ethanporcaro/eric-fulltext-meta huggingface dataset:
Management of Student Entrepreneurship Development at the West Java-Indonesia Private Islamic College
Author: Rusdiana, Ahmad
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Student Attitudes,College Students,Intention,Models,Private Colleges,Islam,Religious Education,Phenomenology,Foreign Countries,Interpersonal Competence,Competition,Social Capital,Educational Policy,Policy Formation,Wastes,Problem Solving,Sanitation,School Community Relationship,Social Problems,Innovation,Economic Development

This study aims to explore the relations between the factors of the start-up environment and entrepreneurial intentions of students in universities in Vietnam and the Philippines by combining key elements of the theory of reasoned action, theory of planned behavior, theory of entrepreneurial events and model of entrepreneurial potential. Research findings were expected to test the appropriateness of this proposed model in the context of Vietnam and the Philippines. A bilateral survey was carried out among 819 students at five universities in Vietnam and the Philippines and the Structural Equation Modelling was applied to calculate the causal factors of the students' entrepreneurial intentions. The findings suggested that subjective norms, entrepreneurial education, entrepreneurial desirability, and entrepreneurial motivation were positively related to perceived feasibility. Entrepreneurial education was the key determinant of entrepreneurial intention. Barriers for startups demonstrated a negative effect on the perceived feasibility. The central part of entrepreneurial education to entrepreneurial intention was confirmed in both states. Nonetheless, there are existing challenges in entrepreneurial education which required more respective supports from governments to promote the enterprise development.
Marketing Technologies in Higher Education for Identifying the Needs of Consumers in Lifelong Learning
Author: Khilukha, Oksana
Date: 2020-00-00
Type: Journal Articles
Subjects: Competition,Marketing,Educational Trends,Higher Education,Educational Development,College Faculty,Lifelong Learning,Consumer Economics,Internet,Continuing Education,Educational Needs,Foreign Countries

Ukraine has created a competitive market of educational services, the supply of which has made a tremendous surge in the last 10 years. Trends in the development of higher education indicate that the decline in the number of student leads to a reduction in the number of higher education institutions, yet there is still a need to maintain highly professional teaching staff. The analysis of statistics shows that this tendency is common for most of the Eastern European countries. One way to improve the situation in higher education is to explore non-traditional educational avenues such as lifelong learning. This article presents the results of marketing research of consumer needs in continuing education. It was concluded that the use of Internet marketing technologies, in particular the content marketing, provide the maximum advantages to deal with the needs consumers in educational services.
Performance Appraisal of Faculty Members Based on Internal Quality Assurance System: A Delphi Study
Author: Khtere, Ahmed
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Evaluation,Delphi Technique,Faculty Workload,Mentors,Guidelines,Educational Quality,Quality Assurance,Teacher Role,Faculty Development,Formative Evaluation,Summative Evaluation,Specialists,Feedback (Response)

Performance Appraisal (PA) aimed at faculty staff puts emphasis on several teaching, research, and administration duties. The educational institutions seek to adopt a systematic assessment of faculty performance according to the institutional quality system. The study argues that PA can be developed by Entrustable Professional Activities (EPAs) which determinate the competences of faculty through the processes of internal quality assurance (IQA). This study establishes consensus, by using Delphi study, among experts on performance appraisal tools, and aims to provide a framework for EPAs which can be listed to analyse the faculty roles. During three rounds of the Delphi process, 29 experts reported four main roles of faculty in IQA namely, instructor, planner, assessor, and mentor. Participants developed 18 tools can be used to assess 14 EPAs to demonstrate the necessary competences to execute these activities unsupervised. The results can demonstrate the competences to execute these activities unsupervised.
Pre-Service Teachers&apos; Reflection Logs: Pieces of Evidence of Transformative Teaching and Emancipation
Author: Mendoza, Jasper Jay Nievera
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflective Teaching,Student Teaching,Student Journals,Experiential Learning,Transformative Learning,Critical Thinking,Pedagogical Content Knowledge,Teacher Competencies,Positive Attitudes,Teacher Student Relationship,Music Education,Art Education,Physical Education,Health Education,Secondary Education,Foreign Countries

With critical social design put into practice, this study described and investigated transformative teaching and emancipation pieces of evidence from 21 Music, Arts, Physical Education and Health (MAPEH) pre-service teachers. The participants' reflection logs were analyzed, with Butin's technical lens framework as a guide. Findings revealed that the pre-service teachers encountered challenges with the students, parents, cooperating teachers and principals, which turned out to be opportunities for pre-service teachers to exercise their decision-making skills. These participants' springboard to transformative learning and emancipation, henceforth, were the teaching strategies, principles and learning activities they acquired from their instructors. Pre-service teachers realized they could explore epistemic change as a result of reflection and contemplation.
Research Design Based on Fatwa Making Process: An Exploratory Study
Author: Hassan, Shahir Akram
Date: 2020-00-00
Type: Journal Articles
Subjects: Islam,Muslims,Islamic Culture,Laws,Decision Making,Guidelines,Planning,Holistic Approach,Research Design

The Fatwa making process is a process used by an Islamic &quot;mufti&quot; (A Muslim legal expert) to issue a non-binding opinion or &quot;fatwa&quot; (judicial pronouncement in Islam) on the point of Islamic sharia law when a question is raised by a &quot;mustafti&quot; (The person who asks a mufti for a fatwa), the person who has asked for a fatwa. The mufti will issue the fatwa through four fatwa-making stages, which are &quot;al-taswir&quot; (problem description), &quot;al-takyif&quot; (adaptation), &quot;al-hukm&quot; (legal explanation) and &quot;al-ifta'&quot; (fatwa determination). This process is intended to ensure the fatwa issued is accurate and appropriate. The research design is defined as a logical action plan, and it functions as a planning framework that involves all processes holistically to achieve the objectives of the study. This study explored the appropriateness of the fatwa making process in research design, the purposes, steps, and resources of the research design based on the fatwa-making process and why it is not used to conduct Islamic-related researches. The two main objectives of the study was to identify the fatwa-making process, and to analyse the research design based on the fatwa-making process. In order to achieve these objectives, the qualitative study adopted document analysis and content analysis methods. The research found that the fatwa-making process possessed detailed steps that resembled research design and was more appropriate in conducting Islamic-related research based on the purposes, actions, and resources of research designs based on the fatwa-making process.
Globalization and University Rankings: Consequences and Prospects
Author: Khan, Hira
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Reputation,Universities,Institutional Evaluation,Institutional Characteristics,Evaluation Criteria,COVID-19,Pandemics,Barriers,Cross Cultural Studies,Classification,Comparative Education,Selective Admission,Institutional Advancement,Student Recruitment,Periodicals,International Education,Strategic Planning,Educational Quality,Quality Assurance,Humanities,Art,Social Sciences

This study focuses on the effect of globalization on university ranking and current developments and challenges that HEIs face in the global higher education market. It provides detailed information about the origins of international ranking systems, diversification of university rankings and strategic planning of higher education institutes. Moreover, this study describes the global university classification, continuous exposure to elite universities, neglect of the humanities, arts and the social sciences researches, limited description of methods and indigent metrics. The expected effects on ranking system amid the COVID-19 crisis are mentioned which are widely being discussed by the researchers. The study concludes that there is a threat that universities which are investing time and money in accumulating and using statistics and data for the sake of improvement in their performance for the rankings may destabilize themselves from the development in other areas such as learning, teaching or community involvement.
Translanguaging as an ESL Learning Strategy: A Case Study in Kuwait
Author: Akbar, Rahima Sayed Sulaiman
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Code Switching (Language),Foreign Countries,Teaching Methods,Bilingualism,Females,Student Attitudes,Learning Strategies,Language Proficiency,Oral Language,Written Language,Semitic Languages,Psycholinguistics,Teacher Education Programs,Language Teachers

In the domain of teaching bilingual students, the issue of using the first language in a second-language based class has been widely controversial. While some studies have questioned the method of moving between the two languages, Translanguaging, others found it highly beneficial. Here we aimed to investigate the effect of Translanguaging on the learner's performance and language learning. 34 consenting female students of English participated in oral and written exercises pre-and-post the use of Translanguaging. A short questionnaire was answered afterwards to elicit the participants' perception on the use of Translanguaging as part of their classwork. Even though students did not believe that their ability to alternate between the two languages has placed them in a significantly enhanced comfort zone, their higher grades post-Translanguaging indicate Translanguaging enhanced their understanding and enabled them to achieve higher levels of knowledge processing. Nevertheless, the participants' language was not significantly affected by the process. Overall, we can conclude that Translanguaging in a bilingual classroom is effective in fully understanding the topic and the information provided, yet it does not help improve language proficiency.
The Implementation Formula of Entrepreneurship Education at Higher Education as a Solution for the Social Problem
Author: Lailatussaadah
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Foreign Countries,Universities,Databases,Journal Articles,Unemployment,Search Strategies,Educational Change,Curriculum Development,Extracurricular Activities,Student Attitudes,Attitude Change,College Students,Social Problems,Labor Force Development

This research aims at finding out the implementation formula of entrepreneurship education at the university. The searching of electronic journal articles by using database such as: JSTOR, SAGE, Proquest, Elsevier, Emerald Insigth, and Google Scholar from 2009 until the end of October 2019. The keywords: &quot;entrepreneurship education,&quot; &quot;entrepreneurial&quot; and &quot;unemployment.&quot; The implementation formula of entrepreneurship education is done through the curriculum reformations and improvements, the creation of extracurricular activities and entrepreneurship programs, the empowerment of human resource development for entrepreneur lecturer (teachers), the adequacy of infrastructures and financial supports, the strengthening of cooperation with associates, the alumni empowerment and also the support of government. The implementation formula of entrepreneurship education at the university is able to shape the character, improve the habits, attitude, and the passions of the university students to be entrepreneurs and also increase the number of new entrepreneurs in Indonesia that will be a solution of intellectual unemployment problems.
Models of Arts Teacher&apos;s Professional Development
Author: Haerani, Reni
Date: 2020-00-00
Type: Journal Articles
Subjects: Models,Art Teachers,Faculty Development,Foreign Countries,Teacher Competencies,Inclusion,Special Needs Students,Junior High School Teachers,Inservice Teacher Education,Professionalism,Teacher Supervision

This article aims to describe a model of professional development for art teachers in Indonesia. The model includes the ability to carry out basic tasks and functions as educators, namely pedagogical, professional, and social competences, especially for dance teachers in managing and providing education services to children with special needs. This qualitative research employed a descriptive method with literature reviews, observations, and personal experiences for data collection. The findings show that the teacher professional development model has been carried out by (1) the pre-professional phase, (2) the autonomous professional phase, (3) the collegial professional phase, but never the post-professional or postmodern phase. The activities are conducted as workshops, including discussions with colleagues, principals, and supervisors. This research recommends conducting continuous supervision and development to improve teachers' competences in providing equitable services in concordance with the needs of inclusive schools.
Teachers&apos; Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education
Author: Onyishi, Charity Neejide
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Individualized Instruction,Inclusion,Teacher Education,Elementary School Students,Foreign Countries,Faculty Development

Implementing differentiated instruction (DI) in inclusive classrooms presents many challenges that often limit the teachers' ability to use the strategy. Research tends to indicate that, though DI is a viable approach to meeting the le individual learner's needs in mixed ability classrooms; it is poorly implemented in regular schools. This study sought to investigate the perspectives of primary school teachers on the use of DI in an inclusive classroom in Enugu state, Nigeria. The study adopted a descriptive survey research design using a sample of 382 primary school teachers in the study area. Data were collected using a validated researcher-developed Teachers' Use of Differentiated Instruction Questionnaire (TUDIQ). Percentages, pie-charts, and bar charts were used in analyzing and presentation of data collected for the study. Results indicated that the extent to which teachers implement DI was low, and time constraint limits the use of DI. The results further revealed that teachers need more information on how to develop rubrics; students' directed assessments; how to manage large class while implementing DI; how to use differentiated instruction without watering down the curriculum contents; the need for changes in classroom structure to accommodate small groups; and the need for more training on DI and the provision of diverse learning aids in schools. The implication for teacher education is that DI has to form critical curriculum content for colleges of education and faculties of Education in the Universities.
Students&apos; Habits Appear Captured by WhatsApp
Author: Khoza, Simon Bheki.
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Software,Social Media,Learning Processes,Undergraduate Students,Mathematics Instruction,Teacher Education Programs,Mathematics Teachers,Student Attitudes,Case Studies,Theories,Integrated Learning Systems,Study Habits,Foreign Countries,Competency Based Education

Exploring students' habits of using WhatsApp is important: such introspection helps students to reflect, and improve their actions. Habits are subconscious thoughts that drive students, for example, to use WhatsApp, even without concentrating on their learning actions. Habits are formed after students have repeated the same action. Twelve students, registered for a Bachelor of Education degree in Mathematics Education at a university in South Africa, were selected to participate. The objective of this study was to understand students' habits of using WhatsApp in the learning of mathematics. Reflective activities, focus-group discussion, and one-on-one semi-structured interviews, framed by interpretive case study, were used for data production. The students' habits revealed that The Tree Three Rings Theory was useful when applied as the learning framework. Such application of the theory generated three categories of habits of WhatsApp usage. Categories were social, discipline/disciplinary, and personal habits. The university at which these students were registered prescribed Moodle as the learning management system (LMS). However, the students mostly used WhatsApp. As a result, they used WhatsApp even during face-to-face classes. It appeared that students had been 'captured' by WhatsApp, using it as their 'master', instead of using it as both their 'master' and 'servant'. The study concluded that, although there were elements of both personal and discipline habits, the social habits drove the learning. Consequently, this study recommends that students should reflect; using social, discipline, and personal actions as taxonomies of education habits, in order to address societal, individual, and the mathematics education needs.
Teachers&apos; Experiences with Dyslexic Learners in Mainstream Classrooms: Implications for Teacher Education
Author: Thwala, S'lungile K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Dyslexia,Foreign Countries,Language Teachers,English (Second Language),Teacher Attitudes,Regular and Special Education Relationship,Teacher Competencies,Training,Teacher Education,Mainstreaming,Time,Attitudes toward Disabilities,Negative Attitudes,Self Esteem,Power Structure,Government Role,Elementary School Teachers

Inclusive education represents the main ethos of the Kingdom of Eswatini education system. This reflects on both the constitution and on various education policies since the country became a signatory to the goals of Education for All. However, it would appear that major constraints impede the education vision that resonates through the charter of 'no child is left behind'. The education of learners with dyslexia is then called into empirical questions with a focus on the experiences of teachers of such category of learners within the Eswatini education system. A phenomenological research design was chosen, using a convenience sampling technique to select 12 English language teachers of dyslexic learners. Data were obtained by individual semi-structured interviews and by non-participant observations. Content analysis was employed to analyze the data, which were then presented thematically. Peer review, as well as member checks, were used to improve the trustworthiness of data. The main themes that emerged were insufficient time, unwelcoming attitudes, lack of support, and lack of training of teachers of dyslexic learners. It was equally evident that teachers were challenged by insufficient training to enable them to deal with dyslexic learners. Without an effective support structure for teachers, the education of dyslexic learners would remain a chimera. This finding implicates the teacher education programmes in colleges of education and universities in the sense that training on inclusive classroom teaching should form part of the teacher education programme.
Conceptual Evolution of the Sequences and Its Transition from High School to University in Morocco
Author: Khaoula, Elarif
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Higher Education,Student Adjustment,Foreign Countries,Physics,Science Education,Barriers,Misconceptions,Difficulty Level,College Freshmen,Scientific Concepts,Student Attitudes,Concept Formation

In this article, we present the question of our didactic research on the relative conceptual evolution and transition from high school to university in Morocco. We focused on the difficulties encountered by students in the first year of the Physics Sciences using a questionnaire which aims at evaluating the evolution of the concept of &quot;Sequences&quot; from high school to university, this one covers the basic concepts already taught during the last year of high school and second semester of university. The analysis of the student's productions revealed several didactic obstacles originating from previous misconceptions taught at high school. The study results show a broad gap between the knowledge to teach and the knowledge taught at university. As a result, considerable efforts must be devoted to minimize this gap and resolve the problems identified in our study.
EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic
Author: Octaberlina, Like Raskova
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Distance Education,Integrated Learning Systems,Barriers,Coping,English (Second Language),Second Language Instruction,Internet,Familiarity,Physical Health,Training,Student Needs,Student Adjustment,Foreign Countries,Student Attitudes,College Students

Covid-19 pandemic has made many countries adapt to new situations in different sectors including education. The Indonesia government has decided to adjust the education mode from face-to-face to online meetings using various learning management systems (LMS) such as moodle and google classroom. Moreover, the present research depicted the online learning barriers faced by students as well as their alternatives to cope them. The research implemented a descriptive mixed-method survey design. The participants were 25 students from the English Education Department. The instruments used to gather the data were the questionnaires and interviews regarding the topics. The results showed that students experienced three barriers during online learning including unfamiliarity of e-learning, slow internet connection, and physical condition e.g. eye strain. The alternatives they proposed were providing training to implement the LMS before the real class, converting high-definition or big-size files into smaller ones, and giving break during the online class. The conclusion stated that students had to be creatives to find any solutions and innovations regarding learning barriers including maintaining good communication with teacher and understanding the best learning styles individually.