ethanporcaro/eric-fulltext-meta huggingface dataset:
Psychometric Evaluation of Cloze Tests with the Rasch Model
Author: Dhyaaldian, Safa Mohammed Abdulridah
Date: 2022-10-00
Type: Journal Articles
Subjects: Psychometrics,Cloze Procedure,Reading Tests,Language Skills,Reading Comprehension,Second Language Learning,Item Response Theory,Test Reliability,Test Validity,English (Second Language),College Students,Foreign Countries

Cloze tests are gap-filling tests designed to measure overall language ability and reading comprehension in a second language. Due to their ease of construction and scoring, cloze tests are widely used in the context of second and foreign language testing. Previous research over the past decades has shown the reliability and validity of cloze tests in different contexts. However, due to the interdependent structure of cloze test items, item response theory models have not been applied to analyze cloze tests. In this research, we apply a method to circumvent the problem of local dependence for analyzing cloze tests with the Rasch model. Using this method, we applied the Rasch model to a cloze test composed of eight passages each containing 8-15 gaps. Findings showed that the Rasch model fits the data and thus it is possible to scale persons and cloze passages on an interval unidimensional scale. The test had high reliability and was well-targeted to the examinees. Implications of the study are discussed.
Inclusive Education Curriculum Management with Modification Humanistic Design
Author: Fitri, Agus Zaenul
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Case Studies,Teaching Methods,Special Needs Students,Social Adjustment,Adjustment (to Environment),Humanism,Curriculum Development,Religious Schools,Classroom Techniques,Students with Disabilities,Student Characteristics,Phenomenology,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Educational Change

Inclusive education for children with special needs is considered fundamental for children to adapt more easily to their social environment. The humanistic inclusion education curriculum can be developed through a curriculum modification process that combines the national education curriculum, local content, and the characteristics of children with special needs. Al-Azhaar Islamic Primary School is one of the educational institutions that has successfully organized inclusive education to improve students' abilities academically and socially in a humanist manner. This research uses the field study and case study qualitative methods. Data collection techniques involve in-depth interviews, participant observations, and documentation studies. The results of this study show that effective inclusive education is designed and implemented by combining normal children with those with special needs. Learning requires adjustment (modification) of teaching materials, methods, media, funds, class management, and the learning environment. Teachers find it difficult to carry out learning if the curriculum is not modified; not only do students have to adapt to the situation and the substance of education, but learning must also adjust to the student's abilities, learning speed, difficulties, and interest in learning. A child with special needs is not forced to master competencies that are beyond his or her ability. Children with special learning needs are not asked to keep up with students without learning disabilities but neither are they left waiting for their slower friends. Students who fail in one method and learning technique may not necessarily fail in other different methods and techniques.
Readiness to Change State Islamic Institute Status to Become State Islamic University from the Aspect of Lecturer Human Resources and Education Staff
Author: Tsauri, Sofyan
Date: 2022-00-00
Type: Journal Articles
Subjects: Islam,Organizational Change,State Universities,Religious Colleges,Foreign Countries,Institutional Mission,College Faculty,Human Resources,Barriers,Labor Force Development,Public Agencies,Religious Factors,Teacher Attitudes,Employee Attitudes

This study aims to investigate the readiness to change the status of the State Islamic Institute (IAIN) to become a State Islamic University (UIN) from the aspect of Lecturer Human Resources (HRlecturer) and Education Personnel. The research location is IAIN KHAS Jember, now transformed into the State Islamic University of Kiai Achmad Siddiq Jember, East Java, Indonesia. We used the qualitative research method to examine the condition of natural objects where the researcher was the critical instrument; data source collection was based on observations, interviews, and documentation studies. Participants in the study comprised 25 people, including 15 lecturers and ten education staff. The findings reveal three main points. (1) The urgent need for studying the readiness to change the status of IAIN to UIN from the aspect of human resources for lecturers and education staff. It can be seen from many institutions experiencing the same obstacles and challenges that require providing motivation and major changes from a multidimensional perspective, strengthening vision, mission, and goals. (2) The relationship between the two, both theoretically and empirically, is related to HR management. (3) The design framework involves planning, human resource mapping, evaluation stages, and implications for IAIN progress toward UIN as reference material in human resource development. As a supervisor and policyholder, the Ministry of Religion of the Republic of Indonesia (RI) is expected to support the development of human resources in higher education per the needs fairly and wisely.
What Students Gain by Learning through Argumentation
Author: Iwuanyanwu, Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Teaching Methods,Problem Solving,Science Instruction,Undergraduate Students,Foreign Countries,Mechanics (Physics),Dialogs (Language),Scientific Concepts

Argumentation is central to science learning. Students in every domain of science should have the opportunity to develop the ability to think and act in ways associated with argumentation. When engaged in argumentation, students learn how to puzzle through problems, to see multiple ways of finding solutions, to gather and evaluate evidence on different sides of issues, and communicate scientific knowledge. These skills can ultimately equip students with the ability to function effectively at work and in the everyday world. In this study, argumentation was processed as a dialogical interaction for students who are in a dialogical relation with others, and who contribute to a conversation by means of thinking, sense making, reasoning, and problem solving in the science classroom. Eighty-seven students completed 48 written tasks, twelve of which deal with problem-solving tasks on mechanics concepts and 36 other tasks concerned with features of how they make and defend arguments. The results show that about two-thirds of the students tended to place primacy on claim making and evidence evaluation on problem-solving tasks that have clear solutions. However, when they had to solve problem tasks that have multiple solutions or no clear-cut answers, regardless of the type of scenarios, their performance dropped considerably. These findings provided additional insight for where more emphasis needs to be placed in both students' arguments and pedagogical explanations on how argumentation in science classrooms can be conceptualized.
How Do Preservice Mathematics Teachers Use Manipulatives to Teach Mathematics?
Author: Ünlü, Melihan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Manipulative Materials,Teaching Methods,Mathematics Instruction,Teacher Effectiveness,Teacher Competencies,Mathematical Concepts,Concept Formation

The aim of the research was to examine and evaluate how preservice mathematics teachers' use of manipulatives to teach mathematics. In the current research, one of the qualitative research methods, case study was used. The research was conducted with 21 preservice mathematics teachers. Ten instructional sessions with manipulatives were carried out during a five-week period by researcher. After the instructional sessions preservice teachers made lesson plans and they designed a learning environment that teaches mathematics with manipulatives. The findings of the research indicated that most of the preservice teachers could not use manipulatives effectively and appropriately for the purposes. In addition, some preservice teachers had difficulty in making connections between mathematical concepts, daily life and manipulatives. [The page numbering cited on the .pdf (243-255) is incorrect. The correct page numbering is pp. 343-355.]
Exploring Factors in the Adaptation of the First Grade Student: Transition from Preschool to First Grade Primary School
Author: Sylaj, Vlora
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Adjustment,Elementary School Students,Elementary School Teachers,Parent Attitudes,Teacher Attitudes,Barriers,Grade 1,Preschool Children,Preschool Education,Student Needs,Teacher Role,Faculty Development,Parent Teacher Cooperation,School Psychologists,Kindergarten

The adaptation of the child in the first grade, namely the cooperation and of the school with the parents in this regard is one of the most discussed issues today. The purpose of this study was to explore the perceptions of teachers and parents on the adaptation of first graders during the transition from preschool to first grade. Specifically, to explore the perceptions of transition parents through first graders parents. In terms of design, the study is exploratory, ie of a qualitative nature. The study conducted 21 interviews, 12 with first grades teachers and 9 with parents, of first grade children as well. The study used an analytical framework in order to identify the factors in the adaptation of students in the first grade as a problem of teachers and challenging factors in this regard, as well as the experience of parents in this regard. Descriptive statistical analysis was used to analyze the study findings. The results assumed a common opinion among the representatives of the sample, teachers and parents. The study makes us understand that parents are satisfied with the work of teachers in terms of adaptation of the child, but on the other hand we find that teachers consider that professionalism is still needed in this regard. The study also shows that teachers recommend training teachers for their professionalism in child adaptation.
Implementation of Total Quality Management and Curriculum on the Education Quality
Author: Efendi, Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Total Quality Management,Islam,Religious Factors,Moral Values,Arabic,Mastery Learning,Second Language Learning,Second Language Instruction,Foreign Countries,Educational Quality,Curriculum Design,Educational Improvement,Social Change,Ethics,Learning Processes,Religious Education,Educational Objectives,Educational Administration,Teacher Attitudes,Administrator Attitudes

This study developed an approach to assess the quality of education in &quot;Pondok Pesantren&quot; in Indonesia. The study used a descriptive qualitative methodology. The research location is Ma'had Darullughah Wadda'awah, Pasuruan City, East Java, Indonesia. The study results revealed that: (1) The planning of the &quot;Pondok Pesantren&quot;-based curriculum is carried out by the structural parties of an institution and the functionaries to synchronize the educational program in ma'had categorized into two classes, namely, internal and external; (2) The curriculum is implemented by the institution through continuous improvement in response to changing times, cultural changes, organization's quality standards, and harmonious relationships with stakeholders and guardians of students through the development of da'wah media, mastery of Arabic language skills, and application of deep Islamic values (&quot;dirasah al Islamiyyah&quot;) at both theological normative and ethical levels; (3) Pondok Pesantren conducts two types of evaluations to measure students' abilities: structural component evaluations and student learning competency evaluations. The former kind of evaluation aims to examine the curriculum that produces conclusions in the form of data, while the latter refers to the process when curriculum developers obtain the requisite data to revise the curriculum more effectively. It is possible to conclude that implementing total quality management (TQM) in &quot;Pondok Pesantren&quot; is one of the key approaches to achieving effective Islamic education goals. The government must devote significant attention and resources to TQM for the growth and development of &quot;Pondok Pesantren&quot; students in Indonesia.
The Impact of Research-Oriented Collaborative Inquiry Learning on Pre-Service Teachers&apos; Scientific Process Skills and Attitudes
Author: Irwanto, Irwanto
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Choice,Science Education,Preservice Teachers,Inquiry,Active Learning,Teacher Education Programs,Scientific Attitudes,Academic Achievement,Science Process Skills,Chemistry,Science Teachers,Cooperative Learning,Comparative Analysis,State Universities,Foreign Countries,Intervention,Check Lists,Student Attitudes,Instructional Effectiveness

In the past decade, scientific process skills and scientific attitudes are widely regarded as essential factors influencing students' achievement and their future career choices. Unfortunately, previous literature found that students' scientific skills and attitudes tend to be unsatisfactory. Thus, cultivating students' skills and attitudes is seen as a fundamental goal in science education. This research sought to promote scientific process skills and scientific attitudes of pre-service chemistry teachers using REORCILEA (Research-Oriented Collaborative Inquiry Learning). In this quasi-experimental research, a one-group pretest and posttest design was utilized. A total of 50 pre-service teachers (6 males and 44 females) at a medium-sized public university in Indonesia were recruited in this study. In order to gather data, the Scientific Process Skills Observation Checklist (SPSOC) and the Scientific Attitude Survey (SAS) were administered before and after the intervention. The data obtained in this study were analyzed through paired-samples t-test and Cohen's d. The results showed a significant increase from pretest to posttest in scientific process skills and scientific attitude scores during treatment, each with a high effect size. It can be summarized that REORCILEA is effective in fostering scientific skills and positive attitudes of pre-service chemistry teachers to a satisfactory level. It is recommended for educators to apply REORCILEA to other college chemistry courses to improve their performance.
Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange
Author: Poe, Janita
Date: 2022-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Global Education,Study Abroad,Disproportionate Representation,Technology Uses in Education,Inclusion,Equal Education,Computer Mediated Communication,Cultural Awareness,College Students,Racial Segregation,Racism,Attitude Change

The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States--a purported 'melting pot' of races and cultures--remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange (IVE), an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structured interviews, exchange field notes, and the researcher's own abroad experiences, the data revealed five main themes: 'Virtual connections beyond the classroom,' 'Bias reduction,' 'Color matters,' 'Equality in digital space,' and 'One step closer to abroad.' Findings suggest that U.S. universities and other educational institutions serving underrepresented groups can increase student international experiences by promoting IVE on their campuses and encouraging more professors to include exchange as a component in their courses.
Faculty Perceptions of Building Collaborative Teaching Capacities within a Transnational Virtual Exchange: A Collaborative Autoethnography
Author: Weaver, Gregory C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Teacher Attitudes,Teacher Collaboration,Capacity Building,International Cooperation,International Educational Exchange,Virtual Classrooms,International Education,Autobiographies,Ethnography,Case Studies,Cultural Awareness

The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O'Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility.
Teachers&apos; Perspectives on Using Information and Communication Technology in the Secondary School Practice: A Case Study
Author: Kuzembayeva, Gulzhana
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Program Effectiveness,Barriers

Information and communication technology (ICT) is used in all spheres of life, including education. Educators are encouraged to use ICT in the classroom, and their technology is constantly improving. The relevance of the study lies in the fact that ICT has become an essential issue and a powerful tool in the educational process. The ICT is applied from the preschool to the university level, facilitating the educational process, changes, and reforms in the field, especially under the influence of the COVID-19 pandemic. The ICT use causes crucial changes in education, visible in the very structure of the educational process and the roles of its stakeholders -- students and teachers. The importance of specific requirements for ICT use is proved by the necessity to adapt to a changing reality in secondary education according to modern requirements, especially for elderly educators. This fact is also critical for the school administration concerning the professional development of teachers. Our study aims to explore teachers' perspectives on using ICT in secondary school education and the relationship between teachers' age, education, work experience and the aptitude for using ICT in teaching practice. The primary research approach is an exploratory-descriptive research based on qualitative and quantitative methods for collecting information from secondary school teachers using a survey and on-site observations. The study's results depict that the technology used in the educational process affects the growth of teachers' professional competence and contributes to high motivation of students, valuable results in teaching, and a substantial improvement in the quality of education. However, it causes particular challenges for teachers and the school's administration. The research data provide possible solutions for refining the ICT use in education and offer insights into effective teaching using technology in secondary schools.
K-12 Schooling through Virtual Exchange: Opportunities in a Fractured Context
Author: Hinshaw, Nicole
Date: 2022-00-00
Type: Journal Articles
Subjects: Exchange Programs,Elementary Secondary Education,Computer Mediated Communication,Program Implementation,Teacher Attitudes,COVID-19,Pandemics,Empathy,Cultural Awareness,Race,Barriers

The study considers the opportunities and barriers facing the implementation of virtual exchange in K-12 education, and the perceptions of access to these opportunities for underrepresented students in the context of the federal US education system. These issues are examined through the lens of a domestic program offered by Empatico known as Empathy Across the US. Our findings point to several of the known barriers in the facilitation of virtual exchange, including technology access and pressing demands facing teachers, both of which impact accessibility. This study offers insights into how teachers in different settings perceive and experience the implementation of a domestic model of virtual exchange. As K-12 virtual exchange programs often rely on the willingness of teachers to implement these kinds of programs outside of the official school curriculum, our research indicated the importance of system-wide investment and structural support for domestic virtual exchange beyond individual champions.
Centering Equity in Community College Virtual International Exchange: An Exploration of Program Typology and Participant Demographics
Author: Whatley, Melissa
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Colleges,Community College Students,International Educational Exchange,Study Abroad,Computer Mediated Communication,Equal Education,Virtual Classrooms,Access to Education,Student Characteristics,Student Exchange Programs,Electronic Learning,Classification,Foreign Countries

This case study uses an equity-focused research lens to accomplish two tasks using data from two North Carolina community colleges. First, it situates community college virtual exchange programming within a pre-existing program typology to explore the extent to which community college virtual exchange is included in current conversations in international education. Second, it examines the demographic characteristics of community college students who participate in virtual exchange and compares them to those of students who study abroad. The purpose of this second task was to identify the extent to which virtual exchange programs advance equitable access to international education at community colleges. Results indicate that community college virtual exchange programs are not fully represented in the program typology and that virtual exchange is more accessible to some demographic groups compared to others. These findings have clear implications for advancing equity in international education broadly, and at community colleges specifically.