ethanporcaro/eric-fulltext-meta huggingface dataset:
Film Education Project with Youth
Author: Moura, Anabela
Date: 2019-00-00
Type: Journal Articles
Subjects: Film Study,Media Literacy,Documentaries,Action Research,Film Production,Service Learning,Graduate Students,Foreign Countries,Student Projects

There is a broad consensus on the recognition of cinema as a means of acquiring media literacy. The problematization of cinema as an artistic expression and the promotion of interdisciplinarity between the areas of communication, cinema and education and artistic education in particular that have been established in the field of communication science teaching. In this context, the purpose of this article is to describe action-research projects that are repeated annually, when students are confronted with cinema, audiovisual language, analysis of still and moving images, the follow-up of documentary creation with students from different courses, and their involvement in the dynamization of an audiovisual space from the text of a Portuguese writer, Almada Negreiros &quot;Manifesto Anti Dantas&quot; or interviews in rural communities, using video cameras, within the International Project Rural 3.0 Service-Learning for Rural Development, which is an international transversal project, funded in July 2018 by E+ Knowledge Alliances, coordinated by the School of Education of the Polytechnic Institute of Viana do Castelo, involving sixteen partners from eight European countries.
Leading Special Education Teachers to Envision Evidence-Based Metacognitivist Instructional Strategies in Inclusive Education Schools
Author: Al-Shammari, Zaid N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Evidence Based Practice,Metacognition,Teaching Methods,Inclusion,Study Skills,Concept Mapping,Reciprocal Teaching

The present study intends to inspire special education teachers to envision ways in which to use evidence-based metacognitivist instructional strategies with a higher effect size than 0.4 in inclusive education schools. These evidence-based instructional strategies included: study skills, concept mapping, and reciprocal teaching. Recommendations are presented to address intensive professional development and workshops for special education teachers.
The Challenges of the Inmates&apos; Adult Educator. A Greek Case Study
Author: Tzatsis, Petros
Date: 2019-00-00
Type: Journal Articles
Subjects: Correctional Education,Adult Educators,Foreign Countries,Barriers,Institutionalized Persons,Teacher Attitudes

The inmates' adult educator implements the principles of adult education in the enclosed prison environment and makes efforts to reintegrate them socially. In Greece, inmates' adult educators mainly work in Second Chance Schools (SCS) operating in prisons. The purpose of this paper is to investigate the challenges encountered by inmates' adult educators at the Second Chance School of Chania Prison. The qualitative method was used in this research. According to the results of the survey, the inmates' adult educators of the SCS of Chania Prison believe the challenges they encounter derive mainly from the conditions of imprisonment and the inelastic way of prison operation. In addition, they consider that several barriers arise from the particular characteristics of the prisoners and from the deficiencies of the inmates' adult educators themselves.
Exploring Student Engagement Factors in a Blended Undergraduate Course
Author: Edwards, Rebecca L.
Date: 2020-12-00
Type: Journal Articles
Subjects: Learner Engagement,Blended Learning,Undergraduate Students,Student Behavior,Cognitive Processes,Psychological Patterns,Personal Autonomy,Low Achievement,Integrated Learning Systems,Foreign Countries,Academic Achievement

Student engagement is an important factor in academic performance and comprises four dimensions: behavioural, cognitive, emotional (Fredricks et al., 2004), and agentic (Reeve, 2013). Blended courses provide unique opportunities for instructors to use trace data collected during learning to understand and support student engagement. This mixed-methods case study compared the student engagement of two groups of students with a history of low prior academic achievement. The groups were (a) students who ultimately did well in the course and (b) students who did poorly. Data came from two primary sources: (a) log file data from the course LMS, and (b) trace data derived from authentic learning tasks. Data represented five indicators: (a) behavioural engagement, (b) cognitive engagement, (c) emotions experienced during learning, (d) agency or proactive approaches to studying, and (e) overall academic engagement. Findings indicated students who moved achievement groups showed higher levels of behavioural engagement, cognitive engagement, and agentic or proactive approaches to studying and overall engagement. Additionally, students who remained in the low achievement group showed higher levels of positive deactivating emotions (e.g., relief). Implications for future research on student engagement and designing teaching to increase engagement in blended courses are discussed.
The Contribution of Internal Assurance System to Increase Learning Quality
Author: Raharjo, Sabar Budi
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Teacher Attitudes,Administrator Attitudes,Principals,Elementary School Teachers,Teacher Qualifications,Foreign Countries,National Standards

The National Standards of Education (NSE) plays an important role in controlling the quality of education because it contains some aspects for the educational system. The purpose of this research is to strengthen the implementation of the education quality assurance system. This study used a combination of a quantitative and qualitative approach. Data was 33.664 for quality report assessment at elementary schools in academic year 2016/2017 combined with the result of questionnaire and Focus Group Discussion (FGD) with teachers, the school principal, and school supervisors in Yogyakarta City and Tarakan City. The results of statistical analysis indicate only process standard, graduate competency standard, financing standard, and assessment standard that have already achieved the level of NSE 4. The lowest value achieved is the educator standards (3.18), which means that the qualifications of educators are still relatively low. Research also found out that the Internal Quality Assurance System (IQAS) gives a benefit to improve the learning quality while FGD shows that almost all standards affect the graduate competency standard.
Institutional Adoption of Blended Learning: Analysis of an Initiative in Action
Author: Groen, Jovan
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,College Students,Program Implementation,Outcomes of Education,Communities of Practice,School Holding Power,Grades (Scholastic),Student Attitudes,College Faculty,Teacher Attitudes,Individualized Instruction,Instructional Effectiveness

This instrumental case study explored some preliminary impacts of a 7-year blended learning initiative (BLI) at a medium sized Canadian university on student learning. Building on the Community of Inquiry (CoI) framework, two research questions directed the investigation: (1) What are the preliminary impacts of a BLI on student learning? (2) What are the actual lived experiences of students, professors, and administrators in a university-wide BLI? Preliminary impacts reveal that student retention appears to be greater in blended courses as opposed to traditional ones, and no significant differences were observed for student grades in the campus-wide roster of courses. Both students and instructors shared that an intentional synergy of in-class instructional practices and online activities added value to a course and had a positive impact on student learning. The viewpoints of the three key stakeholders were very different concerning themes such as motivating factors and mechanisms for support; these themes need to be taken into account and weighted carefully.
The Development of a New Innovative Online Undergraduate Health Sciences Program: A Case Study
Author: Egan, Rylan
Date: 2020-12-00
Type: Journal Articles
Subjects: Program Development,Program Effectiveness,Educational Innovation,Online Courses,Health Sciences,Professional Education,Competency Based Education,Bachelors Degrees,Honors Curriculum,Undergraduate Students,Student Diversity,Access to Education,Administrator Attitudes,Expectation,Stakeholders,Leadership Effectiveness,Program Implementation,Foreign Countries

In September 2016, Queen's University launched the first, fully online, 4-year Bachelor of Health Science degree program in Canada. This paper reports on the developmental structure, implementation philosophy, and challenges in the development of this competency-based program. All stakeholders directly involved in program development were invited to participate in this qualitative case study. Thirty-five interviews and three focus groups (n=14) were conducted. Interviews and focus groups were transcribed verbatim and data were analyzed using thematic design. Themes included: program vision; desired program outcomes; administrative processes for funding and recruitment; uniqueness of the program; local, regional and international impact of the program; communication and collaborations for program development; and uncertainty in long term outcomes. Findings suggest that during program development, an explicit vision of program goals encouraged buy-in at most levels of the university. There was consensus that the overarching outcome should be to provide a rigorous, high quality program with pathways to professional, basic science, global health and advocacy-based health professions. The online modality was expected to improve accessibility to degree programs, as well as address diverse student learning needs. Innovation played a vital role in the program's development and was founded in educational theory and curriculum development practices.
The User Experience Design for Learning (UXDL) Framework: The Undergraduate Student Perspective
Author: Troop, Meagan
Date: 2020-12-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Instructional Design,Undergraduate Students,Student Attitudes,Preferences,Beliefs,Student Experience,Foreign Countries,Usability,Course Content,Humanization

The User Experience Design for Learning (UXDL) Honeycomb is an online learning design framework aimed at creating valuable online learning experiences, which some post-secondary institutions have started to use to guide the design of their online courses. While each of the principles are supported by psychological research, this framework has not been directly validated or corroborated by the student experience. The present study aims to address whether the UXDL framework aligns with students' preferences, beliefs, and behaviours in online learning in a post-secondary context. This research adds to the growing literature on students' preferences, beliefs, and experiences in online learning, focusing specifically on second-year Canadian undergraduate students at a mid-sized, research-intensive university. Using a three-pronged methodological approach, we explore not only students' implicit beliefs (via open-ended surveys, N = 805), but also their experiences (in-depth interviews, N = 36), and impressions and behaviours while working in an online course (two user experience sessions, N = 36). Our qualitative analyses of these data reveal 4 prominent themes in online design that students find particularly valuable: (a) Accessible: flexible; (b) Useful: modes of design and delivery, (c) Intuitive: usable and findable, and (d) Desirable: affective design and humanizing learning.
The Effect of the Use of Gadget on Psychosocial, Socio-Emotional, Self-Reliance, Responsibility, and Students Learning Results in Elementary School
Author: Agung, Iskandar
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Integration,Handheld Devices,Telecommunications,Internet,Influence of Technology,Social Development,Emotional Development,Behavior Development,Self Management,Student Responsibility,Academic Achievement,21st Century Skills,Creativity,Critical Thinking,Problem Solving,Cooperative Learning,Elementary School Students,Children,Urban Schools,Foreign Countries

This study aims to determine the impact of using gadgets on psychosocial, socio-emotional development, selfreliance, responsibility, and student learning outcomes. The focus of this study is elementary school students in urban areas with samples taken from six schools, three each in East Jakarta and South Jakarta in the Indonesian capital city, DKI Jakarta. The results showed that the use of gadgets had a significant influence on psychosocial, socio-emotional, self-reliance, responsibility development, then this variable became mediation which had a significant influence on student learning outcomes. Although it can have a positive or negative impact, it is difficult to limit the use of this gadget to students. For this reason, it is recommended that teachers be able to develop and utilize the use of gadgets in teaching and learning activities to students, encourage creativity, critical thinking, collaborative learning, and encourage problem solving learning. Every element in the school (headmaster, class teacher, guidance and counseling teacher, and others) must intensively explain to students about the impact of using positive or negative gadgets. Schools also need to work with parents to pay more attention to and control the use of gadgets by their children at home.
The Flipped Classroom
Author: Ilie, Vali
Date: 2019-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Homework,Teaching Methods,Knowledge Level,Student Attitudes,Peer Teaching,Educational Technology,Technology Uses in Education,Constructivism (Learning),Handheld Devices,Audio Equipment,Internet,College Students,Foreign Countries,Program Effectiveness,Barriers,Video Technology

The knowledge society requires greater connectivity between individuals and communities. Becoming indispensable for the development of all human activities, the new information and communication technologies are increasingly encountered in the educational practice. Essentially, &quot;flipping the classroom&quot; means that the students are initially exposed to new materials outside the classroom, usually by presenting informational content or videos and then use their time in the classroom to do the harder work, assimilating this knowledge by solving problems, discussions or debates. Starting from the specificity of the flipped classroom, we have proposed to test the views of the students enrolled in the Department of Teacher Training of the University of Craiova, on this subject. By applying an opinion questionnaire, we obtained information about two indicators we referred to: the extent to which the students know the characteristics of the flipped classroom and their attitude regarding the implementation of this approach. For a better &quot;radiography,&quot; we turned to the SWOT Analysis and disseminated the resulted information in order to implement this form of mixed learning in the activities with the students of the Faculty of Sciences, enrolled in the module of psycho-pedagogical training.
Theories-Based Inclusive Education Practice
Author: Al-Shammari, Zaid
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Practices,Theory Practice Relationship,Behaviorism,Cognitive Processes,Constructivism (Learning),Special Education,Special Needs Students,Learning Theories

This review paper examines the theories of behaviourism, cognitivism, and constructivism that are considered to underpin the theory and practice of inclusive education. We argue that education practices related to the inclusion of students with special educational needs can be derived from each of the three theoretical perspectives. By adopting an eclectic approach to the use of theory-driven inclusive education, we suggest that inclusive education practices best serve the needs of all students, including those with special needs.
The Suitability of EAP Textbooks to the Learning Needs in Chinese Context--From a Pre-Use Perspective
Author: Dali, Ning
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbook Content,Textbook Selection,Textbook Preparation,English for Academic Purposes,Academic Language,Language Skills,Vocabulary Development,Critical Thinking,Metacognition,Student Needs,Educational Objectives,Electronic Learning,College Students,Cultural Context,Foreign Countries

The selection of an appropriate textbook has always been a great concern of teachers and students. Frameworks for the evaluation of textbook in previous researches are too complex to help a quick decision. This paper firstly gives an account of Chinese students' needs in learning EAP [English for academic purposes]. It then proposes a framework for the suitability of the textbook and applies it to three textbooks for meeting the learning needs in the Chinese context. The result shows that domestically designed textbooks are, to some extent, inexperienced in the arrangement of content and academic skills, and even in the understanding of the nature of EAP learning. It also reveals that the imported classical textbook though quite experienced and shows general good suitability presents some problems in its suitability to a particular culture. Given the limited researches on EAP textbooks, this study sheds light on the selection and construction of EAP textbook in the Chinese context.
Investigating the Relationship between School Effectiveness, Professional Learning Communities, School Culture and Teacher Characteristics
Author: Tabak, Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: School Effectiveness,Communities of Practice,School Culture,Teacher Characteristics,Foreign Countries,Public School Teachers,Teacher Attitudes,Structural Equation Models

This study aimed to determine the relationship between school culture (SC), professional learning communities (PLCs), and school effectiveness (SE) in the correlational research model through structural equation modeling. The sample of the study consisted of a total of 358 teachers working at public schools in various provinces of Turkey. Thus, data from a total of 355 teachers were analyzed. In the analysis of the data, the mediator and direct role of the variables were examined through path analysis. Finally, the fourth study hypothesis examined the relationship between these three variables and teacher characteristics. In general, the study results revealed that a supportive, achievement-oriented, and task-oriented SC was important for SE and the exhibiting of PLCs behaviors. In this context, it can be argued that paying attention to these cultural components and applications, which turn teachers into PLCs, is of significance in making schools effective. Teachers' perceptions of the PLCs, SC, and SE in a centrally managed educational system, and the relationships between these variables can contribute to school improvement.
The Relationship between Secondary Schools Students&apos; Perceptions of School Climate, Their School Belonging and Their Academic Achievement
Author: Demiroz, Seva
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Environment,Sense of Community,Academic Achievement,Middle School Students,Grade 6,Grade 7,Gender Differences

The aim of this study is to examine the relationship between secondary school students' perceptions of school climate, their school belonging and their academic achievement. This descriptive study uses the correlational survey model. The participants were 340 sixth and seventh graders at a secondary school in the 2007-2008 academic year. To this end, the students were administered the School Climate Scale and the School Belonging Scale, and the average of their first term grades was used as a measure of academic achievement. This study found no significant difference between the students' perceptions of school climate and their school belonging by gender and grade. However, a significant difference was found between the students' perceptions of school climate and their school belonging, and their perceptions of school climate, school belonging and their academic success.
Effects of Administrator Evaluation Policy on Teacher Working Conditions and Turnover Regression
Author: Kaniuka, Theodore
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Conditions,Teacher Attitudes,Job Satisfaction,Faculty Mobility,Educational Improvement,School Policy,School Administration,Academic Achievement

In 2010, North Carolina implemented a revised school executive evaluation instrument requiring school principals to utilize Teacher Working Conditions (TWC) as a component of the school improvement process which, prior to 2010, was optional. Teacher Working Conditions had been heralded as a way to improve student outcomes as well as address those conditions which caused teachers to leave a school. This study used data from 2004-2016 in piecewise regression and found that (1) teachers reported higher satisfaction beginning in 2010, (2) impact on turnover was less clear, and (3) according to teachers, use of the survey results to improve schools is inconsistent.
Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India
Author: Desai, Falguni P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Drama,English (Second Language),Second Language Instruction,Rural Areas,Indigenous Populations,Creative Thinking,Instructional Effectiveness,Undergraduate Students,Creativity,Foreign Countries

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher's performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.