ethanporcaro/eric-fulltext-meta huggingface dataset:
The Practice of the Training on Stress Tolerance Increase of Ukrainian Students in the Sphere of Legal Education
Author: Latkovska, Tamara
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legal Education (Professions),Higher Education,Stress Management,Psychological Patterns,Student Attitudes,Gender Differences,Training,Program Effectiveness,Coping,Anxiety,College Students,Test Anxiety,Computer Assisted Testing,Student Characteristics,Computer Uses in Education,Health Behavior,Tests,Scores

The new national curriculum implementation in the sphere of higher education in Ukraine raises the need for using tests as the means of students' knowledge assessment. The authors have identified the connection both between the level of stress tolerance and between the level of test passing by means of using the correlated analysis, the Kolmogorov-Smirnov test and the T-Wilcoxon test. The level of stress tolerance has a serious impact upon the students' test result. The students show a higher efficiency level while passing the test after visiting the training on stress tolerance increase. It has been identified that the opportunity value as to how to focus the students' attention on the test is an important harbinger of the thesis that the education of Ukrainian students should be followed by the assessment of their psychological state. The authors have identified that the students' psychological architype has an impact upon the education efficiency giving both similar and best results according to the results from other cultures.
Peculiarities of Kazakh Reality Translation with Cultural-Historical Educational Components
Author: Yerbulatova, Ilmira Kanatovna
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Second Languages,Cultural Awareness,Role,Self Concept,History,Russian,Language Processing,Authors,Fiction,Cultural Differences,Turkic Languages,Foreign Countries

The development of intercultural relations and the globalization of multicultural civilization gives rise to the need for educational study the elements found in the language of each nation, not only in the national-cultural aspect but also in comparative translation. At the present stage of translation educational study development, special attention is paid to the issues of the national and historical specifics of the original work preservation and transmission in the process of translation into the language of another culture. This article discusses the linguistic realities and their role in the national and historical identity reflection of a different culture, presented in the context of a work of art. As the result of the study, the methods of Kazakh historical reality transmission are analyzed, and the specifics of their translation into Russian is described on the basis of the works of Kazakh writer Dukenbai Doszhan (XX century). The article highlights the sign of the &quot;dual nature&quot; of historical realities in archaized texts of fiction, on which the choice of a translation solution depends. The main results and conclusions of the study presented in this article show that the distance in time and space separating the source text from the text of translation inevitably leads to national-cultural biases, which should be taken into account during a text translation that must be adequate to the original text.
Teaching Methods of Educating Support and Options for Non-Formal Lifelong Learner
Author: Casmudi
Date: 2019-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Human Resources,Teaching Methods,Labor Force Development,Human Capital,Informal Education,Cultural Pluralism,Cultural Maintenance,Governance,Graduate Study,Professional Education,Universities,Foreign Countries

Student quest for knowledge does not have to end with donning graduation gown. Lifelong learners embed a burning desire for self-improvement throughout their lives. Though the term may seem especially applicable to the degreed graduate in the workforce with career progression in mind, lifelong learning is necessary across ages and educational as well as professional backgrounds. The Human Resource Development Fund (HRDF) programme, strengthening of lifelong learning for skills enhancement, aims to ensure a continuous supply of quality local human capital through effective initiatives that build and grow a world-class workforce. Such initiatives include capitalizing on studying while working. With strong governmental support, lifelong learning is taking a step forward. An important consideration now is to ensure a successful endeavor, because lifelong learning is taking a step forward. An important consideration now is to ensure a successful requires studying that is parallel to life as well as professional commitments.
Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)
Author: Gómez-Trigueros, Isabel María
Date: 2019-00-00
Type: Journal Articles
Subjects: Technological Literacy,Teacher Competencies,Preschool Education,Elementary Secondary Education,Teacher Education Programs,Technology Uses in Education,Educational Technology,Knowledge Level,Pedagogical Content Knowledge,Foreign Countries,Bachelors Degrees,Masters Degrees,Student Attitudes,Preservice Teachers

This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (alpha = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.
Conceptual Model for the Integration of Personal Attribute Skills in Electrical Technology Education Curriculum
Author: Mohammed, Dahiru Sale
Date: 2019-12-00
Type: Journal Articles
Subjects: Energy,Technology Education,Personality Traits,Administrator Attitudes,Employment Potential,Job Skills,Foreign Countries,Integrity,Ethics,Moral Values,Work Ethic,Curriculum Development,Employer Attitudes

The current curriculum of Electrical Technology Education (ETE) of Nigerian Universities has been criticized for not meeting the desired challenges. The personal attribute skills were found are not integrated in the curriculum. Hence, a study was conducted to determine the types of personal attribute skills, their respective indicators and to develop a conceptual model for the integration of personal attribute skills for ETE curriculum. Mixed methods exploratory research design was employed for the study. 10 industry technical managers were interviewed and the interview data were analyzed using coding process of open coding, axial coding and selective coding. The interview data were used to develop a structured questionnaire that validated by 4 experts. Alpha value for pilot test was 0.89. Sample of the survey were 646 including 528 ETE graduates, 22 ETE lecturers and 96 industry technical managers. Stepwise Linear Regression and Confirmatory Factor Analysis were used to analyze the survey. The study developed a conceptual model for the integration of personal attribute skills that consists of two major skills: attitude skills and trait skills. This study recommended the implementation of the conceptual model for the integration of employability skills in ETE curriculum.
Cyber-Victimization and Perceived Depression: Serial Mediation of Self-Esteem and Learned-Helplessness
Author: Prihadi, Kususanto
Date: 2019-12-00
Type: Journal Articles
Subjects: Bullying,Victims,Depression (Psychology),Computer Mediated Communication,Self Esteem,Helplessness,Correlation,Young Adults,Adults,Measures (Individuals),Prediction,Social Media

Literature suggests that the perception of being cyber-victimized is a stronger predictor of depression symptoms than the perception of being victimized offline, and that learned-helplessness can explain the prediction of perceived cyber-victimization on perceived depression. Nevertheless, other studies suggested that the link between perceived cyber-victimized and learned-helplessness is weakened by state self-esteem. This study investigates the double mediation effect of state self-esteem and learned-helplessness on the relationship between perceived cyber-victimized and perceived depression. 104 participants between 18 and 30 years of age (63 females, 41 males, 1 prefer not to say) have been recruited through haphazard sampling method to fill in the Cyberbullying Victimization Scale, State Self-Esteem Scale, Learned Helplessness Scale, and Beck's Depression Inventory. Our findings suggest that the double mediation effect occurs. As a conclusion, our findings suggested that cyberbullied social media users will only fall into perceived depression when their state self-esteem is also negatively affected by their perception of being cyberbullied, up to the point where they learn that they are helpless. Further implication are discussed at the end of the paper.
English for Specific Technical and Engineering Academic Purposes: An Analysis on ESL Practitioners&apos; Challenges
Author: Khamis, Nor Yazi
Date: 2019-12-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Engineering Education,Technical Education,Teaching Methods,Communication Skills,Teacher Effectiveness,Language Teachers,Pedagogical Content Knowledge,Teacher Attitudes,Barriers,Skill Development

The facilitation of English for Specific Engineering Academic Purposes approach at Malaysian technical and engineering tertiary institutions is an effort to revitalise the pedagogical methods of ESL learning and communication skills at the institutions. A close examination on the ESL practitioners' context has indicated a critical gap between the diversified requirements of skills and sound pedagogical models to determine the practitioners' quality. In understanding the necessity of the approach, this study aims to explore and investigate the challenges faced by the practitioners in facilitating the approach. The study comprised data gathered from semi structured interviews of 14 ESL experts and an online survey on 42 ESL practitioners in technical and engineering fields. Interview questions for the experts were developed to find out about the challenges and competencies to overcome the hurdles. A self-assessed instrument with a five-Likert scale of importance on the competencies was used to gauge the practitioners' view on the approach. Frequencies and percentages, and Braun and Clarke's (2006) six-stage method of thematic analysis were used to analyse the data. Findings from the both inquiries revealed several challenges which led to the necessity of wider knowledge and understanding of the approach and the prevalent of specific competencies for the practitioners in overcoming the challenges. The practitioners' competency was substantially indispensable because it could affect their learners' interest in learning the skills as well as in understanding the content subject.
Exploring Lifelong Learning Outcomes among Adult Learners via Goal Orientation and Information Literacy Self-Efficacy
Author: Hee, Ong Choon
Date: 2019-12-00
Type: Journal Articles
Subjects: Adult Learning,Lifelong Learning,Outcomes of Education,Goal Orientation,Self Efficacy,Mastery Learning,Knowledge Economy,Correlation,Information Literacy,Problem Based Learning,Predictor Variables,Databases,Human Capital,Adult Education,Higher Education,Educational Attainment,Foreign Countries

This study intends to explore the relationship between goal orientation, information literacy self-efficacy and lifelong learning outcomes of the adult learners. This study focuses on adult learners as they are actively participating in the development of the country socio-economy and recognized as the potential contributors towards the generation of knowledge-based economy. The findings of this study revealed that there was a significant relationship between mastery goal orientation and lifelong learning. However, information literacy self-efficacy was found to be a predictor instead of a moderator in the model. It is suggested that suitable and appropriate learning methods such as problem-based learning, case scenario presentations, portfolios and clinical debates can be designed specifically to facilitate adult learners' mastery goal learning motivation in promoting lifelong learning. In addition, training and retraining to equip adult learners with new information literacy skills so as to keep up their self-efficacy level will definitely enhance lifelong learning. This study provides a database on the impact of goal orientation and information literacy self-efficacy towards lifelong learning in implementing policy formation, educational structure redesign and human capital development. As such, suitable and appropriate learning methods such as problem-based learning, case scenario presentations, portfolios and clinical debates can be designed specifically to facilitate student learning motivation in the classroom.
Gender and Educational Background: Influence on Entrepreneurial Intention (EI) in Economics Learning
Author: Surjanti, Jun
Date: 2019-12-00
Type: Journal Articles
Subjects: Gender Differences,Economics Education,Educational Background,Entrepreneurship,Student Attitudes,Intention,Learning Strategies,Learning Theories,Student Interests,Foreign Countries

Student behavior is one of important aspects to determine both direction and process in the Economic Theory learning. This study aims to draw how those two factors, gender and educational background, support the emergence and development of student entrepreneurial intention. This study is a quantitative study using explanatory survey. Data were analyzed by two-way ANOVA design to find the relationship/influence of gender and educational background on student entrepreneurial intention. The population was 111 students. Saturated samples were used as sampling technique. The results indicate that both gender and educational background had no significant influence on student entrepreneurial intention. Therefore, lecturers can override both when preparing learning strategies and design for Economics Theory courses.
Identifying Creative Thinking Skills in Subject Matter Bio-Chemistry
Author: Ernawati, M. Dwi Wiwik
Date: 2019-12-00
Type: Journal Articles
Subjects: Creative Thinking,Biochemistry,Science Instruction,College Students,Chemistry,College Science,Foreign Countries,Thinking Skills

Creative thinking is needed in 21st century learning. This quantitative study aimed to determine whether chemistry education students at Universitas Jambi have the initial ability of creative thinking. The type of research that is used is a research design survey that is strengthened by the results of interviews to support the results of quantitative data. Where the number of all samples from this study was 188 college students with details of 140 female and 48 male college students from 4th semester chemistry education students who were taken based on purposive sampling technique. Data were then analyzed using SPSS 21 application to find descriptive statistics in the form of mean, median, min, max, and category. From the results of the analysis conducted, it was found that there were students' creative thinking abilities in chemistry subjects in bio-chemical material indicated by sensitivity indicators which had a good category of 44.7% (84 of 188), fluency indicators had a good category of 41.5% (78 of 188), the flexibility indicator has a good category of 40.4% (76 of 188), the originality indicator has a category of 43.1% (81 of 188), and the elaboration indicator has a category of 39.4% (74 of 188).
In Everlasting Fight against Academic Procrastination: The Roles of Classroom Engagement and Internal Locus of Control
Author: Hui, Yen Ling
Date: 2019-12-00
Type: Journal Articles
Subjects: Locus of Control,Study Habits,Private Colleges,Computer Software,Student Attitudes,Measures (Individuals),Undergraduate Students,Foreign Countries,Role,Learner Engagement

This study aims to test the hypothesis that classroom engagement mediates the relationship between students' internal locus of control and academic procrastination. As many as 302 students from a private university between 18 to 26 years of age were recruited to respond to Internal-External Locus of control Scale, Classroom Engagement Inventory, and Academic Procrastination scale. Bootstrapping analyses were conducted by utilizing PROCESS Macro model 4 in SPSS software, and the results showed that the mediator variable fully mediates the link between the predictor and outcome variables. In other words, the direct effect of internal locus of control on academic procrastination was no longer significant when controlling for classroom engagement. Further discussion, implications and suggestions were presented at the end of the article.
The Characteristics among Maltreatment, Special Education Service Delivery, and Personnel Preparation
Author: Miller, Deserai
Date: 2020-02-00
Type: Journal Articles
Subjects: Child Abuse,Special Education,Child Neglect,At Risk Students,Student Needs,Special Needs Students,Special Education Teachers,Knowledge Level,Teacher Attitudes,Teacher Competencies,Trauma,Training,Knowledge Base for Teaching,Preservice Teacher Education,Inservice Teacher Education

Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced maltreatment have been developed; however, we must understand what the research says related to the preparation of special education providers to carry out these recommendations. In this literature review, we focused on three areas related to maltreatment: (a) reported and assessed knowledge base of school-based professionals, (b) attitudes and training beliefs of school-based professionals, and (c) access to training opportunities. The findings suggest practitioners feel unprepared, there are limited and insufficient opportunities for preparation, and researchers need to consider different methodology when studying this topic. Practice and research implications are discussed.
The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings
Author: Sobeck, Emily E.
Date: 2020-02-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Teaching Methods,Training,Inclusion,Performance Based Assessment,Feedback (Response),Positive Behavior Supports,Students with Disabilities,Program Effectiveness,Rural Schools,Elementary Schools,Middle Schools,Staff Development

Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators' use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.
Investigating Understanding the Nature of Science
Author: Prachagool, Veena
Date: 2019-12-00
Type: Journal Articles
Subjects: Scientific Principles,Teacher Education Programs,Educational Philosophy,Science Education,Science Teachers,Preservice Teachers,Teacher Attitudes,Student Attitudes,World Views,Scientific Research,Measures (Individuals),Teaching Methods,Foreign Countries

The survey method was employed for investigating understanding nature of science (NOS) between general science education and science pre-service teachers. Independent t-test and two-way ANOVA were used for testing hypothesis. Results found that both of two programs rated understanding NOS ranges disagree and highly agree levels in different items. The item 'scientists work in their laboratory, even though social needs are not influence to scientists', disagree for general science education but agree for science program. The post-hoc test indicated that there were not differences by mean scale of two programs. There was no interaction between group and components of NOS. The post-hoc test also indicated that not found the differences in each component among scientific worldview, scientific inquiry, and scientific enterprises. However, three components of NOS must incorporate to teacher preparation program for making community of science and literate person as well as philosophy of science education.
Job Satisfaction and Performance of Elementary School Teachers
Author: Wolomasi, Agustinus Kia
Date: 2019-12-00
Type: Journal Articles
Subjects: Job Satisfaction,Elementary School Teachers,Job Performance,Teacher Attitudes,Predictor Variables,Foreign Countries,Teacher Competencies

Given the high demands of contemporary community on the development of the youth, teachers' job performance both inside and outside the classroom is of crucial for all partake parties, including school leaders, parents, education policymakers, and community at large. This study was meant to describe job satisfaction of elementary school teachers of Boven Digoel district, Papua, and how it predicts their job performance. To do so, we applied a survey research. Two survey questionnaire were self-administered to 352 teacher-respondent which were incidentally drawn from amongst 412 elementary school teachers of Boven Digoel district, Papua. Derived data were examined statistically using simple linear regression analysis method by utilizing Statistical Package for the Social Sciences (SPSS) version 21. Result of data analysis showed that job performance of elementary school teachers of Boben Digoel district is significant positively predicted by their job satisfaction. Finding of this study may be imperative for the school management and education administrator at the regional authority to make paramount efforts of creating valuable plans for enhancing teacher's satisfaction in order to promote a better job performance of elementary school teachers of Boven Digoel district, Papua.