ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Primary Years Program (PYP) on Children&apos;s Science Process Skills (SPS) in Early Childhood Education
Author: Tugluk, Mehmet Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Process Skills,Skill Development,Preschool Children,Preschool Education,National Curriculum,International Education,Program Effectiveness,Private Schools,Foreign Countries

The aim of the current study was to investigate the effect of the Primary Years Program (PYP) on the science process skills (SPSs) of children in early childhood education. The study design was quasi-experimental and focused on children attending private schools in Istanbul. In this study, the Science Process Scale developed by Ozkan (2015) was used. Herein, approval for this study was granted by the Ministry of National Education, and consent was given by parents, to determine differences between their preschoolers who were attending an International Baccalaureate (IB) and Ministry of National Education school. Before implementing the PYP, a pretest was applied to the children in the experimental and control groups. After that, the children in the experimental group attended the PYP for 12 weeks. Conversely, the children in the control group attended the program of the Ministry of National Education. Following this 12-week period, the children were given a posttest. When the pretest results were compared after completing the IB program, there were no significant differences between the experimental and control groups. After the 12 weeks, a significant difference was found between the two groups with regards to their SPSs. When analyzed according to the factors, there seemed to be no differences between the two groups. However, at the end of the research, an interesting difference was found between the post and follow-up test results in the experimental group.
Transformation Model for Character Education of Student
Author: Dewi, Erni Ratna
Date: 2020-00-00
Type: Journal Articles
Subjects: Values Education,Moral Values,Social Values,Educational Change,21st Century Skills,Thinking Skills,Technological Literacy,Social Responsibility,Ethics,Teacher Role,Elementary Secondary Education,Foreign Countries

The aim of the current study is to find out and explain the transformation of character education of students observed from the role of teacher in line with the vision, responsibility, social sensitivity, logical ability, and honesty in producing well prepared output to encounter today's global digital. This study applied qualitative approach with phenomenological type of sociology-oriented educational research that is general, flexible, dynamic, exploratory, and experiences developed during the research process. Data analysis through reducing information, presenting information, verification, and concluding. Result of the study found that transformation of student character education is an effort made to face 21st-century education (Industry 4.0 revolution) today where every educational institution implements digital literacy habits (Digital-age Literacy) in the classroom/school learning as transformation of character education of modern students in order to gain understanding of these digital literal dimensions and to develop digital literacy learning materials and methods at school and outside of school. The application of digital literacy becomes finding of model in transformation of student character education that is inseparable from the role of teachers in learning activities applied in line with their vision, responsibility, social sensitivity, logical ability and honesty to produce a well-prepared output to face global digital with the flow of developmental applications, technology and to be able to compete at the international level.
Using the Interactive Whiteboard for Teaching from the Viewpoint of Physics Teachers in the Sultanate of Oman
Author: Malkaw, Amal R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Aids,Educational Technology,Teacher Attitudes,Physics,Foreign Countries,Gender Differences,Individual Differences,Technology Uses in Education

Interactive whiteboards are provided in most schools in Oman, including those in the Al-Batinah North Governorate of the Sultanate, but many are not activated. Some teachers abandon them despite their presence and prefer to use the traditional blackboard or whiteboard for teaching. This study reveals the views of physics teachers in the Al Batinah North Governorate about the use of the interactive whiteboard for teaching physics. This study adopts a descriptive approach to collecting data from 377 male and female physics teachers, undertaken in the second semester of the 2017-2018 academic year. Statistical analysis shows that the teachers' responses to the tool were positive and profound, and there were no significant differences in their views about the effectiveness of using interactive whiteboards for teaching due to the variables of gender, educational qualification, or years of experience. This result is satisfactory because of the similarity of the job environment for all members of the sample, which leads to the absence of a difference in the viewpoints of male and female teachers. In light of the results, the study recommends holding workshops and training courses for teachers to develop their skills in using the interactive whiteboard in teaching and conducting similar studies in other provinces with larger samples to generalize the results.
Turkish Teachers&apos; Views on Acceleration
Author: Kanli, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Acceleration (Education),Teacher Attitudes,Gender Differences,Teaching Experience,Gifted Education,Knowledge Level,Social Influences,Academically Gifted,Foreign Countries,Elementary Secondary Education,Program Effectiveness,Emotional Response

Acceleration provides positive outcomes methodically yet; people still have wrong beliefs about it. Thus, it is considered to be an important aim to reveal the views of teachers about acceleration in Turkey, which have limited opportunities for academic acceleration in educational settings. In order to understand teachers' views on acceleration an online survey was developed. The survey consisted from four parts including demographic information, opinion questions, knowledge self-assessment about types of acceleration and a 22-item questionnaire about views on acceleration. The study group consisted from 122 teachers and they were from various regions in Turkey. Data indicated there were no differences in attitudes among teachers from different gender or years of professional experience. Moreover, it was found that teacher' supported the implementation of acceleration in gifted education. Teachers' who had experiences with accelerated learners in their professional life were more knowledgeable and hold more positive beliefs towards acceleration. In accordance with the related literature, the teachers were more concerned about social issues and least concerned about academic issues related to acceleration. These results highlighted the importance of teacher training regarding gifted learners and gifted education.
&quot;It Was Just the Right Thing to Do&quot;: Women Higher Education Administrators Theorize Ethical Leadership
Author: Channing, Jill
Date: 2020-00-00
Type: Journal Articles
Subjects: Women Administrators,Ethics,Leadership Styles,College Administration,Administrator Attitudes,Social Responsibility,College Students,College Faculty,Gender Bias,Gender Differences,Barriers,Educational Change,Work Environment,Equal Opportunities (Jobs),Deans,College Presidents,Community Colleges,Universities

This narrative research study's purpose was to understand in better ways women higher education administrators' theorizations of ethical leadership and their ethical leadership philosophies as reflected in their leadership practices. The principal investigator collected narratives from six women higher education administrators at the director level and above, asking questions about their backgrounds, leadership trajectories, and leadership styles and practices. Ethical leadership emerged as a key theme throughout the narratives. The women leaders described themselves as moving beyond &quot;reciprocity,&quot; having internalized and enacted the social responsibility ethical leadership framework. They viewed themselves as part of something larger; the ultimate goal was creating better institutions for students, faculty, and staff. They rejected motivations tied to titles or power for personal gain or prestige, exercised power to inspire and help others in order to improve their organizations, were keenly concerned with equity and fairness, and recognized that they do not live in a fair world. Facing barriers such as sexism and other forms of oppression, discrimination, and prejudice, these participants engaged in efforts to effect and lead change to benefit all, a difficult task. This study's findings have implications for leaders of all genders, suggesting possibilities for the conscious development of ethical leadership practices and the creation of equitable, diverse, and fair workplace and learning environments.
Use of Mobile Applications in Collocation Teaching
Author: Özcan, Muhammed Sayid
Date: 2020-00-00
Type: Journal Articles
Subjects: Phrase Structure,Teaching Methods,Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,Vocabulary Development,Comparative Analysis,Learning Processes,Instructional Materials,Academic Achievement,Instructional Effectiveness,Student Attitudes,Achievement Tests,Foreign Countries,Secondary School Students,Pretests Posttests,Barriers,Access to Computers,English (Second Language)

In this study, the importance of vocabulary knowledge in language education and the use of mobile applications in the teaching of collocations are emphasized. The application of collocation was realized through a mobile instant messaging application. It has been determined that students use a mobile application in a word learning process to provide more meaningful learning than in classroom learning. In this study, which was applied to 54 people using experimental and controls grouped research design, the experimental group was given mobile cards and the control group was given word cards in the class. In quantitative aspect, the study aimed to see the difference between the academic achievements of both group. At the end of the process, an academic achievement test was applied to the students, and a significant difference was found between the groups in favor of the experimental group. In qualitative aspect, the students opinions was given on use of mobile applications in teaching vocabulary. Individual interviews were conducted with the students at the end of the process accordingly and these interviews were used in the evaluation of the process.
Evaluation of Problem-Based Learning Method for Teaching Islamic Education Courses to Students of Shiraz University of Medical Sciences
Author: Shamsaei, Maryam
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Islam,Religious Education,Medical Education,Case Studies,Medical Students,Medical School Faculty,Foreign Countries,Problem Based Learning,Religious Factors,Student Attitudes,Student Centered Learning,Student Research

Emphasis on teaching religious education in the university and raising the level of religious awareness of students in parallel with specialized education, raises attention to the important point that the set of Islamic education courses was in line with the demands and desires of students? The aim of this study is to an increase of the analytic mood among the students and faculty members of the department of Islamic education by the teaching method of Problem-based learning. The present study was performed cross-sectionally on students of Shiraz University of Medical Sciences in Islamic education courses that they had taken as a general course. One of the strengths of this method is the student-centered and process-oriented instead of text-centric and moving from central memorization to research-oriented.
Evaluation of Child-Friendly Schools Program in Islamic Schools Using the CIPP Mode
Author: Jumari
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Program Evaluation,Educational Quality,Program Implementation,Student Centered Learning,Religious Education,Educational Objectives,Student Centered Curriculum

This study aims to evaluate the extent of the implementation of the Child Friendly School program at MTsN 6 Jombang. This evaluation research uses the CIPP evaluation model. This research is an evaluative research with a qualitative approach with a type of case study. The data collection technique is done by interview, observation, and documentation methods. While the data analysis stage was carried out in three stages, namely reduction, presentation, and verification. The results showed that: (1) In the context evaluation, it can be said that the program is in accordance with the needs of the community and there is also a legal basis for the implementation of the program; (2) In the evaluation, the input aspect can be said to be very good, because the implementation of the program is handled very well, namely by the formation of a Child Friendly School Team and also the existence of facilities that support the program; (3) Evaluation of the process aspects related to the program shows that the program is carried out very well, including that almost all existing learning processes must include child-friendly elements in the curriculum. Apart from that cooperation is also carried out to all stakeholders; and (4) Regarding the evaluation of the results, it can be seen from the awards that the school has received, both in the academic and non-academic fields, including those related to the Child Friendly School program, which is winning the highest award or the best national level predicate as a Child Friendly School. The results of this evaluation research are expected to contribute to Islamic education institutions as best practice in implementing the Child Friendly School program.
Students&apos; Perceptions of a Gamified Reading Assessment
Author: Reed, Deborah K.
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Attitudes,Game Based Learning,Reading Tests,Reading Difficulties,At Risk Students,Middle School Students,Student Evaluation,Evaluation Methods,Computer Games,Difficulty Level,Test Wiseness,Competition

To inform the development of gamified assessments, this study explored how students with or at risk for reading difficulties in Grades 6-8 (N = 202) perceived and interacted with a decoding assessment designed with gamification characteristics. Three data sources enhanced the methodological triangulation: observations and scores from testing, surveys of students' perceptions, and focus group discussions with a stratified random sample of students (n = 25). Findings suggest students became immersed in the gamified reading assessment and were motivated by tasks that were challenging but not frustratingly difficult. However, they were dissatisfied with some design features and reported focusing on identifying patterns and gaming strategies rather than on the reading skills being assessed. This suggests students' expectations of gamified assessments might contribute construct irrelevant variance to the instruments.
The Effect of Hot Seat Strategy on the 1st Intermediate Students&apos; Reading Comprehension
Author: Salih, Omar Abid
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Teaching Methods,Reading Instruction,English (Second Language),Second Language Learning,Foreign Countries,Middle School Students

This study aims to investigate the effect of hot seat (HS) on the reading comprehension (RC) of 1st intermediate students during the academic year 2019-2020. To achieve the purpose of the study, it is hypothesized that there is no difference between the students' mean of the experimental group which is exposed to HS and that of control group which is not exposed to HS. The experiment has lasted for three weeks and the researcher has taught the two groups by himself. The researcher has used experimental design and chosen randomly a sample consisted of (63) students distributed into two groups. The experimental group as well as the control group are given a pre-test before beginning the experiment to measure the students' RC. The same test is given again at the end of the experiment in order to check whether the students' have been improved or not. The data has been collected and analyzed by using t-test for two independent samples. The results have showed that there was significant improvement in favour of the experimental group. Finally, some points can be concluded such as the importance of HS in teaching EFL because it increases students' motivation and makes the lesson more enjoyable and effective. In the light of the findings, some recommendations were put forward.
Proficiency and Giftedness: The Role of Language Comprehension in Gifted Identification and Achievement
Author: Hamilton, Rashea
Date: 2020-12-00
Type: Journal Articles
Subjects: English Language Learners,Language Proficiency,Academically Gifted,Talent Identification,Academic Achievement,Classification,Demography,Socioeconomic Influences,Time,Race,Ethnicity,Income,Elementary School Students

English learners (ELs) are the fastest growing population of students in the United States and currently represent nearly 10% of public school enrollment; however, they also constitute less than 3% of gifted program enrollment in these schools. Although an increasing number of studies explore this underrepresentation, research that specifically examines the role of language proficiency in gifted identification is limited. This study explored the role of several factors on ELs' time to reclassification (the point at which students are considered to have reached language proficiency and are no longer classified as ELs) and, in turn, being identified for gifted services. The findings suggested notable demographic and socioeconomic influences on the time to reclassification of ELs. Students who were reclassified earlier tended to be enrolled in schools with more gifted students and had a greater probability of being identified as gifted.
Explaining the Views of Ibn Sina and Al-Ghazali on Games and Physical Exercises and Their Relation to the Relationship between Body and Soul
Author: Heidari, Samira
Date: 2020-00-00
Type: Journal Articles
Subjects: Philosophy,Islam,World Views,Games,Physical Activities,Exercise,Play,Well Being

The purpose of this article is to describe Ibn Sina and Ghazali's philosophical views on soul and body on the one hand and to express their views on physical movements on the other hand in order to explain the relationship between their philosophical views on games and physical exercises related to body and soul. The research method was descriptive-analytical. The research findings showed that despite the differences in the philosophical thought of Ibn Sina and Ghazali, in the field of proofs of the soul and the body, there is a similarity between these two thinkers and the relationship between the soul and the body is two-ways. With physical activity in the game, there is an effect on the soul and vice versa. In fact, whenever playing and exercising are done in proportion and the body is active, then the soul will also have fun, and this is based on the effect that the body has on the soul. According to the theory of two thinkers, such a conclusion is that games and physical exercises recreate energy and rejuvenates the body and soul.
COVID-19 Outbreak and New Normal Teaching in Higher Education: Empirical Resolve from Islamic Universities in Indonesia
Author: Cahyadi, Ani
Date: 2020-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Online Courses,COVID-19,Pandemics,Educational Change,Distance Education,Teaching Methods,Higher Education,Universities,Educational Strategies,Educational Quality,Sustainability,Foreign Countries

Mid of March 2020, the coronavirus 19 pandemic outbreaks caused many offices, markets, schools, and universities closed to maintain its deadly spreading. It makes all the offline activities should be changed into online interaction including at higher education. Lawrence &amp; Tar (2018) reflected a study about factors that influence teachers' adoption and integration of ICT in teaching/learning process. This study is about the activity of new normal in conducting online education relating to the use of six strategies applied which are applied by teachers in the Islamic University of Antasari Banjarmasin Indonesia. Within the new normal period, this study reveals the six strategies on conducting online education namely: (1) the strategy of contextualization; (2) the strategy of proper delivery; (3) the strategy of high adaptation on using technology; (4) the strategy of adequate support; (5) the strategy of quality participation; and (6) the strategy of sustainable processes.
Learning from the Perspectives of Albert Bandura and Abdullah Nashih Ulwan: Implications towards the 21st Century Education
Author: Abdullah, Norillah
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Research,Social Cognition,Self Efficacy,Intervention,Metacognition,Learning Theories,Teaching Methods,Comparative Analysis,Islam,Religious Factors,Well Being,Personality,Individual Development,Socialization,Moral Values,Learning Motivation

A vast existing literature in educational research has been explored on Social Cognitive Theory (SCT) with the focus on addressing self-efficacy, self-regulation and social interactions in learning. This theory is used as a framework to predict behaviours and interventions. However, researchers have managed to comprehend and adopt the theory comprehensively with regards to all the factors involved specifically in the domain of pedagogical potentials in education and metaphysics. Thus, this paper has two-fold purposes. Firstly, this paper seeks to revisit the SCT from Islamic perspectives. Secondly, it attempts to propose a new pedagogical framework adapted from both theories for enhancing classroom teaching and learning. For this, the theoretical approach of Abdullah Nashih Ulwan has been compared and contrasted with an analytical approach by framing the references of the theory and the domain in education and well-being. Based on the analytic summary, this research has adopted comparative holistic visual representation by analyzing the SCT and Islamic perspectives. In consequence, a proposed learning model is given for a comprehensive view from both perspectives. The findings will advocate teachers and researchers when dealing with holistic human behaviour and personality development.
Sudoku Puzzles for Practicing SI Prefixes: A Case Study with Turkish Undergraduates
Author: Urek, Handan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Puzzles,Teaching Methods,Undergraduate Students,College Science,Science Instruction,Student Attitudes,Physics,Chemistry,Measurement,Biology,Preservice Teachers

The purpose of this study was to develop two Sudoku puzzles for undergraduate students which can be utilised in the context of introductory physical science courses in order to assist them to practice SI prefixes. For this reason, SI prefixes for decimal multiples and submultiples were addressed in two separate puzzles. To test the puzzles, a case study was conducted with 20 biology teaching students studying their first year in a state university in Turkey. Data were collected with the help of a questionnaire posed to the students before and after the application of the puzzles. According to the results, 18 students (90%) completed the puzzles successfully. In addition, the students agreed that solving the Sudoku puzzles made contributions to them in terms of practicing SI prefixes. It is recommended that the Sudoku puzzles developed in this study might be used efficiently for all undergraduate students taking courses such as general chemistry and physics.