ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognition Processes of ASD Students: Recommendations for Mathematics Teaching and Learning Process
Author: Fauziyah, Nur
Date: 2022-07-00
Type: Journal Articles
Subjects: Cognitive Processes,Autism Spectrum Disorders,Mathematics Instruction,Learning Processes,High School Students,Problem Solving,Protocol Analysis

This study aims to describe the cognitive process of autism spectrum disorder (ASD) students in solving mathematical problems in order to provide recommendations towards ensuring an appropriate learning process. It was conducted qualitatively using three ASD students in senior high school in Indonesia with high, moderate, and low intelligence. The student with high intelligence was able to receive and recall all the information in 4 forms, determine patterns, recall relevant information, make generalizations from patterns using two approaches in order to discover general formulas, and compare the general formula with other formulas. Meanwhile, the moderate intelligence student was able to receive and recall all information in two forms, determine patterns using image representation and concrete media, recall relevant information, and understand the pattern but unable to make generalizations towards obtaining a general formula due to the inability to understand the meaning of symbols. Moreover, low intelligence student was able to receive and recall a small piece of information in one form of representation, unable to determine the pattern because the subject was only able to understand qualitative information and unable to discover general formulas, and experienced difficulty in recalling relevant information.
Development and Validation of Alienation Scale for Secondary School Teachers to Find out Gender Differences in Alienation
Author: Beri, Nimisha
Date: 2022-07-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Alienation,Secondary School Teachers,Gender Differences,Psychometrics,Foreign Countries,Factor Analysis,Social Isolation,Test Reliability

Alienation is a psychological state in which a teacher feels and develops relatively loss of relationship with others. First and foremost, in the present study, it was found that the standardized Alienation Scale by Hardeo Ojha constructed in the year 2010 was appropriate in measuring alienation in general social context for adults above twenty one years of age and it required a few modifications to cater specifically in terms of secondary school teachers context which led to further developing and validating alienation scale on secondary school teachers. The psychometric properties of alienation of secondary school teachers were explored. The study assessed the level of alienation dimension-wise of two hundred secondary school teachers teaching in Punjab (India). The scale was made reliable and valid using Content validity, Exploratory Factor Analysis, Confirmatory Factor Analysis, Cronbach's alpha, Average Variance Extracted, Composite Reliability. The reliability statistics using Cronbach's alpha is greater than 0.80 of overall alienation scale ([alpha]=.878), social isolation ([alpha]=0.892), work alienation ([alpha]=0.869) and cultural estrangement ([alpha]=0.875) with average variance extracted greater than 0.40 and composite reliability greater than 0.70 for all the factors. Therefore, validity and reliability analysis showed that the scale possesses adequate homogeneity and internal consistency. Thus, the alienation scale can be considered appropriate to measure level of alienation of secondary school teachers. Secondly, for field testing the applicability of the developed and validated scale of alienation, it was administered on 500 secondary school teachers. The objective was to conduct comparative analysis of alienation and its dimensions with respect to gender. The findings revealed no significant difference with respect to gender in alienation, social isolation and cultural estrangement. Significant differences were found in case of work alienation wherein the female secondary school teachers were on the higher end in comparison to the male secondary school teachers.
Development and Validation of Scale for Assessment of Followership among School Teachers
Author: Arshad, Shamas Suleman
Date: 2022-07-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Teacher Competencies,Teacher Persistence,Self Management,High School Teachers,Factor Analysis

The teaching profession in the researcher's context is becoming a machine-like job because teachers' followership i.e. competence, commitment, courage, and self-management, is least prioritized, and more focus is given only on their regularity and punctuality. Effective followership is desired among the teachers for the achievement of educational goals but ignored and resultantly, there is no scale on teachers' followership. Moreover, the followership measures particularly for teachers in the research literature are rare and the available measures lack recommended psychometric evidence. Therefore, the effort to develop a followership scale for teachers (FST) has been made. Through literature review, 55 items were constructed. Five items were discarded from the item pool having poor Content Validity Ratio i.e. below 0.42 that is estimated through the judgment of 14 experts. The items were administered using google form in the what's app groups of teachers and 346 school teachers working in high schools have responded. Exploratory factor analysis using varimax rotation and confirmatory factor analysis on AMOS-21 was performed for construct validation of the scale. The scale was finalized containing 16 items with no item representing less than 0.40 load. Subscales of followership indicate moderate correlation and the overall Cronbach alpha of the scale was estimated at 0.88. Finally, FST includes four subscales i.e. (a) Competence, (b) Commitment, (c) Courage, and (d) Self-management. The scale containing recommended psychometric properties is available for use.
Dual Education in Business Law Opportunity for Cognitive Activity and Training in Interaction with Social Partners in North Macedonia
Author: Naumovski, Ljupcho
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Interdisciplinary Approach,Occupational Aspiration,Schemata (Cognition),Systems Approach,Professional Development,Generalization,Comparative Education,Cross Cultural Studies,Legal Education (Professions),Self Evaluation (Individuals),Correlation,Thinking Skills,Competence

News on the topic. The natural complication and the impermanence of the modern world determine the demand of society for persons with cognitive characteristics. Demand does not come only from society it is also a natural realization to anyone who aspires to a full life. Thus, the constant interest for cognitive values is justified, so much so that their personal aspirations and specifics are dependent on the field of defense defined profession, and thus life. The purpose of the study -- theoretical support of cognition in students in the context of dual training and experimentally test their effectiveness. Facility - education and training. Subject -- obtaining and strengthening the cognition of students in the context of the dual study. A methodology based on a systematic approach, activity-competence approach and self-analysis for professional competencies. Methods: theoretical-methodological analysis of literature, the study of regulatory and program documents from education and production, generalization of business experience, business modelling; comparative analysis Germany and Macedonia by defining the specific organizational-legal conditions and self-analysis of students for professional competencies. Results -- aimed at enriching the theory and methodology in correlation with the training. Students to be able, to practice personal deep thinking skills while studying, because the exercise period is too short for them to achieve the concrete advancement of skills.
Education and Instruction for Circular Economy: A Review on Drivers and Barriers in Circular Economy Implementation in China
Author: Qu, Dongxu
Date: 2022-07-00
Type: Journal Articles
Subjects: Barriers,Economics,Higher Education,Role,Bibliometrics,Research Reports,Trend Analysis,Counties,Networks,Economics Education,Teaching Methods,Economic Change,Economic Development,Sustainable Development,Foreign Countries

As a new sustainable alternative to linear economics, the circular economy (CE) is bound to be accompanied by the requirements of the existing production model, science and technology, as well as the public perception of CE. To expose the potential impact of higher education on CE transition, this study systematically reviewed the relevant literature on the drivers and barriers to CE with a mixed analytical method. CiteSpace was used to perform bibliometric analysis and visual presentation of 367 literature accurately retrieved by search formula from two international influential databases, Web of Science and Scopus, and two significant Chinese databases, CNKI and CQVIP. In the results, we identified the number of publications and citations, the annual distribution of publications, annual citation trends, county distribution of publication contribution, the most-cited articles, and the co-citation networks. Moreover, we clarified the main drivers and barriers to CE in China by conducting qualitative content of the keywords related to driver and barrier factors in the literature. The results suggest that higher education has a positive influence on strengthening the main drivers and eliminating the main barriers, which implies that higher education has bright prospects in speeding up the CE transition. To maximize the effect of higher education for CE, we suggested university leaders and lecturers should adopt effective education and instruction measures in improving the performance of education activities for CE, so that the future leaders of various industries in universities could construct CE values and behavior patterns to achieve the replacement of traditional linear economy.
Empowering Science-Based Entrepreneurship (SciPreneur) Skills through CEL-BaDiS Up Learning Model on Food Biotechnology Materials
Author: Atmojo, Idam Ragil Widianto
Date: 2022-07-00
Type: Journal Articles
Subjects: Food,Biotechnology,Entrepreneurship,21st Century Skills,State Universities,Foreign Countries,Science Instruction,Student Projects,Active Learning,Comparative Analysis,Specialists,Critical Thinking,Undergraduate Students,Elementary School Teachers,Teacher Education Programs,Science Teachers,Scores

Entrepreneurship skills are part of the essential skills in facing 21st-century challenges and demands. Therefore, this study aims to analyze the extent to which the empowerment of the creative entrepreneurship learning-based discovery skills (CEL-BaDiS Up) learning model can improve university students' science-based entrepreneurship (SciPreneur) skills on the topic of food biotechnology. This quasi-experimental research study employed a pretest-posttest control group design at a public university in Surakarta, Indonesia, in the 2020/2021 academic year, in which one class was as an experimental class using the CEL-BaDiS Up model, while the other class was an existing class utilizing a project-based learning (PjBL) model. Data were obtained through test instruments in the form of a performance assessment to measure SciPreneur skills, which had gone through expert validation, encompassing validation from education and evaluation experts, biotechnology experts, and certified natural science lecturers, and empirical validation tests had also been carried out. The results revealed that the effectiveness test score utilizing SEM from PLS software showed the effect of CEL-BaDiS Up (X1) on the SciPreneur skills (Y) variable of 2.105 &gt; T-table (1.976). In addition, the original sample estimate value exhibited a positive value of 0.199, signifying the direction of the relationship between the CEL-BaDiS Up (X1) variable and the SciPreneur Skills (Y) variable was positive. Based on this study's results, it could be denoted that SciPreneur skills in the aspects of critical thinking skills, problem-solving skills, communication skills, collaborative skills, observational skills, and creativity and innovation could be improved effectively through the CEL-BaDiS Up model activities.
Exploring National Examination Malpractice Mechanisms and Countermeasures: An Ethiopian Perspective
Author: Chala, Lemma
Date: 2022-07-00
Type: Journal Articles
Subjects: Cheating,Prevention,Rating Scales,Administrator Attitudes,Telecommunications,Handheld Devices,Peer Groups,Testing,Moral Values,Moral Development,National Organizations,Educational Assessment,Test Format,Computer Assisted Testing,Foreign Countries,Exit Examinations,High Stakes Tests,Incidence,School Districts,Likert Scales,Secondary School Students

Exam malpractice can be found in every nation in the globe. The practice of providing quality examinations in Ethiopian schools has ran into difficulties. The various forms of national examination malpractices, as well as preventative methods, were investigated in this study.A5-point rating scale labelled 'Forms of Examination Malpractices Questionnaire (FEMPQ) was adapted and administered to 1,359 respondents. To supplement the findings, an interview was also conducted with 15 educational officials. While Mean and Standard Deviations were used for quantitative data analysis, narrative analysis was used for qualitative analysis. Among the major forms of malpractices identified are; doing examinations in groups (M = 4.43, SD =0.739), collusions (M =3.97, SD =0.750), leakages (M = 3.44, SD =0.787), and receiving answers through mobile phones (M = 3.73, SD =0.711). Findings from interview also revealed; some schools intentionally prepare examination classrooms in the darkest locations, assigning irresponsible invigilators/supervisors, and intentionally misplacing sitting arrangements during examinations. From the findings, the curbing strategies and educational implications are suggested as; schools should work upon students cognitive and moral developments. And, the country needs to establish an independent National Organization of Educational Measurement and Evaluation professionals, and gradually shift from booklet exam formats to online based exam practices.
Improving Students&apos; Collaboration Thinking Skill under the Implementation of the Quantum Teaching Model
Author: Nahar, Syamsu
Date: 2022-07-00
Type: Journal Articles
Subjects: Cooperative Learning,Thinking Skills,Teaching Methods,Elementary School Students,Foreign Countries,Islam,Religious Education

Students' collaborative thinking skills in the elementary schools still need attention to be improved. Most elementary school students have difficulty in cultivating this skill. Even though, this skill is one of the 21st century skills, namely 4C (creative thinking skill, critical thinking skill, communication skill and collaborative thinking skill). This study aims to improve the students collaboration thinking skills under the implementation of a cooperative learning type, namely a quantum teaching model. This research was conducted by using quasi experiment in the form of non-equivalent (pre-test and post-test) control group design. The sample in this study were students of the Integrated Islamic Elementary School, Al-Musabbihin, Medan City, totaling 55 students. To test the difference of the students' collaborative thinking skills in the control class and experiment class under the implementation of quantum teaching model, we used statistics analysis tools, namely homogeneity test and independent sample t-test. The results of Levene Statistic for homogeneity test showed a significance value of 0.762 &gt; 0.05, which means the two classes are homogeneous. The independent sample &quot;t-test&quot; showed that the score is 0.007 &lt; 0.05, which implies the difference between the two classes is significant. It concludes that the implementation of quantum teaching model can improve the students' collaboration thinking skills in Islamic Religious Education Learning. Therefore, increasing the teachers skills in developing quantum teaching learning materials needs to be improved simultaneously through government policy programs or independently through deliberation activities for teachers of Islamic religious education subjects.
Integration of Project-Based E-Learning with STEAM: An Innovative Solution to Learn Ecological Concept
Author: Sigit, Diana Vivanti
Date: 2022-07-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Electronic Learning,STEM Education,Art Education,Ecology,Scientific Concepts,Mastery Learning,Learning Activities,Practicums,High School Students,Grade 10,Foreign Countries

&quot;The Science, Technology, Engineering, Art and Mathematics&quot; (STEAM) approach is increasingly used as it is believed to be capable of facilitating students to understand subjects and adjust to the 21st century competency framework. Integrating a project-based learning (PjBL) model with STEAM is part of good teaching practice. The PjBL-STEAM learning is conducted online (e-learning) to facilitate students in accessing learning content due to the COVID-19 pandemic. The research analyzes the PjBeL-STEAM learning model on the improvement of students' concept mastery in ecological concepts. The learning emphasizes project activities by conducting an independent practicum and creating an animation of biogeochemical cycles. The research involves 72 students of Grade 10 in one of the senior high schools (SMA) in Jakarta. Instruments employed in the research include pretest and posttest of the mastery of ecological concepts. Data is analyzed using independent sample t-test. The research results indicate that the PjBeLSTEAM learning model improves students' mastery of ecological concepts. The research has a limitation related to the assessment of students' attitudes that is not conducted due to online learning.
Learners&apos; Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle
Author: Robillos, Roderick Julian
Date: 2022-07-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Listening Comprehension,Task Analysis,Listening Comprehension Tests,Intervention,Video Technology,Scores,Undergraduate Students,Student Attitudes,Pilot Projects,Problem Solving,Attention Control,Instructional Effectiveness

The instruction of metacognitive strategies in listening has been increasingly implemented in English as a Foreign Language (EFL) classroom. However, there is yet a growing need to carry out this strategy instruction within a process-based approach for a more engaging and effective listening tasks. Thus, the present study attempts to investigate whether metacognitive strategy instruction with pedagogical cycle enhances the 27 Thai EFL students' listening comprehension performance and their metacognitive awareness in listening (MAL). The study employed a sequential mixed-method and collected data from listening comprehension tests, questionnaire in MAL, observation field notes, and semi-structured interviews. The intervention was carried out in eight sessions of metacognitive pedagogical cycle aimed at improving the students' listening comprehension of short informative video items and their MAL. Results indicate a significant difference between the participants' pre- and post- listening scores and this result brought a significant relationship to their MAL. However, two (problem solving and directed attention) out of five MAL factors did not show significant relationship with those of the participants' listening comprehension performance. Qualitative findings reveal that the participants have welcomed the use of the intervention as they provide positive insights and opinions into how listening strategy use contributed to the success of their listening task processes.
Managerial Preparation in Context of Learning Styles Preferences of Future Managers
Author: Birknerová, Zuzana
Date: 2022-00-00
Type: Journal Articles
Subjects: Management Development,Correlation,Schemata (Cognition),Cognitive Style,Brain Hemisphere Functions,Intelligence,Learning Motivation,Preferences,Distance Education,Creativity,Teaching Methods,Lateral Dominance,Self Evaluation (Individuals),Metacognition

Currently is necessary to identify own way of cognition and information processing, so called the cognitive style, which is connected with learning style. Contribution contains theoretical information about many typologies of learning styles (e.g.. according to brain hemispheres dominance, intelligence, learning motivation, etc.) and research is focused on typlogy of D. A. Kolb (divergator, assimilator, convergator and accomodator). Aim of the research is to analyze preference of learning styles of future managers, to identify correlations between learning styles preference and chosen features of future managers, advantages and disadvantages. of distance education and to suggest some possibilities of learning styles development by methods of creativity development. In contribution is used interrogative method by standardized Kolb's questionnaire, mathematical-statistical methods (descriptive statistics, correlation analysis, X[superscript 2] - test) and comparative method. The research sample is composed of 296 future managers, the dominant learning style is accomodator in number of 109 (36,82 %). Contribution contains 3 hypotheses. Statistically significant correlation was explored between learning style and perception of distance education disadvantages, between learning style and professional orientation and between learning style and self-evaluation of future managers. Benefit of the contribution are suggestions for creativity development methods application for these learning styles.
Learning to Teach Spoken Mandarin toward High-School Students through Technology-Based Affective Learning Designs
Author: Putinatr, Chompunoot
Date: 2022-07-00
Type: Journal Articles
Subjects: Native Speakers,Preservice Teachers,Teacher Education Programs,Language Teachers,Teaching Methods,Case Studies,High School Teachers,Mandarin Chinese,Technology Integration,Anxiety,Speech Communication,Learning Strategies,Affective Behavior,Learning Motivation,Web Sites,Student Attitudes,Foreign Countries

Technology provides occasions for language learners to engage in authentic communication with native speakers around the world. However, in order for such language learning to be successful, it must take into account learners' affective or emotional needs. Traditional approaches to language learning have neglected the affective domain. This study reports on the creation and verification of the learning framework. This framework relies on a case study in which pre-service Chinese language teachers use and apply technology to learn how to develop their future Mandarin as a foreign language speaking skills using affective learning strategies. Participants were 30 pre-service Chinese language teachers high-school teachers of spoken Mandarin in a ten-week teaching with technology course. Results showed that the learning framework for affective language learning included six processes, including 1) Remembering, 2) Understanding, 3) Applying, 4) Analyzing, 5) Creating, and 6) Evaluating. In addition, results indicated that the pre-service teachers used the affective strategies in terms of low anxiety and high motivation to design the website the most. The current research suggests the need for applying technology to learn how to develop future students' Mandarin as a foreign language speaking skill using affective learning strategies.