ethanporcaro/eric-fulltext-meta huggingface dataset:
Health Education and Movement-Related Activities in Youth Work: Estonian Youth Workers&apos; Opinions and Experiences
Author: Grünthal-Drell, Marelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Health Education,Physical Activity Level,Skill Development,Health Behavior,College Students,Youth,Youth Programs,College Graduates,Knowledge Level,Physical Activities

Several research studies have revealed that Estonia's youth are characterized by poor health indicators and decreasing levels of physical activity. Therefore it has become important to pay more attention to these topics within the context of youth work. Adult learner experiences, and their preparation and practice at university have a great deal of influence on their future choices. The aim of this research was to ascertain the importance of health education in the opinion of youth workers, including the importance of movement-related activities in youth work, and the readiness to communicate these topics to young people. The following research questions were formulated: (1) How do youth workers assess the development of skills related to health awareness and movement-related activities during their university studies?; (2) What is the role of, and what characterizes health education and movement-related activities in everyday youth work? Semi-structured interviews were conducted individually with 15 Estonian youth worker specialists. The data was analyzed by means of inductive content analysis. The research results revealed that the acquisition of practical skills is very important for youth workers. It also became apparent that youth workers deal with health education on a daily basis. Movement-related activities are very often considered a priority by youth centers. It may be assumed that the preparation of students graduating from university is insufficient and that they feel insecure when starting work.
English Pre-Service Teachers&apos; Perception of Anxiety in Peer Teaching: A Case Study at Universitas Kristen Indonesia
Author: Maulimora, Veronica Novembrin
Date: 2019-10-00
Type: Journal Articles
Subjects: Anxiety,Preservice Teachers,Language Teachers,English (Second Language),Peer Teaching,Student Attitudes,Self Esteem,Language Skills,Teaching Skills,Evaluation,Classroom Techniques,Foreign Countries

Anxieties that are experienced by the teachers are also undergone by the pre-service teachers. The pre-service teachers feel anxious when they teach students or their peers in a real classroom. This study aimed at investigating English pre-service teachers' perceptions of anxiety in peer teaching. To achieve the objective, a questionnaire and open-ended questions were administered to gauge the perceptions of 44 pre-service teachers of the English Education Department, Faculty of Education and Teacher Training, Universitas Kristen Indonesia. Findings revealed that the majority of the pre-service English teachers felt anxious about their first peer teaching practice. It was shown that pre-service teachers were unconfident; worried about their English language skills, teaching skills, evaluation skills, and classroom management; and were not sure of the preparations they had made. The top factor causing their anxiety was their classroom management skills. This means that they put the greatest concern on the way they would manage the class. Nevertheless, by knowing the causes of the anxiety, they got the opportunities to reduce it in the next teaching.
Print vs Digital Reading Comprehension in EFL
Author: Pardede, Parlindungan
Date: 2019-06-00
Type: Journal Articles
Subjects: Printed Materials,Electronic Publishing,Reading Instruction,Reading Comprehension,Educational Technology,Technology Uses in Education,Reading Materials,Instructional Effectiveness,Student Attitudes,Teacher Attitudes,English (Second Language),Second Language Instruction,Reading Strategies

Printed texts have long been used as the prime medium of learning to read and reading to learn. However, the ubiquity of technology has emerged digital texts, and the accelerating influx of digital texts requires new comprehension skills and strategies. This article reviews and synthesizes current ideas and research findings on digital reading in EFL context to provide a more solid theoretical basis for digital texts use in reading comprehension programs. Discussion in this article begins with the comparison of the nature of conventional or print reading versus digital reading and the characteristics of printed texts versus digital texts. After that, the discussion proceeds to the findings of relevant studies concerning the effect of digital reading to comprehension, students and instructors' perception of digital texts, and strategies for reading digital texts.
Peer Feedback versus Traditional Teaching
Author: Ishchenko, Olga
Date: 2019-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Feedback (Response),Peer Teaching,Student Role

The choice of methods of teaching English depends on the specific features of the subject being taught, certain didactic tasks, student knowledge, specific situations, real means that the teacher has and his experience. The traditional school often represents the teacher as an active unit of learning and the teaching -- as an object of learning (passive unit). However, this situation, in the process of learning, can and must change. Especially when the student also becomes an active participant in the learning process and there is targeted cooperation between the teacher and the student. Thanks to the feedback method, there are links between the goal, content and the result of the educational process. The results are observed in the knowledge, skills, attitudes, and skills of students. It helps learners to maximize their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance. Feedback is part of the overall dialogue or interaction between teacher and learner, not a one-way communication. Feedback can be seen as informal or formal encounters between teachers and students or between peers. The purpose of the article is to summarize the arguments in favor of introducing peer feedback practice for English language classrooms. The discussion is based on the analysis of the most effective forms of feedback with a special focus on peer feedback.
Using Avatars to Address Teacher Self-Efficacy
Author: Bosch, Chancey
Date: 2021-06-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Self Efficacy,Technology Integration,Preservice Teachers,Preservice Teacher Education,Virtual Classrooms,Elementary Education,Private Colleges,Educational Strategies,Classroom Techniques,Learner Engagement,Correlation,Animation

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher selfefficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.
Students&apos; Perceptions of Teachers&apos; Use of Bahasa Indonesia in the English Classroom: A Case Study at SMA Fransiskus 2 Jakarta
Author: Sibarani, Clara
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Usage,Indonesian Languages,Teaching Methods,Language of Instruction,High School Students,Grade 11,Grade 12

The use of the first language in the teaching and learning process is often found in English as a foreign language (EFL) classes. In Indonesia, Bahasa Indonesia is also employed in many English classes. This might bring both advantages and disadvantages to the students. This study aimed to find out the students' perceptions toward teachers' use of Bahasa Indonesia in the English classroom. The research employed an explanatory sequential mixed methods design and administered a questionnaire to collect the quantitative data and an open-ended interview to gain the collective data. The participants were 60 students of SMA Fransiskus 2 Jakarta. The findings revealed that most participants perceived the use of Bahasa Indonesia in their English classes positive.
The Attributes of Mathematics Learning Which Ghanaian Senior High School Students Value
Author: Davis, Ernest Kof
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Secondary School Mathematics,High School Students,Student Attitudes,Mathematics Skills,Educational Technology,Feedback (Response),Instructional Materials,Problem Solving,Educational Attitudes,Values

Valuing constitutes an important aspect of mathematics pedagogy and hence student learning outcomes. This study surveyed 416 students from Cape Coast, Ghana to explore what senior high school students in this country in West Africa valued in their study of mathematics. The data collected were analyzed using principal component analysis. The results suggest that Ghanaian senior high school students found &quot;connections,&quot; &quot;understanding,&quot; &quot;fluency,&quot; &quot;learning technologies,&quot; &quot;feedback,&quot; &quot;instructional materials,&quot; &quot;open-endedness&quot; and &quot;problem-solving&quot; important in their mathematics learning. Implications of the findings for curriculum delivery in mathematics and future research opportunities are also discussed.
&quot;We Have to Get More Teachers to Help Our Kids&quot;: Recruitment and Retention Strategies for Teacher Education Programs to Increase the Number of Indigenous Teachers in Canada and Abroad
Author: Landertinger, Laura
Date: 2021-06-00
Type: Journal Articles
Subjects: Teacher Education Programs,Student Recruitment,School Holding Power,Indigenous Populations,Foreign Countries,Comparative Education,Access to Education,Student Financial Aid,Culturally Relevant Education,Community Education,Distance Education,Electronic Learning,Grouping (Instructional Purposes),Student Personnel Services,Indigenous Knowledge

This paper discusses the findings of a research study that gathered and analyzed recruitment and retention strategies employed by 50 teacher education programs (TEPs) in Canada, the United States, New Zealand, and Australia to increase the number of Indigenous teachers. It discusses several recruitment and retention strategies that were found to be successful in this regard, highlighting the importance of facilitating access, eliminating financial barriers, and offering Indigenous-centric programs.
Using Drama in EFL Classroom
Author: Angelianawati, Luh
Date: 2019-06-00
Type: Journal Articles
Subjects: Drama,Second Language Learning,Second Language Instruction,English (Second Language),Barriers,Learning Processes,Educational Benefits,Teaching Methods,Role Playing,Simulation,Creative Activities

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.
Pre-Service EFL Teachers&apos; Perception of Using Facebook Group for Learning
Author: Purnamasari, Asri
Date: 2019-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Attitudes,Social Media,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Foreign Countries,Computer Mediated Communication,Integrated Learning Systems,Learning Activities,Interpersonal Communication

The current development of ICT has been revolutionizing education. The revolution has now overflown learning beyond the four walls boundary of the classroom. By using ICT, students today can learn anytime and anywhere. This study aimed to explore preservice EFL teachers' perception of the use of Facebook Group (FBG) in learning. Employed a mixed methods research designed, quantitative and qualitative data were collected from 56 (29 first-year and 27 second-year) students of the English Education Department of Universitas Kristen Indonesia Jakarta using a questionnaire and interview. The finding revealed that the majority of the participants had positive perception towards using FBG as a learning platform. However, since their experience in the informal language learning environment through FBG was new, their view towards the use of FBG for interpretative communication activates was lower than for interpersonal communication.
Attitudes to Assessing Trainee Teachers on School Experience Placement within a Group Involved in an Initial Teacher Education Partnership at an 11-16 School: A Q-Methodology Approach
Author: Tynan, Rick
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teacher Attitudes,Partnerships in Education,College School Cooperation,Teacher Education Programs,Secondary Education,Standards,Quality Assurance,Compliance (Legal),Grades (Scholastic),Cooperating Teachers

In England the recommendation and award of qualified teacher status (QTS) is currently linked to the assessment of trainee teachers' competencies against performance criteria descriptors. Q-methodology was used to look for subjective differences in attitudes to the assessment of trainee teachers in school. This is a quantitative approach to qualitative research combining the best of both. It statistically compares participants' perceptions of a wide range of ideas whilst demonstrating clearly the qualitative differences between any groups showing subjectivities in their responses. A small group involved in initial teacher education at an 11-16 school took part. The school was in partnership with a higher education QTS provider. Each respondent independently completed an anonymous on-line sorting exercise using a concourse of 41 statements about the assessment of trainees. This was constructed from appropriate literature, national policy and the partnership's documentation and guidelines. The group included a visiting tutor, two school mentors and five trainees. Their responses were analysed using standard Q-methodology software. Participants demonstrated a clear consensus about prioritising statements concerning compliance with national requirements and local guidance. However, factor analysis identified one group, one pair and two individuals with subjective differences in their levels of agreement with statements about the assessment of trainees' teaching competencies. A group of four, that included one mentor and his mentee, prioritised statements linked to fairness, validity and quality assurance processes within and external to the school. The other mentor and her mentee perceived assessment almost solely in terms defined by the Teachers' Standards in England. This suggested that the different perspectives on assessment were associated with influences other than the respondents' differing roles within ITE.
Subject Knowledge or Pedagogical Knowledge to Teach? Perceptions of Student Teachers on Effective Preparation to Teach Primary Science
Author: Wilberforce, Cheryl
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Knowledge Level,Teacher Competencies,Preservice Teachers,Student Attitudes,Elementary Education,Elementary School Science,Foreign Countries,Science Instruction,Expectation,Self Efficacy

As a teacher educator, feedback from students is important to ensure there is time for my own reflection to inform and develop my practice and curriculum design within formal expectations of initial teacher education. This paper considers the perceptions and expectations of a sample of student teachers, situated in a Higher Education Institution (HEI) in the UK, of teaching primary science and the perceived subject knowledge required. The recommendations from this paper highlight the importance of ensuring that teacher educators support the development of competent practitioners to address concerns about subject knowledge and developing confidence in teaching primary science. The findings concur with previous research into how best to support low confidence of student teachers to teach science, support the perception of the importance of what you know and what you need to know to teach, as well as a need for fixed ideas even in pedagogical knowledge. As I was able to identify similar themes from student feedback as highlighted in my review of the literature, this adds support to those studies. This paper recommends that we explore and raise awareness of pre service teachers' conceptions about what it means to teach primary science, to be more explicit about looking at and signposting the different types of knowledge involved in teaching and to consider how renaming the science subject knowledge sessions can eliminate misconceptions about their purpose.
Students&apos; Perception of Digital Texts Reading: A Case Study at the English Education Department of Universitas Kristen Indonesia
Author: Manalu, Benny Hinn
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Internet,College Students,Educational Technology,Technology Uses in Education,Electronic Publishing,Printed Materials,Reading Materials,English (Second Language),Second Language Learning,Preservice Teachers,Student Motivation,Student Interests,Difficulty Level,Preferences

This study was conducted to explore students' perceptions of reading digital texts. To attain the objective, the data were collected through an online questionnaire uploaded in Google Form and an interview. The questionnaire was intended to collect quantitative data concerning the participants' responses about their interest and motivation, digital text reading efficacy, problems in digital text reading, and preference towards digital or printed text reading. The participants of the study were 65 English pre-service teachers selected from the whole students of the English Education Department of Universitas Kristen Indonesia in the academic year 2019/2020, and the sample was 65 participants. The collected data were analyzed descriptively using Microsoft excel. The findings revealed that the participants perceived digital texts reading positively. They preferred reading digital texts because they were motivating, interesting, and suite their expected way of reading. The main problem they encountered in reading digital texts was due to the screen light which could irritate their eyes.
Why Are There Different Grading Practices Based on Students&apos; Choice of Business Major?
Author: Opstad, Leiv
Date: 2020-00-00
Type: Journal Articles
Subjects: Grading,Majors (Students),Business Administration Education,Undergraduate Students,Foreign Countries,Student Evaluation,Academic Achievement,Gender Differences,Educational Practices,Student Motivation,Individual Differences

There is a considerable amount of focus on the grading systems applied in higher education, as it is an important tool for ranking undergraduate students' in terms of their academic success. Several studies have suggested that different grading practices exist among various colleges. This is also the case in Norway, even though the intention is to ensure that the same score is awarded independent of the individual institution. This study will explore the grading practices within a business school in Norway. Since the students can choose different pathways in their third year of undergraduate study, the academic composition of students can vary. Students with good grades mostly prefer Accounting or Finance, whilst those performing below average tend to select Marketing or Management. This composition variance causes differences in the grading pattern, as it is relative easier to achieve a good grade where the peer students are less qualified. This also has a gender effect, since females generally opt to study Marketing or Management, hence the average female student may benefit from a less rigorous grade assessment within these fields.
Making a Difference through Effective Instructional Strategies
Author: Nanquil, Luisito
Date: 2019-06-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Educational Strategies,Language Teachers,Teacher Role,Teacher Motivation,Teaching Methods,Teaching Styles,Instructional Leadership

This article depicts the challenges of language teachers (and all teachers) in the delivery of the instruction and evaluation of the learning process. The author expressed his own views and perspectives regarding the present situations confronting language teachers and other teachers of different subjects. While technology provides the things we need in the classroom setting, there are considerable impediments teachers are facing. What could be the roles teachers in the academy have to fulfill and execute so that they can assist diverse learners? This paper discusses and explains imperative thoughts and reflections that can serve as a guide or framework for all teachers who need clear insights and sensible directions. The method used by the researcher is simply narration-description where he presented his heartfelt and life-relating experiences to the target readers and researchers. To support his claims, he intentionally inserted real-life experiences, observations, and testimonials of teachers and personnel whom he met in his academic journeys. From the thoughts of the author-researcher, it is hoped that readers would be get inspired whenever they fell down and stressed because this essay would remind all who are engaged in teaching that the one of the best professions (if not the best) in the world is being a teacher. Other careers are not possible without the caring and guiding hands of the teachers.