ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploration of the Indonesian Makassar-Buginese &quot;Siri&apos;&quot; Educational Values: The Foundation of Character Education
Author: Jamaluddin, Asham Bin
Date: 2022-03-00
Type: Journal Articles
Subjects: Values Education,Cultural Traits,Teaching Methods,Altruism,Ethics,Prosocial Behavior,Work Ethic,Cooperation,Interpersonal Relationship,Learning Processes,Foreign Countries,Educational History,Educational Philosophy,Administrator Attitudes,Teacher Attitudes,College Faculty,Middle School Teachers,Public Officials,Spiritual Development

Character is a crucial aspect of living in society. Character building has been carried out in Indonesia from hundred years ago. The people have improved their way of life by adopting local culture's educational values, such as the Makassar-Buginese &quot;Siri'.&quot; However, in this era, there is a deterioration of student character as a result of losing &quot;Siri'&quot; cultural ideals that are rarely found in the field of education. The study aimed to explore the Makassar-Buginese &quot;Siri'&quot; educational values as the foundation of character building. This study was designed as a qualitative study using the ethno-pedagogy approach. The data were collected through interviews, observation, and documentation and analyzed through data reduction, data display, and conclusion drawing. The results have revealed that the Makassar-Buginese &quot;Siri'&quot; contains the following educational values: &quot;teppe&quot; (faith), &quot;pesse&quot; (compassion), &quot;lempuk&quot; (honesty, straightening deeds, and intentions), &quot;sipakatau&quot; (humanizing human), &quot;sipakalebbi&quot; (glorification of human), &quot;sipakainge&quot; (reminding each other), &quot;sipatokkong&quot; (mutual help and mutual support), &quot;tongeng&quot; (sincerity), &quot;reso&quot; (hard work), and &quot;abbulosibatang&quot; (collaboration). In conclusion, the Makassar-Buginese &quot;Siri'&quot; educational values play a crucial role in character education to be integrated into the learning process to improve student character.
Student Teaching during the COVID-19 Pandemic: Navigating Being Both Student and Teacher
Author: Ralston, Nicole
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teaching,COVID-19,Pandemics,Teacher Education Programs,Self Determination,Personal Autonomy,Distance Education,Student Teacher Attitudes,Teaching Skills,Competence

The COVID-19 pandemic flipped the education world on its head, affecting teachers learning how to teach online, as well as students trying to learn in a virtual world. But there is a small group of candidates in higher education who had to balance both worlds: student teachers. This qualitative case study recounts the experiences of seven undergraduate and graduate students in the final year of their teaching preparation program during the COVID-19 Pandemic. Through these accounts, this study further analyzed and compared how switching to distance learning affected participants both as university students, as well as future teachers. These student teachers described the incredible challenges they encountered during this unique year, the worries they held for their PK-12 students, and the unique experiences and skills student teaching during a pandemic offered them. These student teachers' experiences were also analyzed using Self-Determination Theory's components of relatedness, competence, and autonomy. Findings indicate that students, for the most part, felt related and autonomous but struggled more with feelings of mastery.
Concept Mapping: A Powerful Tool for Learning
Author: Sundar, Kripa
Date: 2022-00-00
Type: Journal Articles
Subjects: Concept Mapping,Educational Research,Definitions,Educational Benefits,Teaching Methods,Instructional Effectiveness,Educational Theories,Learning Strategies

As a learner, researcher, and educator, Kripa Sundar has depended on concept maps to become more intentional with her time and to better understand topics. Why? Her top two reasons are their efficacy across subjects and age groups and their versatility in application. In this article, she delves into what concept maps are, why they are effective, and how educators can leverage them in different ways.
Student Engagement &amp; Digital Tools: Lessons Learned during the COVID-19 Pandemic
Author: Shedrow, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Technology Uses in Education,COVID-19,Pandemics,Teacher Educators,Preservice Teacher Education,Preservice Teachers,Field Experience Programs,Online Courses,Blended Learning,Elementary School Teachers,Access to Information,Instructional Materials

Abrupt changes to teaching and learning because of the COVID-19 pandemic pushed teacher educators to incorporate new technologies and pedagogies while teaching unfamiliar course designs (i.e., online, blended, flipped, hybrid, HyFlex). This study examined elementary teacher candidates' experiences with tech tools in college courses and the tools they subsequently incorporated into teaching during field placements. The results of two surveys indicate that teacher candidates broadly appreciated the use of tech tools in their university-based courses. That said, they wanted the tools to be used meaningfully by technically proficient instructors who align the tools with course learning outcomes. Teacher candidates also wanted the increased accessibility to course materials and class meetings to continue after the pandemic ends. Finally, data from this study both echoes previous research indicating that teacher candidates use the technology tools they experience during college classes and presents a correlation between the tools candidates found engaging as learners and those they employed when teaching during field placements.
The Effect of Self-Efficacy Beliefs of School Administrators on Sustainable Leadership Characterictics
Author: Yavas, Tuba
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Administrator Attitudes,Leadership Role,Leadership Styles,Sustainability,Principals,Assistant Principals,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,High School Teachers,Foreign Countries,Predictor Variables,Measures (Individuals),Ethics,Moral Values,Correlation,Instructional Leadership

In today's world, where material and spiritual resources are consumed much faster, different leadership roles of school administrators come to the fore in the success and effectiveness of schools. One of these leadership roles is sustainable leadership characteristics. In this research, the effect of school administrators' self-efficacy beliefs on sustainable leadership characteristics was examined. 615 school administrators (238, 38.7% principal, 377 61.3% vice principal) and 883 teachers who work in state primary, secondary and high schools in Turkey participated in the research voluntarily. In the research, a self-efficacy scale was applied to school administrators so that it could be possible to determine the self-efficacy beliefs of school administrators. The sustainable leadership characteristics of the school administrators were tried to be determined by asking the teachers working in the same school about the sustainable leadership characteristics of the school administrators. According to the research findings, it was determined that there is a statistically significant relationship between school administrators' self-efficacy beliefs and sustainable leadership characteristics. This significant relationship has led to the conclusion that the self-efficacy belief of school administrators can be considered as a predictive variable (20%) of sustainable leadership characteristics. Suggestions were made to strengthen the sustainable leadership characteristics of school administrators and to work with different variables.
The Effectiveness of Blended Learning with Combined Synchronized and Unsynchronized Settings on Self-Efficacy and Learning Achievement
Author: Budhyani, I. Dewa Ayu Made
Date: 2022-03-00
Type: Journal Articles
Subjects: Blended Learning,Self Efficacy,Multiple Choice Tests,Design,Vocational Schools,Student Attitudes,Teaching Methods,Synchronous Communication,Asynchronous Communication,Learning Processes,Comparative Analysis,Secondary School Students,Clothing,Foreign Countries,Videoconferencing,Instructional Effectiveness

This study analyzed the effect of blended learning with combined synchronized and unsynchronized settings on self-efficacy and achievement of the students in learning basic design. The population was 145 students of vocational schools (&quot;sekolah menengah kejuruan&quot;/SMK) who learned basic design. The schools were selected through multistage random sampling which selected four schools with 115 students. The data for self-efficacy were collected with a questionnaire and those for learning achievement with a multiple-choice test. The data were analyzed using descriptive statistical test and inferential statistical test of multivariate analysis of variance (MANOVA). The study found that blended learning with combined synchronized and unsynchronized settings has a positive effect on the students' self-efficacy and learning achievement in basic design, thus making the learning more joyful and more conducive.
The Impact of Augmented Reality-Based Argumentation Activities on Middle School Students&apos; Academic Achievement and Motivation in Science Classes
Author: Demircioglu, Tuba
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Science Education,Grade 7,Middle School Students,Educational Technology,Technology Uses in Education,Astronomy,Instructional Effectiveness,Science Achievement,Student Motivation,Persuasive Discourse,Foreign Countries

Science teaching is one of the subjects that has been actively affected by Augmented Reality (AR) technology worldwide. Although the use of AR in science courses is increasing, the effective use of AR still needs improvement. The purpose of this study was to investigate the effect of augmented reality-based argumentation activities in 7th grade students' academic achievement and motivation in teaching astronomy content. The quasi-experimental design was used in this study. The participants consisted of 79 seventh-grade students from three different science classes. The students in experimental group 1 (n=26) participated in an instruction that included both augmented reality and argumentation activities about astronomy. The students in experimental group 2 (n=27) participated in an astronomy instruction that includes only argumentation activities and the students in control group (n=27) received astronomy instruction through traditional methods. The data were collected through pre- and post-academic achievement test and the Motivated Strategies for Learning Questionnaire (MSLQ). ANOVA and Kruskal Wallis tests were used to determine the statistical differences between the pretest and posttest scores of the students. The results showed that augmented reality-based argumentation activities were more effective in increasing students' achievement and motivation than the argumentation and traditional instruction in teaching astronomy.
The Role of Perceived Organizational Support towards Teachers&apos; Work Engagement
Author: Saeed, Samra
Date: 2021-12-00
Type: Journal Articles
Subjects: Secondary School Teachers,Organizational Climate,Teacher Attitudes,Work Attitudes,Grade 9,Grade 10,Public Schools,Foreign Countries

This study aim to examine the relationship of Perceived Organizational Support (POS) and Work Engagement (WE) of secondary school teachers. The population was secondary school teachers of 9th and 10th grades in public schools of Punjab. The multi-stage sampling method was used to draw the sample form population. Sample was comprised 935 teachers (475 = male and 460 = female) to share their perceptions on POS and WE. Reliability of instruments were; perceived organizational support = 0.792 and work engagement = 0.846. It was a descriptive survey study and quantitative research type was used. Results showed that there is a positive correlation between POS and WE of secondary school teachers. Simple linear regression analysis revealed POS has positive effect on WE. POS predicted 30.9% of the variance in the work engagement.
Education behind Bars: Problems and Strategies for Teaching English to Protégés of Central Lombok Juvenile Detention Center
Author: Dhika Dharma Putri, Anak Agung Istri
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Correctional Education,Language Teachers,Institutionalized Persons,Barriers,Teaching Methods,Student Needs,Delinquency,Juvenile Justice,Learner Engagement

This research investigates the encountered problems and strategies for teaching English to an inclusive classroom comprised of law-conflicted students. This research is based on an educational ethnography study conducted in Tojong-Ojong in Central Lombok District, Indonesia. This research highlights on the issues regarding the problems faced and strategies applied by the English teacher, challenging teachers' capability to assist the troubled students on the subject, their utilization of teaching approach with limited learning resources while adjusting the needs of these students, and managing the impact of internal and external on students' engagement and disengagement in the learning process. This penitentiary applies to equivalency program of A,B,C packages. However, this study focuses on protégés with C-Package equivalency, involving 12 students in total. There is only 1 certified English teacher assisted with a tutor without significant teaching qualification. Qualitative method was applied in this study by combining teacher interview, students' questionnaire, observation with video and audio recording, and field notes. The results of the collected data shows several problems occurred during the teaching and learning process and what strategies used by teacher to overcome them. The problems and strategies were categorized into three parts. The problems were concerning (1) teacher-related, (2) student-related and (3) teaching-related problems, while the strategies including (1) course materials, (2) teaching approach, and (3) teacher strategies.
&apos;Science Is My True Villain&apos;: Exploring STEM Classroom Dynamics through Student Drawings
Author: Kopparla, Mahati
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Interaction,Interpersonal Relationship,Foreign Countries,Grade 9,Public Schools,Freehand Drawing,Student Experience,Student Attitudes,Classroom Environment,Rural Schools,Residential Schools,Visual Aids

Classroom dynamics including interactions among peers and with teachers is a key component of students' STEM experiences, strongly influencing students' motivation to engage in the learning activities. Classroom dynamics and dialogue have been predominantly studied through longitudinal ethnographic observations of the classroom while the perspective of the students who are undergoing these experiences is largely unaccounted for. This research article showcases an empirical study that used student drawings to explore STEM classroom dynamics. In contrast with interviews, drawing allows the participant to illuminate their tacit knowledge and communicate ideas without interference from the researcher. The participants (n=32), 9th grade students from 16 public schools in Northern India, were asked to create a poster with drawings and words to show their experiences and feelings in mathematics and science classrooms. A thematic analysis of students' work was performed to draw inferences about the classroom dynamics. The posters provided an opportunity for students to authentically express themselves and represent the social and emotional consequences of teacher behaviour in STEM classrooms. Concurring with previous classroom dynamics research, findings identified a strong need to reassess teaching practices in rural Indian context.
Novice Doctoral Supervision in South Africa: An Autoethnographic Approach
Author: Makoni, Patricia Lindelwa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Novices,Doctoral Students,Doctoral Dissertations,Supervision,Supervisors,Supervisory Training,Mentors,Academic Standards,Autobiographies,Ethnography

This paper presents an autoethnographic, narrative analysis through self-reflection of my own personal transition from doctoral student to doctoral supervisor. An evaluation of the importance of the PhD in South Africa, the role of doctoral supervisors, and characteristics of good supervisors was undertaken; against which my personal experience was assessed. This paper was important in challenging whether institutions of higher learning in the country are adequately preparing young academics to become independent, effective doctoral supervisors. Some of my recommendations include the need for universities to come up with PhD supervision development programmes, as well as to consider alternative supervision models so as to facilitate mentorship of new doctoral supervisors, to ensure the attainment of PhD standards. The limitations of this paper are that, the researcher and subject, are one and the same person, hence there may be concerns of objectivity.
University Academics&apos; Perceptions Regarding the Use of Information Technology Tools for Effective Formative Assessment: Implications for Quality Assessment through Professional Development
Author: Ugwuanyi, Christian S.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Technology Uses in Education,Information Technology,Formative Evaluation,Faculty Development,Foreign Countries,Electronic Learning,Gender Differences,Teacher Qualifications

The study sought the perceptions of university academics on the use of IT tools for the formative assessment (FA) of students' learning outcomes. This study adopted a quantitative research approach and descriptive survey research design using a sample of 180 university academics. Academics' perception questionnaire was used for data collection. The instrument with two clusters was properly validated, and its internal consistency reliability indies found to be 0.79 and 0.85 for clusters A and B using the Cronbach alpha method. The obtained data were analysed using mean and t-test of independent samples. The results revealed that university academics perceived the use of information technology tools as veritable tools for effective implementation of FA. Further analysis revealed that the perceptions of the academics differed significantly by gender and qualification. IT tools are indispensable in the effective implementation of formative assessment practices in institutions of higher learning. This finding implies that quality assessment can be achieved using IT tools, but there is a need for professional development of the lecturers. It was therefore recommended that efforts should be made by the Nigerian Education stakeholders in making adequate provisions for the effective implementation of quality assessment using IT tools.
Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers
Author: Mabalane, Valencia Tshinompheni
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Student Teaching,Intervention,Pedagogical Content Knowledge,Foreign Countries,Enrichment Activities,Electronic Learning,Student Teachers,Self Esteem,Psychological Patterns,Readiness,COVID-19,Pandemics,Student Attitudes,Teaching Methods,Educational Improvement

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers' Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers' WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the COVID-19 period. The main research question was: &quot;To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of COVID-19?&quot; Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers' confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.
Attitudes of School Teachers in the State of Kuwait towards the Experience of Distance Education during the Coronavirus Pandemic
Author: Al-Houli, hmad Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,COVID-19,Pandemics,Distance Education,Public School Teachers,Computer Mediated Communication,Computer Software,Sex,School Districts,Instructional Program Divisions,Teaching Experience

This study aimed to identify the attitudes of public school teachers in the State of Kuwait at various educational stages towards the experience of distance education during the COVID-19 pandemic. The descriptive approach was applied; a questionnaire consisting of four dimensions was developed to measure teachers' attitudes towards distance education. The study sample consisted of 1028 teachers of various disciplines at all levels of education in public schools in the State of Kuwait. The results indicated that teachers had a higher degree of positive attitudes towards the distance education experience. The results also showed that there were statistically significant differences between the study sample members due to each of the following variables: the educational district and the educational stage. The results did not show statistically significant differences due to the gender variable. Additionally, the results did not show the existence of statistically significant differences due to the variable years of experience on the total degree and dimensions of scale, except for the dimension &quot;student assessment through distance learning using the TEAMS Program&quot; attributed to the experience category (1-5 years).