ethanporcaro/eric-fulltext-meta huggingface dataset:
Overcoming Barriers of Study Delay by Implementing a Warm Bounded Learning Community
Author: Brauer, Hester
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Student Adjustment,Undergraduate Students,Learner Engagement,Foreign Countries,Theses,Barriers,Educational Environment,Program Effectiveness

We hypothesise that warm bounded learning communities (WBLC) contribute to social and academic integration of students. Eleven students facing study delay participating in a WBLC to write their bachelor thesis were interviewed. They described important episodes in their graduation process, prior to and during their participation. Results indicate that a WBLC that supports interaction, stimulates the development of a community identity, focuses on student collaboration, and mutual appropriation, guides students believing in student agency and supporting a positive self-belief system, can break down barriers students experience. Characteristics of the implemented WBLC and appropriate teacher roles can enlarge motivation, sense of belonging, academic knowledge and self-efficacy. Social interdependence is an important engine to increase social connections and academic self-efficacy, enhancing the growth of academic skills. Our research indicates that well implemented WBLCs can contribute to social and academic integration of students with a study delay.
Saving Peace Education: The Case of Israel
Author: Basman-Mor, Nurit
Date: 2021-00-00
Type: Journal Articles
Subjects: Peace,Foreign Countries,Educational Policy,Intercultural Communication,Humor,Cultural Pluralism,Teaching Methods

In the divided society of Israel, educators committed to the future and the well-being of young people should incorporate peace education in all the dimensions of doing and learning in the educational system. While the formal educational system does not have a peace education policy, throughout the country, many schools undertake diverse practices of peace education. However, these practices have neither succeeded in changing students' attitudes and emotions about other groups members, nor have they succeeded in transforming conflictual relationships, between different social-ethnic-religious groups, into relationships of trust, understanding, and reciprocity. In this article, I review the accepted practices of peace education and suggest a potential explanation of the failure of these practices. The main purposes of the article are first to argue that many educators, who engage in peace education, aspire to cultivate tolerant, or even pluralistic relationships among the conflicting groups, while not engendering intercultural relationships that might &quot;endanger&quot; group identities. The second purpose is to suggest a possible solution, namely, to use humor. Using humor in peace education -- in a way that is cognizant of the different cultural sensitivities -- might lead to attentive dialogue among the groups and improve peace education's effectiveness.
Socially Accountable Medical Education: Our Story Might Not Be Yours
Author: Ross, Brian M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Education,Accountability,Educational Policy,Social Justice,Place Based Education,Foreign Countries

Socially Accountable Medical Education is a global educational movement transforming the development and delivery of medical schools in higher education. It is described as an upstream policy approach that seeks to align medical education and local community healthcare needs. To better understand social accountability as a policy initiative, we conducted a narrative review to identify key themes in the literature around frameworks of implementation. Our findings illustrate that social accountability has been mostly defined to date in terms of outcomes and related-actions and that there is a lack of focus on critical social constructs, such as power and place, that can reorient processes and inequities within health systems and educational institutions. We conclude that while socially accountable medical education is a promising paradigm shift in higher education, we call for a more complexified, contextualized, and nuanced approach.
Attitudes of the Students Attending Out-of-School STEM Workshops towards STEM Education
Author: Timur, Serkan
Date: 2020-04-00
Type: Journal Articles
Subjects: STEM Education,Workshops,Extracurricular Activities,Educational Attitudes,Student Attitudes,Student Characteristics,Educational Attainment,Parent Background,Knowledge Level,21st Century Skills,Early Adolescents,Children,Robotics,Programming,Computer Assisted Design,Foreign Countries

In this study, the attitudes of students toward STEM education were examined according to various demographic characteristics and mixed research method was used. 170 students ranging between 7 and 14 years old participating municipalities in a province outside of school STEM workshops in Turkey constituted the sample of the study. The sampling was determined by non-random sampling method. Data were collected by STEM Attitude Scale adapted to Turkish by Yildirim and Selvi (2015) and semi-structured interviews with students were conducted in order to get the opinions of the students in detail. Results indicated that out-of-school STEM workshops improve students' attitudes towards STEM. In addition, STEM attitude scores of the students did not differ by gender. It was also investigated whether the scores of the students from STEM attitude scale differ according to mother and father education level. There was only significant difference in engineering sub-dimension of the STEM attitude scale in terms of mother education status. On the other hand, it was determined that STEM attitude scale scores of the students did not differ according to father education status. Semi-structured interviews showed that students had lack of knowledge about STEM education and, also concluded that the achievement of a concrete result for children learning by doing affects their attitudes positively.
An Investigation into In-Service and Pre-Service English Teachers&apos; Conception of Assessment
Author: Yetkin, Ramazan
Date: 2020-04-00
Type: Journal Articles
Subjects: Preservice Teachers,English Teachers,Knowledge Level,Educational Assessment,Student Evaluation,Educational Improvement,Accountability,Student Responsibility,Gender Differences,Instructional Program Divisions,Teacher Attitudes,Foreign Countries

Although the importance of assessment on education is undebatable, the intentions of assessors while conducting assessment haven't been studied yet in detail. To this end, this study aimed to disclose pre-service and in-service English teachers' conceptions of assessment. In the study, conception of assessment was categorized under four main titles; improvement, school accountability, student accountability and irrelevance. A total of 97 pre-service and in-service teachers participated in the study. Descriptive results indicated that conception of improvement held the highest agreement level among participants. On the other hand, school accountability got the lowest agreement level. Correlation results showed that improvement, school and student accountability conceptions were positively correlated. A MANOVA analysis was applied to scrutinize any effects of gender and grade level/teaching differences on participants' conceptions. Analysis results indicated that both gender and grade level/teaching factors made significant difference on participants' conceptions of assessment. A follow up ANOVA analysis indicated significant gender difference on school accountability, with males had higher value than females. Also, there was a significant difference among grade level/teaching groups on school and student accountabilities. Teachers held the highest value for school accountability, and fourth graders held the highest mean value for student accountability.
Adaptation of the Scale of the Factors Affecting Argumentation Instruction into Turkish
Author: Atabey, Nejla
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Persuasive Discourse,Science Instruction,Measures (Individuals),Construct Validity,Factor Structure,Factor Analysis,Test Reliability

The aim of this study is to adapt the scale of the factors affecting argumentation instruction into Turkish. A total of 143 preservice science teachers studying in two different universities located in the east and west of Turkey participated in this study. In the process of adaptation firstly, structure, method and item biases were eliminated. After that the construct validity of the scale was determined by exploratory and confirmatory factor analysis. The results of the analysis confirmed that the 21-item scale had a three-factor-structure. Then, the cronbach's alpha value was measured for the whole scale and its sub-dimensions, and these values were found to be within satisfactory limits. It is thought that this study provides a valid and reliable measurement tool that can be used in the process of determining the factors affecting the argumentation instruction of teachers and preservice teachers. Thus, it can be stated that the data obtained with the adapted scale will contribute to the further use of argumentation in science classes. [This study was presented at the X. International Congress of Educational Research, April, Nevsehir, Turkey.]
Simulation-Based Training: From a Traditional Course to Remote Learning -- The COVID-19 Effect
Author: Boffelli, Albachiara
Date: 2021-00-00
Type: Journal Articles
Subjects: Simulation,Training Methods,Active Learning,Distance Education,Online Courses,Student Satisfaction,Preferences,Instructional Effectiveness,Graduate Students,Administrator Education,COVID-19,Pandemics,Foreign Countries

The University of Bergamo switched from regular classes to online classes due to the COVID-19 pandemic during March 2020, without leaving to the students the chance to meet their teachers in the traditional setting even once. As such, this context represents a unique opportunity to compare the traditional courses, held in the years before, with remote learning. In this paper, we focus on the lessons learned from switching a project management course that combines traditional lectures with Simulation-Based Training (SBT) to an online course with the same structure, same curriculum and the same teaching team. Lessons learned are based on the opportunity to compare the two methods of teaching and their learning outcomes. Based on the analysis, conclusions about the future of this course and similar courses are presented.
Language Pedagogy in a Pandemic: The Shift to Online Instruction at a German University during The COVID-19 Crisis
Author: Drucker, Donna J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Language Teachers,Second Language Instruction,Online Courses,Educational Technology,Electronic Learning,College Faculty,German,English (Second Language),Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Adjustment (to Environment),Student Evaluation,Evaluation Methods

The focus of this research is the practicalities of adjustment to a semester of teaching language wholly online in the current COVID-19 pandemic at a German university. Such a study is important in order to illustrate the ways in which language instructors who were already proficient in teaching online were able to marshal existing resources and to develop new ones to assist their colleagues in developing skills in synchronous and asynchronous pedagogical modalities. The findings provide evidence that language instructors and students benefit somewhat from general technological instruction but much more from instruction that is combined with language pedagogy. The main conclusions drawn from this study are that intra-linguistic and cross-linguistic pedagogical exchanges fostered the successful execution of fully online teaching, and that online learning is more than just a digital replicate of learning in person. It requires its own set of digital and knowledge tools to be executed effectively.
Developing Critical Thinking Skills towards Biology Course Using Two Active Learning Strategies
Author: Alsarayreh, Raghad Shaher
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Biology,Genetics,Science Instruction,Instructional Effectiveness,Active Learning,Learning Strategies,Females,Grade 10,Adolescents,Single Sex Schools,Secondary School Students,Student Attitudes,Foreign Countries

This study aimed to identify the impact of teaching critical thinking skills on the attitude towards biology courses among female students of tenth grade in Jordan using two active learning strategies. To achieve this, the Critical Thinking Scale and the Attitude towards Biology Scale was used, and its validity and consistency were verified. The sample of the study wad (90) female students from the tenth grade in Southern Mazar Directorate in the academic year (2019-2020). The sample of this study was randomly assigned to three groups: the first was experimental group which consisted of (31) students who studied the genetics unit using the directed investigation strategy. The second was the experimental group which consisted of (29) students who studied the genetics unit using the discussion strategy, but the control group consisted of (30) students who studied the genetics unit in the usual way. Data were collected and analyzed after implementing the experiment, which lasted for two months. The results showed that there were statistically significant differences in performance on the Critical Thinking Scale and the Attitude towards Biology Scale in favor of the two experimental groups. The study recommended adopting active learning strategies in teaching science courses in general and biology courses, in addition to conducting more studies on active learning strategies with other variables and classrooms.
Development of a Multitier Open-Ended Work and Energy Instrument (MOWEI) Using Rasch Analysis to Identify Students&apos; Misconceptions
Author: Samsudin, Achmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Misconceptions,Foreign Countries,Measures (Individuals),Test Validity,Test Reliability,Item Response Theory,Scientific Concepts,Physics,Secondary School Students,Diagnostic Tests

This research aims to the development of a Multitier Open-ended Work and Energy Instrument (MOWEI) using Rasch analysis and identifies students' misconceptions. This research method uses the 4D model (Defining, Designing, Developing, and Disseminating). The research participants involved were 30 Javanese students from XI class (12 male students called &quot;Mas&quot; and 18 female students called &quot;Mba&quot;), the average age was 16 years old. The development of a close-ended four-tier instrument is based on the students' answers to MOWEI. The analysis results obtained that MOWEI is a valid and reliable instrument to identify misconceptions. The results of the identification of misconceptions in participants found that the highest misconceptions occurred at number 10 that was 73% and the lowest misconceptions of 10% occurred at numbers 4 and 11.
Distance Learning Hybrid Format for University Students in Post-Pandemic Perspective: Collaborative Technologies Aspect
Author: Masalimova, Alfiya R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Online Courses,Educational Change,COVID-19,Pandemics,Integrated Learning Systems,Videoconferencing,Technology Integration,Blended Learning,Computer Mediated Communication,Foreign Countries

The relevance of the research is determined by the key ideas of the hybrid format of students distance learning and collaborative technologies of its implementation in the post- pandemic perspective of the university educational process. The authors, taking into account the trends of transformations of the educational process of the university in the post-pandemic perspective, reveal the content of the key concepts of the hybrid format of distance learning for students. The priorities of collaborative technologies aimed at supporting the hybrid format of distance learning of university students are determined. Based on the results of the study, the authors of the article substantiate the productivity and prove the effectiveness of the implementation of platform models of the hybrid distance-learning format. The materials of the article are recommended to teachers and students of the university, methodologists, curators, tutors.
Analysis of the Factors That Influence Mathematics Achievement in the Asean Countries
Author: Maamin, Martina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Family Influence,Teacher Influence,Educational Policy,Mathematics Skills,Cognitive Ability,Demography,Cognitive Style,School Effectiveness,Homework

Mathematical achievements affect students in determining their future careers and the economy of a country. However, mathematical achievement in Association of Southeast Asian Nations (ASEAN) countries has not reached the target, except in Singapore. However, no systematic studies have examined this problem yet. Thus, this study was conducted to identify the factors that influence mathematical achievement in ASEAN countries. Using the guidance of the Preferred Reporting Items for Systematic Review and Meta-Analyses statement's review methodology, systematic reviews using the Scopus and Web of Science databases identified 40 studies related to mathematics achievement in ASEAN countries. The results show that the factors of students, families, teachers, schools and policymakers influence mathematical achievements in ASEAN countries. Thus, mathematical achievement in ASEAN countries is not influenced by students alone. Suggestions in the future should pay serious attention to all factors in order to improve mathematical achievement in ASEAN countries. [Note: The page range (371-388) shown on the first page of the PDF is incorrect. The correct page range is 371-389.]
School Closure Resulting from a Bad School Management Approach: An Early Childhood Teacher Narrative
Author: Ahi, Berat
Date: 2020-00-00
Type: Journal Articles
Subjects: School Closing,School Administration,Early Childhood Teachers,Teaching Experience,School Effectiveness,Personal Narratives,Foreign Countries

This research focused on the academic year of a preschool teacher in a school that was considered to have a bad management approach. As narrative researchers, we acquired stories about the teacher's experiences by using various narrative approaches such as long-term participant observations at the school, document reviews, and interviews with relevant people. As a result of the research, we grouped the teacher's stories about herself and about bad school management throughout the course of one year under themes such as the teacher's acceptance of the school-a journey that began well but that developed problems such as a never-ending questioning process.
The Performance Key of Teachers Raudhatul Athfal: Successful Early Childhood Educators in Indonesia
Author: Noor, Fu'ad Arif
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Effectiveness,Teacher Improvement,Faculty Development,Problem Solving,Metacognition,Teaching Skills,Foreign Countries,Teacher Motivation,Educational Quality,Personality Traits,Religious Education,Islam,Preschool Education,Self Control

This research is to find out how to improve the performance of outstanding Raudhatul Athfal (RA) teachers in Yogyakarta and how the steps are and how the key to the successful performance of outstanding RA teachers in Yogyakarta. This research is a qualitative research through a psychological approach that is carried out directly to the object under study, to obtain data relating to the performance aspects of the teacher's performance so that the improvement of his performance becomes an example for other teachers. Data collection method uses interview method, documentation, and observation. The results revealed that to improve the performance of outstanding RA teachers through six steps undertaken by outstanding RA teachers, namely; (1) knowing there are still shortcomings in performance; (2) knowing weaknesses and shortcomings in the seriousness of teaching; (3) identifying what becomes causes of deficiency especially those related to performance itself; (4) develop a performance plan that is presented; (5) assessing the problem has been resolved or not (problem solving); and (6) starting from the beginning again, if needed and needed again.
The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher&apos;s Perspective
Author: Rostan, Nurul Nabila Amirah
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Modalities,Aural Learning,Kinesthetic Perception,Tactual Perception,Visual Learning,Sensory Experience,Reading Instruction,Reading Skills,Instructional Effectiveness,Manipulative Materials,Syllables,Emergent Literacy,Preschool Children,Preschool Teachers,Teacher Attitudes,Private Schools,Foreign Countries

The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children's reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher's perspective towards the use of multisensory technique in a teaching lesson for 6-year-old preschoolers on reading open syllables. By using a qualitative approach, two teachers from a private preschool in Shah Alam, Selangor are chosen to participate in a semi-structured interview. Both teachers are experienced in the field of Malay literacy, specifically in reading methods. The study has found that teachers used multisensory technique in reading lessons on how to read open syllables. It produced a positive effect towards the development of children's reading skills. However, multisensory technique must be strengthened by using the proper material that is suitable for children to ensure its effectiveness.
Towards a New Framework of English Language Learning in Malaysian Preschools
Author: Mohamed Salleh, Rabiah Tul Adawiyah
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Preschool Curriculum,National Curriculum,Private Education,Educational Improvement,Linguistic Theory,Language Processing,Grammar,Developmentally Appropriate Practices,Curriculum Development

At the preschool level in Malaysia, all preschools, including those from public and private sectors are required to follow the guidelines stated in the National Preschool Standard-based Curriculum (NPSC) issued by the Ministry of Education (MOE) in 2017. However, the NPSC is very general and schools are not provided with any further guidance on the program, which leads to some preschools, mainly private ones, to supplement their curriculum by subscribing to various private education franchisors available on the market. There seems to be a need to propose improvements to current curriculum practices. It is proposed that this is best done by investigating the theoretical foundations of language learning. In particular, this paper discusses Pienemann's Processability Theory (1998, 2005) and elaborates on the Developmentally Moderated Focus-on-Form instruction (DMFonF) (Di Biase, 2002,2008). It proposes the development of a new model of English language learning based on the latter leading towards a new framework aiming to assist teachers, linguists and syllabus designers to create a developmentally moderated English curriculum.