ethanporcaro/eric-fulltext-meta huggingface dataset:
Backward Instructional Design Based Learning Activities to Developing Students&apos; Creative Thinking with Lateral Thinking Technique
Author: Srikongchan, Wandee
Date: 2021-04-00
Type: Journal Articles
Subjects: Instructional Design,Learning Activities,Creative Thinking,Thinking Skills,Foreign Countries,Grade 5,Cognitive Style,Information Technology,Creativity Tests

Creative thinking has been considered a vital foundation for students. Owing to existing instructional strategies, students are not well promoted for creative thinking. This study addresses this challenge by proposing an instructional approach that integrates the strengths of backward instructional design and lateral thinking to promote students' creative thinking. A series of learning activities were developed in the context of grade-5 Information Technology subject in Thailand. Each learning activity was designed to develop a major element of creative thinking in an authentic experience. The students were encouraged to think, participate, and interact with different points of view based on either internal or external stimulation. The approach has been tested and improved before the implementation. To investigate the effectiveness of the proposed instruction on developing students' creative thinking, this study conducted a quasi-experimental research method for 12 weeks with 60 fifth graders in a school in Thailand. All students were grouped by cognitive styles and joined in two lateral techniques (30 students with field dependence and 30 students with field independence cognitive style). The results of their creative thinking from TTCT-Figural (Form A) showed that all students have significantly improved their creative thinking after learning with the proposed learning activities. Students with field dependence thinking style improved their scores from 53.83 to 78.77 (t = 15.525, p = 0.000), while those with field independence thinking style improved their scores from 46.93 to 78.13 (t = 14.564, p = 0.000).
Attitudes and Work Expectations of University Students towards Disability: Implementation of a Training Programme
Author: Roca-Hurtuna, Montserrat
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Students with Disabilities,Attitudes toward Disabilities,Attitude Change,Expectation,Inclusion,Normalization (Disabilities),Training,Program Effectiveness,Work Environment,Interpersonal Relationship,Professional Development,Foreign Countries

The aim of this article is to analyse the results of the implementation of a training itinerary on students' attitudes and views towards disability in the framework of inclusive higher education. Three hundred and thirty-three university students participated in the study and pre- and post-treatment measures were carried out using the Arias, Arias, Verdugo, Rubia and Jenaro attitude scale (2016). Social relations, normalized life and professional environment were analysed. The research design compared control groups versus experimental groups. The variable related to disability, as well as its family, assistance, work or friendship subtypes, were critical in the interpretation of the results. The impact of a specific university curriculum in the area of disability shows a direct and significant relationship between training and the generation of positive attitudes, validating the suitability of the pedagogical strategy described to generate inclusive working environments in the future professional practice of university students.
English as a Foreign Language: Listening to Students and Teachers, a Case Study in LAO PDR
Author: Gutiérrez-Colón, Mar
Date: 2021-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Instructional Improvement,Language Proficiency,Public Colleges,Undergraduate Students,Student Satisfaction,Teacher Attitudes,Language Teachers,Teaching Experience,Self Efficacy,Teacher Education,Foreign Countries

This paper examines factors relating to teaching English at a public university in LAO PDR in order to, firstly, ascertain those issues that inhibit the development of proficiency in English and, secondly, to identify possible solutions. The following research question was posed: What factors are needed in Lao PDR to improve English language learning at the university level? Information for the study was gathered using questionnaires designed for and distributed to teachers and students. Both quantitative and qualitative data was analysed and a comparison made between the responses drawn from the two different groups. The solution is not a simple one, but the results identify a clear path forward. A significant problem identified in this study is the existence of different views regarding the learning process and the level of English language proficiency achieved by students at the completion of their degree. One of the proposed actions is as follows: implementing a language level test conducted at the beginning of each year that would provide teachers with a more reliable idea of what the starting point should be. They would then be able to create their curriculum using whatever materials they consider necessary. It would also be important to have smaller groups and for teachers to collaborate on the design of the materials and the activities and to reach an agreement as to which methodology should be used for each level. Since Laos's Higher Education system is very young, many teachers lack experience. Our suggestion is to form working groups of experienced teachers together with novel teachers to help each other.
Assessment of the Role of a Private Tutor in Individual Educational Approach of a University Applicant
Author: Bogomolov, Denis
Date: 2021-04-00
Type: Journal Articles
Subjects: Tutors,Tutoring,Private Education,Supplementary Education,College Applicants,College Entrance Examinations,College Admission,College Freshmen,Medical Students,Medical Schools,High School Students,Late Adolescents,Performance Factors,Biology,Foreign Countries

Every year a considerable number of high school graduates in Russia choose to pursue a career in medicine and apply to medical universities. However, the level of preliminary training of applicants is often insufficient to enrol in the preferred study programme. Private tutoring is often considered as a means to close the gap between the generally insufficient level of mainstream education and high entry requirements of medical universities. The study is based on the hypothesis that the tutor is an important, but not essential component of an individual educational strategy for entering a medical university. So, this paper aims to provide an analysis of the efficiency of private supplementary tuition by measuring its impact on the performance of students in the Unified State Exam (USE) in biology. Besides, the role of two educational programmes run by the Moscow government, namely, 'Medical class in Moscow school' and 'Sechenov Pre-University' is analyzed. More than 100 first-year students of Sechenov University took part in the questionnaire survey to implement the goals and objectives of the research. The survey results were analysed using Orange 3 statistical package. Standard methods of descriptive statistics, correlation analysis and clustering were used.
Reflective Teaching Perceived and Practiced by EFL Teachers -- A Case in the South of Vietnam
Author: Hung, Do Minh
Date: 2021-04-00
Type: Journal Articles
Subjects: Reflective Teaching,English (Second Language),Language Teachers,Teacher Attitudes,Professional Development,Inservice Teacher Education,Teacher Workshops,Observation,Feedback (Response),Student Attitudes,Value Judgment,Foreign Countries

Reflective teaching (RT) is one of the core components of teacher professional development. Owing to its substantive importance in teacher education, this component has been long recognized and widely examined in various approaches. However, it is not the case in Vietnam. Thus, the present study was done to investigate how RT was perceived and practiced by a local group of in-service EFL teachers in an English language center located in Can Tho City, South of Vietnam. Data were collected via a questionnaire, followed by a semi-structured interview. Results showed that all surveyed teachers held a positive perception towards RT values in professional development, and practiced all three types of in-, on-, for-action reflections. Yet, in effect, they usually opted for only three strategies of workshop/training program, student feedback, and classroom walkthrough observation, while other RT strategies, such as journaling/diary-writing and video-recording, were scarcely used due to their workload-induced time constraint, fatigue, and limited knowledge of RT. Thereby, discussions and implications are provided.
The Affect-Intellect Relationship Mediating Learning and Development of Students in School
Author: Marques, Eliana de Sousa Alencar
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Development,Emotional Experience,Teacher Student Relationship,Foreign Countries,High School Teachers,Mathematics Teachers,High School Students,Educational Practices,Mathematics Education

The article discusses results of bibliographic and empirical research with the aim of analyzing the affect-intellect relationship in the process of developing teachers and students who experience successful educational practice. The bibliographical research was based on the ideas of the philosopher Baruch de Espinosa on the nature of affections and their relationship with human development and the production of adequate knowledge, and also on Lev S. Vigotski on perejivânie (experience), a concept that the belarusian developed to explain how human consciousness, in its process of historical development, is mediated by affections. Empirical research used the case study method and involved a high school teacher who teaches mathematics at a public elementary school and four and their former students. The data collection instruments were narrative and memorial interviews. In order to analyze the data produced, the data analysis and validation procedure known as Nuclei of meanings was used. The results show that both the teacher and the four students were positively affected in their school life stories. These positive affects triggered positive affective experiences that impacted the development of the consciousness of teachers and students, a fact that allows the emergence of new psychological functions that guide more powerful human actions, that is, human actions more aware of the need to continue learning and developing, not only at school, but in life.
The Effect of Treffinger Creative Learning Model with the Use RME Principles on Creative Thinking Skill and Mathematics Learning Outcome
Author: Ndiung, Sabina
Date: 2021-04-00
Type: Journal Articles
Subjects: Creative Thinking,Mathematics Instruction,Teaching Methods,Pretests Posttests,Comparative Analysis,Outcomes of Education,Grade 5,Elementary School Students,Foreign Countries,Essay Tests,Learning Processes,Instructional Effectiveness

Nowadays, learning should be directed to develop the 21st-century core competencies, including creative thinking in problem-solving. Therefore, the present study aimed to improve the students' creative thinking and mathematics learning outcome through the implementation of the Treffinger learning model with Realistic Mathematics Education (RME) principles. To achieve the goals, experiment study with Quasi-Experimental Post-test Only Control Group design had deliberately chosen as the method of the study. The subjects of the present study were 101 fifth graders students in Lelak, Manggarai-Indonesia. The subject was chosen by a random sampling technique. The data related to creative thinking skill and mathematics learning outcomes were collected by using essay tests with five items each. The instruments have been judges as valid by the assessment of five experts and empirically reliable. The hypothesis testing was done by using MANOVA at a 5% level of the significance level. Hypotheses were tested using MANOVA with the aid of SPSS. The result of the statistical analysis shows that F Wilks' Lambda = 17, 195, and sig. &lt; 0.001. Since the sig value was less than 0.05, then it can be argued that simultaneously creative thinking skill and mathematics learning outcome of the students who took mathematics through the Treffinger learning model using RME principles were better than those of their counterparts who learned the same subject through the conventional learning model.
The Compatibility of Developed Mathematics Textbook Content in Saudi Arabia with NCTM Standards: A Critical Review
Author: Alabdulaziz, Mansour Saleh
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Textbooks,Textbook Content,National Standards,Mathematics Curriculum,Elementary School Mathematics,Secondary School Mathematics,Textbook Evaluation

The purpose of this critical review is to explore international perspectives on the analysis of the content of developed mathematics textbooks. This led us to explore the contributions to our knowledge of the compatibility of the content of the developed mathematics textbooks in the Kingdom of Saudi Arabia (KSA) with the standards of the National Council of Teachers of Mathematics (NCTM) in the United States of America (USA) between 2013 and 2019. This study sought to extract and synthesise the recommendations subsequent to comparing them according to the methodology, samples, grades, the number of NCTM standards that were covered, and the results of the analyses. Moreover, this review sought to identify the areas of the mathematics curriculum which covered a low percentage of NCTM standards according to such studies, and to help the stakeholders to develop these curricula. It was recommended that a study should be conducted in order to evaluate the content of developed mathematics for grades not covered in their studies, such as primary grades 1 to 2 and secondary grades 2 to 3. We found that the mathematics curriculum for the first secondary grade achieved a low percentage of NCTM standards.
Validation of Motivated Strategies for Learning Questionnaire: Comparison of Three Competing Models
Author: Khampirat, Buratin
Date: 2021-04-00
Type: Journal Articles
Subjects: Models,Measurement Techniques,Factor Analysis,Goodness of Fit,Construct Validity,Test Reliability,Learning Strategies,Questionnaires,Student Motivation,Undergraduate Students,Engineering Education,Foreign Countries

Students who are self-regulated leaners have been reported to perform more successfully in higher education institutions (HEIs). Therefore, instruments that can monitor students' motivation and learning have been devised and implemented. The aims of this work were to investigate the dimensionality of the motivated strategies for learning questionnaire (MSLQ) and compare the validation of the three competing models. Three competing measurement models (1-factor, 2-factor, and second-order factor) were selected as candidates. To reveal which model explained the original MSLQ most effectively and meaningfully, the original 15 indicators and 81 items were used, for which data was gathered from 945 participating engineering students in Thailand. The results of confirmatory factor analysis revealed that all three of the competing models fitted the data quite well, as all standardized factor loadings of these models were statistically significant. It appeared that two-factor and second-order factor models yielded a better overall fit to the data in comparison to one-factor model. These results confirmed that the original MSLQ is a reliable and valid measurement instrument, particularly the second-order factor model, which was the best model.
The Relationship between Personality, Attitude, and Organizational Citizenship Behavior of Senior High School Teachers in Indonesia
Author: Alwi, Muhammad
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,High School Teachers,Teacher Attitudes,Teacher Behavior,Personality Traits,Organizational Climate,Industrial Psychology,Justice,Emotional Intelligence,Gender Differences,Age Differences,Personality Measures,Foreign Countries

This research aims to determine the relationship between personality, attitude and behavior of secondary school teachers in Indonesia. Personalities include Big Five (BV), Emotional Intelligence (EI), Gender (G) and Age (A). While attitudes include Perception of Organizational Justice (POJ) and Organizational Commitment (OC) while Behavior is Organizational Citizenship Behavior (OCB). The sample is from 175 people. The results of the study showed that Personality (BV da EI) has positively related to attitude, while towards OCB, only BV was consistent, while EI will be significant to OCB if it passes POJ, while directly it is not significant. G and A are not significant to OCB and are inconsistent with their relationship to attitude. As well attitude has a significant relationship to behavior (OCB). Therefore, it is expected that school institutions should pay attention to teacher BV, both in recruiting, coaching and maintaining his performance. Besides that, schools need to pay attention to the school environment in order to provide good POJ, in order to increase the positive behavior of teachers in schools, besides that it is also necessary to motivate teachers (because the loading factor in the EI indicator is the lowest, 0.635 compared to the others).
Demystifying Language Assessment Literacy among High School Teachers of English as a Foreign Language in Iran: Implications for Teacher Education Reforms
Author: Watmani, Rahim
Date: 2020-10-00
Type: Journal Articles
Subjects: Assessment Literacy,High School Teachers,Language Teachers,English (Second Language),Second Language Instruction,Teacher Background,Teacher Competencies,Knowledge Level,Teacher Education,Foreign Countries

The promotion of language assessment literacy (LAL) among teachers and assessment developers has been deadly called and emphasized by professionals and scholars in the field of language assessment. In line with this urgent call for research, the present study sets out to investigate the EFL teachers' literacy assessment with the aim of bringing modifications for teacher education reforms. To meet the objectives of the study, a total of 200 EFL teachers (N=88, with a TEFL background and N=112, with a non-TEFL background) with B.A. (N=125) and M.A. (N= 75) degrees were selected through stratified random sampling at high schools of West Azerbaijan Province, Iran. The required data were gathered using Plake, Impara, and Fager's (1993) Teacher Assessment Literacy Scale (TALS). Hence, the participants' knowledge concerning components of assessment literacy (AL) was sought for. A multivariate analysis of variances (MANOVA) was run and the results, in general, revealed that the participants were not significantly familiar with assessment literacy principles and procedures. Specifically, the results indicated that EFL teachers with a TEFL background and those with a non-TEFL background differed in terms of their assessment literacy competence, especially in terms of their perceptions of AL components. The implications of the findings for teacher education programs, teacher educators and EFL teachers are discussed and some suggestions for further research are offered.
The Impacts of Task-Based Instruction on Students&apos; Grammatical Performances in Speaking and Writing Skills: A Quasi-Experimental Study
Author: Pham, Vu Phi Ho
Date: 2021-04-00
Type: Journal Articles
Subjects: Grammar,Speech Skills,Writing Skills,Task Analysis,Teaching Methods,English (Second Language),Second Language Instruction,Foreign Countries,College Students,Pretests Posttests,Instructional Effectiveness

Previous research studies were successful in employing Task-based instruction (TBI) to enhance students' either speaking or writing skills or grammar knowledge. However, few research studies have investigated whether the TBI impacts students' grammatical performance in both speaking and writing skills. The quasi-experimental research investigated the impacts of two instructional methods between presentation, practice, production (PPP), and Task-based instructions (TBI) to see if there are any differences in improving students' productive skills. To answer the two research questions, data from the pre-test and post-test and the interviews were collected. One group was trained to learn Grammar with PPP, and the other was with TBI methods. The findings indicate that the TBI model had great impacts on students' grammatical performances in speaking and writing skills, but it was not outperformed the PPP instruction. However, the TBI model's employment was recommended to the language teachers because it created many opportunities for the students to practice the language in the grammar classrooms, and the students were motivated to get involved in the classroom activities.
The Relationship between Blended Mathematics Professional Training and Teachers&apos; Creativity and Effectiveness
Author: Suryanti, Sri
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,Blended Learning,Electronic Learning,Professional Development,Creativity,Teacher Effectiveness,Program Effectiveness,Secondary School Students,Student Evaluation of Teacher Performance,Emotional Response,Mathematics Teachers,Teaching Styles,Self Efficacy,Foreign Countries

This study aimed to examine students' responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers' creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style &amp; overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students' emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue.