ethanporcaro/eric-fulltext-meta huggingface dataset:
Dynamic Assessment Effect on Speaking Performance of Indonesian EFL Learners
Author: Fahmi
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Alternative Assessment,Oral Language,Second Language Learning,English (Second Language),College Students,Feedback (Response),Student Evaluation,Educational Benefits,Student Improvement,Student Attitudes,Self Esteem,Self Evaluation (Individuals)

The research concerned the application of Dynamic Assessment (DA) in English Language Teaching (ELT) which based on Vygotsky's theory, namely Zone of Proximal Development (ZPD). The research was meant to investigate the effect of DA in improving teaching and learning speaking in Indonesia especially English as a Foreign Language (EFL) learners in university. The research was conducted using a qualitative method by involving four Indonesian university learners in the first semester. The participants received the same treatments through pre-test and self-reflection, feedback and knowledge expansion, post-test and self-reflection, post-feedback, and semi-structured interviews. The instruments were used to analyze the learners' non-fluency and mastery problem. The analysis showed that the learners' speaking performance was improved after experiencing DA sessions. The results of the test and self-reflection showed significant improvement in their speaking. The finding showed some positive effects of DA on EFL learners' speaking performance. In interviews, learners showed positive experiences and attitude toward DA since it served them a comfortable, structured, practical, and meaningful platform to recognize their speaking behavior, weaknesses, strength, and needs. Furthermore, it also helped them to get the objective feedbacks with less anxiety. The researchers conclude that DA can be applied as a primary alternative assessment in English speaking practices.
Ethnoconstructivism Analysis: Study of Pedagogic Mathematics Competence of Primary School Teachers
Author: Syahrial
Date: 2020-09-00
Type: Journal Articles
Subjects: Constructivism (Learning),Elementary School Teachers,Teacher Competencies,Mathematics Education,Culturally Relevant Education,Foreign Countries,Pedagogical Content Knowledge,Gender Differences,Age Differences

The teacher has an important role in realizing quality learning. Qualified teachers are shown with good competence. Teacher competency can be improved through teacher understanding of non-constructivism knowledge in mathematics learning. Teachers can integrate cultural values and local wisdom into mathematical concepts to shape student knowledge. Integrating cultural values and local wisdom into mathematics learning makes students learn through their cultural background experiences. This research was a descriptive research employed 691 respondents. The instruments in this study were questionnaires, tests and interviews to reinforce quantitative results. The purpose of this study was to determine the level of teacher pedagogical knowledge, teacher ethnoconstructivism knowledge, the influence and impact of ethnoconstivism knowledge in mathematics learning. The results of this study indicate the competence of elementary school teachers in Batanghari, Muaro Jambi, and Jambi City tends to be generally not good, and teachers have applied ethno-constructivism in mathematics learning through the use of media, models, and learning strategy. Teachers still encounter many obstacles in the implementation process. And the age range of the teacher has an impact on the level of ethnoconstructivism knowledge in mathematics learning.
Attitudes and Opinions of Counselors about Education of Gifted Students
Author: Kaya, Nisa Gökden
Date: 2020-12-00
Type: Journal Articles
Subjects: School Counselors,Counselor Attitudes,Academically Gifted,Ability Identification,Foreign Countries,Counselor Role

Counselors play effective roles not only in diagnosing but also in education of gifted students who lead the development of the societies. This study aimed to examine the attitudes and opinions of the counselors about the education of the gifted students. In the study, descriptive survey model is used. Both qualitative and quantitative data was collected within mixed method, according to the principles of pragmatist philosophy. &quot;Attitude Scale towards Gifted Education&quot; was applied to 250 counselors in order to collect quantitative data. The scale, which consists of 14 items, was developed by Gagné and Nadeau and adapted to Turkish by Tortop. The qualitative data was collected by semi-structured interview form consists of four questions about opinions on education of gifted students in Turkey, and was applied to 40 counselors. The mean of scores gathered from &quot;Attitude Scale towards Gifted Education&quot; was found 3.6 which is evaluated as slightly positive attitude. The scores were analyzed according to gender, seniority, having gifted students and institution of counselors, by using t test and ANOVA. Content analysis was performed for qualitative data that was gathered from interviews. The majority of counselors have stated that there are problems in education and diagnosis of gifted students.
The Effects of Schema Activation and Reading Strategy Use on L2 Reading Comprehension
Author: Cho, Young Ah
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Comparative Analysis,Schemata (Cognition),Foreign Countries,Reading Tests,Language Tests,Reading Motivation,Student Attitudes,Reading Instruction,College Freshmen

The present study examines the effects of schema activation and reading strategy use on L2 learners' reading comprehension, strategy use, motivation, and learner beliefs. The participants consisted of 89 Korean college students, and they were assigned to one of two reading activity groups--schema building or reading strategy instruction--or to a control group. The study employed a background questionnaire, pre-, post-, and delayed English reading comprehension tests, and also pre- and post-reading strategy use, reading motivation, and general learner belief questionnaires. The results indicate that both the schema building and reading strategy task groups showed significant improvements in terms of immediate learning effects, but the reading strategy group showed an added degree of improvement over the schema building and control groups in terms of long-term reading comprehension. Additionally, the two task groups reported positive responses to their own use of reading strategies, motivation, and positive beliefs. Based on the findings, this study suggests pedagogical implications for L2 reading classrooms.
Psychological Counseling and Guidance Students&apos; Views on the Relevance of Industry 4.0 to Educational Field
Author: Birol, Zehra Nesrin
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Counselor Training,Industry,Educational Change,Educational Technology,Technology Uses in Education,Knowledge Level,21st Century Skills,Counseling Psychology

The study aims to reveal the opinions of psychological counseling and guidance students on the importance of an industry 4.0 revolution in education. For this purpose, this study was designed according to the descriptive pattern. The research group formed two hundred and fifty-seven (257) volunteer psychological counseling and guidance students studying at a state university in the Republic of Turkey. The data of the study were obtained by taking into consideration the relevant literature and using three expert opinions. Most of the students assume the use of technology is beneficial in the educational field. However, it was observed that they have insufficient knowledge about the technology applications used in the educational field, and most of the participants assert that they do not know the meaning of Industry 4.0. Besides, 76.7% of the research sample is devoid of technology use in guidance services in schools. In summary, psychological counseling and guidance students associate technology in education with equipment rather than software.
An Analytic Hierarchy Process for Quality Action Researches in Education
Author: Barcelona, Alvin Bersabal
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Educational Research,Evaluation Criteria,Decision Making,Theory Practice Relationship,Models,Teacher Researchers,Educational Quality

Teachers are expected to engage in the praxis of educational reform, and one of the resurgent interests in the field of education is the conduct of action researches. In the Philippines and in many parts of the world, teachers are encouraged to perpetuate a culture of conducting action researches to improve the teaching and learning process. Considering the scant literature towards evaluation criteria for quality action researches, this exploratory-sequential mixed method study aims to determine the qualities that research experts perceive to be useful in evaluating action researches. Using Analytic Hierarchy Process, which is a multiple decision-making algorithm, research experts asserted that among the identified evaluation criteria, quality action researches should underscore its contribution to theory and practice, and require actionability and reflexivity among researchers and participants. The findings of this study may be of considerable interest and use to teachers, research authorities, and organizations who would like to ensure that teachers produce quality action research to improve educational practices.
Developing the Scale on Discipline Expectations of Students: A Validity and Reliability Study
Author: Özcan, Gülsen
Date: 2020-12-00
Type: Journal Articles
Subjects: Test Construction,Expectation,Discipline,Test Validity,Test Reliability,Factor Analysis,Student Behavior,Secondary School Students,Foreign Countries,Behavior Problems

The study aimed to develop a valid and reliable scale to measure the expectations of students from the discipline program implemented in their schools. The study was conducted with students studying in seven different high schools in fall semester of 2019-2020 school year. As a result of the Confirmatory Factor Analysis (CFA), a 5-point Likert scale with 3 dimensions and 22 items was established. It was revealed that the fit index values for the final form of the scale are X[superscript 2] = 360.92, df = 206, P = 0.00, RMSEA = 0.062, GFI = 0.86, AGFI = 0.82, CFI = 0.93, RMR = 0.063; NNFI = 0.92. Cronbach Alpha reliability test was used to test the reliability of the ultimate scale and test retest reliability value was used to measure the stability of the test. Reliability value for the whole test was determined as 0.823, for the factor of Effective Teaching Discipline Expectation as 717, for the factor of Behavioral Discipline Expectation as 596, and for the factor of Social Discipline Expectation as 0.636. Test retest reliability of the test was determined as 0.763. Upon the evaluation of the analyses made, it was concluded that scale on discipline expectations of students is a valid and reliable scale to measure the discipline expectations of the students studying in secondary education institutions in Turkey.
Exploring STEAM Teaching in Preschool Using Fred Rogers Approach
Author: Awang, Zahiroh
Date: 2020-12-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Preschool Education,Teaching Methods,Inquiry,Active Learning,Developmentally Appropriate Practices,Foreign Countries,Interdisciplinary Approach,Preschool Teachers,Interpersonal Communication,Student Interests,Discovery Learning

The culture of Science, Technology, Engineering, Art and Mathematics (STEAM) teaching is still new among preschool teachers. Nevertheless, STEAM teaching is seen as challenging to be implemented if there is no clear guideline prepared by qualified experts. Therefore, a need analysis on STEAM teaching strategies ought to be conducted to ensure the implementation of STEAM teaching its related problems may be attended. This research aimed to explore experts' perceptions about Fred Rogers' STEAM as a STEAM teaching strategy approach as a considered method to be taught in preschools. This need analysis employed semi structured interviews with four experts. The obtained findings were categorized and analysed thematically. Five themes were identified: (1) features and needs of STEAM education, (2) inquiry-based learning (3) learning by doing activities, (4) interesting and systematic teaching strategies and (5) suitability with children' development and practices. The research findings benefit preschool teachers in selecting and implementing STEAM teaching strategies based on experts' opinion. Besides, it is anticipated to help teachers to conduct meaningful and effective STEAM teaching with preschool children.
Development of an Assessment Tool for Mathematical Reading, Analytical Thinking and Mathematical Writing
Author: Kesorn, Nuttida
Date: 2020-12-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Mathematics Education,Content Area Reading,Content Area Writing,Thinking Skills,Elementary School Students,Grade 4,Problem Solving,Foreign Countries

The main objective of this research was to develop and validate the quality of an assessment tool for evaluating the mathematical reading, analytical thinking, and mathematical writing skills of fourth-grade students. We randomly selected 222 fourth grade students across multiple schools of varying sizes to take the assessment. Multidimensional Random Coefficients Multinomial Item Response Model was applied to validate the quality of the developed assessment tool. A design-based research methodology was adopted to develop the assessment tool encompassing four phases as follows: (1) analyze how students solve mathematical problems; (2) develop the assessment tool; (3) validation of the tool; and (4) reflection. The results of this research indicate that the assessment tool consisting of 19 items and two dimensions is a reliable and valid metric to measure mathematical reading, mathematical writing and analytical ability of fourth graders. The Likelihood-Ratio test showed that the multidimensional model fits better in comparison to the unidimensional model. It can be concluded that each item is qualified to assess the students and relevant to the developed dimensional examination structure.
Review of One of the Education Policies: Total Quality Management in Schools
Author: Gumus, Fatma Nezihe
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Policy Formation,Total Quality Management,Program Implementation,Leadership,Empowerment,Stakeholders,Commercialization,Educational Planning,Teamwork,Principals,School Administration,Educational Change,Educational Improvement

This paper reviews one of the policies which have been removed from implementation as a management approach (Total Quality Approach) in education. The main argument is that barrowing policies from abroad without considering to what extend the characteristics of the existing system would suit to the intended approach or to what extend the major needs of it would been met by the existing system are the major issues to take into account before introducing any policies in education. Therefore, Total Quality management approach and requirements of successful implementations are discussed by setting these arguments in Turkey's education.
Perspectives on the Challenges of Leadership in Schools to Improve Student Learning Systems
Author: Taufik, Ali
Date: 2020-09-00
Type: Journal Articles
Subjects: Leadership,Educational Improvement,Educational Quality,Barriers,Transformational Leadership,Foreign Countries,Educational Administration,Principals

This study is an analysis of the challenges of leaders in schools to improve learning systems, trying to do an analysis of the six aspects of analysis during the study. The main contribution of this research is related to how to deal with challenges in improving learning systems in schools that have so far faced challenges and obstacles, and these need to be analyzed and solutions. This study uses a qualitative method with a case study model, because this researcher is a case that must be disclosed and found a solution, looking at the gap between quality, performance and leadership in several schools that are the object of research and this research lasted for several years. four months (18 weeks), the time is indeed quite short, but researchers try to use this time effectively to produce something useful. In this case involving eight school leaders, as participants, the results of the application of the six aspects of indicators were able to improve teacher performance and from changes in the learning system as well. can be significantly improved as evidenced by the results of evaluating student learning, this research does indeed need to be deepened comprehensively. The author measures the success rate of these indicators by using a cluster system (individually intervening) individually either for the principal or when assessing students, so the writer can see the improvement.
The Effect of English Teaching on Academic Achievement Based on Brain Based Learning Theory (BBL)
Author: Akman, Pinar
Date: 2020-10-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Neurosciences,Teaching Methods,Learning Theories,Academic Achievement,Comparative Analysis,Computer Software,Second Language Learning,Second Language Instruction,English (Second Language),Curriculum Development,Educational Change,Language Tests,Secondary School Students,Instructional Effectiveness,Pretests Posttests

Learning is a lifelong process. Personal characteristics of learners and environmental conditions will increase efficiency by using the most appropriate teaching methods and techniques according to subject 's structure. With traditional teaching methods, it is not likely to realize aims suitable for equipment required by age. For these reasons, the curriculum updated emphasizes on approaches that centers on the students. In this research, Brain Based Learning Theory (BBL) is one of the approaches with students as the focus. The aim of the research is to determine the effect of English course taught according to BBL Theory on students' academic achievement. In this research, an experimental model of the pre- and posttest control group was conducted. The research sample is made up of forty-five (45) students that study in Bohsin Secondary School in Hatay province. Methods based on BBL Theory in the experiment class and traditional teaching methods in the control group were conducted. Computer packet program was used in analyzing data's reached in the research. Statistically independent samples t-tests and Covariance (ANCOVA) analysis was conducted. As a result of the research, English lessons teaching based on the BBL Theory (Experiment Class) as against traditional teaching methods (Control Class) significantly increased academic achievement. To spread new methods and approaches, it is suggested to increase the researches to be conducted in English teaching according to BBL Theory.
Role of Gamification in Classroom Teaching: Pre-Service Teachers&apos; View
Author: Mee Mee, Rita Wong
Date: 2020-09-00
Type: Journal Articles
Subjects: Game Based Learning,Preservice Teachers,Teacher Attitudes,Foreign Countries,Elementary School Teachers,Second Language Instruction,English (Second Language),Learning Activities,Educational Games

Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners' willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners' creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners' interest in language learning subconsciously.
Integration of 3D Printing in Computer-Aided Design and Engineering Course
Author: Zaman, Mohd Hairi Mohd
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Printing,Computer Peripherals,Computer Assisted Design,Engineering Education,Undergraduate Students,Student Projects,Models

Engineering students at an undergraduate level typically learn the design aspect and concept through lectures and practical sessions using computeraided software. However, the current computer-aided design and engineering (CAD/CAE) course did not expose the students to apply and relate the latest advanced technologies to solve global issues, for instance as listed in the United Nations Sustainable Development Goals (UN SDG). Therefore, an improved CAD/CAE course taken by the students of the Electrical and Electronic Engineering Programme in Universiti Kebangsaan Malaysia integrates 3D printing and conduct their project based on UN SDG themes. A total of 22 projects was produced, which involves both mechanical and electrical design with some of the physical models were 3D printed. Thus, students able to strengthen their understanding of the design concept through the integration of 3D printing and simultaneously aware of the current global issues.
Perceptions and Experiences of Students on the Use of Interactive Online Learning Technologies in Mauritius
Author: Ramkissoon, Parmeswar
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Attitudes,Student Experience,Technology Uses in Education,Electronic Learning,Internet,Foreign Countries,Online Courses,Social Media,College Students,Peer Relationship,Computer Mediated Communication

With the advent of e-learning, advocates use the term interactivity instead of interaction among students, and between the teacher and the students. Many universities use Moodle for online teaching and learning. This paper explores the perceptions and experiences of students in three Higher Education Institutions (HEIs) in Mauritius. A mixed-methods approach was used, with an online survey questionnaire administered to 600 students and focus group discussions were conducted with 15 students from these institutions. It was found that 68.4% of respondents used WhatsApp compared to only 23.6% of them who used the e-learning platform, Moodle. There were no associations between the use or frequency of using WhatsApp or Facebook and the types of HEI to which the students belonged. Students preferred WhatsApp due to its facility for knowledge sharing and construction, its interactivity, its usability, respect for privacy and instant communication. From the findings, it is recommended that HEIs bring a shift in their approaches to teaching and learning from cognitivism to socio-constructivism, connectivism and heutagogy.