ethanporcaro/eric-fulltext-meta huggingface dataset:
An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program
Author: Agustin, Ma. Lourdes S.
Date: 2018-03-00
Type: Journal Articles
Subjects: Teacher Exchange Programs,Role of Education,Student Mobility,Regional Cooperation,Questionnaires,Teacher Associations,Participant Satisfaction,Language Proficiency,English (Second Language),Pedagogical Content Knowledge,Cultural Awareness,Teacher Collaboration,Teacher Education Programs,Teacher Improvement,Qualitative Research,Statistical Analysis,Foreign Countries

Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.
Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers
Author: Patel, Nilesh Kumar
Date: 2018-03-00
Type: Journal Articles
Subjects: Feedback (Response),Classroom Environment,Secondary School Teachers,Control Groups,Secondary School Students,Statistical Analysis,Experimental Groups,Intelligence Tests,Foreign Countries,Intelligence,Job Satisfaction

This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre-Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way &quot;ANCOVA&quot; and &quot;2X2 factorial design ANCOVA&quot; were used for data analysis. Hypotheses were tasted at level of significance with a = 0.05. It was found that the treatment has significant effect over Classroom climate when pre-Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre-Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre-Classroom climate was taken as covariate.
Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates
Author: Sumarni, Woro
Date: 2018-03-00
Type: Journal Articles
Subjects: Test Validity,Construct Validity,Test Reliability,Preservice Teachers,Science Teachers,Student Attitudes,Science Instruction,Chemistry,Questionnaires,Likert Scales,Secondary School Students,Scientific Attitudes,Attitude Measures,Foreign Countries,Statistical Analysis,Factor Analysis

Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach's alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.
Understanding Loan Use and Debt Burden among Low-Income and Minority Students at a Large Urban Community College
Author: Luna-Torres, Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Student Financial Aid,Community Colleges,Two Year College Students,Urban Schools,Student Characteristics,Statistical Analysis,Comparative Analysis,Enrollment,Low Income Groups,Racial Differences,Ethnicity,Gender Differences,Age Differences,College Readiness,Debt (Financial),Academic Persistence,Student Records,Grade Point Average,Multiple Regression Analysis

This study examined a sample of community college students from a diverse, large urban community college system in Texas. To gain a deeper understanding about the effects of background characteristics on student borrowing behaviors and enrollment outcomes, the study employed descriptive statistics and regression techniques to examine two separate samples of students consisting of (1) loan recipients and (2) non-loan recipients. Chen's heterogeneous research model served as the conceptual framework in the selection of predictors of interest and outcome variables. This study primarily focused on the relationship between borrowing and enrollment outcomes of low-income and racially/ethnically diverse students. Results show that students taking on debt at Metropolitan Community College (a pseudonym) are primarily female, Black, over the age of 20, low-income, and not academically prepared. While race/ethnicity did not significantly influence cumulative debt amount, race/ethnicity did account for significant differences in the likelihood of completion or transfer for both loan recipients and non-loan recipients.
Preparing Quality Teachers
Author: Green, Corinne
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Teacher Qualifications,Teacher Competencies,Student Surveys,Program Effectiveness,Learning Theories,Theory Practice Relationship,Context Effect,Constructivism (Learning),Relevance (Education),Interaction,Elementary School Teachers,Employment Level,Qualitative Research,Foreign Countries

There are many factors that impact student learning, with quality educators being one of the most important elements for student success. Accordingly, the promotion of quality teacher preparation programs has become a priority for tertiary institutions, researchers, policymakers, and practitioners. There is a known disparity between tertiary experiences and classroom realities that leave graduate teachers feeling unprepared for the teaching profession. Employing a contextualized learning approach such as situated learning theory in teacher preparation programs can reduce this gap and successfully prepare graduate teachers for the teaching arena. This research project surveyed one cohort (n = 154) at the conclusion of a four-year initial teacher education program, and again six months after graduation, as well as analyzed the subject outlines of the core final year subjects. The study found that the final year of the program incorporated the key tenets of situated learning theory, integrated theory and practice, and prepared the graduates for the realities of the teaching profession by effectively contextualizing their tertiary learning.
Attitudes of Pre-Service Music Teachers towards Value Education in Turkey
Author: Egilmez, Özgür
Date: 2018-03-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teachers,Music Teachers,Student Attitudes,Values Education,Music Education,Student Surveys,Scores,Gender Differences,Parent Background,Educational Attainment,Instructional Program Divisions,Family Income,Grade Point Average,National Curriculum,Correlation,Statistical Analysis

In the music education curriculum, which is implemented from 2017-2018 academic year, the directive for teaching values was prepared for the first time. In this context, the research was conducted by comparing the attitudes of pre-service music teachers towards values education in terms of some variables, which will be included in the courses of value education according to the new music education curriculum. Data collected using the values education attitude scale were analysed using t-test, Kruskal-Wallis H test, and Spearman's correlation coefficient. Results showed that attitude scores did not change according to gender or level of parents' education but had a significant difference according to the year students were in. Scale scores were not correlated with the amount of parents' income or students' GPAs. This study is crucial as it tries to determine the attitudes of pre-service music teachers who are assigned as music teachers in a few years and will conduct music lessons according to the Ministry of National Education music curriculum. Moreover, it aims to shed light on the determination of targets for values education in the training of pre-service music teachers in the institutions that train music teachers with the help of the results that this study offers.
Improving Resilience and Self-Esteem among University Students with Entrepreneurship Simulation Board Game
Author: Prihadi, Kususanto
Date: 2018-03-00
Type: Journal Articles
Subjects: Entrepreneurship,Games,Teaching Methods,College Students,Resilience (Psychology),Self Esteem,Skill Development,Pretests Posttests,Control Groups,Experimental Groups,Statistical Analysis,Scores,Measures (Individuals),Foreign Countries,Multivariate Analysis

This study aims to evaluate the effect of the frequency of playing a board game that simulates entrepreneurial experience called &quot;Traders&quot; on the university students' resilience and self-esteem. Traders Board Game (TBG) was developed in 2015 with an aim to improve several entrepreneurship skills among young adults, and resilience being one of them. Pre and posttests of resilience have been done to 12 participants before they were divided into three groups: the control group, who did not play the game, the experimental group A, who played the game once a week for three weeks, and the experimental group B, who played the game twice a week for three weeks. Resilience was measured by adapting Connor-Davidson Resilience Scale, whereas self-esteem was measured by utilizing Mruk two-dimensional Self-esteem scale. There was a statistically significant difference among the the three groups in resilience improvement, where the experimental group A scored the highest, and no significant difference was discovered in terms of self-eteem improvement. The results suggested that playing TBG in certain frequency significantly improves resilience among the participants.
Dynamic e-Learning Modules for Student Lecture Preparation
Author: McIntyre, Timothy
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Units of Study,Lecture Method,Physics,Undergraduate Students,Blended Learning,Student Surveys,Study Habits,Active Learning,Interactive Video,Computer Simulation,Problem Solving,Feedback (Response),Computer Software,Computer Oriented Programs,Independent Study,Statistical Analysis,Foreign Countries,Qualitative Research

We have developed and demonstrated the effectiveness of a set of online interactive learning modules to accompany physics courses at first- and second-year university levels. Students access the modules prior to attending lectures to familiarize themselves with content which is then discussed and reaffirmed in class. Student surveys and access data show that students were much more likely to use material presented in this form, rather than a textbook, when preparing for lectures given in an active learning format. The students found that interactive simulations, videos of problem-solving approaches prepared by course staff, and quick-check immediate feedback questions were all useful tools for lecture preparation--none of which are available when using a traditional textbook for lecture preparation.
Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests
Author: Özkan, Yesim Özer
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Mathematics Tests,Test Items,Multiple Choice Tests,Accuracy,Mathematics Achievement,Scores,Objective Tests,Achievement Tests,International Assessment,Secondary School Students

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.
Effort of NGO in Promoting Comprehensive Sexuality Education to Improve Quality of Life among Local and Refugee Communities
Author: Yeo, Kee Jiar
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Nongovernmental Organizations,Sex Education,Sexuality,Quality of Life,Refugees,Qualitative Research,Case Studies,Interviews,Information Dissemination,Social Attitudes,Cultural Influences,Barriers,Program Implementation,Health Services,Contraception

Federation of Reproductive Health Association, Malaysia (FRHAM) is a pioneer Non-governmental Organization (NGO) in disseminating the knowledge and services of sexual reproductive health in Malaysia. A qualitative case study research design was employed to explore the roles of FRHAM in promoting Comprehensive Sexuality Education (CSE) for the well-being of locals and refugees' communities. In-depth interviews were conducted with the staffs of FRHAM to inquire about their effort in delivering their services. The interviews were recorded, transcribed, coded and emergent themes were identified. FRHAM had played a part as educator, service provider, advocate and actively involved in improving the quality of life among the refugee community. The organization had developed modules for CSE and conducted programs for dissemination of knowledge. They also collaborated with local governmental agencies and other NGOs to promote awareness and utilization of services among the communities. Nevertheless, promoting CSE had experienced many challenges in Malaysia. The perceptions of Malaysian viewing sexuality education as taboos, cultural factors, the reluctance of educators in delivering, and the low visibility of FRHAM are the barriers encountered by FRHAM in promoting CSE. FRHAM recommended including parents, teachers and other stakeholders in the promotion of CSE and acknowledging CSE as an official subject to be implemented in schools. The information from this study may encourage more partnerships between the stakeholders, policy makers and NGOs for providing high quality CSE and sexual reproductive health services.
Effects of Test Level Discrimination and Difficulty on Answer-Copying Indices
Author: Sunbul, Onder
Date: 2018-03-00
Type: Journal Articles
Subjects: Difficulty Level,Cheating,Duplication,Test Length,Statistical Analysis,Test Items,Multiple Choice Tests

In this study Type I Error and the power rates of omega (?) and GBT (generalized binomial test) indices were investigated for several nominal alpha levels and for 40 and 80-item test lengths with 10,000-examinee sample size under several test level restrictions. As a result, Type I error rates of both indices were found to be below the acceptable nominal alpha levels. The power study showed that average test difficulty was very effective for power (true detection) rates of indices. Clear patterns were observed for the increase of test difficulty in favor of both ? and GBT power rate. Contrary to expectations; average test discrimination was not as effective as average test difficulty. The results of the interaction effects of item discrimination and difficulty showed that for the cases whose b parameters were lower than 0 with weak discrimination, indices had weak power for both ? and GBT. In addition, for the cases whose b parameter levels were below zero with high discrimination indices, the power performance of both answer-copying indices were very weak. Results for test length showed that with the increase of test length the power rate of both ? and GBT tended to increase. Also, ? performed slightly better than GBT or very close to GBT for 80-item test length however, ? performed better than GBT in terms of power rate for the cases with 40-item test length.
Students&apos; Perspectives on a Gap-Funded Program: The Community Scholarship Program of McCracken County, Kentucky
Author: Hlinka, Karen R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Scholarships,Community Colleges,Two Year College Students,Tuition,Student Attitudes,Cohort Analysis,Focus Groups,Outcomes of Education,Enrollment,Academic Persistence,Academic Achievement,Credentials,Student Financial Aid,High School Graduates,College Bound Students,Predictor Variables,Grade Point Average,Time Management,Study Habits,Blended Learning,Federal Aid,Grants,Qualitative Research

In 2010, McCracken County, Kentucky implemented the Community Scholarship Program (CSP) to provide graduates of high schools in the county an opportunity to receive a tuition-free community college education. Quantitative data was collected throughout the various stages of student progress through the program. As the first cohort of CSP students approached graduation from West Kentucky Community and Technical College (WKCTC) in Spring 2016, we initiated a qualitative study. We interviewed 19 of the 88 continuously enrolled students from the first CSP cohort in a series of three focus groups in February and March of 2016. Those group interviews focused on addressing the impact of CSP, from a student perspective, on enrollment, persistence, and completion of a credential at WKCTC. Key issues that emerged include the importance students place on (a) having every high school senior complete the FAFSA® and a WKCTC first-semester schedule; (b) building relationships with college personnel, especially success coaches, who provide both academic and personal advice and encouragement; (c) providing a clearer explanation of what a gap-funded scholarship program covers; and (d) restructuring the program to cover more college-going expenses. This paper presents several implications for practice.
Teachers&apos; Obstacles in Implementing Numbered Head Together in Social Science Learning
Author: Widyaningtyas, Harini
Date: 2018-03-00
Type: Journal Articles
Subjects: Barriers,Elementary School Teachers,Grade 3,Elementary School Students,Qualitative Research,Teaching Methods,Cooperative Learning,Social Studies,Foreign Countries,Observation,Interviews

This study is aimed at describing teachers' obstacles in applying Numbered Head Together learning model in social science learning. The type of research is qualitative descriptive. The subject of the research is the third-grade teacher of elementary school in Sukoharjo Sub-district. The findings of the research were analyzed using interactive analysis of Miles and Huberman and were presented through descriptive narrative technique. The results reveal several obstacles that were experienced by the teachers. First, the time is limited. Second, the classroom atmosphere is noisy due to large number of students. Third, the number of students in total is not even. Fourth, the students interfere each other. Fifth, not all of the students work in the group. Sixth, the students are not actively responding. Seventh, the students are lack of confidence in the presentation.
A New Self-Assessment Teaching Assistant Survey for Growth and Development
Author: Mewis, Keith
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Self Evaluation (Individuals),Student Surveys,Graduate Students,Professional Development,Prior Learning,Teaching Experience,First Year Seminars,Student Attitudes,Student Characteristics,Skills,Statistical Analysis,Factor Analysis,Foreign Countries

During their time as Teaching Assistants (TAs), graduate students develop a variety of skills, knowledge, and attitudes (SKAs) based on teaching and related facilitation experiences. As TAs move on to future opportunities, their prior experiences form a foundation upon which additional teaching experience builds. Presently, there are few tools to gauge pedagogical growth during graduate student involvement as TAs in a specific post-secondary course, or as a consequence of their participation in a specialized TA training or teaching program. We identified key factors that underlie TA development and designed a new survey based on these for TAs to self-assess SKAs that they bring with them from prior experience, and those that they develop or enhance during their time as a TA. We designed a survey to test how TA experience with non-traditional roles in a First-year Seminar in Science course, SCIE113, affects SKAs that can be used in future teaching endeavours. We administered the survey to 18 current and past SCIE 113 TAs as of December 2015 (representing the complete population). The results showed that TAs with similar levels of experience shared similar skills, knowledge, and attitudes. Those TAs with the most experience had greater abilities in roles previously identified as non-traditional TA roles. Others working with graduate students can use or adapt the survey questions to investigate and stimulate the growth and development of TAs in their course or program.