ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Learning Stations on Socioeconomically Disadvantaged Students&apos; Achievement and Self-Regulated Learning
Author: Alsaadi, Reem
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Low Income Students,Academic Achievement,Learning Strategies,Middle School Students,Learning Centers (Classroom),Females,Foreign Countries

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study's findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.
Turkish Folk Music Lessons with Phenomenon-Based Learning: Preliminary Lessons and Results
Author: Cimen, Meltem
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Music Education,Teaching Methods,Grade 10,High School Students,Learning Activities,Instructional Effectiveness,Interdisciplinary Approach,Problem Solving,Relevance (Education),Context Effect,Learning Processes,Cultural Awareness,History,Singing,Student Attitudes

This paper presents the results of a pre-experimental design. The study was carried out with a single-group posttest model. In this study, the Turkish Folk Music unit was chosen for investigation as part of Phenomenon Based Learning with 10th grade high school students. In order to carry out the Phenomenon Based Learning process in an effective way, the teacher is meant to be well-prepared in different aspects. Therefore, during the research, the music teacher tried different introductory and follow-up activities. Following this, the opinions of 84 high school students were considered, concerning the activities. Results revealed that the introductory activities have the utmost importance in Phenomenon Based Learning. Although this study was carried out within time constraints, it was evident that these activities had a great impact on the students and the teacher. The students' discoveries and inferences about both Turkish Folk Music and themselves for the future emerged as promising.
&quot;Where Am I?&quot; A Critical Discourse Analysis of Religious Representation in Indonesia
Author: Dellarosa, Maretha
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discourse Analysis,Religion,Content Analysis,Textbooks,Textbook Content,Elementary Education,Power Structure,Ideology,Minority Groups,Religious Cultural Groups,Diversity,Stereotypes

The Indonesian Ministry of Education has re-examined the Indonesian curriculum to address the present challenges, including how to promote tolerance in students who live in a multicultural country. Textbooks and characters presented in Indonesian elementary textbooks, Buku Siswa, are part of continuous revision. However, there is insufficient consideration placed in the characters presented, including which characters are included and excluded. In fact, understanding which characters are presented means that people learn how to construct phenomenon. As a country with diverse beliefs, the Indonesian education system inserts religion as a mandatory subject, aiming to promote the values of diversity. Nevertheless, the goal of such implementation does not always meet the outcomes since there are conflicts that occur due to religious beliefs. The study aims to examine power relationships and the ideological nature of discourse that is represented by seven characters in Buku Siswa by utilizing Critical Discourse Analysis. Buku Siswa is a series of elementary school textbooks that has different levels and themes. Findings reveal that characters that represent minority religious groups are missing from learning materials, which presents them unequally compared to characters that presents the majority of religious groups. The study argues that representation is a way of respecting people.
Moving from Fragmented to Seamless Sense-Making in Blended Learning
Author: Xiaofang, Bi
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Comparative Analysis,Outcomes of Education,Phenomenology,Case Studies,Student Attitudes,Ethnography,Educational Quality,Learning Processes,Adult Educators,Curriculum Design,Workplace Learning,Supervisors,Teacher Attitudes,Context Effect,Vocational Education,Adult Education,Foreign Countries,Education Work Relationship,Experiential Learning

Context: Sense-making, understood as meaning making or giving meaning to experience, is an integral part of everyday life, work and learning, and is a process critical in enabling people to recognise how and when to respond to situations appropriately so that they can resolve problems effectively. Earlier studies on sense-making in educational or organizational settings tended to focus on the sense-making process per se in particular setting such as classrooms or organizations, few of them have paid much attention to the sense-making process in blended learning (BL). BL in vocational training mainly aims to enable adult learners to apply what was learnt in classrooms to solve authentic problems in workplaces or simulated settings. High quality of sense-making is crucial to help the learners achieve the aim. This timely study is to offer a comparative look at how different dynamics of BL interplay together to mediate the quality of sense-making in achieving learning outcomes. The dynamics include industry and training connections, policy and institutional contexts, the inhabited pedagogical practices and curriculum design. Methods: This study adopted phenomenological and semi-ethnographic approaches, including semi-structured interviews, observations, analysis of relevant documents (e.g. curriculum and learning materials) to capture the rich data in case studies to understand learners' sense-making experience in BL. Researchers focused on seeking to understand how different environments, tools and artefacts mediate the quality of sense-making as the learners progressed through their learning journey. To triangulate the data, adult educators, curriculum designers and where possible, workplace supervisors, were also interviewed and observed for their perceptions and behaviours in learners' sense-making in BL. Findings: The findings from two different BL courses (ICT and HR) surface that the degree to which learners' sense-making is fragmented (low quality) or seamless (high quality) is mediated by the interplay of different contextual factors in BL in multiple ways, such as, the connections (or not) with industry, the use (or not) of authentic problems and tasks. Conclusion: The interplay between different dynamics in BL is of great importance to mediate the curriculum design and pedagogical approaches used in BL for high quality of sense-making of adult learners in vocational training.
A Pedagogy of Metacognition for Reading Classrooms
Author: Ozturk, Nesrin
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Instruction,Literature Reviews,Scaffolding (Teaching Technique)

Despite metacognition's profound effects in research classrooms, such research might have a very limited influence on mainstream classrooms. This may stem from a lack of comprehensive and practical pedagogy that classroom teachers can adapt for metacognition instruction as researchers do. To address this problem, this study developed a pedagogy of metacognition for reading classrooms (PMR) by the principles of grounded theory. Data were collected via document analysis and a PMR was constructed through a systematic and analytic review of its literature. A PMR consists of 7 dimensions, and these include (a) fostering students' metacognitive knowledge, (b) scaffolding students' strategic reading, (c) encouraging students' independence with strategic reading, (d) assessing metacognition, (e) adopting goal-directedness, (f) integrating the language of thinking, and (g) prolonging instruction. Regarding the nature of a PMR, this paper does not propose a new instructional method or technique; however, it describes a framework to support teachers' professionalism with metacognition instruction. Therefore, reading teachers can transfer beneficial research practices to their mainstream classrooms without making distinctive instructional alterations or expansive changes in their classrooms.
Scoping Review on Research at the Boundary between Learning and Working: A Bibliometric Mapping Analysis of the Last Decade
Author: Gessler, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Bibliometrics,Citation Analysis,Educational Research,Education Work Relationship,Journal Articles,Periodicals,Authors,Networks,Developing Nations,Foreign Countries

Context: The research field at the boundary between learning and working is multidimensional, fuzzy, dynamic, and characterized by high growth. A study that comprehensively maps and aggregates this research field is missing. Approach: Using tools of bibliometric analysis (bibliographic coupling, co-citation analysis and co-occurrence analysis), we map the research at the boundary between learning and working in a scoping review study. Our study considers peer-reviewed articles published between 2011 and 2020 and recorded in Scopus. In total, 5,474 articles are included in our analysis. Findings: Focusing on the intellectual structure of the research field, we identified the most publishing and most cited countries, journals, and authors, as well as latent collaborative networks among countries, journals, and authors. Furthermore, we used references and keywords to identify the conceptual structure of the research field and distinguished four types of conceptual clusters: motor clusters, highly developed and isolated clusters, emerging or declining clusters, and basic and transversal clusters. Conclusions: Research at the boundary between learning and working is highly parcelled out internationally. This scientific parcelling represents a disadvantage for exchanging ideas and accumulating knowledge. In addition to forming a parcelled field, a dividing line runs between centre, periphery and excluded countries and scientists. Especially scientists from developing countries and nations, economies in transition and those from post-conflict situations are excluded from the international discourse. This situation is more than just a disadvantage for the exchange of ideas and the accumulation of knowledge. Instead, there is a systematic bias in the research landscape here.
Expressions of Modality Associate Degree Business Explanation Essay Conclusions: A Functional Linguistic Perspective
Author: Cheung, Lok Ming Eric
Date: 2022-00-00
Type: Journal Articles
Subjects: Associate Degrees,Business Administration Education,Linguistics,Academic Language,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Essays,Two Year College Students,Language Usage,Vocabulary,Writing Evaluation,Comparative Analysis,Teaching Methods,Writing Instruction,English for Special Purposes,Community Colleges,Business English,Foreign Countries

The rhetorically complex concluding components of academic written texts often challenge novice writers, having to summarise their arguments and stance, and offer prospective comments on future developments concerning the subject matter. With an aim to elucidate the lexicogrammatical expressions of such prospective comments in essay conclusions, the present study adopts the system of modality informed by Systemic Functional Linguistics (SFL) to examine the conclusions of explanatory essays written by non-native English speaking associate degree business students. The analysis compares the modality expressions deployed in high-and low-graded essay conclusions, including modality types, explicitness, subjectivity and value. The analysis also investigates how the modality resources are combined for providing more than one comment in the conclusion. The findings show that high-graded texts have a more balanced choice of modality, less overly assertive features and more prospective comments, while they still require improvements on a more consistent deployment of modality features. This paper concludes with a brief discussion on teaching implications of the present study, in that writing instruction can make explicit the functions of different modality expressions and equip students with the linguistic repertoires appropriate for more formal and technical academic written registers.
A Case Study of Intercultural Sensitivity of Junior School Students in an International School
Author: Luo, Xinjie
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Junior High School Students,International Schools,Intercultural Communication,English (Second Language),Second Language Instruction,Language Teachers,Chinese,Foreign Countries,Teaching Methods

The process of internationalization requires people to have higher intercultural communicative competence, which refers to a person's ability to successfully communicate in different cultural environments. It consists of cognition, emotion, and behavior. The study of intercultural sensitivity actually focuses on the emotional factor in intercultural communication competence. Based on the concept of intercultural sensitivity and English teaching practice, this article intends to contribute a little to the intercultural communication teaching and relevant study by analyzing the current level of intercultural sensitivity of junior high school students and interviewing English teachers about the implementation of intercultural teaching strategies.
Explaining Middle School Students&apos; Mathematical Literacy with Sources of Self-Efficacy, Achievement Expectation from Family, Peers and Teachers
Author: Kontas, Hakki
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 8,Mathematics Achievement,Mathematics Skills,Self Efficacy,Expectation,Parent Attitudes,Teacher Attitudes,Peer Influence,Social Influences,Predictor Variables,Success,Foreign Countries

The promotion of mathematical literacy depends on understanding the variables associated with mathematics learning. The purpose of the current research was to explore relationships between mathematics achievement with sources of mathematics self-efficacy and perceived mathematics achievement expectations of parents, teachers, and friends in middle school students. Participants of the research were 332 8th grade middle school students. The research findings showed that mastery experience, social persuasions, and family expectations significantly predicted mathematics achievement. Furthermore, the most powerful predictor of mathematics achievement was the mastery experience. In conclusion, mastery experience and social persuasions dimensions of sources of self-efficacy and mathematics achievement expectations from parents have associated effects on mathematics achievement.
A Study on English Collocation Errors of Thai EFL Students
Author: Boonraksa, Thidakul
Date: 2022-00-00
Type: Journal Articles
Subjects: Phrase Structure,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Error Analysis (Language),Language Proficiency,Multiple Choice Tests,Undergraduate Students,Business English,Business Administration Education,Foreign Countries,Comparative Analysis,Language Tests,Writing (Composition),Translation,Language Usage,Item Analysis,Test Items,Grammar,Form Classes (Languages)

Collocation is an often-neglected language form that foreign language teachers and students should focus on to achieve competence in a target language. In this research, the researchers studied purposely to facilitate both second language teachers and students to produce correct and appropriate collocations. The purposes of this research were 1) to study the collocation error levels of Bachelor of Arts English and Business English students studying at Northern Rajabhat University, 2) to study the relationship between first language (L1) and second language (L2) transfer collocation errors in students' writing, and 3) to compare the collocation errors between high-proficiency students, medium- proficiency students and low-proficiency students. The research sample included 285 Thai EFL students enrolled in second-year English and Business English programs at Northern Rajabhat University during the first semester of the academic year 2021. The research instrument was a collocation proficiency test with 54 questions, which was divided into 2 sections: 1) 36 questions with 4 multiple-choice tests, and 2) 18 Thai to English translation questions. The items were chosen from the Oxford 3000™, and were common vocabulary appearing in various contexts. Research data were analyzed using mean, standard deviation, t-test (Dependent), and Friedman test. The research found that 1) the level of Grammatical Collocation errors of high-proficiency EFL students was at a moderate level, medium-proficiency and low-proficiency EFL students were at a high level, and for Lexical Collocation errors, all three groups of students were at a high level; 2) the EFL students' collocation errors were caused by the language transfer from their first language (L1) to their second language (L2), synonyms, and lack of collocation competency; and 3) the most Lexical Collocation errors found in all student groups were Adverb + Adjective. For Grammatical Collocation, all groups could use Verb + Preposition better than Noun + Preposition, and the high proficiency and medium proficiency students could perform Adjective + Preposition the least, whilst the low proficiency students were better at Adjective + Preposition.
Performance and Differences in Grading Practices among Undergraduates at Business Schools
Author: Opstad, Leiv
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Business Schools,Grading,Foreign Countries,Academic Achievement,Grade Point Average,Mathematics Skills,Gender Differences,Microeconomics,Macroeconomics,Marketing,Courses

If the ranking of students is based on grade scores independent of the selected college or university, it is critical to have an equal national measurement standard. It is a challenge to ensure this if there is a substantial difference in the composition of the students and enrolment requirements among colleges. Based on three different types of colleges in Norway merged into one unit in 2019, this paper examines the grading practices before and after the fusion. By using a regression model to predict the grade depending upon students' academic skills, one can identify different grading practices for the three independent schools and compare the results after they become one unit with identical exams and a common evaluation. The results show significantly more lenient grading practices at small colleges with low entry criteria and that the evaluation is more random, depending upon the instructor. Furthermore, this paper confirms that the grade point average (GPA) from upper secondary school, mathematical abilities and gender are strongly correlated with success in business studies.
The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension of 5th Grade EFL Students in Kuwait
Author: AlAdwani, Amel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,English (Second Language),Second Language Instruction,Reading Strategies,Metacognition,Reading Comprehension,Elementary School Students,Reading Achievement,Grade 5,Language Proficiency,Reading Skills,Gender Differences,Teacher Characteristics

Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.
The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study
Author: Karaman, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Evaluation,Academic Achievement,Meta Analysis,Foreign Countries,Feedback (Response),Intervention,Effect Size,Elementary Secondary Education,Higher Education

The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as 0.72 (SE=0.07, p&lt; 0.05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=0.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=0.69) and a small effect of computer initiated formative feedback (d=0.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.