psychometrics,Stress Variables

In recent years, research has focused on the factor structure of the Teacher Sense of Efficacy Scale (TSES), and the significant effects of teachers' self-efficacy on both teachers' outcomes (teachers' performance, enjoyment of teaching, and commitment to teach), and students' outcomes (student learning achievements, motivation, and own sense of efficacy. However, current literature shows that very limited research on the factor structure of the TSES for teachers has been conducted in the Vietnamese educational context. Thus, this study explored the factor structure of the 12-item TSES for a group of 395 in-service teachers from 24 high schools in Vietnam. Both exploratory factor analysis and confirmatory factor analysis were performed to explore the possible factor structure of the TSES and confirm the latent structural validity of the TSES model. The results of factorial analysis indicated that the three-factor structure of the original TSES, which included efficacy for instructional practices, efficacy for classroom management, and efficacy for student engagement, was appropriate for high school teachers in Vietnam. The reliability of each of the three subscales and the whole scale was satisfactory. The findings suggested that the application of TSES was suitable for Vietnamese in-service teachers to assess their self-efficacy. The study recommended that future studies should examine the factor structure of the TSES for a group of pre-service teachers in Vietnam to compare the experience levels of efficacy beliefs between pre-service and in-service teachers.