ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptation and Evaluation of Psychometric Properties of Students&apos; Approaches to Learning in a Sample of Mexican High School Students
Author: Méndez Hinojosa, Luz Marina
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychometrics,Learning Processes,Foreign Countries,High School Students,Self Control,Test Validity,Student Motivation,Self Concept

The reason of to be of any educational model is to ensure that its students are self-regulated, which implies the setting of objectives, the monitoring of their actions in order to reach them, the control of their cognitive processes, the use of diverse learning and motivation skills. One way to collaborate in this is to evaluate the student's current situation in order to intervene. Due to the above, the purpose of the study is to determine validity and reliability of the scale Students' Approaches to Learning (SAL) in Mexican students. The SAL was applied to 894 high school students. Considering the results, the SAL presents good functioning and acceptable psychometric properties. In relation to the internal structure, the results support the composition of the 14 sub-factors of SAL, which is consistent with the original study. The results obtained have enough empirical support to interpret the construct of learning approaches from a multidimensional point of view.
Assessments on Vocational Knowledge and Skills: A Content Validity Analysis
Author: Suhaini, Mazlili
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,Knowledge Level,Skill Development,Content Validity,Foreign Countries,College Students,Student Evaluation,Competency Based Education

While previous studies on assessments focused on measurement of principles and constructs, existing attention is given to content validation involving vocational education and skills. The emphasis on content validation has prompted a holistic perspective of teaching and learning to demand alternative research approaches. Using evidence of content validity based on expert judgment and assessment items, this paper argues that vocational knowledge and skills could be determined via constructs and construct functions. Content validity analysis was studied in two major phases, namely, through an assessment of an electrical technology course at a Malaysian higher education institution and expert panels' examination of items. It was found that to increase confidence in providing reliable instruments for future empirical studies, a careful process in item development and content validity analysis was considered important. Therefore, applying these findings on item analysis and expert panels to reflect content validity can enhance the validity of assessment items.
Caring, Sharing and Giving without Any Hesitation: Teacher Educators&apos; Perceptions and Practices of Citizenship Education at Sultan Qaboos University in Oman
Author: Al-Maamari, Saif
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizenship Education,Teacher Educators,Teacher Attitudes,Preservice Teacher Education,Citizenship Responsibility,Social Values,Moral Values,Nationalism,Religious Factors,Islam,Arabs,Cultural Context,Faculty Development,Educational Needs,Foreign Countries

Citizenship education has been recognised as a desirable attribute of students both by the educational system and Sultan Qaboos University in Oman. The aims of citizenship education will be difficult to achieve unless teacher educators incorporate citizenship education as a main outcome of their courses. Yet, that mainly depends on their understanding of the meaning of citizenship and what the component is that they ought to develop. The current article aims to analyse the perceptions of teacher educators about citizenship and their related teaching practices. Study adopted a qualitative method to collect the data by interviewing five teacher educators from college of education, Sultan Qaboos University. The findings showed that those educators associated citizenship with patriotism and a personally responsible vision of citizenship. In addition, they reported limited practices pertinent to citizenship education and clearly expressed their need for professional development in citizenship education.
Research on International Students&apos; Mobility and Their Satisfaction in Japanese Universities: A Comparison of Chinese and American Students
Author: Miyoshi, Noboru
Date: 2019-03-00
Type: Journal Articles
Subjects: International Education,Study Abroad,Student Mobility,Japanese,Second Language Learning,Second Language Instruction,Prior Learning,Student Attitudes,Foreign Countries,Comparative Analysis,College Students,Asians,North Americans,Universities

Internationalization in higher education in Japan is progressing, and it is desirable for international students to have a high degree of satisfaction with their experience in Japanese universities. With that in mind, this research focuses on the study of Japanese language and experiences of taking Japanese language classes before and during study abroad. In addition, this paper examines the different influences on Chinese and American international exchange students based on a questionnaire administered to students in Japanese universities between April and June 2016. A comparison between students who studied Japanese and took language classes before studying abroad and those who began only after coming to Japan shows significantly different levels of satisfaction with their university. Additionally, Chinese and American students experience different levels of satisfaction based on their experience with Japanese language. Chinese students' previous experience with learning Japanese did influence their satisfaction, but the magnitude of this influence was smaller than the influence of prior Japanese language experience on American students.
To Borrow or to Mix? A Cultural Approach to Observing Taiwan&apos;s Higher Education
Author: Lin, Warangkana
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Policy,Educational Practices,Educational Development,Cultural Influences,Case Studies,Non Western Civilization,Western Civilization,Cultural Maintenance,Global Approach,Educational Change

Taiwan's higher education system has intentionally been designed to follow a Western model, and in its higher education development there are observable aspects of policies and practices that echo models from the West. However, traditional values still play a significant role in its social and cultural development. Beneath the surface are various unseen facets that are often less institutionalized, but are nevertheless powerful and reflect deep-rooted values of Taiwanese society that persist despite the social, political, economic and cultural changes of the past two centuries. This paper investigates the development of the higher education system in Taiwan through a cultural lens. In particular, it examines how culture plays a role in the system's development. Adopting a case study approach, in-depth semi-structured interviews were conducted with selected administrators and academics from two elite universities in Taiwan. The empirical data reflect the tensions inherent in the collision and assimilation of traditional Chinese and Western cultural elements. Three emerging themes fundamental to the process of higher education development in Taiwan were derived from the data analysis: (1) Chinese heritage and cultural conservation, (2) modernity and de-Sinicization, and (3) international visibility. The study furthers our understanding of how Taiwan's higher education has undertaken cultural changes through the exhausting process of borrowing and mixing, contributing to a better understanding of East Asian higher education development from a cultural perspective.
Digital Andragogical Competences of Ecuadorian Higher Education Teachers during the COVID-19 Pandemic
Author: Mendoza Velazco, Derling Jose
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Faculty,Educational Technology,Technology Uses in Education,Teacher Competencies,Technological Literacy,Faculty Development,Andragogy

The changes brought about in higher education by the Coronavirus disease (COVID-19) pandemic require effective action. Teachers must be trained to work on university platforms. The study allows us to analyse the current educational problems, which are found in many countries, not only in Ecuador. The research aimed to determine the virtual andragogical competencies of Ecuadorian university education during the COVID-19 pandemic. A mixed research approach was used. A quantitative analysis was applied first, followed by a qualitative analysis. The sample selection was participatory and non-probabilistic. The sample consisted of 1003 active higher education teachers in Ecuador. A questionnaire of 106 questions divided into four variables was applied. A multiple analysis of variance (MANOVA) was performed. The analyses demonstrated the need to apply four integral competencies. First the teacher must &quot;Know how to be&quot;, through continuous ICT training. After the teacher has been trained, he/she must &quot;Know&quot;. This process involves mastering educational technology. After updating knowledge, they must &quot;Know how to live together&quot;. Develop critical and constructive communication. Then &quot;Know how to do&quot; by applying an effective guiding methodology. Teacher training under the competency-based approach is seen as a viable alternative.
Eighth Grade Students&apos; Misconceptions and Errors in Mathematics Learning in Nepal
Author: Kshetree, Mukunda Prakash
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 8,Secondary School Students,Mathematical Concepts,Misconceptions,Error Patterns,Algebra,Low Achievement,Remedial Mathematics,Teacher Guidance,Teaching Methods,Instructional Effectiveness,Problem Solving,Public Schools,Foreign Countries

This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.
E-Learning Evaluation Using General Extended Technology Acceptance Model Approach at Schools in COVID-19 Pandemic
Author: Ngabiyanto
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Integration,COVID-19,Pandemics,Value Judgment,Usability,Intention,Predictor Variables,Junior High School Teachers,Teaching Experience,Gender Differences,Age Differences,Self Efficacy,School Closing,Public Schools,Foreign Countries

The purpose of this research is to provide empirical evidence of the influence of perceived usefulness, convenience, experience, gender, and age on the intention to use e-learning after the government's school closure policy due to the Coronavirus disease (COVID-19) pandemic. Our sample is junior high school teachers in Indonesia and the data are analyzed using the Structural Equation Model (SEM). We show that perceived usefulness has a positive influence on e-learning intentions. The perceived convenience is not the reason for the teachers to use e-learning because they have no other alternative in carrying out their duties apart from e-learning. Besides, we have also found that gender and experience influence e-learning intentions. The teachers with different genders and experiences continue to implement e-learning as their way of teaching during the pandemic. The younger teachers have a higher intention of using e-learning. They have adequate digital abilities and are more confident in using e-learning, so they have a great intention in implementing e-learning for the delivery of the materials. Experienced teachers will find it easier to find the use and convenience of e-learning. Apart from experience, male teachers also report that it is easier to grasp the ease of e-learning. However, older teachers show more concern about their perception of system usability as a reason for using e-learning than system convenience.
Exploring Biological Literacy: A Systematic Literature Review of Biological Literacy
Author: Semilarski, Helin
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Biology,Science Education,Cognitive Processes,High School Students,Science Process Skills,Sustainability,Science Careers,Career Awareness,Scientific Principles

A large number of articles in the field of science education reflect on scientific literacy as the main goal of science education (SE), although often with varying viewpoints. Nevertheless, researchers have begun to highlight subject-specific teaching practices that are expected to specifically enhance science subject teaching, including biology. The main aim of this theoretical article is to come on consensus and to conceptualise the term biological literacy (BL) more clearly and to present a theoretical concept of BL, composed on the basis of systematically analysed articles. This theoretical concept includes two dimensions of BL: (1) cognitive (cognitive skills, conceptual understanding, biological inquiry) and (2) affective dimension, based on systematic literature review (SLR). This theoretical concept also includes in addition four dimensions of BL: (3) sustainability; (4) interdisciplinarity, (5) career awareness and (6) nature of biology (NOB), based on literature review (LR) of recent decades, that was conducted to write theoretical overview of this research.
Exploring Factors Predicting Undergraduate Healthcare Students&apos; Use of Learning Strategies
Author: Messineo, Linda
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Predictor Variables,Learning Strategies,Student Motivation,Student Attitudes,Foreign Countries,Learning Motivation,Measures (Individuals),Questionnaires,Intelligence,Regression (Statistics),Academic Achievement,Self Determination,Independent Study

The present study aimed to investigate the relationship between students' academic motivation, implicit beliefs about intelligence and learning strategies among undergraduate healthcare students. First-year students of healthcare degree courses from a university in Southern Italy were surveyed. The study measured psychological constructs by means of Academic Motivation Scale, Motivated Strategies for Learning Questionnaire, and Dweck's implicit questions about beliefs of intelligence. Two regression models were computed to assess the association between students' beliefs about intelligence, motivations for studying, and learning strategies. In the first regression model, predicting students' use of cognitive strategies from implicit intelligence beliefs and motivations for studying, stronger autonomous motivations were significant predictors of cognitive strategies. The second regression model, predicting students' use of metacognitive strategies from implicit intelligence beliefs and motivations for studying, was not significant. These findings can be useful to plan tailored educational interventions to promote students' motivation, incremental beliefs about intelligence and their use of learning strategies positively related with academic performance.
Functional Measurement Applied to Engineering Students&apos; Test Anxiety Judgment for Online and Face-to-Face Tests
Author: Hedlefs-Aguilar, Maria Isolde
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Anxiety,Engineering Education,Algebra,College Students,Computer Assisted Testing,Test Format,Synchronous Communication,Context Effect,Cognitive Processes,Goal Orientation,Difficulty Level,Behavior Patterns,Coping,Correlation,Response Style (Tests),Foreign Countries

This study explored the cognitive mechanism behind information integration in the test anxiety judgments in 140 engineering students. An experiment was designed to test four factors combined (test goal orientation, test cognitive functioning level, test difficulty and test mode). The experimental task required participants to read 36 scenarios, one at a time and then estimate how much test anxiety they would experience in the evaluation situation described in each scenario. The results indicate three response styles (low, moderate, and high-test anxiety) among the participants. The orientation and difficulty of each given exam scenario were the most critical factors dictating test anxiety judgments. Only the moderate test anxiety group considered the test mode to be a third relevant factor. The integration mechanism for Cluster 1 was multiplicative, while for Clusters 2 and 3, it was summative. Furthermore, these last two clusters differed in terms of the valuation of the factors. These results suggest that programs that help students to cope with test anxiety need to take into account the valuation and integration mechanism that students use to integrate different information in specific examination contexts, since the way students assess their internal and external circumstances can influence how they deal with evaluative situations.
From Education to Learning Outcomes: How Can Academia Show the Evidence to Stakeholders?
Author: Yoshida, Aya
Date: 2019-03-00
Type: Journal Articles
Subjects: Neoliberalism,Global Approach,Higher Education,Educational Policy,Educational History,Foreign Countries,Foreign Students,Educational Change,College Students,Study Abroad,Outcomes of Education

The aim of this paper is to examine how neoliberalism and internationalization/globalization have emerged in higher education policy in Japan, and to examine whether this situation is real or imaginary, by analyzing the transformation of higher education policy from the 1980s to the present. Both types of reform began to formulate and be implemented since the 1980s, and then changed their aims in the mid-2000s to prioritize inviting foreign students to Japan in order for capacity building. However, subsequently this policy has differentiated into two pathways. One is to invite foreign students in order to foster the future talented labor force in Japan, and the second is to send Japanese students overseas to cultivate them as global human resources. Similarly, neoliberal policies which started in the 1980s came into full swing in the early 2000s. In both domains, under the name of deregulation, educational reform has accelerated since the 1990s.
Reciprocal Learning: Academic Supports in Middle and Secondary Schools
Author: Stropkovics, Kaleb Lo
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cooperative Learning,Middle School Students,Foreign Countries,School Effectiveness,Academic Achievement,Student Motivation,High Stakes Tests,Anxiety,High School Students,Pupil Personnel Services

This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam (&quot;Zhongkao,&quot; [characters omitted) and the National Higher Education Entrance Exam (&quot;Gaokao,&quot; [characters omitted]) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontario. I explore the available means through which schools provide guidance and additional support for students throughout the grades leading up to major examinations. This inquiry involves observation of various Chinese classrooms, research of literature examining stress levels and academic success, and observations of school programs and guidance facilities within the schools and communities.
Motherhood as a School Psychological Counselor during Coronavirus Disease Outbreak
Author: Yaman, Neslihan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mothers,School Counselors,School Closing,Parent Role,Adjustment (to Environment),Family Relationship,Family Needs,Planning,Family Life,Child Rearing,Fathers,Coping,Time Management,Emotional Response,Parenting Styles,Mental Health,Foreign Countries

The coronavirus disease (COVID-19), which affected the whole world and caused millions to be locked at their homes, brought many difficulties in domestic life. Especially, women are the leading group that has been affected the most negatively due to the workload during the days staying at home and experiencing the constraints of traditional roles. In this study, in which descriptive phenomenology analysis was used, the aim was to reveal how mothers working as psychological counselors in schools experienced motherhood during the days staying at home during the epidemic, and how their professional skills reflected on their role as mothers. In this study, in which the criterion sampling was used, semi-structured interviews were conducted with 15 mothers who are school psychological counselors and could not continue their work since schools shut down during the pandemic. The data were analyzed by Giorgi's descriptive phenomenological method. Analysis results revealed six main themes that define the experiences of the participants: adaptation to the new order, parenting codes, introspection during the pandemic, distribution of parenting roles, professional reflections in motherhood, and complex motherhood experiences. It is believed that the results obtained from this study conducted with psychological counselor mothers will contribute to parenting practices and to the content of in service trainings for school psychological counselors.
Reflections of an Ontario Student Teacher in Scotland: Cultural Language and Cross-Cultural Classroom Management
Author: Gayowsky, Alexandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Beginning Teachers,Teacher Education Programs,Teaching Methods,Foreign Countries,Learning Experience,Cultural Context,Student Teaching,English Teachers,Teacher Attitudes,Teacher Student Relationship,Cultural Differences,Secondary School Students,English Literature,Cross Cultural Training

A new teacher in her initial teacher education (ITE) program is focused on curriculum content, classroom management and pedagogy, and this perspective does not change despite a variation in the cultural context (Hassaram, Robertson, &amp; Garcia, 2019). &quot;Reflections of an Ontario Student Teacher in Scotland&quot; is a narrative of raw, qualitative reflexive data composed during a one-week period of ITE practice teaching placement in Northern Scotland (Clarà, Mauri, Colomina, &amp; Onrubia, 2019). The English teacher-narrator identifies the language differences, comparative abilities in writing, and those one-on-one connections between student teacher and pupils that allow for a rewarding reciprocal learning experience in first year classroom management and teaching.