ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of the Researches on the Use of Technology by Fine Arts Teachers
Author: Rakhat, Berikbol
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Art Education,Fine Arts,Art Teachers,Educational Research,Classification,Interdisciplinary Approach,Citation Analysis,Content Analysis,Statistical Distributions,Universities,Authors,Languages

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.
The Effect of Leadership Styles on Improving Communication Method among Academic Administrators
Author: AlOqlah, Reema Mahmoud Abod
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Styles,Communication Strategies,Administrators,Foreign Countries,College Faculty,Teacher Administrator Relationship,Teacher Attitudes

This study aimed at exploring the effect of leadership styles on improving communication methods in Saudi universities from the perspective of faculty members. Four-hundred questionnaires were distributed to faculty members in the Saudi universities, 313 questionnaires were valid for analysis. The results showed that the most common leadership style among academic administrators in Saudi universities is the democratic style, followed by the laissez-faire leadership style, while the autocratic leadership style came in the third and last rank. Also, the results showed that one of the most common methods of communication is non-verbal communication related to symbols, movements, and expressions. in addition, the results revealed a significant effect was found positive of democratic leadership style on a communication method and a negative significant effect was found of autocratic leadership style and laissez-faire leadership style on communication method.
The Implementation of Balinese Folflore-Based Civic Education for Strengthening Character Education
Author: Sanjaya, Dewa Bagus
Date: 2021-00-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Values Education,Social Values,Moral Values,Cultural Education,Folk Culture,Indigenous Knowledge,Instructional Effectiveness,Elementary School Students,Grade 6,Student Attitudes,Knowledge Level,Skill Development,Foreign Countries

The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students' civic knowledge, b) learning using Balinese folklore is better than conventional learning in students' attitude and c) learning using Balinese folklore is better than conventional learning in students' skills.
The Importance of Life Goals and the Level of Their Achievement among Gifted Adults in Jordan
Author: Katanani, Hiam Jameel Kamal
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Foreign Countries,Gender Differences,Individual Differences,Religion,Academically Gifted,High School Graduates,Adults,Experience

The current study aimed to identify the degree of importance of life goals and the achievement of these goals among gifted adults in Jordan in the main fields of life goals, and if there are statistically significant differences in the degree of importance and the level of achievement of life goals due to gender and degree of religiosity. The study sample consisted of (80) gifted graduates' adults from Jubilee school graduates, whose ages range from (26-41). The descriptive-survey method was used to achieve study goals. The results indicated that all life goals were of high importance to the respondents, regardless of gender. Significant differences were identified in the achievement of life goals attributed to the gender variable in favor of females. The result also showed no fundamental differences in the degree of importance of life goals attributed to the degree of religiosity. The study results revealed that gifted adults focus mainly on achieving goals and professional success, and they achieve themselves through the profession. They see that a promising future means career success and economic power enables them to achieve life goals related to their partner and family.
Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the COVID-19 Pandemic
Author: García-Alberti, Marcos
Date: 2021-00-00
Type: Journal Articles
Subjects: Civil Engineering,Engineering Education,Foreign Countries,COVID-19,Pandemics,School Closing,Coping,Online Courses,Distance Education,Higher Education,Student Evaluation,Evaluation Methods,Educational Technology,Computer Assisted Testing,Feedback (Response)

As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching--learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the adopted measures and adaptations. Six courses taught at civil engineering degrees of three universities, two from Spain and one from Peru, were analyzed. The teaching and evaluation strategies are described, and some reflections are made by comparing the student's performance with the previous course. Though the shift to online learning had to be made from day to day, with no time for preparation, the experience has proved that online learning can be beneficial in some aspects and has probably come to stay, although some other aspects are difficult to replace with respect to face-to-face learning, especially students' engagement and motivation. The significance of this study relies on a description of the challenges that arose due to the global public health and an assessment of the results of the implemented strategies to account for both teaching and evaluation in modules of civil engineering. After the acquired experience, new questions have arisen, e.g., what type of content is (and what is not) adequate or suitable for online exams? What features have come to stay? Has higher education taken a step forward to tomorrow's education?
Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa
Author: Nakidien, Toyer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainable Development,Educational Quality,Teacher Competencies,Equal Education,High School Teachers,Elementary School Teachers,Urban Schools,Rural Schools,Primary Education,Educational Policy,Faculty Development,Inclusion,Social Bias,Teacher Student Relationship,Educational Resources,Safety,Formative Evaluation,Feedback (Response),Discipline

As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment for learning at primary school level, it was found that not only are schools not equipped to provide the quality education as set out in SDG 4, but teachers need additional training to give expression to the ideals of SDG 4. In order for this to be adequately addressed, all interested stakeholders--government, business, and NGOs--need to be involved.
Peer Learning as a Key Component of an Integrated Teaching Method: Overcoming the Complexities of Physics Teaching in Large Size Classes
Author: Bozzi, Matteo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Engineering Education,Science Instruction,Physics,Teaching Methods,Large Group Instruction,Active Learning,Peer Teaching,Instructional Innovation,Instructional Effectiveness,Cooperative Learning,Tutoring,Student Centered Learning,Conventional Instruction

Over the last decade, policy makers have urged universities to innovate their teaching methodologies. Although educational research has shown that active methods lead to improvements in learners' performance more than traditional lectures in small classes, some factors impede active methods from spreading in large size classes. In this paper we aim at fostering these methodological innovations by showing the effectiveness of an integrated teaching methodology that employs peer learning, technology, and traditional lectures in large size classes. In the academic years 2017-2018 and 2018-2019 a quasi-experiment involved more than 600 engineering students per year attending an introductory physics course at Politecnico di Milano. These learners were assigned to two sections and their outcomes in a pre-test and a post-test were analyzed through descriptive and inferential statistics. The learning results of the experimental group were always better than the outcomes of the control group, regardless of the difficulty of the physics topics addressed. Furthermore, a very low threshold for the exposure to peer learning has been highlighted in order for it to be effective. These promising results may thus foster ongoing changes in university policy towards the renewal of the teaching methodology.
Discovering Unwritten Stories--A Modular Case Study in Promoting Landscape Education
Author: Lim, Shaun Tyan Gin
Date: 2021-00-00
Type: Journal Articles
Subjects: Horticulture,Higher Education,Foreign Countries,Naming,Linguistics,Interdisciplinary Approach,Sustainability,Integrated Curriculum,Geography,Cultural Influences,Social Influences,Etymology,Sociolinguistics,Semantics,History,Morphology (Languages),College Students,Rural Areas,Urban Areas

Landscapes have been and are an important aspect of any society, culture, economy and environment. Besides the role of landscape and Landscape Sciences in these arenas, there have been increasingly greater calls to incorporate landscape into the curriculum. Moreover, Landscape Education is beneficial in developing important foundations in students, particularly that of active citizenry. While the benefits of Landscape Education are evident, current research remains focused on Western, especially European, contexts. This article discusses how a leading Singapore public University incorporates Landscape Education within a relatively new module on Toponymy offered in the Linguistics and Multilingual Studies Programme. While the links between Linguistics and a course in Toponymy or even the links between Toponymy and Landscape may not be immediately apparent, an analysis of the content covered in the module demonstrates congruence to existing frameworks and principles in teaching Landscape Education and, at the same time, provides a case in point in interdisciplinarity, drawing from diverse disciplines such as Language, Linguistics, History, Geography, Landscape Sciences, Anthropological Linguistics, among many others. This study provides useful references for educational institutions in incorporating Landscape Education into their curriculum.
State of Research on Gamification in Education: A Bibliometric Survey
Author: Swacha, Jakub
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Game Based Learning,Educational Research,Bibliometrics,Geographic Location,Intellectual Disciplines,Information Dissemination

Recent years have brought a rapid growth of scientific output in the area of gamification in education. In this paper, we try to identify its main characteristics using a bibliometric approach. Our preliminary analysis uses Google Scholar, Scopus, and Web of Science as data sources, whereas the main analysis is performed on 2517 records retrieved from Scopus. The results comprise the cross-coverage of databases, geographic distribution of research, forms of publication, addressed research areas and topics, preferred publishing venues, the most involved scientific institutions and researchers, collaboration among researchers, and research impact. The main conclusions underline the sustained growth of the research output in the area for at least seven years, the widespread interest in the area across countries and branches of science, and an effective research communication in the area documented by the number of citations and the map of co-citations.
Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators
Author: Alfaro Víquez, Helen
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Preservice Teacher Education,Preservice Teachers,Teacher Educators,Teacher Characteristics,Public Colleges,Constructivism (Learning),Inquiry,Active Learning,Mathematics Skills,Skill Development,Beliefs,Foreign Countries

Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers' beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa Rican public universities, using the Teacher Education and Development Study in Mathematics (TEDS-M) questionnaire. The results suggest that both pre-service teachers and teacher educators believe in a constructivist orientation focused on the learner. Both groups support the view of mathematics as a process of inquiry and active learning and agree that mathematical skills are not fixed or associated with gender or culture. In the literature, the beliefs manifested by the participants are associated with positive results regarding student outcomes and teaching practices. Therefore, policymakers should be concerned with providing environments that allow and encourage teachers to continue with these belief orientations when they start teaching.
Development of Cognitive Abilities through the Abacus in Primary Education Students: A Randomized Controlled Clinical Trial
Author: León, Samuel P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Development,Manipulative Materials,Elementary School Students,Mathematics Activities,Intervention,Attention Control,Memory,Student Attitudes,Creative Thinking,Arithmetic,Mental Computation,Foreign Countries

(1) Background: An abacus is an instrument used to perform different arithmetic operations. The objective was to analyze the benefits of mathematical calculations made with an abacus to improve the concentration, attention, memory, perceptive attitudes, and creativity cognitive abilities of primary school students. (2) Methods: A total of 65 children, aged 7-11 years (8.49 ± 1.65) participated in this randomized controlled clinical trial. The children were randomly distributed into a control group (n = 34) and experimental group (n = 31). The questionnaires used were the D2 test to measure attention and concentration, the Difference Perception Test (FACE-R) test for the perception of differences, the test of immediate auditory memory (AIM), and the test to evaluate creative intelligence (CREA). (3) Results: No significant differences were found between both groups before the intervention. Significant improvements were observed in the cognitive parameters of concentration, memory, perceptive attitudes, and creativity after the intervention, using the abacus, with respect to the control group. (4) Conclusions: It is demonstrated that a calculation program based on the use of the abacus for 8 weeks has beneficial effects on the cognitive capacities of concentration, immediate auditory memory, perceptive attitudes, and creativity. In addition, the benefits of using the abacus to improve cognitive attitudes are reported.
Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting
Author: Serrano-Aguilera, Juan Jose
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Student Experience,College Students,Foreign Countries,Cooperative Learning,Evaluation Methods,STEM Education,Instructional Effectiveness

Nowadays one of the main focuses of the Spanish University system is achieving the active learning paradigm in the context of its integration into the European Higher Education Area. This goal is being addressed by means of the application of novel teaching mechanisms. Among a wide variety of learning approaches, the present work focuses on peer review, understood as a collaborative learning technique where students assess other student's work and provide their own feedback. In this way, peer review has the overarching goal of improving the student learning during this process. Peer review has been successfully applied and analyzed in the literature. Indeed, many authors also recommend improving the design and implementation of self and peer review, which has been our main goal. This paper presents an empirical study based on the application of peer review assessment in different higher education BSc and MSc courses. In this way, six courses from different studies at the University of Malaga in Spain are subject to the application of peer review strategies to promote student learning and develop cross-wise skills such as critical thinking, autonomy and responsibility. Based on these experiences, a deep analysis of the results is performed, showing that a proper application of the peer review methodology provides reliable reviews (with close scores to the ones from the teacher) as well as an improvement in the students' performance.
The Perception of Slovak Students on Distance Online Learning in the Time of Coronavirus--A Preliminary Study
Author: Poláková, Petra
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,COVID-19,Pandemics,Student Attitudes,Secondary School Students,Vocational Education,Technological Literacy,Access to Computers,Handheld Devices,Internet,Educational Environment,Online Courses,Synchronous Communication,Learning Readiness,Adolescents,Foreign Countries

Teaching and learning at educational institutions in Slovakia has been based on traditional education, consisting of face-to-face classes until it was disrupted by the spread of the Coronavirus disease. A sudden lockdown caused massive changes, which presented challenges not only for teachers, but also for students who were forced to adapt their learning in a very short time, without any previous preparation. Since various educational institutions were forced to remain closed, they had no option but to shift from a traditional educational approach to distance learning. This form of education requires a form of online learning. The main purpose of this study was to explore what technical equipment students had at their disposal, to understand the students' perception of distance learning, and to ensure better learning conditions in case of future lockdowns. In order to investigate student readiness for distance learning, a questionnaire survey was conducted at the Secondary Vocational School of Tourism and Gastronomy in Nitra, Slovakia. The findings of this study revealed that the majority of students from the Secondary Vocational School of Gastronomy and Tourism are ready for distance online learning. The results also indicate that a great percentage of students have Internet access and are the owners of technological devices that can be used for educational purposes. Furthermore, students are able to work individually on their own and do not require any help from other people while working on assignments. Although they prefer different teaching methods, the synchronous online courses are their priority because it enables them to have direct contact with their teachers and peers. Overall, this research shows that distance online learning is possible provided that both teachers and students are familiarised with this new learning environment and are ready to cooperate.
Elementary Students&apos; First Approach to Computational Thinking and Programming
Author: Kjällander, Susanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,National Curriculum,Computer Science Education,Programming,Young Children,Thinking Skills,Positive Attitudes,Self Efficacy,Teaching Methods,Learning Processes,Technological Literacy,Learning Modalities,Peer Relationship,Teacher Student Relationship,Educational Technology,Foreign Countries

Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop &quot;computational thinking&quot; through programming activities, mainly in mathematics--which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils' learning during the first programming lessons based on a group of Swedish pupils' experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6-16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6-7 years. The social semiotic, multimodal theoretical framework &quot;Design for Learning&quot; is used to investigate potential &quot;signs of learning&quot; in pupils' multimodal &quot;representations&quot; when they, for example, use block programming in the primary and &quot;secondary transformation unit.&quot; We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils' signs of learning in programming are multimodal and often visible in social interactions.