ethanporcaro/eric-fulltext-meta huggingface dataset:
The Longer-Term Influences of International Professional Experience on Teachers&apos; Professional Practice and Growth
Author: Fitzgerald, Angela
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Study Abroad,Professional Identity,Career Choice,Decision Making,Educational Practices,Career Pathways,Teacher Improvement,Teaching Skills,International Programs

The intention of this paper is to examine the longer-term impacts of international professional experience (IPE). Participants in the study were all early-career teachers who had participated in IPE as part of their education degree and were invited to participate through the alumni office of an education faculty from one university. Thirty participants took part in this research study by completing an online questionnaire with two continuing on to a focus group discussion. The two data sets -- from the online questionnaire and interview transcripts -- were scrutinized individually using a deductive approach, informed by the five categories from the integrated works of Willard-Holt (2001) and Pence and Macgillivray (2008) as a framing lens. The impact of IPE on the identity formation, practices and career-based decision making of the focus group participants reiterated what emerged from the literature and questionnaire data. This research highlights the impact that IPE has on future teachers' sense of self and practice as a teacher, their approach to learning, teaching and education more broadly, and on the decisions, they make about their career options and pathways. This study has implications for the ways in which future teachers are prepared for culturally diverse classrooms.
A Research on the Content of the Flute Education Course Carried out in Faculty of Education Music Teacher Education Departments and Faculty of Fine Arts Music Departments in Turkey
Author: Önal, M. Ayça
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musical Instruments,College Faculty,Teacher Attitudes,Course Content,Program Length,Learning Activities,Time Management,Textbooks

One of the most important areas of music education is instrument education. Vocational music education, which is within the scope of music education in Turkey, is carried out in Education Faculties, Fine Arts Faculties, and State Conservatories in order to provide individuals with music as a profession. In these institutions, flute education is also included within the scope of &quot;Individual Instrument&quot; courses, where many instruments are available. In the research, the opinions of the lecturers working in different institutions were taken regarding the content of the flute education courses conducted in the Department of Music Education of Fine Arts Education Department and the Music Department of the Faculty of Fine Arts in Turkey. The research is important in order to show whether the students studying flute have achieved the goals of the flute education program, which they must earn in the four-year period, and that the students' success in this regard can be increased. In this context, interview questions developed by the researcher and receiving expert opinions were applied to the study group, and the data obtained were tabulated and presented using the content analysis method, one of the qualitative research methods.
Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor
Author: Prasongmanee, Chutirut
Date: 2022-00-00
Type: Journal Articles
Subjects: Competency Based Education,Experiential Learning,Communities of Practice,Educational Technology,Training Methods,Digital Literacy,Technology Uses in Education,Leadership,Ethics,Rating Scales,Information Technology,Training Objectives

Research subject Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor. This research aims to evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The researcher has divided the research process into 3 steps as follows: Step 1: To develop the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 2: To develop the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 3: Evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The results of the research were as follows: 1) the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor, it consists of 3 main processes and 10 sub-steps. Ubiquitous community of practice consists of 2 parts. 1) Community of practice, and Ubiquitous technology 2) Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor consisting of 6 components. The results of the evaluation of digital supervisor competency in training participants with a model developed using pre-training and post-training surveys showed that trainees scored higher than their pre-training digital supervisor competency at a statistically significant 0.01 level.
Cognitive Technology for Academic Counselling in New Normal
Author: Karapakdee, Jaruwan
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Advising,Counseling Techniques,Worksheets,Design,Technology Education,Comparative Analysis,Sampling,Performance Based Assessment,Records (Forms),Tests,Student Attitudes,Computer Mediated Communication,Counseling Effectiveness,Foreign Countries,Cognitive Psychology,High School Students,Artificial Intelligence,Computer Software

The objectives of this research on Cognitive Technology for Academic Counselling in the New Normal were (1) to design an architecture of cognitive technology for academic counselling in the new normal, (2) to develop a system of cognitive technology for academic counselling in the new normal, (3) to assess the academic performance of students using cognitive technology for academic counselling in the new normal, and (4) to assess the satisfaction of students using cognitive technology for academic counselling in the new normal. The sample group in this study were 30 students at a secondary school level 1 from Ongkharak Demonstration School, Srinakharinwirot University, in the 2021 academic year. The students were enrolled on a course in Design and Technology and selected by multistage randomization, i.e. 1) group randomization and, 2) simple random sampling. The research tools were, (1) a system of cognitive technology for academic counselling in the new normal, (2) a performance assessment form, (3) a test and worksheets on design and technology, and (4) a satisfaction assessment form. The research results found: (1) learning outcomes after using the system were significantly better than before at the .01 level, and (2) the overall satisfaction of students using cognitive technology for academic counselling in the new normal was at the highest level (Mean = 4.50, S.D. = 0.64).
Curriculum-Based Ideological and Political Education: Research Focuses and Evolution
Author: Liu, Wei
Date: 2022-00-00
Type: Journal Articles
Subjects: Political Science,Political Attitudes,Curriculum Design,Educational History,Higher Education,Ideology,Computer Software,Research Reports,Definitions,Talent Development,Social Systems,Interdisciplinary Approach,Physical Education,Foreign Countries

Recent years, research on curriculum-based ideological and political education has been one of hotspots in the field of higher education in China. Using both literature analysis software of CiteSpace and VOSviewer, visual analysis and information collection have been carried out on 429 papers of Chinese curriculum-based ideological and political education from 2014 to 2021, so as to find out the research focuses and evolution in this field and then to predict the trend in the future. The results are that the hotspots of ideological and political research focus on the definition of its connotation, construction value, and the exploration of practical paths. Furthermore, current research frontiers including &quot;ideological and political elements&quot;, &quot;talent cultivation&quot;, &quot;college physical education (PE)&quot; and &quot;core socialist values&quot; reflect that the current study focuses on the exploration of practical paths. It is expected that education mechanism, teaching practice research and multidisciplinary research will become the main trends of curriculum-based ideological and political education in China in future.
Development of a Spiritual Leadership Training Courses for Religious in Preparing to Be Educational Administrators in Thailand
Author: Meesri, Chalermsri
Date: 2022-00-00
Type: Journal Articles
Subjects: Spiritual Development,Catholic Schools,Catholic Educators,Foreign Countries,Leadership Styles,Administrator Education,Course Evaluation,Student Attitudes,Intelligence Tests,Religious Factors,Religious Education,Altruism,Scores,Computer Software,Videoconferencing,Outcomes of Education,Leadership Training,COVID-19,Pandemics

The objectives of this study were to: 1) construct a training course of spiritual leadership for those preparing to become administrators in Catholic schools in Thailand; 2) implement and utilize the training course, and 3) analyze, evaluate and enhance the training course. The sample used in this research was 32 young participants who were preparing themselves to be the administrators of Catholic schools in Thailand. The research steps were: 1) the requirement assessment, 2) training course development, 3) the training course experiment, and 4) training course optimization. This is a research and development project. The methodologies used in this study were the cognitive and attitude test, semi-structured interviews and the suitability evaluation form of the training course. The findings of this study can be summarized as follows: 1) The training course in spiritual leadership to prepare administrators of Catholic schools in Thailand consists of five modules: 1. Towards a theory of spiritual leadership, 2. Vision, 3. Altruistic love, 4. Faith and hope, and 5. Example of success; 2) the results of the experiment revealed that after completing the training course, the religious participants who had prepared themselves to be Catholic school administrators in Thailand got higher scores on cognitive and attitude tests, with total scores in the evaluation reaching 4.76 (the highest level); 3) the training course was improved by extending the training session from two days to three days, and conducting a bilingual PowerPoint presentation.
Development of Student Citizenship Indicators in Northeast of Thailand
Author: Supon, Reungvalee
Date: 2022-00-00
Type: Journal Articles
Subjects: Citizenship Education,Models,Citizenship Responsibility,Social Justice,Civil Rights,Role,Freedom,Foreign Countries,Elementary Secondary Education

The objectives of this research were to develop student citizenship indicators and to validate the consistency between models of student citizenship indicators and the empirical data. 470 samples were drawn from the population of teachers of schools under the Office of the Basic Education Commission in Yasothon Province in the Northeast of Thailand. The research instrument for data collection was a constructed questionnaire. Basic statistical data was analyzed through a statistical package whereas first and second-order confirmatory factor analyses were done through LISREL 8.53. The results were as follows. 1. Student citizenship with key indicators from the confirmatory factor analyses was totally consisted of 6 models, 20 factors, and 54 indicators. The 6 models are 1) Model of responsibility with 4 factors and 12 indicators, 2) Model of equality with 3 factors and 7 indicators, 3) Model of respect for the rights of others with 3 factors and 8 indicators, 4) Model of public mind with 4 factors and 11 indicators, 5) Model of knowing one's roles and responsibilities with 3 factors and 8 indicators, and 6) Model of rights and freedom with 3 factors and 8 indicators. 2. These 6 models of the student citizenship indicators were consistent with the empirical data.
Dual Vocational Education Model for Diploma Program in Aviation of Khon Kaen Industrial and Community Education College
Author: Pimthong, Adul
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Aviation Education,College Students,Models,Curriculum Development,Learning Management Systems,Faculty Development,Outcomes of Education,Readiness,Needs Assessment,Program Evaluation

The research attempted to study the readiness and need for the Dual Vocational Education Model for the Diploma Program in Aviation of Khon Kaen Industrial and Community Education College and to create, experiment, and assess the program. The research was conducted from 2014 to 2018 with 60 teachers teaching in the college and 16 in the workplaces and 16 students. The model comprised curriculum, teaching and learning management, teaching personnel development for holding a license, and cooperation with domestic and foreign enterprises. It was found that the appropriateness and feasibility of the model are at the highest level. The opinion of teachers and workplace participants is at a high level. Of all 16 graduates of the program, 14 are employed and 4 take further study. The program is of success and rewarding.
Google Classroom in TEFL for Basic School Students Amid the COVID-19 Pandemic: Teachers&apos; Reflections
Author: Shaaban, Sumer S. Abou
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Barriers,Student Evaluation,Computer Assisted Testing,Homework,Technological Literacy,Access to Computers,Class Size,Textbooks,Mental Health,Foreign Countries

This paper exposed TEFL basic schoolteachers' reflections on the use of Google Classroom amid the COVID-19 pandemic. It is a qualitative descriptive field research that tackled 82 TEFL teachers who responded to a reflection instrument which includes four questions tackled: (1) demographic general information, (2) uses of google classroom, (3) challenges teachers faced and ways they use to address these challenges, and (4) suggestions for best uses. The participants' responses were qualitatively collected and analyzed. The findings showed that most TEFL teachers used Google Classroom for three purposes: evaluating students' work using various assignments and tests, assigning useful homework and determining the participants in the course. The most common challenges that faced TEFL teachers were the weak e-learning skills they possess and the lack of suitable infrastructure, the huge number of students, thick textbooks and the negative psychological impact of the COVID 19. Several suggestions for the best uses related to lesson presentation, practice stage, follow-up and giving feedback on students' work, and synchronous meetings were presented by TEFL teachers. The researcher recommended the officials in the Ministry of Education conduct specialized training courses for TEFL teachers to help them use Google Classroom for developing EFL students' skills. Besides, it is essential to present general standards that guide EFL teachers to construct effective EFL courses.
Metaverse Virtual Learning Management Based on Gamification Techniques Model to Enhance Total Experience
Author: Srisawat, Surasak
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Gamification,Models,Computer Simulation,Program Effectiveness,Learning Management Systems,Technology Uses in Education,Foreign Countries

This research aimed to develop metaverse virtual learning management based on gamification techniques model (MVLM-Gt model) and to evaluate the appropriateness of the model. The research methodology was divided into two parts in accordance with these aims. The first part was the design of the learning step using metaverse virtual learning management and gamification techniques based on the gamification process and active learning theory. The second part consisted of an evaluation of the appropriateness of the model. The MVLM-Gt model was submitted to seven experts followed by an appropriateness questionnaire. The MVLM-Gt model had four core components: the inputs, the learning process, the evaluation, and the feedback. The learning process had five steps: motivation and setting goals, constructing content, discussion and interaction, practice and mission, and summarizing and feedback. After evaluation of the appropriateness of the MVLM-Gt model, the experts said that it was excellent (Mean=4.82, S.D.=0.38). After considering each component, the feedback component had the highest appropriateness value (Mean=5.00, S.D.=0.00), followed by the learning process component (Mean= 4.86, S.D.=0.38), and the evaluation component (Mean=4.71, S.D.=0.49). The results showed that this MVLM-Gt model could be adopted to enhance total experience of students.
Teacher Collaboration in the Democratic Republic of the Congo: A Look at Supervisor Skills
Author: Mbetengoy, Eloi Luheho
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Collaboration,Supervisors,Skills,Communities of Practice,Supervisory Methods,Teacher Competencies,Principals,Secondary Schools,Leadership Effectiveness

This study identifies the competencies used by supervisors of teacher professional learning circles and examines those which should be developed to improve the facilitation practices of these leaders. Based on the competency standards for school principals in professional learning communities (Bouchamma, Basque, Giguère, &amp; April, 2020), we conducted semi-structured interviews with supervisors of professional learning circles (cellule de base) and pedagogical units (N = 24) in the Democratic Republic of the Congo. Content analysis results show that although the professional learning circle supervisors in this study possessed 53% of the standard competencies that made up our coding list, other skills must be developed, or enhanced to lead teacher collaboration activities more effectively. The discussion highlights these competencies to better inform and engage learning circle supervisors in this professional development process.
Teachers&apos; Experiences with and Helping Behaviour towards Students with Mental Health Problems
Author: Dey, Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Mental Health,Secondary School Students,Mental Disorders,Teacher Role

The aim of the current study was to examine secondary school teachers' experiences with and helping behaviour towards students with mental health problems. Data from 176 teachers were analysed. Altogether, 91.5% of participating teachers reported that they already had students with a mental health problem (particularly mood disorders) in their classes. About ¾ of teachers (74.7%) were also willing to help a student with a mental health problem, particularly by listening attentively or by recommending professional help. The self-rated mental health literacy of teachers was significantly and positively associated with help provision and with the assessment that 'asking students about suicidal thoughts' is helpful. In contrast, the perception of not having the necessary experience/training to help or that other people are better suited to help were seen as barriers to providing help. Based on the results, it is concluded that increasing teachers' mental health literacy and the confidence in their ability to help (including asking students about suicidal thoughts) might increase their helping behaviour directed towards students with mental health problems.
The Effect of Four-Square Writing Method on Writing Anxiety of Learners of Turkish as a Foreign Language: A Mixed Method Study
Author: Ipek, Ozan
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Anxiety,Turkish,Second Language Learning,Foreign Countries,College Students,Writing Skills,Program Effectiveness

The study aims to examine the effect of the Four Square Writing Method (FSWM) on the writing anxiety of the learners of Turkish as a foreign language at the B2 level. The mixed-methods sequential explanatory design was applied, and 50 students at the B2 proficiency level who studied at the Turkish Teaching Practice and Research Center (BAIBU TÖMER) at Bolu Abant Izzet Baysal University in the 2020-2021 academic year were selected through the purposeful sampling. The quantitative data were obtained with a weak experimental design consisting of a pre-test and a post-test, while the qualitative data consisted of interviews with the participants. As data collection instruments, the Writing Anxiety Scale (WAS) developed by Sen and Boylu (2017) and the Semi-Structured Interview Form designed by the researchers were used. Quantitative data were analyzed by hypothesis testing, whereas qualitative data were scrutinized using content analysis. The quantitative data showed that the FSWM had a statistically significant effect on the writing anxiety of the learners of Turkish as a foreign language. On the other hand, the qualitative findings were categorized into two main themes: &quot;writing skills&quot; and &quot;affectivity.&quot; The writing skills category included 13 codes and 72 views; &quot;general, transition, and linking expressions, developing strategies, developing thinking skills, learning vocabulary, enhancing writing style, planning in writing, graphic organizer, drafting, collaborative writing, organization, writing quality, and generating ideas. The affectivity category consisted of 5 codes and 31 views, including relaxation, enjoyment, motivation, increased self-confidence, and dislike. The findings determined that the FSWM played a role in positively affecting writing anxiety, contributing to the development of writing skills, promoting participants' psychological comfort, allowing them to have a fun time, gaining self-confidence, and motivating them to write. Lastly, the study detailed the aspects where the qualitative findings supported the quantitative results contributing to the interpretation of the data.