ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Content, Organization, Vocabulary, Language Use, and Mechanics Using Movie Trailer Media
Author: Pongsapan, Nehru Pasoloran
Date: 2021-06-00
Type: Journal Articles
Subjects: Writing Skills,Films,Instructional Effectiveness,Writing Instruction,Audiovisual Aids,English (Second Language),Second Language Instruction,Vocabulary,Language Usage,Writing Improvement

Writing implicates conveying or communicating ideas or thoughts obliges the media either in conventional (paper and pen) or digital material (computer). This research applied a pre-experimental approach with one group pretest and post-test design. The independent variable is movie trailers as teaching media. The dependent variable is students' writing skills consist of content, organization, vocabulary, language use, and mechanics. This research indicated a significant difference in writing skills before and after the treatment using movie trailers with narrative text. There were 30 writing class students participated in this research; hence, they are homogeneous. Students seemed to be more encouraged to learn more about writing skills with enjoyable and relaxing strategies. This research signposted significant impact on the movie trailer's usage of writing skills' improvement. Movie trailers could be used as one of the learning media to foster students' resolution in telling stories in writing based on the imagination that comes after watching. Therefore, this research recommends using a movie trailer as one strategy to improve the students' writing ability.
On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items
Author: Sheybani, Elias
Date: 2018-03-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,Test Items,Test Format,Test Bias,Test Validity,Error of Measurement,Factor Analysis,Cloze Procedure,Multiple Choice Tests,College Entrance Examinations,High School Graduates,English (Second Language),Scores,Foreign Countries

Test method is deemed to affect test scores along with examinee ability (Bachman, 1996). In this research the role of method facet in reading comprehension tests is studied. Bachman divided method facet into five categories, one category is the nature of input and the nature of expected response. This study examined the role of method effect in the Iranian University Entrance Exam (UEE). Research showed the current test method of assessing reading can highly impact test takers? performance and thereby examinees? test scores. Hence, different test formats may extract various traits and therefore, contaminate test scores and threaten validity. The researchers using exploratory factor analysis (EFA) extracted a second method factor in the reading comprehension section of the UEE which is composed of a multiple-choice cloze passage and multiple choice questions based on sustained texts. Results of the analysis showed that cloze test can create construct-irrelevant method variance, contaminating test scores, and led to violation of the unidimensionality assumption of the test.
Developing Instrument to Measure the Use of Online Comic as Educational Media
Author: Radeswandri
Date: 2021-02-00
Type: Journal Articles
Subjects: Higher Education,Test Construction,Educational Technology,Technology Uses in Education,College Students,Test Validity,Test Reliability,Cartoons,Electronic Publishing

Studies related to the development of instruments to measure the use of online comics as an educational media in tertiary institutions are still limited. A survey study was carried out on 60 students from various study programs at open university. The data collection was done using an online questionnaire. The data were analyzed using quantitative data analysis assisted by SPSS version 23.00 for Windows. The results of this study showed that: 1) the preparation and development of an evaluation instrument for the use of online comics for students was carried out using a theoretical development model to test seven research constructs; 2) the results of the construct validity and reliability testing indicated that the validity of the evaluation instrument for the use of online comics for students met the valid criteria because the value of r-count &gt;r-table (r-count &gt;0.254); and 3) the reliability of the online comic use evaluation instrument for students that had been compiled and developed in this study also fulfilled the high category as indicated by the alpha Cronbach reliability coefficient of 0.980. This indicates that the instrument developed meets the requirements to be used in measuring the use of online comics for students.
Improvement of the Efficiency of Adolescents&apos; Interpersonal Interaction in Conflict Resolution
Author: Shimanovskaya, Yanina Vasilievna
Date: 2021-03-00
Type: Journal Articles
Subjects: Early Adolescents,Interaction,Conflict Resolution,Early Parenthood,Mothers,Personality Traits,Anxiety,Aggression,Psychological Patterns,Self Esteem,Gender Differences,Foreign Countries,Interpersonal Relationship

The relevance of the examined problem results from the fact that the adolescents' behaviour and their inability to overcome conflict situations are of an acute social nature. In this regard, the article is aimed at identifying the causes of early motherhood and finding ways to solve the problem in the context of social and pedagogical work. The leading research methods of this problem are psychological techniques that allow one to identify the causes of interpersonal conflicts among adolescents and to develop credible practical recommendations aimed at improving the efficiency of adolescents' interpersonal interaction. Based on the obtained data, the authors have developed specific diagnostic, correctional and training programs for behaviour correction in particular conflict situations.
Improving of Educational Programs for the Formation of Information and Communication Competence of Teachers
Author: Grygorenko, Tetyana V.
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Educational Improvement,Teacher Competencies,Technological Literacy,Information Literacy,Communication Skills,Technology Integration,Electronic Learning,COVID-19,Pandemics,Linguistics,Foreign Countries

The educational process has to manage the demand to meet all modern requirements for educational activities, which cannot be realized without proper formation of information and communication competence of teachers. The aim of this study is to identify the modern condition of formation and practice of information and communication competence of teachers in the paradigm of Ukrainian educational realities. Our task is to compare them with the practice of leading European countries and predicted directions of education-2030 with a focus on improving digital competencies of a teacher as an organizer of educational activities. A prominent place in the process of increasing the information and communication competence of teachers is occupied by the appropriate conditions for creating an information and communication environment for the formation of the future teacher of higher education institution. The methods of collection, analysis and systematization, data generalization concerning the modern condition of development of competencies in the usage of information and computer technologies by Ukrainian teachers and the whole world were used in the process of the study. An assessment of the readiness of Ukrainian teachers to provide online education has been made in the context of a world coronavirus pandemic. According to world experts, the pandemic has made radical and irreversible changes in modern ideas about learning, the role of teachers in the educational process, the set of competencies of teachers in the XXI century.
Innovative Approaches to Teaching Foreign Languages at the University
Author: Shchebunyaeva, Natalia Germanovna
Date: 2021-03-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Instructional Innovation,Skill Development,Instructional Effectiveness,Universities,Humanism,Debate,Discussion (Teaching Technique),College Students,Language Teachers,Professional Education

The article is concerned with the substantiation of innovative approaches to teaching foreign languages at the university. It is established that during the professional training of specialists at the university, the special emphasis should be given to the application of innovative forms and methods of training aimed at qualitative mastering of knowledge, abilities, and skills, developing students' mental activities, identifying skills of critical addressing the problems, gaining experience of independent learning of training materials, conducting exploration work, and gaining qualities that will be useful in professional activities and later in life. It is proved that the effectiveness of teaching foreign languages at the university will depend on the desire and ability of teachers to take advantage of successful practices in the humanistic approach to teaching, understanding the need to abandon authoritarian and scholastic teaching methods.
Factors Likely to Sustain a Mature-Age Student to Completion of Their Doctorate
Author: Templeton, Robert
Date: 2021-04-00
Type: Journal Articles
Subjects: Academic Persistence,Sustainability,Doctoral Degrees,Educational Attainment,Doctoral Students,Maturity (Individuals),Nontraditional Students,Andragogy,Outcomes of Education,Reentry Students,Student Motivation,Academic Aspiration,Career Development,Lifelong Learning,Learning Readiness,Prior Learning,Foreign Countries,Adult Students

Mature-age postgraduate students are those who are late to higher education or have returned to postgraduate study after an educational hiatus in industry. While some mature-age students seek a postgraduate qualification out of extrinsic motivations such as for vocational reasons, there are older non-traditional students who seek higher status; cultural, social, financial, or symbolic. However, some undertake doctoral study with intrinsic motives (based on an intrinsic desire or love of learning) which may have an extrinsic outcome. Mature-age students, who are a subgroup of non-traditional students are categorized demographically by the Australian Bureau of Statistics as being over the age of 35 years. This paper analyses empirical and peer reviewed journal and book research with additional secondary data collected from contemporary sources to inform the literature of the aspirations, motives, and outcomes of mature-age doctoral students.
Guaranteed Minimum Income and Universal Basic Income Programs: Implications for Adult Education
Author: Rodríguez-Fernández, Juan Ramón
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Income,Social Services,Public Policy,Federal Programs,Vocational Education,Adult Education,Inclusion,Social Integration,Poverty,Social Justice

Guaranteed Minimum Income (GMI) is currently the principal mechanism for fighting poverty and achieving social inclusion among a plethora of social policies in the European Union (EU). In GMI, education and vocational training hold a major role in fighting social exclusion and promoting social cohesion. The first part of the paper discusses the characteristics and limitations of the GMI scheme. The second part of the paper discusses an alternative model for income support, intended to achieve a fairer and more cohesive society, the Universal Basic Income (UBI). We close by highlighting the potential of UBI schemes on reconfiguring that UBI schemes have on reconfiguring education, with an emphasis on adult education. On its own, UBI cannot challenge the neoliberal hegemony. However, UBI can become a means for shifting attention to alternative conceptualisations of social inclusion based on the creation of adult education for critical and participatory citizenship.
Evaluating Teaching Presence in an Online Nursing Course: Proposing a New Taxonomy
Author: Baker, Micah
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Influence,Online Courses,Communities of Practice,College Faculty,Graduate Study,Nursing Education,Taxonomy,Teacher Effectiveness

The role of teaching presence in online courses has received significant attention within the Community of Inquiry (CoI) framework since Anderson, Rourke, Garrison, and Archer (2001) proposed a set of categories of teaching presence and a tool to assess them. However, there has been limited research addressing whether the instrument proposed by Anderson et al. can adequately capture differences in teaching presence between disciplines. This article describes a qualitatively driven, mixed-methods study to analyze how the teaching philosophy that permeated a graduate-level online nursing course determined the role of teaching presence in the course. The analysis resulted in a revised version of the original CoI taxonomy informed by the disciplinary underpinnings of the instructors' teaching philosophy in order to better capture teaching presence in this course. The study has important implications for online teaching beyond the discipline of nursing, as it demonstrates how disciplinary factors may influence teaching practices.
Leading the Pandemic Practicum: One Teacher Education Response to the COVID-19 Crisis
Author: Burns, Amy
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Kindergarten,Elementary Secondary Education,Practicums,Online Courses,Preservice Teacher Education,Foreign Countries,Program Development,Barriers,Educational Technology,Technology Uses in Education,Blended Learning

This article will outline one Canadian teacher education response to the closure of kindergarten to grade twelve schools due to the COVID-19 pandemic and the resultant online teacher education practicum that was subsequently developed, termed the pandemic practicum. In the month of March 2020, teacher educators across Canada were prompted to move to online delivery of content for preservice teachers and, in many cases, this pivot was, while not simple, at least imaginable. More difficult was the integration of an online solution for the teaching practicum, a cornerstone of teacher education. The following article outlines the steps taken to ensure a credible and engaging online experiential offering. Themes were generated through the self-reflections of the design and leadership team, as well as through a survey completed by postsecondary students undertaking the online practicum. Findings included the initial challenges as noted by the design team including program and licensing requirements, as well as philosophical differences among stakeholders as to the role of practicum in teacher education. In addition, a number of important opportunities were presented by this shift to an online practicum, including the importance of the pedagogy of online learning and the need to re-vision and question the practicum.
Online Indigenous University Student Supports, Barriers, and Learning Preferences
Author: Walton, Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Web Based Instruction,College Students,Barriers,Preferences,Minority Group Students,Academic Persistence,Cultural Influences,Social Influences,Social Media,Foreign Countries,Peer Relationship,Teacher Student Relationship,Learner Engagement,Technological Literacy,Gender Differences,Canada Natives

The research goals were to identify the key supports, barriers, and learning preferences related to the persistence of online Indigenous university students. Two Indigenous community meetings were held, 212 online Indigenous students were surveyed, 20 Indigenous students were interviewed, and a talking circle was held with six Indigenous university online students. The strongest converging factors related to persistence were: (1) cultural; recommendations for more Indigenous faculty and culture on campus; (2) social; good relationships with faculty and students, positive social environment, time management, and motivation; (3) cognitive; literacy, mathematics, and computer skills; and (4) physical; financial support, affordable housing, family support, and non-academic support at university. Students preferred embedded media, graphics, virtual environments, and games over other online design elements. Email was the preferred method to communicate with faculty. Texting, using social media, and virtual environments were preferred to communicate with other students. Most students had extensive experience with texting, Facebook, and chat, but far less experience with blogs, Twitter, or Wikis. Students liked group work but assigning one mark for group projects worked against social cohesion. Most students reported having the skills needed to complete online courses, with the exception of time management. The findings support a wholistic Indigenous human model of university persistence that includes intersecting social, cognitive, physical, and cultural components.
Students&apos; Attitudes towards Physics in Nine Years Basic Education in Rwanda
Author: Mbonyiryivuze, Agnes
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Physics,Grade 9,Science Instruction,Secondary School Students,Problem Solving,Rural Urban Differences,Scientific Concepts,Concept Formation,Student Interests,Gender Differences,Relevance (Education),Study Habits

This study investigated students' attitudes towards physics in Nine Year Basic Education (9YBE) in Rwanda. Data were collected from 380 students from Kayonza and Gasabo Districts using a physics attitudes test. Findings illustrated that more than a quarter of participants felt that learning physics is boring. About 39% think that the subject of physics does not relate to the real-world experience. A significant number of participants had negative attitudes towards physics in terms of the effort required for learning. The findings also showed that the overall level for participants in physics problem-solving skills was low. The item-by-item analysis showed that the differences between responses of students from rural schools and their counterparts from urban schools in categories of problem-solving and physics concepts connections and understanding are statistically significant. It was found that many students in rural schools need to know more about the interpretation of a new equation to be able to apply it to a new physics problem.
Why Students Tend to Compare Themselves with Each Other? The Role of Mattering and Unconditional Self-Acceptance
Author: Kam, Shien-Yi
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Self Concept,Interpersonal Competence,Attitude Measures,Life Satisfaction,Academic Achievement,Peer Acceptance,Mental Disorders,Well Being,Depression (Psychology),Anxiety,COVID-19,Pandemics,Interpersonal Relationship

Previous studies suggested that university students who are not able to accept themselves tend to develop negative tendency to compare themselves with each other. This study aimed to investigate the role of unconditional self-acceptance (USA) in explaining the association between mattering and social comparison among Malaysian undergraduate students. Three hundred and seventy undergraduate students were recruited and asked to complete an online version of Unconditional Self-Acceptance questionnaire, Iowa-Netherlands Comparison Orientation Measure and University Mattering Scale. Data analysis was conducted by employing Bootstrap Method with 95% confidence interval and 5000 sampling. The result showed that USA partially mediated the relationship between mattering and social comparison. Mattering and USA were identified as robust protective factors of social comparison among university students.
The Measurement Model of Geo-Education among Trainee Teachers in Malaysia
Author: Yusof, Mat Rahimi
Date: 2021-06-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Preservice Teachers,Measurement,Models,Interdisciplinary Approach,Ecology,Life Style,World Problems,Conservation (Environment),National Curriculum,Curriculum Implementation,Foreign Countries

This study conducted to develop a measurement model for measuring GeoEducation in Malaysia context. This cross-sectional survey involved 245 trainee teachers in Universities and Institute Pendidikan Guru Malaysia (IPGM). The data collection was made through a set of questionnaires and analyzed using SEM-AMOS. There are four main elements measured, which are loading factors, convergent validity, discriminant validity, and composite reliability. The findings indicated that Geo-Education had a significant contribution to the proposed constructs, namely primer, issues, ecosystem, lifestyle, and cross-curricular elements. A model of Geo-Education was successfully developed in this study using these five constructs, namely primer, issues, ecosystem, lifestyle, and cross-curricular elements. This study also identified 25 behaviors of Geo-Education among the trainee teachers in Malaysia. The findings of this study are essential as a guideline for Malaysian teachers to implement the concept of Geo-Education in Malaysia. Additionally, the application of this subject as cross-curricular elements in the Malaysian curriculum is essential to ensure the success of the implementation of Education Sustainable Development (ESD) in the school environment.
Postgraduate Students&apos; Perspective on Supporting &quot;Learning from Home&quot; to Solve the COVID-19 Pandemic
Author: Khuluqo, Ihsana El
Date: 2021-06-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Distance Education,COVID-19,Pandemics,Electronic Learning,Videoconferencing,Teacher Student Relationship,Foreign Countries,Technology Uses in Education

The objective of this present research was to reveal how the postgraduate student perceive of or respond to the online learning process. Quantitative method was adopted in this present research. The results showed that most students who had experienced of the online learning activities encountered some obstacles because they had never conducted Learning From Home (LFH) activities before. The respondents were 428 postgraduate students who actively joined in the LFH activities. There were 316 students used the platform Zoom as the supporting application in the LFH activities. Respondents filled in Google Form, then the collected data could be quickly and accurately processed. Other respondents preferred Google Classroom, WhatsApp and other applications in following the learning activities according to the agreement and features provided in each platform. There were 408 respondents experienced Two-ways communication between the lecturers and the students during the LFH activities. They stated that the limited internet network hindered the online lecturing. There were 31 respondents declared that technology limitations hampered the online lecturing and 105 students revealed that it is the limitations in using the application that caused the online lecturing to become obstacles.