ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivation and Learning Strategies: Student Motivation Affects Student Learning Strategies
Author: Hariri, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Motivation,Learning Strategies,Predictor Variables,Correlation,Questionnaires,Junior High School Students,Independent Study

Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.
Practices, Personal and School Factors That Influenced School Heads&apos; Job Stress and Satisfaction
Author: Bedi, Innocent Kwame
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Stress Variables,Job Satisfaction,High Schools,Individual Characteristics,Institutional Characteristics,Foreign Countries,Assistant Principals

This study examined the influence of personal factors, school factors and practices performed on job stress and satisfaction. Quantitative research design and purposive sampling method were employed to sample school heads from senior high schools. Data was collected using a self-reported survey questionnaire and was analysed using exploratory, confirmatory and regression analysis to explore the relationships. In the results a high proportion of school heads are satisfied but feel stressed about their job and age, type of school, experience, position and practices performed, had a varied influence on job stress and job satisfaction. The authors advised on building the capacity of school heads in improving their health and performance.
Building Collaborative Partnerships to Increase Postsecondary Education Opportunities for Students with Intellectual and Developmental Disabilities
Author: Horn, Annemarie L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Developmental Disabilities,Postsecondary Education,Partnerships in Education,Students with Disabilities,Access to Education,College School Cooperation,Transitional Programs,Late Adolescents,Young Adults,Educational Legislation,Equal Education,Federal Legislation,Student Centered Learning,Inclusion,Job Skills

Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A growing number of school districts have partnered with institutions of higher education (IHE) in an effort to enhance postsecondary education (PSE) opportunities for individuals with IDD who are between the ages of 18-21. While there are some differences in PSE programs, the core foundational component is constant across models: establishing and maintaining collaborative partnerships between school districts and IHE. This paper describes PSE program models and highlights the necessity to continue to build partnerships in an effort to expand PSE opportunities for young adults with IDD.
&quot;Root and Branch&quot;: Resisting a Basic Writing Legacy System
Author: Molloy, Sean
Date: 2020-00-00
Type: Journal Articles
Subjects: Basic Writing,College English,College Students,School Desegregation,Civil Rights,Case Studies,Educational Change,Resistance to Change,Writing Evaluation,Writing Tests,Student Placement,Educational History,Credits

Since the 1970s, legacy Basic Writing systems have survived despite growing resistance grounded in an increasing awareness of their troubling roots and harmful effects. In this article, two 2017 basic writing students and their teacher conduct a mixed-method &quot;postmortem&quot; examination of the now eliminated zero-credit course and writing test placement system at their university. They combine a local desegregation history, an assessment validity inquiry, and a case study of growing resistance to Basic Writing for over a decade, including their own resistance in 2017. Adapting the &quot;root and branch&quot; metaphor from Green v. County Board (1968), the authors analyze reforms from 2007 to 2017 that significantly trimmed the branches of a decades-old, legacy Basic Writing system--but did not root it out completely. Finally, the authors examine their own failed efforts to obtain college credit for the work they did together in 2017 and the complex ways that Basic Writing has harmed each of them.
The Impact of Taking Basic Writing on Later Writing Course Performance and Graduation at a Career-Focused Four-Year University
Author: Nicholes, Justin
Date: 2020-00-00
Type: Journal Articles
Subjects: Basic Writing,Developmental Studies Programs,Freshman Composition,Writing Achievement,Career Planning,Open Enrollment,State Universities,Time to Degree,Graduation Rate,Academic Persistence,Grades (Scholastic),Gender Differences,Racial Differences,Ethnicity,First Generation College Students,Predictor Variables,Performance Factors

In the context of ongoing discussions about student costs of non-credit developmental writing, this study reports on the affordances of Basic Writing as a traditional, stand-alone course at a career-focused, four-year university. Participants were students who took Basic Writing and Composition 1 between Fall 2011 and Spring 2013 (N = 2,693) in order to give them 4-6 years to graduate. Binary logistic regression analysis indicated that students whose first class was Basic Writing graduated at a rate not significantly different from that of students whose first class was Composition 1. Additionally, students who passed Basic Writing received grades in Composition 1 and 2 not significantly different from those received by students placed directly into Composition 1. Once Basic Writing students reached Composition 1 and 2, however, they were statistically significantly more likely to graduate within 4-6 years. Covariates of gender identity, ethnic identity, first-generation status, and grades were accounted for in predictive models and are discussed in relation to localized Basic Writing program assessment at four-year and especially career-focused contexts. While Basic Writing remains under review across the U.S., this study indicates that, at the present research site, the additional time and experience students gain through successful completion of an additional writing course may contribute to timely graduation.
Primary Science Teachers&apos; Perspectives about Metacognition in Science Teaching
Author: Sulaiman, Tajularipin
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Science Teachers,Teacher Attitudes,Metacognition,Science Instruction,Reflective Teaching,Thinking Skills

Metacognition in science teaching involves processes that include self-awareness and self-regulation. Metacognition enables the teachers to facilitate student learning and to reflect on their teaching in order to enable themselves to improve or to make any changes to their teaching. In particular, teaching activities, especially in the 21st century, do not merely involve the transfer of knowledge and then applying that knowledge into daily life, but teachers need to reflect, plan and evaluate learning outcomes to enhance further in teaching. This study attempts to gain the perspective and implementation of metacognition skills in teaching science in the primary school classroom. The data was collected through a qualitative research method based on interviews with six science teachers in primary school using semi-structured interview protocol. The interview data were analysed for emerging themes, guided by the research questions. Teachers have a similar perspective of the understanding of metacognition in science teaching. Further discussion focuses on the implementation of metacognition in science teaching. This discussion is divided into three aspects, which are constraints faced, overcoming the constraints, and efforts made to implement metacognition in science teaching. Hence, the understanding of science teachers in regards to metacognition in science teaching is important and gives a positive impact towards teaching and learning in primary science teaching.
Relational Cultural Theory--Informed Advising in Counselor Education
Author: Dipre, Kirsis A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Counselor Training,Cultural Relevance,Case Studies,College Faculty,Interpersonal Relationship,Social Theories,Females,Gender Issues,Vignettes,Teacher Student Relationship,Graduate Students,Teacher Attitudes,Student Attitudes,Cultural Awareness

Relational cultural theory emerged in the 1970s as a reaction to the dominant view of women in psychology and continues to challenge societal values while promoting social justice. Key tenets of relational cultural theory are to promote growth-fostering relationships and move toward connection. These may be applied in a variety of contexts within higher education. This conceptual manuscript provides an overview of advising relationships, particularly within counselor education. A thorough review of relational cultural theory and its potential utility in advising is presented. Then a case conceptualization is provided to illustrate how faculty advisors can enhance their advising practices and better address interpersonal dynamics within the advising relationship. Implications for using this framework in multiple higher education settings are discussed.
Sundanese Traditional Game &apos;Bebentengan&apos; (Castle): Development of Learning Method Based on Sundanese Local Wisdom
Author: Toharudin, Uus
Date: 2021-00-00
Type: Journal Articles
Subjects: Games,Game Based Learning,Indigenous Knowledge,Folk Culture,Cultural Maintenance,Values Education,Teaching Methods,Instructional Effectiveness,Student Reaction,Learning Motivation,Elementary School Students,Junior High School Students,High School Students,Children,Adolescents,Foreign Countries

This study seeks to develop a learning method based on local wisdom that is developed to support the learning process. One of the pearls of wisdom used in developing learning methods is the traditional games of the Sundanese people, namely the Bebentengan game. This study aims to see the improvement of student learning outcomes by implementing the Bebentengan learning method. The mix-method, quantitative data and qualitative data are described based on the research findings. It involves as many as 298 students at various levels; Elementary School (ES), Junior High School (JHS), and Senior High School (SHS) and nine teachers. Data analysis using ANCOVA. The results showed that there was no significant increase in learning outcomes at all levels (sig. 0.020 &lt;[alpha]). There is a significant difference in the learning of students who get Sundanese local wisdom-based learning methods at each level (ES, JHS and SHS). Based on the comparison between ES and JHS (Sig = 0.079&gt; [alpha]), can be concluded that the learning method is not effective to be applied in junior high schools. Then, between ES and SHS (Sig = 0.006 &lt; [alpha]) so it can be concluded that the learning method is effective to be applied in elementary schools. The last comparison is between JHS and JHS or vice versa (Sig = 0.079&gt; 0.314&gt; [alpha]), can be concluded that the learning method is not effective to be applied in SHS. Therefore, this method is most effective at the primary level. We find that this learning method can improve student learning outcomes at all levels. Learning methods using local wisdom are effective enough to improve student learning outcomes. Thus, this method can be implemented more broadly. Still, it needs to be developed in the future. It does not rule out the possibility of learning methods based on local wisdom can be combined with technological advances.
The Relationship between Adolescent&apos;s Free Verses Enforced Decision to Enroll in an Out-of-Home Boarding School and Later Well-Being
Author: Lev-Wiesel, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Boarding Schools,Decision Making,Correlation,Well Being,Alumni,Graduates,Measurement Techniques,Trauma,Educational Experience,Enrollment,Interpersonal Relationship,Quality of Life,Adolescents,Foreign Countries,Institutional Characteristics,Child Welfare,Social Services,Affective Measures,Psychological Patterns,Placement,At Risk Persons,Comparative Analysis,Freedom

Boarding schools are the common 'out-of-home' placements for adolescents, due to various historical, religiously orthodox, and traditional reasons and due to dysfunction within families. The purpose of the current study is to examine the relationship between a free versus an enforced decision to enroll in a boarding school in terms of personal well-being among emancipated graduates. Ninety alumni graduates (aged range 20-41) of out-of-home boarding schools in Israel were recruited during 2019. Participants were administered a self-report anonymous questionnaire consisting of the following measures: Free versus enforced decision to enroll in a boarding school, retrospective satisfaction with the boarding school, personal well-being and traumatic events. Results indicated that a free decision to enroll in an out-of-home boarding school was associated with current satisfaction with social relationships but not with quality of life. Additionally, the longer the period spent in a boarding school, the higher was the satisfaction from the period at school. Older graduates reported less satisfaction from school retrospectively. It was concluded that involving the adolescent in life changing decisions such as leaving home to a boarding school is likely to influence the person's well-being during and after emancipation.
Analysis of Secondary School Students&apos; Attitudes and Self-Efficacy Perceptions towards Physical Education and the Sports Course
Author: Arikan, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Self Efficacy,Physical Education,Athletics,Foreign Countries

This study aimed to analyze attitudes and self-sufficiency perceptions of students from different license of sports and students with no sports branches at the secondary school level towards the physical education and sports course. Education should not be based solely on the increased or widespread use of written sources, images, and technological tools and equipment. It is a process in which students are involved in social, mental, and sports activities. However, great emphasis is given to physical education and sports, which have a direct and indirect effect on their physical, mental, emotional and social development, within educational activities. The study included 255 students (120 female, 135 male) studying at two different secondary schools in Sanliurfa (Vatan secondary school with a sports facility and Ziyaeddin Akbulut secondary school without a sports facility) during the 2019-2020 academic year, and the Physical Education Predisposition Scale was used in the study. The scale is comprised of 11 items. It consists of two factors, namely 'Attitude' (6 items) and 'Self-Efficacy' (5 items). A significant difference between these schools was found based on the findings obtained from this scale. When the results were examined according to the gender variable, it was found that there was a significant difference between male students and female students in terms of the total scale dimension. Again, a significant result in favor of males was found in terms of self-efficacy dimension scores. In terms of sports branches, a significant difference was found between students who are licensed athletes and those who are not. However, no statistical difference was found when examined in terms of the family profession group. According to the attitude dimension results, there was a significant difference between students engaged in basketball and students engaged in handball as well as students without a branch and students engaged in handball. According to the results of the self-efficacy dimension, there was a significant difference between students without a branch and students engaged in basketball as well as those without a license and those engaged in handball. According to our findings, it is thought that the significant difference between the license is related to the reflection of the attitudes of physical education teachers in schools onto the students.
An Investigation of the Cooperative Learning Process of Students with Hearing Loss in the Social Studies Course
Author: Akay, Elif
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Processes,Students with Disabilities,Hearing Impairments,Social Studies,Elementary School Students,Grade 4,Oral Communication Method,Foreign Countries,Assistive Technology,Learning Activities

The Social Studies course, as part of the curriculum starting with primary school, aims to improve the social adaptation skills of students. Cooperative learning reinforces these skills by providing students with active involvement opportunities to set common goals in small heterogeneous groups. This case study investigates the implementation of the cooperative learning model in the Social Studies course with 4th grade students with hearing loss. The data were collected via video recordings of the lessons, voice recordings of the validity and reliability committee, documents, the researcher's journal, and the process-products. Per the outcomes of this study, it is safe to state that the cooperative learning model contributes to debating skills on the Social Studies concepts as well as knowledge transfer, reasoning, and positive interdependence skills of students with hearing loss who receive an education based on the auditory-oral approach.
Communication Skills among Undergraduate Students at Al-Quds University
Author: Sabbah, Suheir
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Skills,Undergraduate Students,Listening Skills,Speech Skills,Interpersonal Competence,Emotional Response,Foreign Countries

This study aimed to investigate the communication skills among undergraduate students at Al-Quds University. The researcher obtained responses from (193) undergraduate students enrolled in B.A. program. The researcher used the questionnaire of Hamidat (2007) which composed of (32) statements divided into four areas: listening skill, speaking skill, the skill of understanding others, and controlling emotions skill. The results revealed that university students have achieved a high level of communication skills in three dimensions (listening, speaking, and understanding others). It also showed a medium level in controlling emotions. Moreover, the results showed that there were no significant differences in the level of communication skills according to gender, faculty, or academic year.
An Evaluation of a Fourth Level English Textbook Used in Secondary Schools in Riyadh City
Author: Alsulami, Yusuf Ahmad K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Second Language Learning,Second Language Instruction,English (Second Language),Content Analysis,Teacher Attitudes,Language Teachers,High School Teachers,Check Lists,Teaching Methods,Learning Activities,Foreign Countries,Cultural Context,Language Skills

This paper evaluates a textbook called &quot;Traveller 4&quot; that is used in the second grade of secondary schools in Riyadh City, Saudi Arabia, considering its general appearance and design, objectives, content, social and cultural contexts, tasks and activities, and usefulness for developing language skills. The paper also reviews the literature concerning textbook evaluation, referring to various theoretical and empirical studies that have contributed to the field of educational material evaluation. The research used a descriptive research model to assess data regarding the assessment of the English textbook and employed a questionnaire to investigate teachers' perspectives on a range of related items. The questionnaire targeted high school English teachers in Riyadh city and consisted of 40 items, which were divided into six categories. The instrument used in this study to evaluate &quot;Traveller 4&quot; was the ESL Textbook Evaluation Checklist. The findings of this research study revealed important points relating to the characteristics of a good textbook and identified strengths, weaknesses, and opportunities to modify the book. This paper concludes with recommendations for improving the textbook.
A Mixed-Method Examination of Adopting Focus-on-Form TBLT for Children&apos;s English Vocabulary Learning
Author: Lu, Zih-ying
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Grammar,Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Elementary School Students,Comparative Analysis,Journal Writing,Language Tests,Classroom Communication

This study investigated the influence of focus-on-form task-based language teaching (TBLT) on Taiwanese children's English vocabulary acquisition and retention. Focus-on-form TBLT here refers to instruction in which the teacher and students interact, negotiate, and respond to each other on the subject of a second language (L2) vocabulary. The participants (N = 71) were all enrolled in the third grade of a central Taiwan elementary school. The experimental group (N = 42) received TBLT lessons with a focus on form. In contrast, the control group (N = 29) received more conventional lessons based on the presentation-practice-production (PPP) model. Quantitative data were collected from three vocabulary tests. Qualitative data were gleaned from the teacher/researcher's journal logs. Although the statistical comparisons showed no significant differences between the two groups in the three VKS tests, the qualitative data suggest that students in the two groups responded differently in terms of their in-class interaction and personal involvement. It seems that interaction and output production induced in the experimental group possibly facilitated the comprehension and acquisition of L2 vocabulary. The study also provides pedagogical implications for implementing TBLT with a focus on form to increase the retention of L2 vocabulary.