ethanporcaro/eric-fulltext-meta huggingface dataset:
Constructive Alignment of Graduate Capabilities: Insights from Implementation at a Private University in Malaysia
Author: Thian, Lok Boon
Date: 2018-12-00
Type: Journal Articles
Subjects: Private Colleges,Curriculum Design,Action Research,Pilot Projects,Guidelines,Universities,Educational Change,Educational Policy,Foreign Countries,Benchmarking,Educational Strategies,Articulation (Education),Program Evaluation,Higher Education,Outcomes of Education

Purpose: The purpose of this study is to formulate a curriculum design framework, to test it and learn through pilot implementation, in order to systematically embed the graduate capabilities in the curricula, leveraging on Biggs' constructive alignment framework. This paper aims to report the outcome of a study lasts for one year supporting a university's curriculum transformation project. Methodology: Guided by the research objectives of this study, the research approach is action research. More specifically, benchmarking visit was used for the first phase, the design phase, to propose a suitable curriculum design framework. Pilot implementation was used during the second phase. Two programmes from two faculties were selected. Data was collected through observation, interview and document analysis. Data was analysed through on-going analysis and final reflection. Findings: This study presents a more detailed and practical curriculum design framework to support the development of graduate capabilities leveraging on Biggs' constructive alignment framework. The key challenges faced and proposed strategies are consistent with existing studies. However, this paper argues for stronger emphasis on communicating compelling reason for change. This study reinforces that the process of constructive alignment remains challenging due to the iterative process of alignment at programme and module levels. Significance: This paper has expanded Biggs' constructive alignment operational framework by offering more detailed and practical steps to ensure curriculum design effectively supports the development of graduate capabilities. The insights are especially useful for young universities with limited experience and yet have the ambition to transform its curriculum to develop institution-wide graduate capabilities leveraging on Biggs' constructive alignment framework. The insights are useful for improving countries' policy and implementation strategies too.
Determining Gender Differential Item Functioning for Mathematics in Coeducational School Culture
Author: Shanmugam, S. Kanageswari Suppiah
Date: 2018-12-00
Type: Journal Articles
Subjects: Gender Differences,Test Bias,Coeducation,Foreign Countries,Mathematics Achievement,Mathematics Tests,International Assessment,Achievement Tests,Grade 8,Secondary School Students,Word Problems (Mathematics),Computation,School Culture

Purpose:In an attempt to explore item characteristics that behave differently between boys and girls, this comparative study examines gender Differential Item Functioning in a school culture that is noted to be 'thriving' mathematically. Methodology: Some 24 grade eight mathematics items from TIMSS 2003 and TIMSS 2007 released items, with equal number of computation and word problem items were administered on 460 boys and 445 girls studying in Grade Eight from three secondary Chinese-medium coeducational schools. Word problem items were defined as items set in a real-world context. Content validity was established by constructing a table of specifications. By employing the software WINSTEPS version 3.67.0 that is based on the Rasch Model for dichotomous responses, Differential Item Functioning analysis was conducted by using Mantel-Haenszel Chi-square method. DIF items were flagged when the Mantel-Haenszel probability value was less than 0.05 and classified as negligible, moderate or large DIF based on the DIF size suggested by Educational Testing Service DIF category. The focal and reference groups were girls and boys respectively. The main delimitation was substantive analysis by using expert judgment was not conducted to identify biased items. Findings: Using Mantel-Haenszel chi-square, two moderate DIF items that assess subtraction favoured girls. They assessed &quot;Knowing&quot; from topics &quot;Whole Number&quot; and &quot;Fraction&quot;. Sources of DIF are linguistics density and item presentation style. The findings suggest that with only two moderate DIF mathematics items, there is insufficient evidence to suggest that the mathematics items functioned differently between boys and girls in school culture noted for successful mathematics learning, even though linguistics complexities of the test language cannot be ignored. Significance: While constructing Mathematics multiple choice items, careful considerations need to be given in selecting suitable numbers in composing the content of the item so that, only the correct algorithm would produce the correct answer 'if and only if' those numbers are used. The modest results of detecting two moderate DIF items nevertheless inform national testing agencies and teacher educators on the principles of building fair items as a part of their test improvement practice in the 21st Century. The novelty of this study is that gender Differential Item Functioning was studied in the context of school culture, which is notable for successful mathematics learning.
Home Away from Home--The Role of Social Support for International Students&apos; Adjustment
Author: Lashari, Sana Anwar
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Social Support Groups,Acculturation,Anxiety,Foreign Countries,Public Colleges

Purpose: Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic and psychological adjustment. Methodology: A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study. The Student Adjustment to College Questionnaire was employed to measure their academic adjustment and psychological adjustment. The Multidimensional Scale for Perceived Social Support and the Acculturative Stress Scale for International Students were used to collect data on social support and acculturation stress. Path analysis by AMOS 23 was used to test the hypothesized relationship. Findings: Results provided support for the proposed model, revealing that social support was associated with greater academic and psychological adjustment among international students. Significance: The present study has implications for university policies, counselors, and student affairs departments on the need to take measures to facilitate healthy academic and psychological adjustment among international students.
E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution
Author: Adams, Donnie
Date: 2018-12-00
Type: Journal Articles
Subjects: Learning Readiness,Student Diversity,Foreign Countries,Blended Learning,Undergraduate Students,Graduate Students,Gender Differences,Age Differences,Ethnicity,Intellectual Disciplines,Student Characteristics

Purpose: Blended learning is rapidly emerging as a domain for practice and research. Across disciplines and contexts, at individual instructor and institution levels, educators are experimenting with the blended learning model of instruction. The current generation of learners have been referred to as 'digital natives' in reflection of their apparent ease and familiarity with digital technology. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of the study was to investigate students' readiness for a blended learning model of instruction in a leading Malaysian higher education institution. Methodology: The study employed a non-experimental quantitative research design. Data were gathered from a sample of 235 undergraduate and 131 postgraduate students using the Blended Learning Readiness Engagement Questionnaire (BLREQ). The data was analysed using the WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Differential Item Functioning (DIF) analysis was also used to identify responses based on students' demographic profiles. Findings: Findings identified that students were ready for blended learning. Further analysis indicated that there were differences in students' readiness for blended learning based on gender, age, ethnicity, field of study, and level of education. Significance: This study provides insights on students' readiness towards blended learning, particularly in the Malaysian context, discusses implications for blended learning practices in higher education institutions, and offers recommendations for future research.
Portrayal of Perception of Women in Domestic Series and Its Comparison with the Real-Life Woman&apos;s Figure, from Woman&apos;s Perspective
Author: Kasimoglu, E. Sinem
Date: 2019-01-00
Type: Journal Articles
Subjects: Females,Role,Television,Mass Media Effects,Role Models,Socioeconomic Status,Social Influences,Power Structure,Foreign Countries,Sex Stereotypes

Aim and Importance of the Study: TV series play a key role in shaping the society. In this study, the aim is to identify the authenticity of the woman's roles portrayed in the series with the real life and make comparison of with the real-life woman's figure as well as to review the image of woman from woman's perspective, which is represented to the public and determine to what extent this image can be perceived as role model. This study intends to raise awareness in resetting and redesigning women's roles in TV series. The Research Method: In this study, out of Qualitative Research Methods, the method of interviewing was applied. Stewart and Cash (1985) described interviewing as &quot;a process of dyadic, relational communication with a predetermined and serious purpose designed to interchange behavior and involving the asking and answering of questions&quot;. From woman's perspective, 10 women professionals got involved in the research conducted on the portrayal of perception of women and its comparison with the real-life woman's figure and their responses were analyzed using the qualitative research methods. The relevant resources in literature were also reviewed and the woman's figure in TV series was examined. The Study's Aim and Research Questions: In today's broadcasting, TV series have great importance. This study aims to assess the perception of woman in TV series followed by a great majority of public from woman's perspective and examine the presented perception through comparison with the real-life woman's figure, and these research questions were asked such below: 1) How do you think are women portrayed in domestic TV series? 2) What extent is that model of woman authentic with the real life? 3) What would you say when asked to characterize the women that you have viewed in the series? 4) Do the economic statuses of the women portrayed in TV series correspond to those in the real life? 5) How should the woman's figure be in those series when considering its potential implications in the society? Findings and Conclusion: As a result of this study, it was observed that there are limited similarities between the serial female characters and the real life figures. It is observed that they are portrayed as powerless, weak, whiny and under male dominance, or class- and power-focused, wealthy, ambitious, dominant and intriguing and with beautiful physicalities.
Teachers and Students&apos; Perceptions of Teaching and Learning English in Small Classes: A Case of Ecuador
Author: Toro, Lisset V.
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Small Classes,Class Size,Student Attitudes,Teacher Attitudes,Classroom Environment,Interaction,High School Students,Secondary School Teachers,Language Teachers,Teaching Methods,Instructional Materials,Self Esteem

The English language teaching learning process in small classes may turn challenging for some teachers but also rewarding because of the results obtained. In our country, the majority of high schools have a big number of students in the English courses and this may be one of the causes for language low achievement. For this reason, this study is aimed at exploring teachers and students' perceptions on the benefits, strategies and resources, students' feelings, and the possible limitations the teaching and learning of English in small classes may yield to promote changes in the number of students in Ecuadorian English classrooms. The findings show that small classes help teachers design, apply activities, use strategies, and resources that make it easier for students to interact, participate, and receive appropriate feedback. Regarding students, they feel relaxed and motivated to learn English among few students; however, the fact that teachers' control of the small class allows them to address students more frequently, make students feel anxious.
Pre-Service Preschool Teachers&apos; Opinions about the Formative Assessment
Author: Koray, Özlem
Date: 2019-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Student Attitudes,Formative Evaluation,Foreign Countries,Evaluation Methods,Scoring Rubrics

Formative assessment is based on the principle of determining students' learning needs and teaching them with their needs in mind. The main goal of formative feedback is to strengthen students' knowledge, specific skills, understanding in certain contents, and general skills such as problem solving. The aim of this study is to determine pre-service preschool teachers' opinions about the use of formative assessment. This is a case study, a qualitative research method. This study was conducted with 63 pre-service teachers who were juniors in the education faculty of a public university in the west of Turkey's Black Sea Region in the 2016-2017 academic year. The study data were collected using an opinion form which included open-ended questions as well as interview questions. Pre-service teachers' written explanations to the open-ended questions were analyzed using content analysis, a qualitative analysis method. In addition, the study used descriptive analysis to assess the data that were collected during interviews with the purpose of obtaining further information. The research results show that a majority of pre-service teachers' had positive opinions about formative assessment. They stated that formative assessment has many advantages such as enhancing efficiency, providing experience and self-evaluation.
Improving Student Teachers&apos; Digital Pedagogy through Meaningful Learning Activities
Author: Sailin, Siti Nazuar
Date: 2018-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Technological Literacy,Learning Activities,Web 2.0 Technologies,Self Esteem,Technology Integration,Teaching Methods,Educational Technology,Technology Uses in Education,Foreign Countries,Student Attitudes

Purpose: This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology: This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers' reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings: The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers' knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance: Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.
How Do We Know What Is Happening in WhatsApp: A Case Study Investigating Pre-Service Teachers&apos; Online Activity
Author: Annamalai, Nagaletchimee
Date: 2018-12-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Preservice Teachers,Technology Uses in Education,Student Attitudes,Blended Learning,Web Based Instruction,Information Technology,Electronic Learning,Learning Activities,Learning Processes,Shared Resources and Services,Information Dissemination,Internet,Telecommunications

Purpose: This study addresses the issue of investigating on how lecturers used WhatsApp in educational context and what are the pre-service teachers' views when WhatsApp is used in teaching and learning activities. Methodology: A qualitative case study was conducted in this study. Two lecturers were interviewed individually to investigate the teaching approach integrated with the use of WhatsApp. Also, 12 pre-service teachers in two focus groups were interviewed to examine their views of using WhatsApp in completing their tasks. Findings: The lecturers employed blended learning approach and were not keen to entirely conduct their lessons in the online learning environment. The focus group interviews were conducted to bring the data together to generate emerging themes related to positive and negative views of pre-service teachers when they were engaged on WhatsApp for learning activities. The positive themes were related to bite size learning, seamless learning, 21st century learning, WhatsApp as a platform to support learning and as an extended interaction space. Practical Implications: The study may influence the use of Information Communication and Technology (ICT) tools in education. It also contributes to new ideas and knowledge on how teachers and learners can conceptualize and use ICT. There is a strong case to argue for instructors to be actively involved in interactions to guide students to develop knowledge and ideas.
Knowledge and Identification of Different Artistic Practices
Author: Varl, Katja Kozjek
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Student Attitudes,Fine Arts,Knowledge Level,Art Activities,Teaching Methods,Grade 8,Foreign Countries,Artists,Information Technology,Art Materials,Human Body

With its ambient, interesting and dynamic use of materials, alternative views of materials and objects, with its playfulness and affecting different senses contemporary fine art can be very interesting for art-educational work. Due to its complexity, however, it suffers from misunderstanding, retreat, and last but not least also fears both among teachers and learners. With the present article we wish to present a broader view of basic school pupils of fine art both historically and contemporarily. We wished to determine what views students have of contemporary artistic practices and to what extent they know fine art. The results obtained with guided interviews and worksheets indicate that students are not well informed about contemporary and historical artistic practices. They nevertheless demonstrate great openness, curiosity and relaxation, willingness to get to know these practices deeper under proper guidance of the teacher and also to become enthusiastic about them.
Determinants of Elementary Student&apos;s Writing Tool Manipulation Skills
Author: Vujanovic, Marina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Writing (Composition),Writing Skills,Handwriting,Handedness,Writing Difficulties,Gender Differences,Skill Development,Individualized Instruction,Writing Instruction,Fatigue (Biology),Manipulative Materials

Writing, as a skill of correct graphic design, represents an activity which is very important in each individual's life and work, and the period of elementary school, when writing skills are mastered, is the period when special attention must be devoted to determinants that can affect the process of writing. Gender, literacy phase and writing difficulties are the determinants that have been tested in 1156 elementary school students, and the research was done in the eight Belgrade elementary schools in 2016. Statistically significant differences in the writing tools and materials manipulation skills among students with and without writing difficulties were present. The students without writing difficulties had higher manipulation skills, and the biggest difference was recorded in the effective stabilization of paper with the non-dominant hand (r= 0.000), placing paper under an adequate angle (r= 0.000) and presenting comments and complaints of pain or fatigue (r= 0.000). The strongest statistically significant difference with the presence of difficulties in the writing tools and materials manipulation skills between boys and girls is recorded in the effective stabilization of paper with the non-dominant hand (r= 0.000). Students who are in the process of acquiring literacy skills have the greatest difficulties in the presence of pain or fatigue during writing (23.2% of students). The strongest statistically significant difference in the manipulating skills between students of the first and second grades, compared to the students who have already mastered writing, is in setting up paper at an adequate angle (r= 0.000) and in the presence of pain or fatigue (r= 0.000). Gender, the stage of literacy and writing difficulties are determinants that affect the skill of manipulating writing tools. Thus, studying this problem is very important in order to help students master the skills of writing. Individualization measures, as one of the modes of adapting teaching to the abilities of students, can make this complex process significantly easier for them.