ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of a Gamification Application in Learning Mandarin as a Second Language
Author: Ng, Mun Pei
Date: 2022-07-00
Type: Journal Articles
Subjects: Mandarin Chinese,Diaries,Comparative Analysis,Second Language Learning,Second Language Instruction,Game Based Learning,Academic Achievement,Scores,Computer Games,Teaching Methods,Instructional Effectiveness,Learner Engagement,Attendance,Student Improvement,Outcomes of Education,Foreign Countries,Check Lists,Grade 4,Elementary School Students

Purpose: Gamification is an effective method to boost students' academic achievement and engagement in second language learning. This study aimed to test the effectiveness of the gamification application, Class Dojo, among Year 4 pupils who are learning Mandarin as a Second Language (MSL). It also sought to investigate how the MSL learners became more engaged in learning Mandarin when using Class Dojo. Methodology: A quasi-experimental design with a pre-test and a post-test was conducted to collect data among thirty (30) Year 4 pupils enrolled in the MSL course. The pre-test and a post-test were used to determine the effectiveness of Class Dojo in elevating the pupils' achievement in learning MSL. The mean scores of the pre-test and post-test were compared and analyzed using t-tests to determine if they were significantly different. Data from observations, the pupils' self-reflective journal, and the collection of 'Dojo Points' were grouped into five main themes and analyzed in order to investigate how the participants were engaged in learning MSL. Findings: The findings showed that there was a significant improvement in the academic results of the participants. The pupils' high rate of attendance, task completion, frequent Mandarin usage, positive behavior, and favorable perceptions of Class Dojo indicated that they were engaged in learning in the MSL class. Significance: The findings of this study provide MSL educators and instructional designers with information to consider whether gamification applications could be used as an effective teaching tool or virtual class management tool to enhance pupils' engagement and improve learning outcomes.
Online Learning Motivation during COVID-19 Pandemic: The Role of Learning Environment, Student Self-Efficacy and Learner-Instructor Interaction
Author: Yong, Shee Mun
Date: 2022-07-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,School Closing,Teacher Student Relationship,Interaction,Self Efficacy,Student Motivation,Learning Motivation,College Students,Private Colleges,Public Colleges,Geographic Location,Hygiene,Foreign Countries

Purpose: Due to the COVID-19 pandemic, the Malaysian government declared a Movement Control Order (MCO) to prevent the spread of the virus. Educational institutions were forced to switch their pedagogy to online learning to complete the semester curriculum, catching academicians and students off-guard that resulted in makeshift online lesson delivery. Previous online learning motivation studies have neglected the impact of an unplanned or sudden transition to online learning during a pandemic on student motivation to learn. This study aims to examine location learning environment, learner-instructor interactions, and self-efficacy of students more succinctly on their learning motivation during an unplanned transition to online learning. Method: This study used a sequential explanatory mixed method strategy with a sample size of 535 randomly collected from a public and two private higher education institutions in Malaysia. IBM SPSS statistical software v22 was used for descriptive statistics. Regression testing was carried out using AMOS statistical software v21 structural equation modeling. Findings: Revealed the importance of location learning environment in fostering student motivation and the positive influence of learner-instructor interactions on students achieving the desired learning outcomes during an unplanned transition to online learning. However, there is no evidence to suggest a causal effect between student self-efficacy and online learning motivation during such conditions. The theoretical implication indicates that having conducive hygiene factors are essential to driving student motivation under such situations. Significance: The COVID-19 pandemic provides opportunities for researchers to examine the role of various motivational theories to explain student motivation in learning under challenging conditions. Educators and students would benefit on ways to increase student online learning motivation in lockdown conditions. Setting up a more efficient online delivery approach could lead to higher student satisfaction and potential enrolment.
The Influence of Principal Instructional Leadership Behaviour on the Organisational Commitment of Junior High School Teachers in Surakarta
Author: Sukarmin
Date: 2022-07-00
Type: Journal Articles
Subjects: Instructional Leadership,Principals,Leadership Styles,Administrator Behavior,Teacher Administrator Relationship,Teacher Attitudes,Junior High School Teachers,Case Studies,Rating Scales,Correlation,Work Attitudes,Job Satisfaction,Foreign Countries

Purpose: The main objective of this study was to identify the influence of principal instructional leadership on teacher organizational commitment in junior high schools in Surakarta. This issue arises because there are discrepancies in the findings of previous studies as well as the lack of studies in Indonesia. Accordingly, no definitive conclusions can be drawn in relation to this issue which is still pending. Methodology: This study was conducted by applying a quantitative approach and cross-sectional survey design. A total of 264 teachers participated in this study. They were selected using a stratified random technique. Two standardized questionnaires namely the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger and Murphy (1985) and the Organizational Commitment Questionnaire (OCQ) developed by Allen and Meyer (1990) were used to measure principal instructional leadership and teacher commitment to their respective organizations. To analyze the data, SPSS version 26 was used to analyze the descriptive data, while SmartPLS 3.0 was used to analyze the measurement model and hypothesis testing. Findings: Descriptive statistics showed that the mean score of principal instructional leadership was 3.7 and teacher organizational commitment was 3.3. Both of these mean scores indicated that the level of principal instructional leadership and teacher organizational commitment were at moderate levels. In the assessment of the measurement model, the questionnaires used in the study had acceptable convergent and discriminant validity. Meanwhile, in hypothesis testing, this study found that principal instructional leadership had a moderate influence ([beta]= 0.397) on teacher organizational commitment. Significance: The findings of this study have contributed to the development of knowledge in the field of instructional leadership and organizational commitment in the context of education in Indonesia. This study suggests that if teachers' commitment to the school/ organization is to be enhanced, school principals should practice extensive instructional leadership.
An Analysis of Children&apos;s Play Behaviors towards Toys Representing Diversity
Author: Ezmeci, Fulya
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Learning Processes,Toys,Diversity,Cultural Differences,Individual Differences,Preschool Children,Student Behavior,Preschools,Attitudes toward Disabilities,Foreign Countries

The purpose of this study is to analyze the play behaviors of children aged 60-72 months with respect to individual differences, cultural differences, and special needs differences. The study employs the basic qualitative research method. Fifty-two children enrolled in four different pre-school classes were given toys that featured diversity. The children's play behaviors were analyzed through the researchers' non-participatory observations. The data obtained from the observations was analyzed through content analysis. The study showed that while the preschool children displayed similar behaviors towards both the toys representing individual/cultural diversity and the ones without diversity, their play behaviors towards the toys representing special needs and the roles they assigned to these toys differed greatly in both positive and negative terms.
How Do Gifted Elementary Students Perceive Earth&apos;s Shape and Gravity?
Author: Kose, Mucahit
Date: 2022-00-00
Type: Journal Articles
Subjects: Academically Gifted,Elementary School Students,Physics,Scientific Concepts,Astronomy,Grade 2,Grade 3,Foreign Countries,Knowledge Level

The purpose of the study was to determine the perceptions, knowledge levels, and mental models of gifted 2nd and 3rd-grade elementary students regarding the shape of the Earth and gravity concepts. The data for the study, which was qualitative research, was collected through interviews with the students. The study participants were 80 students taught in a Science and Arts Center (SAC) affiliated with the Ministry of National Education in the Mediterranean region. According to the research results, it was found that 3rd-grade students have four different mental models, while 2nd-grade students have five different mental models. It was found that students had difficulty in establishing a relationship between their ideas about the shape of the earth they live in and what they have learned and that their knowledge obtained from different sources was contradictory. The results of the study were compared with research findings in the relevant literature and it was found that gifted students had more scientific mental models than students in the same age group who were not classified as gifted.
Peer Feedback versus Teacher Educators Feedback in Peer Teaching: Zimbabwean Teacher Educators and Pre-Service Teachers&apos; Views
Author: Sunzuma, Gladys
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Teacher Educators,Peer Teaching,Peer Influence,Feedback (Response),Student Evaluation

The study focuses on peer and teacher educators' assessments in teacher education and the level of agreement between pre-service teachers' and teacher educators' assessments. The study employed a mixed-method approach using a lesson observation and assessment instrument and interviews to gather data. Seven conveniently sampled pre-service teachers and two teacher educators participated in this study. The findings showed statistically significant differences between pre-service teachers' and teacher educators' scores on ten items, and their scores were not statistically significant on five of the items. The pre-service teachers scored higher marks than the teacher educators. Their reasons for scoring higher marks were to maintain relationships and lack of content and pedagogical knowledge. Pre-service teachers need to know that peer-teaching and assessment are meant for long-lasting learning instead of simply scoring marks.
Pre-Engineering Students&apos; Perception of Mathematics Teachers&apos; Knowledge and Instruction
Author: Kasa, Yosef
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Engineering Education,Student Attitudes,Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Foreign Countries

The prime aim of the study was to investigate and understand first-year pre-engineering students' perceptions about mathematics teachers' knowledge and instruction. A case study method was employed as a mode of inquiry and a Likert-type survey for data collection. Participants included 158 first-year pre-engineering students and five mathematics teachers from Assosa University, Ethiopia. IBM SPSS statistics 20 was used to analyze the quantitative survey data, and open-ended qualitative questions were analyzed by creating common themes. The mean score for each category of teachers' knowledge was computed. Accordingly, the higher mean was obtained for subject matter knowledge, and the lower mean was obtained for instructional representation and strategies category. The study revealed that students believe their teachers' subject matter knowledge is constructive. Students have confidence in their teachers' subject matter knowledge. However, students also believe that their teachers' teaching methods and overall instructional strategy should be improved. Finally, we proposed that students' evaluation of their teachers' knowledge can develop higher education teachers' professional growth to improve engineering students' mathematics teaching and learning.
The Shortfalls of Online Learning Catalyzed by COVID-19: Pre-Health Students&apos; Perspective
Author: Wood, Elizabeth A.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Distance Education,Undergraduate Students,Videoconferencing,Barriers,Technology Uses in Education

Due to the COVID-19 pandemic, the pivot to distance learning left many higher education institutions scrambling to find the resources to shift materials online and instructors making significant modifications to their courses to adapt. This study is the critical initial step in explaining any relationships between the responsive move to remote learning and academic performance and stress, anxiety, and depression. An eight-month longitudinal cohort study design with an action research methodology was conducted over four waves from June 2020 to January 2021. Participants had the option to be involved with semi-structured, in-depth interviews via Zoom. The qualitative results from the in-depth themes include: health &amp; wellness, relationships &amp; connectedness, transition home, classroom changes, learning &amp; participation, extra-curriculars, COVID-19, virtual challenges, academic performance, and self-regulation. Thus, through thoughtful and intentional accommodations, instructors and students may create a new digital space for learning to improve upon motivational barriers and retaining content.
Conservatism and Social Justice: Why Do Some Teachers Strive Harder for Social Justice While Others Do Not?
Author: Öngel, Gülay
Date: 2022-00-00
Type: Journal Articles
Subjects: Political Attitudes,Social Justice,Teacher Attitudes,Resistance to Change,Equal Education,Foreign Countries,Elementary School Teachers,Secondary School Teachers

Teachers are seen as change agents in the world of social justice because they embody the educational ideals of equality and fair treatment. The aim of this study is to examine the more conservative personal and social attitudes of teachers that may affect how their social justice beliefs play out in the classroom. The research findings reveal important results about the relationship between the attitudes of resistance to change and opposition to equality at the personal and social levels, which underlie conservatism, and social justice beliefs about teaching.
Refugee Education: Refugees&apos; Perceptions of Educational Challenges in Uganda
Author: Tulibaleka, Paul Ogwang
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Secondary School Students,College Students,Vocational Education,Tuition,Scholarships,Social Bias,COVID-19,Pandemics,Student Attitudes

This brief report article presents the current educational challenges refugees face in Uganda based on their perceptions. The perceptions of the refugees were collected through an approach that ensured that refugee leaders, students, and non-students commented on the education of refugees in Uganda. 15 individual interviews with refugee students in Kampala in 2021 were complemented by data collected from 2 Focus Group discussions in 2020. The individual interview participants included 3 secondary school students, 10 university students, and 2 Vocational Education and Training (VET) students. Focus Group one was a group of refugee leaders in Rhino Refugee settlement area, and Focus Group two was for urban refugee youths in Arua City. This brief report article contributes to understanding the educational challenges of the refugees in Uganda through a broader focus that includes postsecondary education than concentrating on access to primary and secondary education, which are the main focus of research and policy interventions. Furthermore, the challenges presented, such as tuition fees at institutions of higher learning, the stigmatisation of refugee students, the lack of educational advice and career guidance for refugee students, and the COVID-19 effects, show that there is need to expand policy interventions to address educational challenges faced by the refugees.
Education Leadership Programs Responding to Current American Crises
Author: Coaxum, James
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership,Leadership Training,Crisis Management,Pandemics,COVID-19,Racism,Student Recruitment,Curriculum Development,Doctoral Dissertations,Social Justice,Doctoral Programs

The 2020 global pandemic has further exacerbated the inequities suffered by our most vulnerable students. Here in the United States, the intersection of two pandemics have raised major issues surrounding racial discrimination, civil rights, and equal justice. This essay details one university responding to the current American crises in three areas that are pertinent to leadership preparation programs: recruitment, curriculum, and the problem in practice dissertation. By sharing our experiences and the literature that guides our actions, this paper aims to inspire education leadership programs to revitalize their efforts to support education leaders committed to social justice.
Imagination and Play in Teletherapy with Children
Author: Borenstein, Lynn
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Videoconferencing,Access to Health Care,Play,Personal Autonomy,Children,Therapy,Anxiety,Physical Environment

The author describes how, during the COVID-19 pandemic, clinicians embraced telehealth for vulnerable children struggling with intense feelings, learning challenges, and isolation. She suggests that generating playful engagement, however difficult without the toys and comforts of the traditional office, remains crucial. She discusses the stresses of the telehealth experience and the importance of identifying and mobilizing a child's initiative and agency in this setting. She asserts that, when clinicians maintain empathy and share how they imagine children's experiences, a joining can occur that lessens the children's sense of isolation and emotional hurdles. She then concludes that, if a clinician's imaginative self becomes engaged with that of a child, spontaneity and forward movement are possible even when employing the medium of telehealth.
Equity Gaps in Dual Enrollment
Author: Hooper, Kimberlee M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Dual Enrollment,Literature Reviews,Access to Education,Barriers,Knowledge Level,Disproportionate Representation,Minority Group Students,Community Colleges

This article examined root causes of the equity gaps in dual enrollment through a systematic literature review of peer-reviewed literature, public scholarship, and practitioner perspectives. Root causes identified include access barriers, lack of advising and support, lack of awareness, and financial barriers for underrepresented students, all of which contribute to lower participation rates for Black and Latinx students when compared with White and Asian students. This article serves to provide community college practitioners with a deep understanding of the factors that contribute to this problem so that they can identify interventions that will address these root causes. Suggestions for mitigating equity gaps in dual enrollment for underrepresented students through the use of targeted messaging campaigns are discussed.
The Power of Board Games for Multidomain Learning in Young Children
Author: O'Neill, Daniela K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Games,Young Children,Mathematics,Sciences,Language Acquisition,Social Development,Emotional Development,Cultural Awareness,Speech Language Pathology,Teaching Methods,Intervention,Libraries,Play,Cooperation,Active Learning

The authors conduct a broad, cross-cultural review of the literature in fields such as psychology, education, speech-language pathology, early intervention, and library science concerned with board games and learning in young children. They include experimenter-developed and commercial board games and children's learning in mathematics, science, and language, as well as social, emotional, and cultural understanding. The authors discuss findings related to teaching and the classroom, speech-language therapy, intervention programs, and home and community settings such as libraries. Pointing to the nascent nature of the research in many areas, they highlight how board games, especially those featuring cooperative play, can foster multidomain learning and offer promising avenues for future research.
Ethnography as Play
Author: Taylor, T. L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethnography,Play,Research,Games,Research Methodology

The author argues that ethnography is a kindred of play. Based on her research of play in digital gaming environments, she draws several parallels between the practices of ethnography and the practices of play. She explores the complexities of play in games and expands our understanding of the work of ethnography as play.
Mathematics Achievement in High Schools, the Role of the Teacher-Student Relationship, Students&apos; Self-Efficacy, and Students&apos; Perception of Mathematics
Author: Appiah, Joseph Bekoe
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Achievement,Student Attitudes,Teacher Student Relationship,Self Efficacy,Social Cognition

The study examined the impact of teacher -students' relationship, student self-efficacy, and student perception on mathematics achievement. The study was a survey, and adopted a structured questionnaire as the instrument for data collection. A total sample of 400 students: 112 males and 298 females were randomly selected from two public senior high schools in the Ashanti region. The data gathered were analyzed statistically using structural equation model. Based on the findings, it was concluded that the influence teacher-student relationship has on mathematics achievement was insignificant whiles students' self -efficacy and students' perception had a positive impact on mathematics achievement. The outcome of the analyses recommends that teachers should aid in promoting students' attitudes toward mathematics as well as promoting their self-efficacy in order to accelerate their mathematics performance.