ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Edmodo in Writing: A Conceivable Course of Fusion
Author: Anwar, Khoirul
Date: 2021-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Writing Instruction,Instructional Effectiveness,Writing Improvement,Technology Integration,Educational Technology,Electronic Learning,Video Technology,Interaction,Discussion,Grade 10,High School Students,Student Motivation,Foreign Countries

A problem that still persists in Collaborative Writing is the lack of use of relevant technology to counter lessened interaction and learning participations in developing writing skills effectively. To offset these difficulties, this study examines the use of Edmodo on students' collaborative writing. This study used a quasi-experimental study of 56 students, grade 10, Gresik, Indonesia, with two assigned classes of experimental and the control group, each containing of 28 students. The results of this study reveal that there is a significant influence of Edmodo on Collaborative writing, evidenced by the results of sig. (2- tailed) is 0,000 (lower than 0.05). Edmodo has proven to be a dependable means when merged with a Collaborative Writing strategy, and has also been attested to reassure student participation and interaction. Suggestions and further research basis are also presented, especially to innovative scholars as treasured opportunities for accompanying enquiry to pay more courtesy to the progress of Collaborative Writing which is increasingly unlocked to always re-join hearty users' wants.
Comparing Project-Based Learning and Problem-Based Learning to Foster 21st-Century Learning Skills in Agricultural Seaweed Product
Author: Rais, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Problem Based Learning,21st Century Skills,Agricultural Education,Instructional Effectiveness,Differences

This study examined the effect of: (1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; (2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and (3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that: (1) there were significant differences in students' ability to diversify seaweed between groups which were taught with PjBL and the one with PBL; (2) there were differences in the ability of students' to diversify seaweed between the ones in the groups with different 21st-century learning skills; and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill.
The Impact of Specific Social Factors on Changes in Education in Serbia
Author: Pešikan, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Change,Educational Change,Foreign Countries,Economic Change,Strategic Planning,Economic Development,Political Influences,Barriers,Administrative Organization,Educational Administration,Professional Autonomy,Educational Policy,Policy Formation,National Organizations,Public Agencies,Vocational Education,Adult Education,Educational Legislation,Higher Education,Accreditation (Institutions),Professionalism,Institutional Autonomy,Social Systems,Educational Quality,Elementary Secondary Education,Information Technology,Virtual Classrooms,Technology Uses in Education,Politics of Education

The political and economic changes that followed the adoption of the &quot;Strategy for the Development of Education in Serbia 2020&quot; essentially betrayed the basic ideas and intentions of the strategy, creating a systematic threat to education and its role in the development of Serbia. This created an almost experimental situation for analysing the impact of political and social factors on changes in education. In the sphere of politics, new trends have emerged (centralisation of power; marginalisation of democratic institutions; encouraging foreign investment in companies with a low technological level, etc.) that strongly influenced changes ('reforms') in education (great centralisation in education, the strong influence of politics on education, imposing of some lower-level forms of education, reducing professional autonomy, etc.). The basic mechanism of transferring the general policy to education is changing the role of the most important national institutions in defining and implementing education policy: the National Education Council, the National Council for Vocational and Adult Education, the National Council for Higher Education, and the National Accreditation Body. The adoption of new education laws (2017) radically changed their status and competencies, resulting in a reduction of their independence and professionalism and strengthening the role of the ministry, through which the influence of the ruling political regime is transferred. Also, the role of the Chamber of Commerce in education has been strengthened. Such a system endangers the autonomy of educational institutions and teachers, as well as the quality of education. Consequently, these changes have a clear impact on the country's development and its international position.
Structural Over-Determination of Education Reforms and Agency
Author: Gaber, Slavko
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Foreign Countries,Social Change,Social Systems,Educational History,Elementary Secondary Education,Vocational Education,Adult Education,Higher Education

This article attempts to conceptualise the relationship between the individual (professional) and the structural in a period of relatively radical changes in society. The challenging and revealing dialectic of such relations is analysed through the combination of auto-ethnographic reflections and archival documents showing the changes in the functioning of a council of experts in a country that experienced and coped with three fundamentally peaceful transitions: the transition from a self-managed socialist economy to a market economy, the transition from a one-party socialist system to a representative liberal democracy, and from a republic that was part of a federal state to an independent state. The Expert Council of the Socialist Republic of Slovenia (then still part of the Socialist Republic of Yugoslavia), later renamed the Expert Council of the Republic of Slovenia (at that time a liberal democracy with a market economy and an independent state), can serve as an example of the productive intertwining of individual (expert) and the structural in the formulation and the implementation of the functional transformation of the educational system. The contextualised account and assessment of the shifts that together helped bring about the independent state and its education system formation outlines the complexity and importance of reflexive governance in the times of transition, which, in itself, brings to the fore a number of relevant issues and invites and supports change in the educational system. Such an opportunity should not be missed by the country and its educators.
From a National University to a National Higher Education System
Author: Zgaga, Pavel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Educational History,Educational Legislation

The article analyses the conceptualisations and gradual transformation of higher education in Slovenia from the 1980s to the early 1990s, i.e., during the period of profound social and political changes leading to the proclamation of the independent Republic of Slovenia in 1991. The broad public debate on the future of education in general was an important part of the awakening of civil society in the 1980s. In the specific field of higher education, intensive discussions led to the demand for a new and comprehensive development strategy. Given the profound transformation of higher education that took place during this period, this subject has been unjustifiably poorly researched. The article therefore tries to contribute to partially filling the gap, and at the same time to stimulating further research. Based on the study of archive material, the present analysis concludes that the most important innovation of this period can be defined as a gradual conceptual and then normative shift from a national university to a national higher education system.
Paid Work Alongside Higher Education Studies as an Investment in Human Capital
Author: Fényes, Hajnalka
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Employment,Human Capital,Income,Higher Education,College Students,Student Surveys,Student Motivation,Work Experience,Social Capital,Cultural Capital,Job Skills,Employment Opportunities,Employers,Foreign Countries

In this study, using a database of higher education student surveys, we analyse the motivations behind paid work through cluster analysis and reveal which variables influence them. We hypothesise that working while studying is also an investment in human capital. We research to what extent students are motivated to work alongside their studies by the possibility of acquiring work experience and future financial return. Furthermore, we examine whether Bourdieuan capital conversion is characteristic of students. We found that acquiring work experience was a more important motive behind paid work than acquiring cultural and social capital and the possibility of capital conversion. We also found that students from disadvantaged backgrounds are primarily motivated to seek employment by the prospect of short-term income. It is a significant finding that even if the students' jobs are not related to their studies, they still have the goal of gaining professional experience and increasing their capital, which implies that they consider many of these jobs to be an investment in human capital (even if it does not yield a return in the future; see the theoretical section). According to our policy recommendation, higher education institutions should offer students more study-related employment opportunities in the examined Central European region, while employers should also attribute a greater value to the professional experience acquired alongside higher education studies.
Shifting Regulative Ideas of Education Policy and Practice: The Case of Quality Assurance in Education in Slovenia
Author: Kos, Živa
Date: 2021-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Educational Policy,Foreign Countries,Educational Philosophy,Social Change,Democracy,Educational History,Social Systems,Political Influences,Social Problems,Educational Change,Academic Achievement,Efficiency,Educational Legislation,Educational Finance,Achievement Tests,International Assessment,Secondary School Students,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Educational Cooperation

Based on Foucault's concept of the dispositive, the paper attempts to show how societies and schools have been functioning for some time now by regulating three dispositives: juridical, disciplinary, and security. While the crises of the 1970s shifted the combination of dispositives in education in the West towards security, this shift in the rationality of education policy and practice did not occur in Slovenia until the 1990s, following the broader political transition to democracy and a market economy. The paper aims to present these shifts through the structuring of quality assurance mechanisms in education in Slovenia in the previous two decades. First, the concept of quality assurance is presented as part of a broader change in society and education. This is followed by analyses of the dynamics of the conceptualisation, implementation, and regulation of quality assurance in education in Slovenia. Complementarily, following Bourdieu's approach, seven interviews with experts from the field of quality assurance are presented, with the aim of reflecting on the past and shedding light on the current state of affairs in quality assurance in education in Slovenia.
Cooperative Strategies and Listening Comprehension: The Cases of Jigsaw and Missing Information Techniques
Author: Jermsittiparsert, Kittisak
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Late Adolescents,Cooperative Learning,Teaching Methods,Listening Comprehension,Instructional Effectiveness,Information Dissemination

This study examined the impacts of the jigsaw and missing information activities on pre-intermediate EFL learners' listening comprehension. Accordingly, 69 homogenous participants (17 to 19 years old) were chosen from a private English language institute. Following the selection of the intended subjects, they were randomly assigned to one of three equivalent groups: two experimental groups and one control group. Then the researcher administered a researcher-made listening pre-test to the three groups and then taught the experimental groups using the jigsaw and missing information activities during 15 sessions. Participants in the control group, on the other hand, were not given the above instruction. The modified version of the pre-test was performed as the post-test at the end of the intervention to determine the effects of the treatment on the students' listening progress. After running one-way ANOVA and Scheffe Post Hoc Tests, it was revealed that that both jigsaw and missing informations strategies improved EFL learners' listening comprehension. In the end, the research implications were explained and some recommendations for further studies were suggested.
Students Lead the Charge! Using Project-Based Learning with Preservice Teachers to Redesign a Curriculum Resource Center
Author: Ayton, Kieran
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Preservice Teachers,Academic Libraries,Educational Facilities Design,Elementary Education,Curriculum Study Centers,Library Materials,Preservice Teacher Education

Project-based learning (PBL) allows students to identify and find solutions to real-world problems using inquiry-based learning. While increasingly used in the K-12 classroom, PBL has not had widespread adoption in higher education. With the exception of Correll and Bornstein (2018), very little has been written about using PBL to redesign college and university Curriculum Resource Centers. However, because PBL is primarily a K-12 teaching pedagogy, it is the perfect fit to give pre-service teachers the active learning skills they will need for their future K-12 classrooms. The skills developed through project-based learning teach pre-service teachers to become independent and resourceful through learning how to develop their professional voices through inquiry. The authors of this article used PBL in conjunction with the Association of College and Research Libraries (ACRL) Guidelines for Curriculum Materials Centers (CMCs) and the three themes for PBL success in higher education identified by Lee et al. (2014) to work with a small class of upper-level elementary education pre-service teachers to redesign an academic library Curriculum Resource Center.
Effectiveness of Using Gebar Modules (the Movement of Line Marching) for Students in Elementary School
Author: Indrawati, Delia
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Geometric Concepts,Grade 4,Mathematics Instruction,Elementary School Mathematics,Instructional Effectiveness,Physical Activities,Perceptual Motor Learning,Learning Modules,Foreign Countries

One innovation that can be developed based on the problem learning angle created is the movement of line marching skills as learning media alternatives for students. This study aims to determine the effectiveness of using the Gebar Modules. The sample comprised 30 students from grades 4A and 4B who were randomly selected with one-group pre-test-post-test design. The result showed that the designed module is feasible to use. First, the data show that the N-gain coefficient is 0.77, which indicates the module's effectiveness on student-learning outcomes. Another data collection showed that 82% of the students could use a bow properly and 62% of the students can perform drill movements with the appropriate rules. In conclusion, this module makes students not only observe the things that shape the angle but also those that give them an angular shape by themselves so the material is etched deeper in their memory.
Evaluation of the Social Studies Course on Education Information Network (EBA) in Accordance with the Opinions of Pre-Service Teachers
Author: Karagozoglu, Nazike
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Foreign Countries,Technology Integration,Student Attitudes,Distance Education,Teaching Methods,Instructional Materials,Student Evaluation,Teacher Behavior

The Fatih Project has been one of the big steps in the field of education in Turkey, which aims to reflect the developments in technology and communication to education. The Education Information Network (EBA), which was created in 2011 within the scope of the project, was put into service as an online platform for integrating technology with education. With the introduction of distance education in line with health and safety measures during the COVID -19 outbreak, the usage area and importance of the EBA has increased. Various courses and teaching materials suitable for all education levels was provided through this platform. The aim of the current study is to reveal the opinions of pre-service teachers about the social studies course delivered on the EBA during the pandemic process. Case study, one of the qualitative research models, was used in the current study. 25 pre-service social studies teachers who voluntarily participated in the study watched a total of 75 lessons delivered from July to October for 5th, 6th, 7th grade students and evaluated those lessons in terms of attention-drawing, motivation, teaching methods and techniques, teaching materials, evaluation and communication elements. &quot;Course Evaluation Form&quot; was used as data collection tool. Content analysis was carried out on the evaluations made by the teachers. According to the pre-service teachers, the attention-drawing phase of the social studies lessons delivered through the EBA was neglected in most of the lessons, and the teaching method was limited to the method of lecture, question-answer, and case method. In addition, it was determined that while the evaluation phase of the courses was insufficient, the use of teaching materials was sufficient. Some characteristics of the teachers who teach the lessons such as the tone of voice and body language were generally found to be sufficient.
Introducing the Second Law of Thermodynamics Using Legitimation Code Theory among First Year Chemistry Students
Author: Chinaka, Taurayi Willard
Date: 2021-00-00
Type: Journal Articles
Subjects: Thermodynamics,Theories,Scientific Concepts,Science Instruction,Chemistry,Concept Teaching,Concept Formation,Difficulty Level,Vocabulary,College Freshmen,Public Colleges,Foreign Countries

This study investigated the introduction of the second law of thermodynamics using the Legitimation Code Theory (LCT) (semantic waves) among first year chemistry students. The aim of the study was to investigate the extent LTC (semantic waves) reduce the entropy concept's complexity and abstractness when introducing the second law of thermodynamics. A purposive sampling technique was used to sample participants from the accessible population. A sample of two hundred (n = 200) first-year chemistry students was chosen at a public university in South Africa. The study adopted a mixed-method research design. Data were collected using an Introductory Second Law of Thermodynamics Questionnaire (ISLTQ) and semi-structured interviews. Creating semantic waves during the lectures left many students in the trough of the sinusoidal wave of abstractness and complexity. Ranking the concepts related to entropy showed that many students knew the hierarchical order of the concepts. However, the interviews revealed that students tended to link entropy to the spread of particles instead of energy. The findings of this study are diagnostic and they assist module designers in determining the level of abstraction and complexity students face when introducing the second law of thermodynamics.
Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
Author: Collet, Vicki S.
Date: 2021-06-00
Type: Journal Articles
Subjects: State Policy,Reading Comprehension,Phonological Awareness,Reading Fluency,Web Sites,Reading Programs,Reading Research,Vocabulary Development,Reading Motivation,Oral Language,Policy Formation,Specialists,Teaching Methods,Reading Instruction,Phonics,Instructional Effectiveness,Needs Assessment,Literacy Education,Reading Interests,Learning Processes,Sociocultural Patterns,Research Reports,Interdisciplinary Approach,Phonemic Awareness,Meta Analysis,Likert Scales,Reading Difficulties,Young Children,Emergent Literacy

In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a state's reading initiative website. Our purpose was to guide implementation and inform policy-makers. In alignment with the initiative, experts agreed reading aloud, comprehension, vocabulary, fluency, phonological awareness, and phonics all deserve a place in early literacy instruction. Additionally, they agreed some components not included on the website warranted attention, such as motivation, oral language, reading volume, writing, and needs-based instruction. Further, experts cautioned against extremes in describing aspects of early reading instruction. Findings suggest that experts' knowledge of the vast body of ongoing research about reading can be a helpful guide to policy formation and implementation.