ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Thinking Skills: Error Identifications on Students&apos; with APOS Theory
Author: Umam, Khoerul
Date: 2022-03-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Error Patterns,Problem Solving,College Freshmen,Mathematics Education,Learning Theories,Schemata (Cognition),Equations (Mathematics),Foreign Countries

Identifying students' errors in solving cases of critical thinking skills from two variables of linear equation (TVLE). This was a qualitative study using a descriptive exploratory approach. The participants of the study were first-year students of mathematics education. The method used in this research is a test, interview, and triangulation. The findings showed that the students have low critical thinking skills; therefore, they could not complete the task correctly. Based on the Action-Process-Object-Schema (APOS) theory, students' mistakes in completing math problems consist of four elements, namely: (1) the errors in interpreting; (2) the errors in understanding the concept; (3) the error in the procedures; and (4) the error in technical things. The student's response in this study was in the theoretical of APOS, so that they could not reach a correct schema. The study results are expected to be beneficial in developing the activities in teaching TVLE, so that the students will make less errors in completing critical thinking skills problems in mathematics. Therefore, further study in developing a teaching model for mathematics teaching to improve students' critical thinking skills is highly recommended.
Developing and Validating the Multidimensional Industry Commitment Scales: The Perspective of Vocational High School Students
Author: Mahfud, Tuatul
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Food Service,Hospitality Occupations,School Community Relationship,Partnerships in Education,High School Students,Compensation (Remuneration),Employment Opportunities,School Business Relationship,Employers,Industry,Vocational High Schools,Job Performance

Industry commitment plays a vital role in vocational education programs, especially in vocational high schools. The involvement of the industry is the key to the success of implementing vocational education. However, how to measure industry commitment in vocational learning is still not discussed. This study aimed to develop and test the validity of an industry commitment questionnaire. The industrial commitment questionnaire validation test gradually used three techniques, namely, content validity test, pilot test, and confirmatory factor analysis (CFA). The respondents were 390 culinary students of seven state vocational schools in Yogyakarta Special Region Province, Indonesia. This study revealed that industrial commitment can be measured by 12 items of industry commitment questionnaire consisting of four career opportunity items, two performance assessment items, four involvement/participation items, and two empowerment items. This study fills a gap in the assessment of industry commitment to engagement in vocational education programs. This study has implications for vocational education practitioners to evaluate the extent of industry commitment to vocational education programs.
Developing Self-Efficacy, Mattering, and General Well-Being through Community-Based Education in the Rural Area
Author: Aziz, Abdul
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Community Education,Program Implementation,Information Technology,Semitic Languages,Religious Education,Youth Programs,Physical Activities,Self Efficacy,Well Being,Program Effectiveness,Self Esteem,Extracurricular Activities,Adult Education,Rural Areas

This qualitative study aimed to explore the implementation of community-based education (CBE) in the village of Desa Karang Pandan, Malang, East Java, Indonesia. The CBE was conducted in order to educate the community members in information technology, Arabic language, Quran reading, Boy Scout activities, and indigenous martial arts. Apart from that, the CBE was implemented to address specific communal issues, such as lack of self-efficacy, sense of mattering, and general well-being of the community members. Data was collected through observations and interviews along the CBE program, and analyzed by utilizing thematic analysis methods. Positive responses were shown in the interview results. They were represented by the frequent occurrences of themes such as improvement of mattering and self-efficacy, higher motivation to learn and the development of general wellbeing. Nevertheless, it is possible that the positive responses from the community members were caused by the novelty effect of the program. Further concerns and limitations are discussed in the end of this paper.
Comparing Test-Taking Behaviors of English Language Learners (ELLs) to Non-ELL Students: Use of Response Time in Measurement Comparability Research. Research Report. ETS RR-21-25
Author: Guo, Hongwen
Date: 2021-12-00
Type: Journal Articles
Subjects: Test Wiseness,English Language Learners,Reaction Time,Mathematics Tests,Scores,Test Items,Item Response Theory,Performance Factors,Difficulty Level

In this report, we demonstrate use of differential response time (DRT) methodology, an extension of differential item functioning methodology, for examining differences in how students from different backgrounds engage with assessment tasks. We analyze response time data from a digitally delivered mathematics assessment to examine timing differences between English language learner (ELL) and non-ELL student groups. When matched on the total sum scores of the studied item form, results showed that ELLs spent a significantly longer time on most items compared to the non-ELLs who performed similarly on the test form. When matched on the total response time, results showed that ELL students spent a significantly longer time on items in the first half of the form but a shorter time on items in the second half. This research demonstrates the usefulness of DRT methodology in gaining insights about the differential engagement of students with assessment tasks.
Psychological Tools Affecting Increasing Motivation to Learn Two Foreign Languages
Author: Furman, Anatolii
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,Teacher Characteristics,Personality Traits,Safety,Educational Environment,Cultural Awareness,Teacher Student Relationship,Language Teachers,Student Attitudes,College Students,Foreign Countries

The problem of the formation and development of motivation to learn occupies one of the central places in educational institutions. Its relevance is due to the priority areas of development and modernization of education. In the article, the authors analyzed the motivation for learning a foreign language, the factors that affect it. Analysis of the literature revealed two main factors that can increase students' motivation to learn a second foreign language. The authors examined the maximum effectiveness of increasing student motivation to learn a second foreign language as a synergy of three components: the teacher's personality, which can create a safe motivating environment, focusing on other people's culture and the connection between two foreign languages. The authors proposed psychological and methodological tools to increase the motivation of students to learn two foreign languages. A distinctive feature is the synergy of 3 components (personality of the teacher, safe motivating environment and connection between two foreign languages). This toolkit was tested in 2 stages during 2019-2021 and showed its effectiveness.
Simulation-Based Learning as an Effective Method of Practical Training of Future Translators
Author: Kozyar, Mykhaylo M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Translation,Training,Second Language Instruction,Higher Education,Educational Technology,Language Proficiency,College Students,Majors (Students),Specialists,Instructional Effectiveness,Communicative Competence (Languages),Intercultural Communication

The research topicality is determined by the problem of lack of qualified specialists who have a high level of foreign language proficiency and the ability to carry out effective professional foreign language communication. The study involved the following methods: Rokich's Value Orientations Test, Nemov's methods for diagnosing the expectation of success level, the Self-Efficacy Scale (R. Schwarzer, M. Jerusalem); testing on the material taught on the Theory and Practice of English Translation, chi-squared test, Mann-Whitney U test. Results: Simulation of real conditions and situations of translation activity is used in almost every lesson (80%), promoting the development of future translators' professional competencies. The final control in the experimental group found that all students had a high (48.10%) or medium (51.30%) level of foreign language proficiency, which confirms the effectiveness of the simulation method. In the experimental group, the percentage of students with a low level of foreign language proficiency at the end of the research decreased from 26.3% to 0.6%, and the percentage of students with a high level of foreign language proficiency almost tripled. At the same time, in the control group the number of students with a low level of foreign language proficiency decreased from 25% to 10%, while the percentage of students with a high level of foreign language proficiency increased by only 1.6 times. Therefore, the hypothesis of this scientific research was experimentally confirmed. Simulation training promotes the development of foreign language competencies of students majoring in Translation.
Development of Teaching Factory Competency-Based for Vocational Secondary Education in Central Java, Indonesia
Author: Wahjusaputri, Sintha
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Competency Based Education,Vocational Education,Vocational High Schools,Models,Ethnography,School Administration,Human Resources,Marketing,Workshops,Laboratories,Learning Processes,School Business Relationship,Industry

This research was conducted to analyze the teaching factory model in vocational high school (&quot;sekolah menengah kejuruan&quot;/SMK) in Central Java Province, Indonesia according to the teaching factory's success factors. This research used meta-ethnography for qualitative methods and Delphi technique, Research and Development, and social problem-solving models for quantitative methods. This research involved five vocational secondary education in Central Java Province, Indonesia with 140 students as the respondents. The findings of teaching factory model implementation are applied to school management, human resources, marketing promotion, workshops, laboratories, learning patterns, and business and industry relationships. This model should increase the competency of graduates relevant to business and industry needs in the 4.0 era industry.
Social Adaptation of Students in a Multicultural Environment during Distance Learning
Author: Soroka, Iryna A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Adjustment,Interaction,Ethnic Diversity,Student Diversity,Resilience (Psychology),Distance Education,COVID-19,Pandemics,Undergraduate Students,Foreign Students,Telecommunications,Educational Technology,Technology Uses in Education,Social Influences,Cultural Pluralism

The problem of social adaptation of students in a multicultural environment has always been a concern of pedagogical science. With the development of telecommunication technologies, educational institutions face with the issue of finding effective forms of interaction between students. The aim of the article is to theoretically and empirically develop an integrated concept of studying the resilience of foreign students in a multicultural environment during distance learning. Methods: survey, methods of remote collection and processing of information (GOOGLE Forms), Hardiness Scale (HS) developed by Kobasa and Maddi, statistical methods of data processing, methods of analysis of the reliability of survey. The correlation between adaptation and resilience of foreign students who participated in the study is (r = 0.45; p &lt;0.01). In turn, the resilience index is 81.92%. According to the study, students show high and medium rates of resilience during distance learning in the process of adaptation to a multicultural environment. It has been found that most students do not have difficulty adapting to distance learning due to the coronavirus pandemic (COVID-19). Thus, it was found that the process of adaptation of students in a multicultural environment during distance learning allowed maintaining a high rate of resilience, which indicates its effectiveness. Further research should be aimed at studying methods of increasing the level of students' social adaptation in the context of distance learning. These studies can be used by employees of higher education institutions to organize an adaptive learning process.
Certified to Evaluate: Exploring Administrator Accuracy and Beliefs in Teacher Observation. Research Report. ETS RR-21-05
Author: Jones, Nathan
Date: 2021-12-00
Type: Journal Articles
Subjects: Observation,Standardized Tests,Teacher Evaluation,Test Reliability,Accuracy,Certification,Interrater Reliability,Teacher Certification,Teacher Effectiveness,Scoring,Training

The observation systems being used in all 50 states require administrators to learn to accurately and reliably score their teachers' instruction using standardized observation systems. Although the literature on observation systems is growing, relatively few studies have examined the outcomes of trainings focused on developing administrators' accuracy using observation systems and the administrators' perceptions of that training. Therefore, the focus of this study is on examining administrators' efforts to become accurate and reliable within the context of a comprehensive teacher evaluation reform. This study was conducted during the year-long training and implementation of a new observation system in the context of a large urban district's teacher evaluation reform. The study brings together data on the outcomes of the district training--results on a certification exercise from all administrators in the district--with two sources of data on administrators' perceptions and beliefs. Specifically, we collected fall and spring survey data from nearly 300 administrators and longitudinal interview data from a subsample of 24 administrators. Taken together, these data allowed us to investigate administrators' responses to training and low-stakes practice using the observation process over 1 year. At the end of initial training, administrators reported high levels of learning, particularly in domains aligned with the focus of training. Over the year, administrators reported increased facility with the routines of conducting observations, but they still expressed learning needs, many related to the content of the observation framework. However, results from the training certification test suggested lower than desired levels of accuracy and reliability; administrators regularly did not agree with each other or with master raters. The certification test results suggested that even with a significant investment in administrator learning, there was more to be learned and mastered. If we hope for teacher evaluation to lead to the types of changes in teaching and learning that reformers have envisioned, policymakers and practitioners alike will need to devote time and resources to supporting administrator learning in initial training and throughout administrator use in practice.
Differentiated Instruction Effectiveness on the Secondary Stage Students&apos; Reading Comprehension Proficiency Level in Jordan
Author: Magableh, Ibrahim Suleiman
Date: 2022-03-00
Type: Journal Articles
Subjects: Individualized Instruction,Instructional Effectiveness,Secondary School Students,Reading Comprehension,Foreign Countries,Intervention

Differentiated instruction (DI) is a teaching approach involves several strategies in which teachers adapt, modify, adjust and change instruction to respond to students' diverse individual needs in heterogeneous classrooms. The study aimed at exploring the effectiveness of DI on secondary stage students' proficiency level. The study followed the quantitative quasi-experimental design in which data were collected from the pre/post achievement tests administered at the initiation and the completion of the intervention. A total of 80 grade 11 students from both genders participated in the study. A number of (N=40) males and (N=40) females from four public schools in Jordan were distributed into (N=40) for the experimental group and another (N=40) from both genders for the control groups. The experimental group received education using DI strategies of homogeneous groups, tiered assignments and tiered instruction in the areas of content, process, product and learning environment. Conversely, the control groups received education through the one-size-fits-all method. Analysis of covariance (ANCOVA) results showed that DI affected reading comprehension scores positively, and the respondents of the experimental groups outperformed their counterparts of the control group. Moreover, the above-average respondents statistically outperformed the other proficiency levels. However, the findings indicated no statistically significant difference related to gender.
Social Media as a Development Tool English Communicative Competence
Author: Puzanov, Vasyl
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Communicative Competence (Languages),Social Media,Web 2.0 Technologies,Internet,Second Language Instruction,Instructional Effectiveness,Teaching Methods

The purpose of the research is to determine the effectiveness of the practical application of social media based on Web 2.0 technologies, aimed at developing students' English-speaking communicative competence. To implement the tasks and test the hypothesis put forward, the following scientific research methods were used: empirical (experimental learning using social media based on Web 2.0); diagnostic: observation, testing of students; statistical method - mathematical analysis of the data obtained during the experiment; descriptive: description and verbal recording of results. The results of the experimental study showed the correctness of the hypothesis put forward that the formation of English-speaking communicative competence among students will become more effective when creating a methodology using social media formed on technologies Web 2.0. For practical implementation of obtained theoretical conclusions after the experiment, it is necessary to have certain pedagogical conditions. Among these: taking into account the peculiarities of the educational environment, enhancing the speech activity of students with the participation of social media based on Web 2.0 technologies. They were developed on the basis of the results of diagnostics of the level of formation of the English-speaking communicative competence in the process of teaching students in streaming mode. Future scientific searches are possible in the direction of theoretical substantiation and practical application of new social media based on Web 2.0 technology in other training courses and other (non-philological) specialties. This vector of research is especially necessary during distance learning as an alternative to the traditional educational process.
Engineering Students&apos; Judgments on the Favorable Effect That the Class Context Has on Their Academic Learning
Author: Morales-Martínez, Guadalupe Elizabeth
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Processes,Engineering Education,Electronic Learning,Conventional Instruction,Teaching Methods,Learner Engagement,Student Motivation,Student Attitudes,College Students

The COVID-19 pandemic has impacted human life, including educational settings. In Mexico, teachers and students found it necessary to adopt the online modality at all levels. As a result, both students and teachers face new demands and a re-conceptualization of their everyday academic lives. This study explored the engineering students' perception of the favorable effect level that the class context has on their learning. There were 551 participants took a cognitive algebra study. The experimental task involved reading 12 scenarios that described hypothetical online or face-to-face learning situations; then, each participant judged the degree to which these types of situations favor their learning, using an 11-point scale. The results indicated three cognitive styles when judging the degree to which each class context favors the learning. These styles share a similar cognitive mechanism in terms of information integration; however, the selection process and valuation of the factors differed across the groups. The students' perception on the class context influences their involvement and motivation level for courses on which they are enrolled. The present study's findings suggest that the cognitive algebra approach helps diagnose students' cognitive and emotional approach styles for different class contexts and provides information about the nature of their cognitive processes in terms of how students' judgments and attitudes towards classes are generated.
Special Aspects of Educational Managers&apos; Administrative Activity under Conditions of Distance Learning
Author: Semenets-Orlova, Inna
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Distance Education,Teaching Methods,Educational Administration,Teamwork,Readiness,Blended Learning,Foreign Countries

The eruption of the COVID-19 pandemic has become a major challenge for educators around the world, forcing educational organizations to look for alternative teaching methods, namely distance learning. It forced the managers of educational organizations to carry out management activities in the conditions of remote work. The article is devoted to the analysis of changes in the content of educational managers' administrative activities under conditions of transition from traditional (full-time) learning to distance one. The article analyzes the challenges of organizing the educational process in a new context. Authors generalize advantages and disadvantages of blended learning based on the results of a sociological survey of heads of educational institutions in Ukraine. The level of readiness of educational managers to carry out educational activities in a distance format and factors of that are determined. It is emphasized that in managers' activity of distance learning, managers interact with various participants of the educational process. This interaction acquires new forms and new purposes in terms of distance education. It can be productive if the support of the educational environment and the managers' readiness to work in the new realities are determined as a systematic process.