ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Mathematics Department Students&apos; Views on the Use of Mathematics in Daily Life
Author: Yavuz Mumcu, Hayal
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Mathematics,Mathematical Applications,Relevance (Education),Daily Living Skills

Some researchers report that especially the students of the faculty of arts and science do not have sufficient knowledge of the practicability of mathematics since they are mostly interested in the pure aspect of mathematics, and they have difficulty in using their pure mathematical knowledge properly. So, this study aims to examine the views of mathematics students registered in the pedagogical formation program about the use of mathematics in daily life. To this end, an interview form with open-ended questions was administered to 86 pre-service mathematics teachers. The findings showed that pre-service teachers viewed mathematics as an indispensable part of life, but they treated real-life math and school math as separate types of math and had difficulty in relating them to each other. We recommend the use of real or real-like situations in the classroom environment in order to train individuals who can associate mathematics with everyday life and use it more effectively.
Factor Analytic Insights into Micro-Teaching Performance of Teacher Candidates
Author: Ata, Atakan
Date: 2018-00-00
Type: Journal Articles
Subjects: Factor Analysis,Factor Structure,Microteaching,Preservice Teachers,Preservice Teacher Education,Teacher Effectiveness,Student Evaluation,Practicums,Construct Validity

This study investigated the factor structure of the intern keys teacher candidate assessment instrument used to assess micro-teaching performance of teacher candidates. In other words, the purpose of the current study was to explore the construct validity of the assessment tool which is considered to consist of one overarching construct: teaching effectiveness. To this end, an exploratory factor analysis in addition to a parallel analysis were employed using the ratings of 116 faculty members at various U.S. universities who supervised the teacher candidates' performance in their final semester. The results indicated a one-factor structure and high reliability indices. All these findings align with theoretical assumptions and call for further factor analytic studies on the instrument using different samples.
Teacher&apos;s Engagement in the Social and Emotional Guidance of Elementary School Students
Author: Tnay, Jessie Koh-Sing
Date: 2020-07-00
Type: Journal Articles
Subjects: Teacher Guidance,Teacher Student Relationship,Social Development,Emotional Development,Elementary School Students,Elementary School Teachers,Children,Foreign Countries,Teacher Motivation,Rural Schools,Student Welfare,Barriers,Teacher Responsibility,Teacher Collaboration,Family Involvement,Professional Development,Teaching Load,Time Management

The present study aims to explore the criteria which motivate and prevent teachers from engaging in the social and emotional guidance of rural elementary school students in Malaysia. Face-to-face in-depth interviews were conducted with 25 teachers using purposive sampling technique and they are from 15 rural primary schools within the Sarawak state of Malaysia. While emerging themes for motivations are teachers' task perception, colleagues' support, students' family support, and teachers' professionalization, barriers include burdensome workloads and time constraints. The results are discussed to provide insights for policymakers and educational administrators on the development of a whole-school approach that aims to promote the social and emotional wellbeing of rural students in a developing country.
Innovative Organization&apos;s Components in Basic Education Institutions in Thailand
Author: Boonkua, Aniruth
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Educational Innovation,Administrative Organization,Administrator Attitudes,Principals,Department Heads,Strategic Planning,School Culture,Information Technology,Work Environment,School Administration,Professional Development,Technology Uses in Education,Leadership Styles

This paper reports the innovative organization's components in basic education institutions in Thailand and the results of confirmatory factor analysis to validate those components. The data for analysis were collected from the samples of 84 school directors, 332 deputy school directors, and 84 heads of ICT department in schools of the Basic Education Commission, Ministry of Education in Thailand for the academic year of 2018, using stratified randomized technique. The tool for data collection was approved questionnaire with high content validity at 0.97. The statistics used to analyse the data included means (M), standard deviation (S.D.), and Confirmatory Factor Analysis (CFA). The results revealed that (1) there were eight components and the highest level of the opinions of its importance was on the components of information and communications technology (ICT) management at 4.67(M) and S.D. at 0.31, and (2) there was a significant resemblance between the theory and the empirical data examined by a confirmatory factor analysis (X[superscript 2] = 0.13, X[superscript 2]/df= 0.01, GFI=0.99, AGFI= 0.97, RMSEA =0.03).
Insights from Saudi Student Teachers: Successes and Challenges
Author: Almazroa, Hiya
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teacher Attitudes,Student Teachers,Females,Student Experience,Expectation,Cooperating Teachers,Elementary School Teachers,Peer Relationship,College School Cooperation,Professional Development,Individualized Instruction,Educational Environment,Practicum Supervision,Program Effectiveness

The goal of this research was to investigate successful experiences and challenges of student teachers during their learning and training period. Participants were student-teachers enrolled in a Primary Grades Teacher Education program at a large women's university. A mixed-method approach was followed, using reflective journals, group interviews, and a survey. The reflective journals were an assigned task in the Student Teaching Seminar on a weekly basis. Interviews included open-ended questions to explore their feelings, opinions, past experiences and expectations. A survey consisted of 16 items was administered to 68 student teachers and comprised of questions in three categories: clinical experiences, collaborative partnership, and clinical educators. Four key factors were identified as successful experiences: having an effective cooperative teacher; learning with peers; Feeling of being a contributor; and learning to understand differences. Three key challenges were identified as follows: lack of support at the field-based school; lack of supervision; and problems with classroom management. Findings demonstrated the importance of seeking trainee teachers' perceptions about their experiences in order to enhance the effectiveness of teaching practicums.
Instructional Materials for Discovery Learning with Cognitive Conflict Approach to Improve Vocational Students&apos; Achievement
Author: Gunawan
Date: 2020-07-00
Type: Journal Articles
Subjects: Instructional Materials,Discovery Learning,Heat,Scientific Concepts,Vocational High Schools,High School Students,Physics,Science Instruction,Instructional Effectiveness,Misconceptions,Learning Processes,Science Achievement,Foreign Countries

The purpose of this study is to develop an instructional materials using discovery learning with cognitive conflict approach to improve vocational students understanding of heat concept. This instructional material was developed using the Four D model, namely define, design, develop, and disseminate. Furthermore, data were obtained from the syllabus, lesson plans, students' worksheet, learning material and conceptual understanding instruments in the form of multiple-choice question with the product categories validated by three experts. Data were collected by examining the achievement of the learning implementation and questionnaire responses of teachers and students that obtained very high practicality categories. Therefore, the instructional materials developed can be stated that feasible and practical to implement with a positive impact on students' conceptual understanding.
The Use of Experiential Learning as a Teaching Strategy in Life Sciences
Author: Mc Pherson-Geyser, Genevieve
Date: 2020-07-00
Type: Journal Articles
Subjects: Teaching Methods,Experiential Learning,Science Education,Learning Processes,Biology,Case Studies,Worksheets,Check Lists,High School Students,Foreign Countries,Socioeconomic Status,Teacher Attitudes,Science Teachers,Educational Quality,Science and Society,Scientific Concepts

The implementation of experiential learning within schools may hold many advantages. The objective of this study was to identify how experiential learning influences the teaching and learning of Life Sciences (biology). This qualitative inductive research focused on creating a rich amount of data through a multiple case study approach. The collection and analysis of data were done through the use of interviews, classroom observations and worksheet checklists. The interpretivist researcher in this study chose dual-medium public high schools of different socialeconomic backgrounds to participate in this study. Life Sciences teachers in Johannesburg, Gauteng, South Africa were interviewed and observed in their classes while teaching. This study showed that teachers do not fully understand the context of experiential learning. The issue that was addressed was the need for quality education by enforcing the correct use of experiential learning. The insertion of generic skills in schools will improve the development of Life Sciences learners and enable them to subsequently progress in the classroom. An experience not utilized in another area of education has not value, specifically in the Life Sciences classroom. This experience permitted learners to form a union between the outside of the classroom and the theory taught inside the classroom when testing implications. These implications can form part of experiments, subject matter or any theme related to science and society. Experiential learning sustained a gateway to the learners' outside lives, where the concepts came alive in common areas of their daily lives.
Implementing Immediate Feedback with Unlimited plus Bonus Points to Increase College Student Learning Motivation and Achievement
Author: Riyanto
Date: 2020-07-00
Type: Journal Articles
Subjects: Feedback (Response),Learning Motivation,Academic Achievement,Statistics,Graduate Students,Teacher Education,Foreign Countries,Instructional Effectiveness,Error Correction,Scores,Incentives

In this study, immediate feedback, revision opportunities, and bonuses with three levels of appreciation were implemented gradually following the challenges of improving the instruction of the Education Statistics course. The research objectives at the end of the series of improvement actions were: 1) whether the implementation of immediate feedback with unlimited plus bonus points (IFUPBP) can increase learning motivation, and 2) whether the implementation of immediate feedback with unlimited plus bonus points (IFUPBP) can increase learning achievement. This study was an action research with the time-series design of different subject groups. The participants were first semester students of the Education Technology Master Program of Teacher Training and Education Faculty at Bengkulu University, from class VIII to XII who attended the Education Statistics course. Learning motivation was measured through the number of bonus points earned by the students and the number of students who earned bonus points on each homework and exam. Learning achievement was measured using an essay test. Learning motivation and achievement data were analyzed descriptively. The results of the study showed that the implementation of immediate feedback with unlimited plus bonus points (IFUPBP) can increase student learning motivation and achievement in the Education Statistics course at Bengkulu University.
Guided Discovery Problem-Posing: An Attempt to Improve Science Process Skills in Elementary School
Author: Suryanti
Date: 2020-07-00
Type: Journal Articles
Subjects: Discovery Learning,Teacher Guidance,Science Process Skills,Skill Development,Problem Solving,Thinking Skills,Foreign Countries,Elementary School Students,Grade 5,Science Instruction,Instructional Effectiveness,Laboratory Schools,Active Learning

Developing science process skills in novice learners is not an easy task for teachers although these skills are essentially needed to solve problems and make decisions in real-life situation. This research is pre-test post-test control group design. Pre-test and post-test were administered to the students in the beginning and the end of the approach to measure n-gain of students' science process skills. Students' activities in the classroom were also recorded and analysed descriptively and students' responses concerning the approach were recorded by a questionnaire given at the end of the session. Guided discovery problem-posing appeared helpful to most students for improving both basic and integrated science process skills, specifically higher order thinking skills. Students further recognized that using guided discovery problem-posing made the topics learned become easier and more entertaining.
Validity and Practicality of the Biotechnology Series Learning Model to Concept Mastery and Scientific Creativity
Author: Wicaksono, Iwan
Date: 2020-07-00
Type: Journal Articles
Subjects: Models,Biotechnology,Mastery Learning,Creativity,Science Education,Junior High School Students,Foreign Countries,Content Validity,Construct Validity,Concept Formation,Problem Solving,Science Experiments,Scientific Concepts

The BIOSEL (Biotechnology Series Learning) model is a learning model that provides opportunities for students to assemble learning through a conceptual description of the coherent and precise steps of Biotechnology implementation. The purpose of this research was to analyze validity and practicality of the BIOSEL model to improve the concept mastery and scientific creativity of junior high school students. This research was conducted in the Odd Semester of the 2018/2019 Academic Year at Ex Residency of Besuki Junior High Schools (Jember, Banyuwangi, Bondowoso, and Situbondo) which involved 140 junior high school students of class XI through purposive sampling. The validity instruments used were validation sheets for learning and material content experts and for user. Meanwhile, the practicality instrument used was an observation sheet focusing on learning implementation, relevant student activities, and obstacles found during learning. The results of BIOSEL model validity showed that the model had the content, construct, and face validities that had fulfilled the feasibility to apply in the learning process. In addition, the results of BIOSEL model practicality included implementation of each syntax with an average value of &lt; 3.6 as a very good category, student activities with an average value of &lt; 85% as a very active category, and the obstacles found that had the appropriate alternative solutions.
Values of Tolerance in Relation to Academic Achievements, Cultures, and Gender among UAE Universities Students
Author: Al Majali, Salwa
Date: 2020-07-00
Type: Journal Articles
Subjects: Academic Achievement,Gender Differences,College Students,Foreign Countries,Correlation,Moral Values,Social Values,Grade Point Average,Cultural Pluralism,Social Responsibility,Altruism,Social Justice,Competition,Peace,Student Characteristics,Cultural Background

In the modern society of the twenty-first century, the values of tolerance, respect and openness are the basis for the successful development of the individual, so it is important to properly shape the attitude towards them among students during their university studies. This study is aimed to identify the values of tolerance of university students in relation to academic achievements and study variables in the United Arab Emirates. The descriptive and correlative approaches are used, as they are relevant for the study. The questionnaire was used as a tool for data collection, the sample of the study consisted of 200 students from different universities in the UAE. The results show that the respondents have a tolerance of 83.5% in the following order: positive competition, softness, peace with oneself, social responsibility, openness, cultural diversity, assistance, participation, altruism, respect and appreciation, peace with others, equality and finally justice. The results of the study also indicate a positive correlation between the values of tolerance. Moreover, as the results indicate, there are statistical differences in the tolerance level of females, which is higher than the average tolerance among males. The results also indicate that there are statistically significant differences in tolerance among students, due to the culture variable in favor of UAE nationality. The results also show that there are no statistically significant differences in tolerance among the students due to the variable of the year of study.
Developing Multimodal Communicative Competence in Emerging Academic and Professional Genres
Author: Ruiz-Madrid, Noelia
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Discourse Analysis,Teaching Methods,Literacy Education,Oral Language,Academic Language,Computer Software,Computer Assisted Instruction,Language Styles,Thinking Skills,Skill Development,Undergraduate Students,English for Special Purposes,Second Language Learning,Second Language Instruction,Language Proficiency,Foreign Countries,Persuasive Discourse,Business,Communicative Competence (Languages)

In this paper, we propose a pedagogical approach for teaching and learning multimodal literacy, specifically, the application of multimodal discourse analysis for genre awareness. The mastery of specific oral genres is seen as desirable to help students become competent professionals. This is the case of Product Pitches (PPs) in the business field and Research Pitches (RPs) in the academic field. The former are short presentations that introduce a product to the market, the latter constitute an emerging way of disseminating ongoing research to the general public. A salient characteristic of both is their multimodal nature, which has raised an increasing interest in multimodal approaches to genre pedagogy. Our aim is to develop students' analytical skills to make them aware of the variety of semiotic modes and the importance of using them coherently. The pedagogical approach is facilitated by specialised software that supports the systematic teaching and learning of multimodal genres.
Global Citizenship Education Discourses in a Province in Northern Italy
Author: Franch, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Global Approach,Socialization,Grounded Theory,Foreign Countries,Teacher Attitudes,Educational Policy,Multicultural Education,Teaching Methods,Constructivism (Learning),Communities of Practice,Peer Relationship,Discourse Analysis

While global citizenship education (GCE) is becoming increasingly popular, it is also a complex and ambiguous concept that assumes different meanings. This article explores the dominant discourses that construct GCE in terms of the qualification, socialization and subjectification functions of education. Based on a qualitative study that used constructivist and informed grounded theory, the article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy. The article shows elements of convergence and divergence between the perspectives of policymakers and teachers, and illustrates how in the discourses the three purposes of GCE -- qualification, socialization and subjectification -- are deeply intertwined and overlapping.
How Children Living in Poor Informal Settlements in the Greater Accra Region, Ghana, Perceive Global Citizenship
Author: Leithead, Jane
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty,Citizenship,Global Approach,Predictor Variables,Self Concept,Identification (Psychology),Individual Characteristics,Cultural Awareness,Empathy,Diversity,Social Justice,Sustainability,Conservation (Environment),Social Responsibility,Grade 5,Grade 6,Elementary School Students,Junior High School Students

This investigation looks at the antecedents and outcomes of 141 children living in poor informal settlements in the Greater Accra Region of Ghana identifying with global citizenship. It finds that the model of global citizenship devised by Reysen and Katzarska-Miller (2013) is a moderately good fit for this group of children. Structural equation modelling demonstrates that antecedents of global awareness as well as friends and family supporting global citizenship (normative environment) predict the child's self-identification as a global citizen. This in turn predicts six prosocial traits: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping and responsibility to act. The research suggests that there may be other elements to a global citizenship model that could be investigated in future research.
Online Course: &apos;Global Medial&apos; -- Global Learning through Media Competence and Vice Versa
Author: Lang-Wojtasik, Gregor
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Global Approach,Media Literacy,Teacher Education,Barriers,Course Descriptions,Teaching Methods,Correlation,Taxonomy,Educational Experience,Foreign Countries,Student Attitudes,Graduate Students,Undergraduate Students

Globalization and digital media have been responsible for societal and educational challenges. There are educational approaches in the field of global learning and media competence that offer options to deal with these challenges. These approaches were combined in a course called 'Global Medial', mainly addressing students of educational subjects (primarily teacher training) at BA/MA level. This course provides online learning-based opportunities for Japanese and German students. With reference to this course, we describe the educational approaches of global learning, media competence and their possible interlinkages. For this description, we use the taxonomy of normative, descriptive and prescriptive. We then outline the first evaluation results of a course that took place in the Autumn term of 2017/2018 and draw conclusions for follow-up courses as well as recommendations for future research.
Planting the Seeds of Perspective Consciousness: Creating Resource Sets to Inspire Compassionate Global Citizens
Author: Baker, Sheila
Date: 2020-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Citizen Participation,Altruism,Global Approach,Childrens Literature,Reading Materials,Reading Material Selection,Teaching Methods

What skills are needed to view the world beyond one's immediate reality? A deep perspective consciousness is required to live and solve complex issues within a globalized context. Cultivating the seeds of perspective consciousness roots the growth of an open-minded, humanly connected, problem-solving citizen. Literature is positioned as a powerful catalyst for the expansion of perspective, acceptance of varied lived experiences and discovery of connections between ourselves and others far removed from our reality. Educators are placed in powerful roles in which they can, with great intentionality, sow a garden of books which meaningfully expands the perspectives of citizens. The book collections, recommendations and strategies presented in this article serve as seeding packets that deeply root perspective consciousness within all learners.