ethanporcaro/eric-fulltext-meta huggingface dataset:
Interpersonal Intelligence: A Strengthening in Efforts to Improve Student Learning Achievement
Author: Istapra, Eva
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Academic Achievement,Outcomes of Education,Emotional Intelligence,Predictor Variables,Elementary School Students

The purpose of this study was to determine the relationship between interpersonal intelligence and student learning outcomes so that there is an increase and strengthening of student achievement. The method used in this research is field research with a correlational quantitative approach which aims to analyze the relationship between interpersonal intelligence and student achievement. The results of this study found that there is a significant relationship between interpersonal intelligence and student achievement. This can be proven from statistical calculations, namely r count is greater than r table (0.995&gt; 0.347) with a significant stage of 5%. Thus the alternative hypothesis (Ha) in this study is accepted and the hypothesis (H0) in this study is rejected.
Creative Practice as a Catalyst for Developing Connectedness Capabilities: A Community Building Framework from the Teaching International Students Project
Author: Snepvangers, Kim
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Foreign Students,Teaching Methods,Mentors,Student Attitudes,Research Universities,Animation,Work Experience Programs,Cultural Awareness,Problem Solving,Group Dynamics,Cooperative Learning,Advanced Courses,Student Projects,Active Learning,College Faculty,Industry,Communities of Practice,Critical Thinking,Information Technology,Work Environment,Futures (of Society),Foreign Countries,Self Esteem,Design,Art Education,Educational Experience,Undergraduate Students

Focusing on a section of the Teaching International Students (TIS) project this article captures student and mentor perspectives within a Project-Based Professional Experience (PBPE) in the context of a large research-intensive university in Sydney, Australia. Animations co-produced with students were part of a Work Integrated Learning (WIL) compulsory upper level course, leading to a 'Community Building Framework'. The research goal shifted the educational purpose from didactic physical placements to collaborative dynamics where students, including international students, staff, and industry perspectives were 'valued'. Prioritising intercultural learning 'challenged' contested attitudes and 'built' communities of practice in a workforce focused ecology. Findings emerged from reflective interchanges whilst working iteratively and collaboratively with students, to inform the PBPE online framework. Implications for WIL academic planning included: scope for asynchronous autonomous action beyond traditional ways of working; opportunities to model creative problem solving at scale; and critical thinking skills in transferability mode adaptable to future digital workplaces.
Influence of Demonstration Methods and Student&apos;s Activity on Learning Outcomes
Author: Purdiyanto
Date: 2021-00-00
Type: Journal Articles
Subjects: Demonstrations (Educational),Mathematics Instruction,Instructional Effectiveness,Mathematics Achievement,Learning Activities,Geometric Concepts,Elementary School Students,Grade 4,Public Schools,Foreign Countries

This research is motivated by the fact in the field that the fourth-grade students' mathematics learning outcomes are still low in Public Elementery School 16 Bengkulu City. This is presumably, the lack of application of demonstration methods and student activeness towards student learning outcomes. On this basis, this study is focused on discussing mathematics learning using demonstration methods. The problem of this research is the low student learning outcomes and the students' lack of understanding of the broad and perimeter material. The purpose of this study was to determine the effect of demonstration methods and student activeness on mathematics learning outcomes of fourth-grade students of SD Negeri 16 Bengkulu City. This type of research is a quantitative study with an experimental method approach. Data collection techniques using observation, tests and documentation. The data analysis technique used the t test. The result of this research is the demonstration method and student activeness have a significant effect. So it can be concluded that the higher the student's activity, the higher the learning outcomes and the demonstration method as well as the learning outcomes, which means that the working hypothesis (Ha) in this study is accepted, that is, there are differences in student activeness in the control and experimental classes.
Reflecting on Diversity through a Simulated Practicum Classroom: A Case of International Students
Author: Finn, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Cultural Influences,Identification (Psychology),Ethnicity,Cultural Differences,Preservice Teachers,Preservice Teacher Education,Student Diversity,Foreign Countries,Computer Simulation,Educational Technology,Technology Uses in Education,Educational Practices

This study aimed to investigate how international students draw on their own cultural identity to reflect on their teaching practice in a simulated classroom in the Australian context. Each simulated teaching session that the students participated in was recorded and sent to the pre-service teachers for later review and reflection. The pre-service teachers were required to produce a 1000 word written reflection of their teaching practice with an explicit focus on how they supported culture, difference and diversity of need in their lesson. Using the Rodger's framework, these reflections were analyzed using the Leximancer software, a lexical semantic tool, to identify the shared and unique experiences that pre-service teachers from the diverse backgrounds face in refining and developing their teaching practice. By highlighting such similarity and difference, it is anticipated that higher education institutions will be in an informed position with regard to the impact of cultural background to teaching practice especially in relation to international pre-service teachers.
Reflections of Learning Experiences of International Students in Sweden
Author: Uusimaki, Liisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Cultural Differences,College Students,Student Experience,Courses,Tests,Teaching Methods,Teacher Student Relationship

The purpose of this article is to present a qualitative study exploring a small cohort of nine international students' in-depth reflections about their teaching and learning experiences studying at a major Swedish University. Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored teaching and learning experiences of international students studying in Sweden. Using Carol Rodgers (2002) model of four functions of reflections provided a novel way to explore international students' reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation. Making sense of international students' experiences allows us as university lecturers to enhance our understanding how to better support international students' in their learning away from their home universities. A qualitative content analysis was employed to the data collected from 3 focus groups. Findings showed that the international students experienced several cultural and contextual differences from that of their home universities. The differences related to course structures, teaching and learning, as well as the relationship with their Swedish university lecturer(s).
The Role of School Leadership in Improving Teachers and Employee Work Disciplines
Author: Turnadi, Tri
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,School Administration,Leadership Role,Leadership Responsibility,High School Teachers,Language Teachers,English (Second Language),School Personnel,Work Attitudes,Motivation,Barriers,Foreign Countries

This study aims to determine and describe the role of principal leadership in improving the work discipline of teachers and employees and to find out what obstacles are obstacles to the role of principal leadership in improving the work discipline of teachers and employees at SMA Negeri 2 Lahat. This research is a descriptive qualitative research type and uses purposive sampling technique. There are five roles of the Principal and two obstacles faced by the Principal in improving the work discipline of teachers and employees. From the results of the research shows that the principal of SMA Negeri 2 Lahat carries out the role as a leader by planning and deliberating, as a manager by creating collaboration between teachers and employees, as educators by preparing learning program plans as administrators by managing facilities and infrastructure as well as financial administration, motivators. by providing motivation with a conducive school environment. The obstacles faced by school principals in improving the work discipline of teachers and employees are teachers and employees who are less disciplined in carrying out their duties so that they are also difficult to improve their work discipline, as well as obstacles in inadequate school facilities and infrastructure.
Using Arts-Based Methods and Reflection to Support Postgraduate International Students&apos; Wellbeing and Employability through Challenging Times
Author: Watson, Marthy
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Art Activities,Art Expression,Workshops,Metacognition,Stress Variables,Emotional Experience,Sensory Experience,Resilience (Psychology),Sense of Community,Social Isolation,Well Being,Employment Potential,COVID-19,Pandemics,Foreign Students,Graduate Students,Barriers,Foreign Countries

International students face many challenges when studying and living outside their home countries. These challenges are magnified when unexpected events occur such as COVID-19. Due to border closures, travel restrictions, quarantining and even job losses international students have particularly faced hardship in the first six months of the 2020 academic year in Australia. This paper reports on an arts-based research study that aimed to support international students to reflect on their studies and personal working lives during the COVID-19 global pandemic. The authors implemented a reflective process involving mindfulness and body mapping to support international students in expressing their experiences and feelings during this time. Results show that the international students gained a deeper understanding of what they experienced personally and how these experiences were both different and similar to their peers. The process enabled students to acknowledge and accept challenges faced as well as provided a safe avenue to do so. They reported the powerful nature of the arts-based methods in helping them think positively about their studies and future working lives.
What Does Reflection Look and Feel Like for International Students? An Exploration of Reflective Thinking, Reflexivity and Employability
Author: Barton, Georgina
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Foreign Students,College Students,Employment Potential,Career Readiness,Program Effectiveness,Student Volunteers,Barriers,Cultural Differences,English (Second Language),Financial Problems,Social Support Groups,Work Experience Programs,Foreign Countries

Reflection, reflective thinking and reflexivity have received significant attention in the scholarly literature on higher education yet there is limited research that explores these concepts in relation to international students. This paper consequently explores what reflection and reflective thinking might look and feel like for international students. We theorize the importance of supporting international students in becoming reflexive practitioners in their chosen area of study; particularly in respect to graduate attributes including reflection and employability. The paper attends to this theorization by sharing Rodgers' (2002) four functions of reflection, a reflective thinking model -- the 4Rs -- as well as Archer's (2000, 2012) notion of reflexivity. We explore how higher educators might consider these frameworks comprehensively when working with international students particularly in the area of workplace experience.
De/constructing the Academic Hood: Reflexive Considerations for Doctoral Researcher Socialization for International Research
Author: Vital, Louise Michelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Doctoral Programs,Socialization,Nationalism,Foreign Policy,International Education,Student Research,Research Training,Power Structure,Figurative Language,Educational Practices,Equal Education,Sociology,Social Status,Minority Group Students,Educational Experience,Foreign Countries,Cultural Differences,Haitians,College Faculty,Asian Americans,Immigrants

Doctoral education is often lauded as a site of academic socialization and research training for nascent scholars. However, discussions of socialization seldom problematize the dangers of intellectual imperialism and methodological nationalism inherent in doctoral researcher socialization. As such, the traditional socialization practices for doctoral students in the United States (U.S.) must be interrogated and expanded to move towards equitable practices for research, especially for students conducting international research. Using social and spatial positioning as our conceptual framing, we problematize and question current approaches and practices to doctoral researcher training in the U.S. We use the academic hood, which is granted upon successful completion of doctoral studies, as a metaphor to reconsider how to reflect upon and navigate power dynamics and knowledge production within the U.S. academy.
Does Equating Matter in Value-Added Models?
Author: Sen, Sedat
Date: 2018-00-00
Type: Journal Articles
Subjects: Equated Scores,Value Added Models,Hierarchical Linear Modeling,Persistence,Test Items,Multivariate Analysis

The purpose of this study was to examine the effect of equated and non-equated data on value-added assessment analyses. Several models have been proposed in the literature to apply the value-added assessment approach. This study compared two different value-added models: the unadjusted hierarchical linear model and the generalized persistence model. The former model assumes equated tests while the latter one relaxes this assumption. Two different data sets (equated and non-equated) were analyzed with both models. Value-added estimates for both models based on a statewide examination (equated) and a countrywide examination (non-equated) data were generally consistent. School rankings showed differences between the two models. The practical implication of this study is that although there were small differences in school rankings, a model requiring an equating assumption can be applied to a non-equated data set in a case when equating between test forms is not possible.
Development of an Attitude Scale towards Story Writing for Third-Fourth-Grade Primary School Students
Author: Kaya, Bengisu
Date: 2019-00-00
Type: Journal Articles
Subjects: Attitude Measures,Writing Attitudes,Story Telling,Childrens Writing,Positive Attitudes,Negative Attitudes,Test Construction,Test Validity,Test Reliability,Elementary School Students,Grade 3,Grade 4,Foreign Countries

The aim of this study is to develop a valid and reliable Likert-type attitude scale for toward story writing for third- and fourth-grade primary school students. 354 children from three different schools in the Eregli district of Zonguldak province, Turkey constituted the sample of this research. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out to analyze the data. EFA identified 20 items and two factors for the scale. These factors were termed as &quot;positive attitude&quot; and &quot;negative attitude.&quot; CFA confirmed the two-factor structure of the scale. The Cronbach's alpha coefficients were found to be 0.92 for the overall scale, 0.90 for the first factor, and 0.89 for the second factor. The test-retest reliability coefficients were 0.82 for the overall scale, 0.87 for the first factor, and 0.83 for the second factor. The results indicate a valid and reliable measure for students' attitudes towards story writing. [This study was presented as an oral presentation at the 16th International Primary Teacher Education Symposium.]
Exploring Major Roadblocks on Inclusive Education of Syrian Refugees in School Settings
Author: Kaysili, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Inclusion,Social Influences,Cultural Influences,Barriers,Access to Education,Language Usage,Educational Policy,Middle Schools,Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Social Status,Social Problems,Ethnicity,Religious Schools,Language Proficiency,Social Bias,Poverty,Religious Factors

There have been thousands of Syrian kids studying at Turkish public schools since the beginning of Syrian migration. This study aims to reveal the social and cultural motivations causing the barriers in front of inclusive education of Syrian refugees within school environments. This qualitative research was designed as a case study. Accordingly, the study group of the research is composed of 12 teachers and 5 administrators from five schools having Syrian refugee students and 10 parents consisting of both Syrian and Turkish kids. The data was gathered through semi-structured interviews. At the end of the data analysis, four main themes were found as: &quot;Language Diversity&quot;, &quot;Reflections of Major Social Problems in Schools&quot;, &quot;The Dilemmas Based upon Integration Policies&quot; and &quot;Mutual Roots as an Inclusion Area&quot;. Results of this study show that a collective and holistic approach is necessary to overcome the barriers in front of inclusive education of Syrian refugees.
Facilitating Grade 11 Students&apos; Conceptual Understanding of Fundamental Acid-Base Models
Author: Yaman, Fatma
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Adolescents,Concept Formation,Concept Teaching,Science Instruction,Scientific Concepts,Secondary School Science,Chemistry,Teaching Methods,Instructional Effectiveness,Instructional Films,Animation,Foreign Countries

The purpose of this study was to enhance grade 11 students' conceptual understanding of fundamental acid-base models using Predict-Observe-Explain based animated movies (POE-AM). Twelve grade 11 students participated in the study. To collect data, the students' responses to the POE-AM tasks and interview protocols were used. The findings indicated that the POE-AM tasks positively improved the students' conceptual understanding of fundamental acid-base models and remedied any deficiency identified in pre-interviews and/or the 'predict' stage of the POE strategy. The results also showed that before implementation the students stated the main parts of acids and bases as H+ and OH-ions, respectively. After the implementation, they indicated that the Arrhenius model had the least adequate explanation to imply features/behaviors of acids and bases whilst the Lewis model did the most adequate acid-base definition to address their features/behaviors. Moreover, the study revealed that most of the students had alternative understanding or only partial understanding at the 'predict', but showed somewhat a sound understanding of these concepts at the 'observe' and 'explain' stages. The current study suggests that chemistry teachers should integrate the POE-AM into their classes to effectively promote student learning.
The Adaptation of the Pedagogical Knowledge and Skills Survey into Turkish: Validity and Reliability Study
Author: Gökçek, Tuba
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Knowledge Level,Teaching Skills,Surveys,Measures (Individuals),Translation,Turkish,Test Reliability,Test Validity,Test Construction,Culture Fair Tests,Undergraduate Students,Preservice Teachers,Public Colleges,Foreign Countries

This research aims to adapt the Pedagogical Knowledge and Skills in Teaching (PKST) survey developed by Wong, Chong, Choy and Lim (2012) to Turkish. The participants of the study are 830 4th year students of education faculty studying at two different public universities. Explanatory Factor Analysis (EFA) was conducted with total 205 pre-service teachers in which 110 (53. 6%) of female and 95 (46,4 %) of male. Confirmatory Factor Analysis (CFA) was also carried out with total 625 preservice teachers in which 330 (52. 8 %) of them are female, 295 (47. 2 %) of them are male. Back translation was used to ensure language validity. EFA and CFA were conducted for the construct validity and to ensure psychometric characteristics of measurement tool. EFA show that survey has six factors and 37 items. Coefficient was 0.94 for the survey whereas it ranged between 0.70 and 0.88 for its factors. The analyses and findings show that the survey is a valid and reliable data collection tool.
Reconsidering the Motivation of Learners in Educational Computer Game Contexts
Author: Tüzün, Hakan
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Motivation,Educational Games,Computer Games,Video Games,Game Based Learning,Simulated Environment,Preadolescents,After School Programs,Childrens Attitudes,Context Effect

The purpose of this study was to identify motivational elements of an online multi-player educational computer game that uses a 3D multi-user environment to immerse children ages 9-12 in educational tasks. The methodological approach design ethnography, a process that involves using ethnographic methods when the researchers are both observers and designers of the context being studied, was employed for researching this game. Interviews were completed with twenty participants playing the educational game and prolonged observations were conducted where participants played the game in a natural setting. The constant comparison method of grounded theory was used for analyzing interview and observation records. The qualitative methods used in this study allowed for additional insights into previous research on motivation. In addition to the 5 constructs identified in previous motivation research on videogames (challenge, curiosity, control, fantasy, and choice), 10 additional motivational elements to play the game emerged from an analysis of interviews with and observations of the 20 children participating in this study. These were identity presentation, social relations, playing, learning, achievement, rewards, immersive context, uniqueness, creativity, and context of support.