ethanporcaro/eric-fulltext-meta huggingface dataset:
Assurance of Learning Standards and Scaling Strategies to Enable Expansion of Experiential Learning Courses in Management Education
Author: McKeen, Shannon
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Business Administration Education,Academic Standards,Active Learning,Student Projects,Technology Uses in Education,Course Objectives,Feedback (Response),Reflection,Student Evaluation,Psychological Patterns,Educational Practices

In today's dynamic globalized business environment, management educators must develop pedagogies that support students to manage and lead in rapidly changing business contexts. An increasing number of institutions use experiential learning as a component of their curriculum to address this challenge. Initially, a response to industry criticism that graduates were unable effectively apply skills needed to be successful, experiential learning has become a baseline expectation in management education programs. Students increasingly expect opportunities to practice and demonstrate competency in the theories they learn in the classroom by applying them in real-world projects. However, expanding such opportunities for students is limited by a unique set of complex administrative challenges inherent in this approach. To expand opportunities for students, institutions must overcome scalability obstacles resulting from the customized nature of the offerings. Business challenges where student teams work with external partners provide a real world learning experience. But they also pose difficulty in applying a standardized approach to assurance of learning. Course content must be redeveloped each time the course is offered, as external projects must be sourced, leading to input and output variation. Advising, monitoring, and assessing students is resource intensive, because at many schools each team is assigned a different business challenge. This article offers a set of assurance of learning standards that institutions can apply to project-based experiential learning courses and posits that greater cross-departmental integration in sourcing projects and better use of technology can increase the efficacy and efficiency of the courses to address the scalability issue.
Attack and Parry: An Examination of Gubernatorial Rhetoric and Agenda Setting for Higher Education in Texas, 2000-2015
Author: Drake, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Rhetoric,Agenda Setting,Higher Education,State Officials,Educational Change,Accountability,Efficiency,Student Costs,Labor Force Development,Leadership,Competition

This paper applies political discourse analysis to an examination of gubernatorial rhetoric and agenda setting around higher education in Texas during Governor Rick Perry's leadership, from 2000-2015. The authors analyzed 28 gubernatorial speeches using manifest content analysis in STATA and qualitative coding via pattern matching in Atlas.ti. Findings reveal that Governor Rick Perry: (1) framed the higher education agenda around reform strategies to increase accountability, efficiency, and affordability; (2) functioned as both an agenda setter and policy entrepreneur; and (3) primed constituents to support his agenda by positioning higher education as a workforce development mechanism and invoking Texas's tradition of leadership and competitiveness.
Towards a Design Framework of MOOCs for Teacher Development: Theoretical Issues and Analysis of Teachers&apos; Achievements about Web 2.0 in Language Instruction
Author: Koukis, Nikolaos
Date: 2020-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Web 2.0 Technologies,Faculty Development,Educational Technology,Learner Engagement,Interaction,Cooperative Learning,Language Teachers,Greek,Teaching Methods,Peer Teaching,Independent Study,Foreign Countries,Integrated Learning Systems,Secondary School Teachers,Teacher Attitudes

This paper reports on the development of a hybrid framework for designing and implementing teacher professional development MOOCs. The theoretical foundations were rooted on combining features of cMOOCs and xMOOCs that promote teachers' learning through active engagement, peer interaction, mutual support, and collaborative creation of educational artefacts. The framework was applied in a MOOC designed to enhance language teachers' technological and pedagogical knowledge in order to integrate Web 2.0 tools in their instruction. Using research data from a) a post-survey and b) the MOOC platform, we revealed important information regarding teachers' outcomes as well as their perceptions of using the specific Web 2.0 tools in Greek language learning. The findings provided supportive evidence that the blended and collaborative features of this professional development MOOC were effective towards enhancing teachers' achievements and strengthening their ability to design suitable educational interventions with Web 2.0 regarding language instruction in secondary schools.
Conexiones: Latino Males&apos; Sense of Belonging in Historically Black Colleges and Universities
Author: Allen, Taryn Ozuna
Date: 2018-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Males,Student College Relationship,Black Colleges,Teacher Student Relationship,College Faculty,Diversity,Undergraduate Students,Barriers

This qualitative study examined the perceptions of sense of belonging among ten Latino male students enrolled in two Historically Black Colleges and Universities (HBCUs) in Texas. Through one-on-one interviews, the Latino males revealed relationships with faculty members and an openness to diversity fostered a sense of belonging. However, Greek Letter Organization infrastructure, campus cultural representation, and work responsibilities created obstacles to Latino males' campus connections. Implications for research and practice are offered.
Education for Some? The Exploration of Inclusive Education in Trinidad and Tobago
Author: Charran, Chelseaia
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Research,Educational Policy,Students with Disabilities,Equal Education,Barriers,Special Education,Educational Resources,Teacher Education,Government Role,Disability Discrimination,International Law,Developing Nations,Foreign Countries

This paper illustrates the state of inclusive education within Trinidad and Tobago. We highlight that inclusive education is a part of the broader right to equality of persons with disabilities. Further, in spite of the many international mandates that the country of Trinidad and Tobago has--with respect to the rights of persons with disabilities to education--the state of inclusive education in Trinidad and Tobago is a far cry from its potential. International and national laws are explored, as well as the national policy on persons with disabilities. Given the many barriers to inclusive education, we conclude that the right to education for all persons is not a right.
Making Sense of Geometry Education through the Lens of Fundamental Ideas: An Analysis of Children&apos;s Drawings
Author: Kuzle, Ana
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Mathematics Curriculum,Freehand Drawing,Elementary School Students,Elementary School Mathematics,Geometric Concepts,Concept Formation,Grade 3,Grade 4,Grade 5,Grade 6,Student Attitudes,Measurement,Foreign Countries,Urban Schools

For many decades, the amount of geometry curriculum worldwide has been cut, mathematics curricula have lacked diversity of geometrical phenomena, and geometry teaching has been reduced to a somewhat eclectic mix of activities. Recently, new trends have begun to counteract these tendencies by framing new curricula around fundamental ideas. The goals of this paper are threefold: (a) to present the structural elements of a coherent geometry curriculum through the lens of fundamental ideas, (b) to develop an analytical tool to determine the fundamental ideas of geometry in children's drawings, and (c) to provide insight into the images primary grade students have of geometry. The results are discussed not only with regard to the latter of these goals, but also with regard to their theoretical and practical implications.
Assessing Verbal Positive Reinforcement of Teachers during School from Home in the COVID-19 Pandemic Era
Author: Mantasiah, R.
Date: 2021-04-00
Type: Journal Articles
Subjects: Verbal Communication,Positive Reinforcement,Teacher Student Relationship,Elementary School Students,Elementary School Teachers,Computer Mediated Communication,Distance Education,COVID-19,Pandemics,Gender Differences,Family Environment,Foreign Countries

During school from home, students need positive reinforcement both from parents and teachers to improve or trigger their positive behavior. This study aimed to identify the intensity of verbal positive reinforcement given by teachers to students during school from home. It was a mix-method study by involving 310 elementary school teachers as respondents (41.29 % males, 58.71% females). The intensity of positive reinforcement was measured using an instrument developed from the basic theory of positive reinforcement by Skinner (1953) and Schakel &amp; Lyon (1984) and information collected from interviews with teachers. The instrument consisted of 7 kinds of verbal positive reinforcement that can be given by teachers during school from home. The findings indicated that during school from home, teachers tended to give less verbal positive reinforcement to students. Teachers' lack of understanding about the importance to give positive reinforcement during school from home was the main factor leading to the condition. Besides that, teachers did not understand that the verbal positive reinforcement can be delivered both in oral and written forms. Another finding shows that female teachers more often gave positive reinforcement than males. The kind of positive reinforcement given by these two different genders was also different.
Character Thematic Education Game &quot;AK@R&quot; of Society Themes for Children with Malang-Indonesian Visualize
Author: Pramono, Andy
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Thematic Approach,Values Education,Instructional Effectiveness,Elementary School Students,Handheld Devices,Telecommunications

The game application is one of the leading choices of cellular media users, according to a report from the Ministry of Communication and Information of Indonesia, at least 30 million are children and adults. However, there is a sharp perception that interactive games hinder children's education, which impacts lazy children to learn. This article aims to convey the implementation of thematic games for children's education. Social improvement activities emphasize the thematic patterns of this educational game. The game developed is asynchronous, which means that the teacher must see students evaluate learning outcomes. This study uses the R&amp;D method through the procedures carried out as well as through pre and post-tests in the control class and experimental class. Data observation methods consisted of visual concepts, cultural patterns as game content ideas, research related to character education, and fundamental knowledge related to character education material. The results showed that the efficiency of the game showed that there was an increase in child socio-physical expertise and skills, as well as changes in learning models for children and assessment models by the teacher. The importance of this research is the development of educational media in improving the character quality of early childhood.
Improving Students&apos; Academic Achievement Using the ScEd-ALS Android-Based
Author: Zulfiani, Z.
Date: 2021-04-00
Type: Journal Articles
Subjects: Academic Achievement,Handheld Devices,Telecommunications,Science Teachers,Science Instruction,Junior High School Students,Comparative Analysis,Cognitive Style,Teaching Methods,Grade 8,Computer Software,Integrated Learning Systems,Hypermedia,Foreign Countries

Ubiquitous learning has recently gained increasing popularity in the education sector, which significantly increased the efficiency of individual and collaborative learning. The aim of this study is to develop an Android version of science education-adaptive learning system (ScEd-ALS) as a science learning medium to accommodate various learning styles. The method used in this research is a mixed-method consisting of a qualitative method, which is a developmental method that provides illustrations concerning the process of creating the developed media, and a quantitative method, which utilizes quasi-experiments to determine the effectiveness of the developed media application. The study comprised 114 eighth-grade junior high school students and three integrated science teachers in South Tangerang. The final product of the study is an Android-based science learning medium that conforms to the visual, aural, reading/writing, and kinesthetic student learning styles. Hence, this Android-based ScEd-ALS was found to be feasible and useful, as assessed by five experts (two media experts and three science education material experts). Nonetheless, there were significant differences in the learning outcomes between the experimental class using the Android version of ScEd-ALS compared to the control class. The effectiveness of using ScEd-ALS in this study was measured based on the percentage of students' mastery level. ScEd-ALS Android based on visual and kinesthetic learning styles are the most effective media compared to aural and read/write.
Undergraduate Students&apos; Meanings for Central Angle and Inscribed Angle
Author: Liang, Biyao
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Undergraduate Students,Concept Formation,Geometric Concepts,Mathematical Concepts,Measurement,Knowledge Level,Secondary School Mathematics,Methods Courses,Preservice Teachers

Contributing to research on students' multifaceted meanings for angles (e.g., angles as ray pairs, as regions, and as turns), we report on three undergraduate students' meanings for central and inscribed angles in circles. Specifically, we characterize how these meanings govern their mathematical activities when engaging in a circle geometry task, including their experienced perturbations and reconciliation of those perturbations. Our conceptual analysis reveals that some meanings are productive for students to conceive of a reflex angle in a circle and the correspondence between a central and an inscribed angle, while other meanings are limited.
The Learning Strategy Based on Scientific Approach to Strengthen the Employability Skill of Teacher Candidates
Author: Hadromi
Date: 2021-04-00
Type: Journal Articles
Subjects: Learning Strategies,Employment Potential,Preservice Teachers,Vocational Education,Engineering Education,Auto Mechanics,Skill Development,Job Skills,Soft Skills,Thinking Skills,Minimum Competencies,Teaching Methods,Instructional Effectiveness,Foreign Countries

The preparation of Vocational School teacher candidates who have technical skills and employability skills begins with the learning process. This paper aims to formulate learning strategies based on scientific approach to strengthen employability skills for vocational school teacher candidates. This study employed a quantitative approach with a non-experimental survey design. The samples in the study consisted of 120 vocational teacher candidates in the Automotive Engineering Education Program, Faculty of Engineering, Semarang State University who took car body's electrical system practice course. Research data were collected with test questions, observation sheets and questionnaires. The research data were analysed using descriptive analysis, regression analysis. The results showed that the implementation of learning strategies with scientific approach significantly strengthen employability skills of vocational teacher candidates with a contribution of 22.0%, while the remaining 78% was influenced by other factors. The reinforcement of employability skills vocational teacher candidates resulted in the reinforcement of the competitiveness of prospective graduates. When they have become vocational teachers, they are able to produce competitive vocational school graduates in 4.0 industry era.
Oral Communication Apprehension among Japanese EFL International Students in a Language Immersion Program in Malaysia
Author: Jalleh, Christine Mary
Date: 2021-04-00
Type: Journal Articles
Subjects: Anxiety,Japanese,English for Special Purposes,English (Second Language),Second Language Instruction,Second Language Learning,Immersion Programs,Foreign Students,College Freshmen,Public Colleges,Late Adolescents,Asians,Cultural Background,Educational Background,Language Attitudes,Language Role,Group Discussion,Meetings,Public Speaking,Verbal Communication,Foreign Countries

Japanese EFL international students may experience high levels of apprehension when communicating in English due to their culture, educational background, attitudes towards the role of English in their society, and lack of opportunities to practice speaking in English. Although the students in this study had studied English before joining the English immersion program, their language learning experiences might not have focused on oral communication skills. EFL learners' oral communication apprehension has been examined in various contexts, but the Japanese EFL context has not received adequate attention, especially Japanese EFL international students in Malaysian institutions of tertiary education. Thus, this study examined the levels of oral communication apprehension among Japanese EFL international students in four communication contexts (group discussions, meetings, conversations, and public speaking). The study adopted a quantitative approach, using the Personal Report of Communication Apprehension (PRCA-24) to measure oral communication apprehension levels among 23 first-year Japanese EFL students in an immersion program in a Malaysian public university. Data were analyzed using SPSS and Microsoft Excel. The results of this study revealed that most of the Japanese EFL international students exhibited a high level of oral communication apprehension. The study also revealed that the highest levels of apprehension were found in two communication contexts: group discussions and conversation, possibly because oral communication takes place spontaneously in these two communication contexts.
Problem-Based Learning with Character-Emphasis and Naturalist Intelligence: Examining Students Critical Thinking and Curiosity
Author: Suhirman
Date: 2021-04-00
Type: Journal Articles
Subjects: Values Education,Problem Based Learning,Critical Thinking,Thinking Skills,Skill Development,Personality Traits,Correlation,High School Students,Multiple Intelligences,Science Education,Foreign Countries

This research aimed to examine the effects of problem-based learning with character emphasis and naturalist intelligence on the students' critical thinking skills and curiosity. This study was conducted at Islamic Senior High School in Mataram and it employed 3x2 treatment by level design. Three treatments; the problem-based learning with character emphasis (PBL-CE) (A1), the problem-based learning (PBL) (A2), and the regular learning (RL) (A3) were given to two groups; the students with high naturalist intelligence (B1) and low naturalist intelligence (B2). The data on the students' naturalist intelligence and critical thinking were collected through the test and the data on the students' curiosity was collected through self-assessment and observation sheets. The data were analyzed using MANOVA at 0,05 significance level. The results of the study showed that: (1) the PBL-CE affect the students critical thinking skills and curiosity, (2) the naturalist intelligence does not have a significant effect on the students critical thinking skills and students curiosity, and (3) the interaction between the PBL-CE and naturalist intelligence did not affect the students critical thinking skills and curiosity. PBL-CE can be applied as alternative learning to develop students' critical thinking and curiosity.
Teachers Quality and Educational Equality Achievements in Indonesia
Author: Kawuryan, Sekar Purbarini
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Qualifications,Equal Education,Access to Education,Rural Urban Differences,Geographic Isolation,Rural Schools,Urban Schools,Teacher Student Ratio,Academic Achievement,Educational Policy,Educational Research,Elementary Secondary Education,Developing Nations,Educational Development,Foreign Countries

Achieving equal learning opportunities for all students is a major policy goal in all countries. All children have the opportunity to obtain high quality education. Teachers become a key element in improving the quality of primary and secondary education This paper is based on secondary data information collected from various sources, namely policy documents that are relevant to research topics that still apply in Indonesia, national journal articles published starting in 2010-2020, reports from various government organizations, namely the Central Statistics Agency and the Ministry of Education and Culture, reports of international organizations, namely Worldbank and UNESCO, national and local newspapers published from 2015-2020, and websites. These data are triangulated, examined, and sought supporting evidence to improve the accuracy of research. Nationally, equality education in Indonesia as measured by expand access, equal access, and quality learning shows encouraging results, only a slight imbalance occurs between urban and rural schools.
English Language Teachers&apos; Uses of Classroom Assessment
Author: Alkharusi, Hussain
Date: 2021-04-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Student Evaluation,Foreign Countries,Grade 7,Grade 8,Grade 9,Formative Evaluation,Classroom Techniques

This study aimed at identifying the purposes of using assessment by English language teachers in Oman. Participants were 369 English language teachers randomly selected from all governorates in Oman. The teachers were categorized into two groups based on the assessment system. The first group consisted of teachers teaching grades 7 to 9 because the assessment system in these grades places more emphasis on formative assessment. The second group consisted of teachers teaching grades 10 and 11 because the assessment system in these grades places more emphasis on summative assessment. A questionnaire was developed and administered to all teachers regarding the purposes of using assessment. A factor analysis of the teachers' responses revealed two dimensions of the assessment purposes: Instructional-versus learning-oriented purposes. Instructional-oriented purposes were related to teachers' use of assessment for evaluating their teaching methods and managing student behavior. Learning-oriented purposes were related to teachers' use of assessment for motivating students to learn and assigning grades for students. There were significant differences on using assessment for instructional-vs-learning-oriented purposes favoring learning-oriented purposes. There were no significant grade level differences on using assessment for instructional-vs-learning-oriented purposes. These results lead to a conclusion that the assessment system might not have an impact on the purposes for which assessment is used by the teachers.