ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering Teachers&apos; Learning to Develop Innovative Skills for Students
Author: Hatsanmuang, Nuengruethai
Date: 2023-00-00
Type: Journal Articles
Subjects: Skill Development,21st Century Skills,Faculty Development,Online Courses,Secondary School Teachers,Research Methodology,Research and Development,Teacher Empowerment,Innovation,Critical Thinking,Creativity,Teamwork

This research aims at empowering teachers' learning to develop innovative skills for students at high schools under the Office of the Basic Education Commission. It is one of the research projects in the research series regarding 21st century skills which are the outcomes of the advancement of digital technology as well as society becoming knowledge-based in the 21st century by processing many different views which have been proposed globally across the Internet and sorting them to create educational innovation. The objective of the research and development methodology is to develop an individual which will then lead to the development of the work; provided that a person who has knowledge is then encouraged to put it in action, it will supposedly result in more efficient work according to the concept of &quot;knowledge + action = power&quot;. This concept itself has led to the study's idea of &quot;empowering teachers' learning and applying the results in their teaching&quot;. Therefore, the result of the study is an educational innovation called &quot;online self-training program to empower teachers' learning in order to develop students' innovative skills&quot; which has been approved of its quality by the stakeholder teachers who have used this educational innovation and approved through experimental field research which was efficient as hypothesized in the research. As a result, this online self-training program can be publicly disseminated to develop the teachers to afterwards develop their students in high schools under the Office of the Basic Education Commission who were primarily the target group of this study across the country.
Building Religious Character through &quot;Suluk&quot; on Multiethnic Students of Thariqah Al-Mu&apos;min Community in West Kalimantan
Author: Kurnanto, Muhammad Edi
Date: 2023-00-00
Type: Journal Articles
Subjects: Religious Education,Values Education,Moral Values,Moral Development,Informal Education,Case Studies,Self Control,Metacognition,Ethics,Life Satisfaction,Religious Factors,Psychological Patterns,Islam,Prosocial Behavior,Interpersonal Relationship,Boarding Schools,Teaching Methods,Foreign Countries

The moral damage caused by the erosion of positive values and national character is quite concerning. This phenomenon has encouraged government concern through strengthening students' character. Strengthening students' character through formal education has not produced significant results, as evidenced by the many symptoms of moral decay and crime involving students in Indonesia. To overcome this, an alternative strategy is needed to elaborate between character education based on thoughts and hearts, which non-formal educational institutions can carry out. This research explores the &quot;suluk&quot; method as an alternative for forming religious characters for students who practice the Thariqah Al-Mu'min in West Kalimantan. This study uses a case study method and a qualitative approach. The research results found that; &quot;suluk&quot; can shape the religious character of students who practice the Al-Mu'min Order; these characteristics are; peace of mind, discipline, enthusiasm in worship, gratitude, trustworthiness, honesty, understanding the purpose of life, feeling close to Allah, feeling more moral than before, feeling more important in controlling lust, respecting others, increasing love for the hereafter, increasing longing for Allah and His Messenger, and sincere in worship. &quot;Suluk&quot; can give a deep religious impression and feel the presence of God in his life. This study emphasizes the importance of using the method of &quot;suluk&quot; in non-formal Islamic societies and formal Islamic education institutions such as Islamic boarding schools and religious colleges to form pious students. However, &quot;suluk&quot; also has weaknesses; only a thariqah practitioner can practice &quot;suluk.&quot; The students must also be physically and mentally prepared because the &quot;suluk&quot; method requires seriousness to form a religious character in the performer.
Certified and Non-Certified Teachers&apos; Performance in Jombang Religious-Cultural Regency
Author: Muttaqin, Imron
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Certification,Comparative Analysis,Educational Policy,Religious Factors,Teacher Effectiveness,Likert Scales,Educational Improvement,Educational Innovation,Creativity,Islam,Foreign Countries,Religious Education,Teacher Evaluation,Government Role

This study aimed to investigate the performance of teachers who have been certified and those who have yet to be in professional teacher certification programs in Jombang Regency East Java Province. The type of research is quantitative. Data were collected using questionnaires and a Likert scale with 5 answer choices. Data analysis was performed using a t-test for independent samples using SPSS. The respondent comprised 370 teachers, including 185 professional and 185 non-professional certified teachers. The findings revealed a difference in performance between certified and non-certified teachers. Teachers who have been certified perform better than teachers who have not. Based on the present study's findings, it is suggested that the government maintain teacher certification, with continuous improvement and innovation for better development. This research has implications for the government that teacher certification programs and policies are still worth for continuing, although they need to be enriched with innovation and creativity, technological developments, stakeholder needs, and strengthening religious culture.
An Interview with ChatGPT on Emergency Remote Teaching: A Comparative Analysis Based on Human-AI Collaboration
Author: Tülübas, Tijen
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Emergency Programs,Distance Education,COVID-19,Pandemics,Comparative Analysis,Man Machine Systems,Cooperation,Web Based Instruction,Outcomes of Education,Accuracy,Bias,Interrater Reliability,Information Retrieval

Background/purpose: ChatGPT, a recent form of AI-based language model, have garnered interest among people from diverse backgrounds with its immersive capabilities. Using ChatGPT to support or generate scientific research has also created an ongoing debate over its advantages versus risks. The present study aimed to conduct an AI-enabled research process using ChatGPT so as to evaluate its potential to generate an accurate, clear, concise, and unbiased information as these are essential elements of rigorous scientific work. Materials/methods: To achieve this aim, we worked on emergency remote teaching (ERT), which garnered significant interest due to its wide-spread use during the COVID-19 pandemic, and created opposing views, particularly in comparison to online teaching. We conducted a simultaneous query on ChatGPT-3.5 and 4 on five basic themes: (1) the definition and emergence of ERT, (2) the appropriateness of ERT for different grade levels, (3) a comparison between ERT and online teaching, (4) the possible outcomes of ERT, (5) the future prospects and uses of ERT, and we performed a comparative evaluation of these responses with regard to accuracy, clarity, conciseness, and potential bias. We also used Cohen's kappa to assess inter-rater agreement in our analysis. Results: The results indicated that both versions were capable of generating accurate information without significant bias although the responses lacked depth and insight with being somewhat repetitive. As the level of judgment required by the query increased, the performance of ChatGPT-4 was much better; it provided clearer and more concise responses with a more synthesized and detailed categories of information on ERT. Conclusion: Based on our results, we state that the cooperation of human and artificial intelligence is still warranted to ensure an accurate and reliable output from AI-based scientific queries. If ChatGPT is a plane with innovative technologies, there still needs to be a pilot in the cockpit to make use of these technologies in the best way so as to fly the plane safely to its destination.
Expectations for Training Mentors: Insights from a Preservice Language Teacher Education Program
Author: Mutlu-Gülbak, Gizem
Date: 2023-00-00
Type: Journal Articles
Subjects: Mentors,Preservice Teacher Education,Constructivism (Learning),Practicums,Language Teachers,Second Language Learning,Second Language Instruction,Student Teachers,Cooperating Teachers,College Faculty,Teacher Attitudes,Student Teacher Attitudes,Feedback (Response),Faculty Development,Online Courses,State Universities,Foreign Countries

Background/purpose: The significant role of mentor teachers during practicum studies necessitates training that specifically addresses mentoring expectations in the teaching context. Drawing on critical constructivist teacher education, this study aims to investigate the expectations of student teachers, mentor teachers, and university supervisors from mentoring. Materials/methods: Data were collected from 79 preservice teachers, 37 mentor teachers, and six university supervisors through a researcher-designed questionnaire and in-depth, semi-structured interviews. Results: Analysis of the participants' responses showed that all three groups chose giving feedback to student teachers and knowledge on mentoring duty as the two most important themes that mentor teachers should receive training for. In addition, observing student teachers was another prominent theme for the mentor teachers group, whereas the student teachers group underlined the theme of knowledge on practicum procedures as a concern to be addressed in the training of mentors. Conclusion: The results provided not only valuable data to inform an online mentor training program, but also uncovered concerns experienced by all three participant groups, highlighting certain actions that are recommended to be taken.
Exploring within Team Differences in Coaching Supports
Author: Chung, Rosalie Hiuyan
Date: 2023-00-00
Type: Journal Articles
Subjects: Group Dynamics,Coaching (Performance),Interaction,Interpersonal Relationship,Faculty Development,Teaching Methods,Program Length,Individualized Instruction,Teacher Attitudes,Teacher Characteristics,Institutional Characteristics,Elementary School Teachers

Background/purpose: Coaching supports teachers to varying degrees, and the same coach may engage different teachers in distinct ways. This study explores this variation in coaches' interactions with different teachers over 2 years to identify supports for coaches to develop positive coaching dynamics with teachers. Materials/methods: The study presents a comparative case study of two coaches who each oversaw two different teachers. Drawing on interviews with teachers and coaches over 2 years and video-recorded observations of coaching sessions, coach-teacher interactions were examined as well as individual's perceptions to understand how and why coaches interact differentially with teachers. Results: While the coaches did not differentiate their coaching process for teachers, they met teachers at different frequencies. Rather than determining their coaching frequency on teachers' instructional skills, the coaches met more regularly with teachers who had stronger relationships with the coach. Conclusion: The study illustrates that coaches' dynamics with individual teachers vary, which can lead to some teachers being more receptive to the same coach than others. This study's results underscore the need to support coaches in learning how to systematically differentiate their coaching based on individual teacher's needs.
Developing Leadership Dispositions for Preparing Urban School Leaders in Chronically Low-Performing Schools
Author: Burg, Carol
Date: 2023-00-00
Type: Journal Articles
Subjects: Urban Schools,Low Achievement,Leadership Qualities,Administrator Education,Leadership Training,Low Income Students,Poverty,Elementary Secondary Education,College Faculty,Graduate Students,Diversity,Goal Orientation,Work Environment,Instructional Leadership,Data Use,Decision Making,Program Evaluation,Accountability,Parent Participation,Advocacy,Problem Solving

This study originated as an institutionally sponsored research residency conducted using utilization-focused evaluation (Patton, 2008) to investigate the nature of dispositional changes in candidates pursuing National Louis University's M.Ed. and Ed.S. degrees leading to educational leadership (EDL) state certification in one large urban school district in a Southern state. The EDL program organized learning objectives intending to develop a specific knowledge base, an operational competency set, and, as this study's focus, leadership dispositions related to preparing assistant principals and principals to lead effectively in chronically low-performing (CLP) schools. The inquiry cross-analyzed data at the intersection of the graduate program's disposition-related learning objectives with 13 leadership dispositions identified in The Haberman Educational Foundation Star Urban Administrator Pre-Screener. EDL program faculty administered the prescreener to EDL program candidates twice, yielding 187 matched pairs in pre-program and postprogram administrations. Statistical analyses yielded a significant difference (improvement) in overall Haberman scores at the .01 alpha level, as well as an effect size considered (Cohen, 1969) to be a medium effect size. Faculty triangulated the data with interviews of alumni and faculty with experience in leading CLP schools, who affirmed that focus on leadership dispositions serves an important developmental role in an EDL program. The study appears to validate the measurable presence and dynamic changes in EDL candidate dispositions as an element of a graduate program focused on developing effective leaders of CLP schools.
The Place of Lifelong Learning in the Paidia Curriculum
Author: Heidari, Samira
Date: 2023-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Curriculum Development,Public Education,Educational Philosophy,General Education,Foreign Countries

Lifelong learning has become an important keyword in international research and studies because of its increasing impact on educational policies globally. One of the important goals of education systems worldwide is lifelong learning. The research method is descriptive-analytical. Data collection is in the form of extracting data from Adler's books, the second category of resources related to the Paidia curriculum. The method of data analysis was classification and interpretation, which was done simultaneously with data collection. In this descriptive-analytical study, Mortimer Adler's educational thinking has been analyzed in the context of Paideia, and the relationship between public education and continuous learning has been examined. According to the research findings, according to Adler, the public education curriculum underpins lifelong learning, and after school education, any failure in lifelong learning constitutes a failure in public education, while continuing learning. It can improve the health of students in adulthood. On the other hand, vocational education has no place in the Paideia curriculum. If, in the light of the critique of the plan, a stronger foundation for lifelong learning can be hoped for, given the place of work and profession in the field of public education. It is recommended that in future research, researchers compare Adler's perspective on continuous learning with other thinkers. One of the most important limitations of the current research was the lack of access to schools that were designed based on the Paidia program. Another suggestion for future research is to examine the schools that have been established based on the Paidia program and study the continuous learning process in them.
The Strategy of School Principal to Promote Multicultural Education in Islamic High Schools in Samarinda
Author: Mahmud, Muchammad Eka
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Educational Strategies,Multicultural Education,High Schools,Islam,Instructional Materials,Learning Activities,Teaching Methods,Educational Development,Administrator Attitudes,Teacher Attitudes

Multicultural education is the process of character formation for respecting and valuing different groups such as ethnicity, culture, language, race, and skin color because human nature is created for mutual recognition. The purpose of this research is to explore the school principal strategies in promoting multicultural education at one of the Islamic high schools in Samarinda, East Kalimantan, Indonesia. This research employed a case study design with a qualitative approach. Direct observation was done to make sure the implementation of multicultural education in the process of teaching and learning in classrooms. Additionally, in-depth interview was conducted with three types of school elements including the school principal, four vice principals, and two representative teachers to figure out their perspectives towards the implementation of multicultural education so far at their school as well as figure out the strategies used by the school principal. Document analysis was also utilized in order to make sure the reflection of multicultural education values on the teaching materials used by teachers in class. The results showed that the school principal apply contribution and enrichment strategies in applying multicultural education at school. It was discovered that multicultural education was reflected in all three aspects, i.e., teaching materials, students' activities, and the teaching and learning process. The research novelty and future implications of this study are further discussed in this article.
Enhancing EFL Learners&apos; Native Cultural Awareness via Project-Based Learning
Author: Zhang, Danyang
Date: 2023-05-00
Type: Journal Articles
Subjects: Cultural Awareness,Teaching Methods,Student Projects,Active Learning,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Cultural Background,Native Speakers,Student Characteristics,Instructional Design,Foreign Countries,Majors (Students),Undergraduate Students,MOOCs,Asian Culture,Music,Food,Game Based Learning,Computer Software,Computer Mediated Communication,Handicrafts,Written Language,Tourism,Technology,Architecture,Social Media,Multimedia Instruction

English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared to native speakers of English, own their unique native culture. Yet, since language teachers tend to focus on the delivery of English cultural knowledge, EFL learners' native culture is sometimes shadowed in the mainstream English classrooms worldwide. To this end, this exploratory paper aims to advocate attention to the importance of EFL learners' native culture awareness and share some practical teaching and learning experiences in an English course called &quot;Multimedia and Foreign Language Learning.&quot; The paper outlines the pedagogical design of the course in China, providing classroom examples and practical suggestions to course designers, educators and instructors. We expect to give insights into integrating native culture into foreign language education in university settings.
Core Academic Vocabulary in Four Genres of Novice Student Writing
Author: Therova, Dana
Date: 2023-05-00
Type: Journal Articles
Subjects: Vocabulary Development,Multilingualism,Writing (Composition),Teaching Methods,Writing Assignments,Academic Language,Foreign Countries,Literary Genres,English for Academic Purposes,Second Language Learning,Second Language Instruction,Novices,Computational Linguistics,Foreign Students,Word Lists,Writing Instruction,College Preparation

Since written assignments often constitute the main form of assessment in tertiary education, academic writing skills are of paramount importance to university students. The role of academic writing in turn emphasises two aspects vital for successful written production at universities: genre awareness as students are assessed on the production of relevant genres and the use of academic vocabulary regarded as a key element of academic writing style. This study employs a corpus-based approach to explore the usage of academic vocabulary in four genres of assessed academic writing produced by multilingual foundation-level students (N=193) at a UK university. The findings show that in all writing genres there was a small set of core academic vocabulary used by the majority of students in their written assignments, accounting on average for approximately 3.6%-9% of academic vocabulary types across the genres under investigation. In addition, differences were found in the distribution and function of the core academic vocabulary items across genres. These findings have potentially important pedagogical implications for English for Academic Purposes (EAP) contexts catering for novice student writers.
How Psychological Empowerment Influences Faculty Members&apos; Change Orientation: Does Knowledge Inertia Have a Mediating Role?
Author: Alanoglu, Muslim
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Empowerment,College Faculty,Teacher Attitudes,Educational Change,Professional Autonomy,Decision Making

Background/purpose: This study aims to determine the effect of faculty members' psychological empowerment on their change orientation and the mediating role of knowledge inertia (learning and experience) in this effect. Materials/methods: A cross-sectional research design was used to achieve this goal. The opinions of 398 faculty members working in six universities in Türkiye were collected via the survey method. Results: The results showed that the faculty members' psychological empowerment had a favorable effect on their levels of change orientation and a negative effect on their levels of learning inertia. Additionally, it was shown that the faculty members' psychological empowerment had little effect on their experiential inertia. Additionally, there was no discernible relationship between degrees of faculty members' change orientation and perceived knowledge inertia (learning and experience). Conclusion: The study's results imply that faculty members who see their jobs as meaningful have sufficient knowledge about their jobs, are responsible for making decisions about their jobs, and accept change easily. It was also concluded that these faculty members have high levels of change orientation.