ethanporcaro/eric-fulltext-meta huggingface dataset:
Domain-Specific Stimulation of Executive Functioning in Low-Performing Students with a Roma Background: Cognitive Potential of Mathematics
Author: Kovalcíková, Iveta
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Executive Function,Elementary School Students,Ethnic Groups,Stimulation,Scaffolding (Teaching Technique),Reciprocal Teaching,Grade 4,Mathematics Achievement,Cognitive Tests,Instructional Effectiveness,Foreign Countries,Outcomes of Education

The current study investigated whether a domain-specific intervention of ExeFun-Mat targeting math and executive functions in primary school children with a Roma background would be effective in improving their scholastic performance and executive functioning. ExeFun-Mat is based on the principles of the reciprocal teaching approach, scaffolding and self-questioning. The domain-specific content was divided into modules. Each module consisted of a set of graded tasks. The criteria for the grading and hierarchical organization of the tasks were based on the level of cognitive difficulty and the type of representation. In total, 122 students attending grade four of elementary school took part in the project. The study concerned a pretest-intervention-posttest experimental design with three conditions: the experimental condition, an active, and a passive control group. To assess the children's level of EF, the Delis-Kaplan executive function system test battery was used; to assess children's mathematical achievement, the cognitive abilities test (the numeracy battery), and ZAREKI--a neuropsychological test battery for numerical processing and calculation--were used. The results suggested that both math performance and executive functions improved over time, with no significant differences between the three conditions. An additional correlational analysis indicated that pretest performance was not related to posttest performance for the children in the experimental and active control group.
Learning Course: Application of Gamification in Teaching Construction and Building Materials Subjects
Author: Reyes, Encarnación
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Learning Motivation,Active Learning,Cooperative Learning,Learning Activities,Student Attitudes,Competition,Civil Engineering,Construction Materials,Building Trades,College Students,Scores,Foreign Countries

This paper presents the experience of a group of Construction and Building Materials lecturers following the introduction of a new contest-based gamification activity aimed at improving interest and learning outcomes in the course. Students' motivation is of key importance in utilizing educational activities for study and learning in the subject. Evaluation is essential and, therefore, the proposed action makes it possible to earn an extra point in the continuous evaluation that contributes to passing the subject. The outcomes obtained in the first academic year in which this learning contest was implemented allow us to conclude that the activity had positive effects on motivation and the learning process, as well as on the number of students passing the subject. The students' opinion about the activity was very positive.
Student and Tutor Satisfaction with Problem-Based Learning in Azerbaijan
Author: Sattarova, Ulkar
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Satisfaction,College Students,Tutors,Problem Based Learning,Architectural Education,Teamwork,Skill Development,Barriers,Teaching Methods,Instructional Effectiveness,Teacher Attitudes,Foreign Countries

This article examines tutors' and students' satisfaction with the implementation of problem-based learning (PBL) at the Azerbaijan University of Architecture and Construction. A total of 28 pilot academic staff members and their students participated in PBL during one semester and received a questionnaire about their experiences at the end of the semester. In total, 649 students were involved in the intervention. Descriptive statistics and factor analyses were used to analyze the data. In total, the response rate among students was 61.7%, and 82.1% among tutors. More than 83% of the students thought that the PBL should be kept as part of the module. A total of 91.3% of tutors agreed that PBL is a great tool for student learning. According to the factor analysis, tutors believed that PBL can develop students' ability for group/team work. Tutors also identified some barriers in applying PBL. For example, they mentioned a lack of relevant skills to apply PBL in higher education. Both students and tutors found the PBL to be a suitable learning tool for their curriculum.
Examination of Teacher Candidates&apos; Views on Peer Learning Performed with Interactive Videos in the Blended Learning Process
Author: Ipek, Jale
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Cooperative Learning,Interactive Video,Blended Learning,Foreign Countries,Flipped Classroom,Educational Technology

Today, the speed of the development of technology has various effects in many areas. In the field of education, some concepts, methods, techniques, theories and models come to the fore with the effect of technology and attract the attention of researchers. One of them is blended learning. Blended learning is a learning process in which both face-to-face learning processes and learning processes in online environments coexist. Today's learners are expected to be able to solve problems, work collaboratively, and have strong communication. It is thought that peer learning can be used in constructivist teaching processes in order to gain these features. Peer learning involves learners performing their learning by interacting with each other. In this study, it is aimed to determine the opinions of teacher candidates about peer learning realized with interactive videos in the blended learning process. The study group consists of 37 Computer and Instructional Technologies Education Department teacher candidates, 11 women (29.73%) and 26 men (70.27%) enrolled in the &quot;Special Teaching Methods-II&quot; course in the spring semester of 2018-2019 academic year. In the online part of the study, a web 2.0 tool (Edpuzzle) was used to prepare interactive video content. The videos prepared by the peers regarding the course content were expected to be watched online and before the face-to-face lessons. In the face-to-face learning process, students progressed the learning process interactively with their peers. At the end of the process, the data were collected with the data collection tool named &quot;teacher candidate opinion form&quot; developed by the researchers from the study group. The collected data were analyzed with content analysis and interpreted by the researchers. In the study results, the opinions of the teacher candidates about the process after their learning experiences were determined. It was found that a great majority of the teacher candidates had a positive opinion about the peer learning realized with interactive videos in the blended learning process.
Examining the Roles and Competencies of Principals of Project Schools in Terms of Accountability
Author: Usul, Fikriye
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Accountability,High Schools,Foreign Countries,Supervision,Integrity,Stakeholders,School Based Management,Administrator Attitudes,Administrator Responsibility,Competence,Holistic Approach

The aim of this research is to examine the roles and competencies of school principals working in project schools in terms of accountability, based on the views of school principals. This is a qualitative research which is based on the phenomenology design. The working group is chosen among the most well-known project schools in Istanbul using the maximum variation sampling method. Interviews were held with 12 school principals working at the Science High School, Anatolian High School, Social Sciences High School and Anatolian Religious High Schools in the 2019-2020 academic year. The data obtained from the interviews are coded using content analysis method and different 3 themes such as supervision, the functioning of education and integrity are obtained. In this context, it is indicated that project school principals felt themselves accountable most since they have a right to determine the managers and teachers they want to work with. It came to the conclusion that school principals cooperate with their internal and external stakeholders in all matters for the development of their schools.
Mathematical Thinking Styles--The Advantage of Analytic Thinkers When Learning Mathematics
Author: Huincahue, Jaime
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Thinking Skills,Mathematics Instruction,Teaching Methods,Correlation,Secondary School Students,Preferences,Student Attitudes,Mathematics Achievement,Foreign Countries,Mathematics Tests,Problem Solving,Learning Processes

School is a space where learning mathematics should be accompanied by the student's preferences; however, its valuation in the classroom is not necessarily the same. From a quantitative approach, we ask from the mathematical thinking styles (MTS) theory about the correlations between preferences of certain MTS and mathematical performance. For this, a valid test instrument and a sample of 275 16-year-old Chilean students were used to gain insight into their preferences, beliefs and emotions when solving mathematical tasks and when learning mathematics. The results show, among other things, a clear positive correlation between mathematical performance and analytical thinking style, and also evidence the correlation between self-efficacy, analytical thinking and grades. It is concluded that students who prefer the analytical style are more advantageous in school, since the evaluation processes have a higher valuation of analytic mathematical thinking.
Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach
Author: Swart, William
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Classroom Design,Space Utilization,Cooperative Learning,Problem Based Learning,Business Administration Education,Instructional Effectiveness,Learner Engagement,Student Satisfaction,Undergraduate Students,Technology Integration,Educational Technology,Interaction,Barriers,Cost Effectiveness

Problem-based learning is the latest name for a teaching philosophy that is as old as Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group learning, or &quot;flipped&quot; learning, the essential concept is to encourage the student to collaborate in applying their gained knowledge to solve a problem. As traditional lecture-based teaching has been challenged, the design of classrooms has been called into question. A flat or tiered room is not seen as an ideal setting for collaborative work. In our own College of Business, several traditional classrooms were converted to problem-based learning classrooms at considerable expense. This paper evaluates, using measures based on Michael G. Moore's theory of transactional distance, whether moving flipped classes into these high-tech classrooms improves the collaborative learning experience. Transactional distance can be defined as the barriers that exist to a student's engagement with their learning experience. These barriers arise due to the interaction between students and the teacher, other students, the subject matter content, and instructional technology being used. Our results suggest that, from a student engagement and outcome standpoint, the investment in costly high-tech classrooms is not warranted--a welcome result in times when university budgets are stretched to the limit.
&apos;The Indian Express&apos; Investigation of India&apos;s Toppers: Seven &apos;Takeaways&apos; for Betterment of Education System
Author: Misra, Pradeep
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,High Achievement,Secondary School Students,Outcomes of Education,Educational Attainment,Employment Level,Teaching Methods,Educational Practices,Career Counseling,School Role,Cooperative Learning,Student Needs,Public Speaking,Skill Development,Study Abroad,Scholarships,Educational Opportunities,Teaching (Occupation),Females,Student Research

The Indian Express, an English Daily, investigated the progression of 86 national school Board toppers (51 men and 35 women) during the two-decade of 1996-2015. The investigation consisted of toppers of Class X and XII (from the Central Board of Secondary Education and the Council for Indian School Certificate Examinations). It was published in three parts (The Indian Express, December 27-28-29, 2020). As a follow-up of the major findings of the investigation, this article proposes seven 'takeaways' for the betterment of India's education system.
Higher Education Color Design Based on Organizational Vision
Author: Martosenjoyo, Triyatni
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Organizational Objectives,Color,Colleges,School Buildings,Structural Elements (Construction),Foreign Countries

The vision of higher education organizations is needed to show the goals and how the higher education organizations work. With a vision, the activities of organizational members can be moved, directed and controlled to achieve organizational goals. In addition to being disseminated to members of the organization, the vision must also be introduced to stakeholders and the wider community as a way to create an institutional branding. One of the ways that a vision can be remembered easily is to use color symbols of the institution strategic elements. This article discusses how to design color concepts based on organizational vision and apply them to architectural elements of buildings. Vision always changes over time. On the other hand, buildings have a relatively longer life. The architect's task is to align the design age of higher education architecture so that it is always in line with its vision. Research location at Unhas Tamalanrea Campus Makassar with consideration of the level of organizational complexity. The research method uses a constructive paradigm. Data collection was carried out using the review of institutional documents, in-depth interviews, FGD, and transactional dialogue with the academic community. This research is conducted since the preparation of the Unhas Strategic Plan's 2006-2010, 2011-2015, and 2016-2020. The results of the discussion are in the form of a concept recommendation for the vision color of the institution.
Investigating the Training Needs of Music Teachers in Primary Education: A Greek Case Study
Author: Kogkou, Elefteria
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Teachers,Professional Development,Teacher Education,Educational Needs,Technology Integration,Technological Literacy,Program Length,Program Effectiveness,Primary Education,Distance Education,Special Education,Music Activities,Children,Foreign Countries,Teacher Competencies,Knowledge Level

The purpose of the current research is to examine the views of music teachers that work in primary education, regarding their training needs. With the investigation and emergence of their training needs, useful data occur for the design of effective training programs that focus on the coverage of the special training needs of these teachers. In this context, a quality research was designed and conducted in a sample of fifteen (15) music teachers in the Achaia district. The research data was derived from semi-constructed interviews and the results were analyzed with the method of thematic analysis. The sample music teachers wish to be trained to improve new technologies that refer to the music subject, their cognitive subject, in conducting the choir and the management of children with special needs. Music teachers are positive in creating a participatory pattern of organizing and conducting these training programs. As for the characteristics and the organizational parameters of the training, they prefer short training programs, live or distance learning, obligatory type that will be enriched with personalized and cooperative actions.
Structure in Distance Learning: A Systematic Literature Review
Author: Kandemir, Bülent
Date: 2021-12-00
Type: Journal Articles
Subjects: Distance Education,Educational Research,Course Organization,Online Courses,Curriculum,Instruction,Technology Uses in Education,Educational Technology,Student Evaluation

The research aims to determine the elements under the structural component in distance learning environments. The research was conducted as a systematic literature review. The research was conducted on a total of 54 studies. The studies were accessed through the electronic databases accessible at Gazi University. A PRISMA flow chart was used to select the studies. The classification of the studies into categories and codes was done using content analysis, in terms of the structural component. A total of 78 codes were found in 5 categories under which 5409 codings were made. It was found that under the structural component, the Technology category was the most frequently used. This category is followed by flexibility-rigidity, assessment, guidance and curriculum. The most frequently used code in the studies is individual feedback, which falls under the flexibility-rigidity category. As a result of the study, some suggestions were made for designers of distance education media. They should pay maximum attention to the flexibility-rigidity category to support students' sense of belonging. It is recommended to use different (textual, audio/video) feedback methods in the learning environment. They are expected to pay more attention to the Curriculum category to support learner success. The roles of teachers and learners should be clearly defined. Technology should be planned to support all processes such as interaction, access to content, communication, sharing, collaboration, and evaluation that may be experienced in the learning environment. Formative evaluation should be considered important and more than one method of performance assessment should be used. Since technological platforms are the basic elements of communication, they should be used extensively in learning environments.
Higher Education in Pakistan: Challenges, Opportunities, Suggestions
Author: Hui, Liu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Enrollment,Dropouts,Achievement Gap,Educational Quality,Academic Standards,Educational Facilities,Teaching Methods,Educational Improvement,Educational Change

Higher education provides opportunities to censoriously reveal the cultural, moral, socio-economic, and spiritual issues faced by the human race. Pakistan's higher education system has many institutional drawbacks includes a lack of quality management, institutional structure, and knowledge gaps between cross-culture educations systems to improve the efficiency of the current higher education system in Pakistan. To make Pakistan an educational center, Pakistan must strengthen the education system by developing modern technology and higher education. This study focuses on low enrolment and dropout gaps, quality and quantity of higher education standards, infrastructure, facilities, and low-quality teaching methods. This study summarizes these problems with suggestions to improve higher education standards and quality through cross-culture developments, performance standards, teaching methods, and examination reforms in Pakistan's higher education system.
Learning Activities in Preschool Classrooms: Preferences of Preschool Teachers and Views of Parents
Author: Konca, Ahmet Sami
Date: 2021-12-00
Type: Journal Articles
Subjects: Learning Activities,Class Activities,Preschool Curriculum,Curriculum Implementation,Preschool Teachers,Preschool Children,Parents,Parent Attitudes,Teacher Attitudes,Preferences,Value Judgment,Child Development,Foreign Countries

Early childhood teachers and their preferences are very important in order to apply a balanced curriculum in the early childhood education classroom. On the other hand, the views of parents play an important role in classroom implementations; although their views can sometimes create barriers for teachers, and sometimes teachers can be inspired by them. As a result, both teachers' preferences and parents' views need to be investigated in order to understand how they affect learning activities in early childhood education classrooms. With this purpose, this study aims to investigate preschool teachers' preferences and parents' views of learning activities applied in preschool classrooms through a case study. The study included 25 preschool teachers and 33 preschool children's parents. Data collection took the form of semi-structured interviews held with the preschool teachers and the parents of preschool children. The results of the study revealed that the preschool teachers mostly preferred art, mathematics, and literacy activities, whilst science, drama, and body movement activities were the least implemented types of activities in the early childhood classroom. On the other hand, language, literacy and body movement activities were considered most important activities by parents. Moreover, the needs of the children, products, and processes were the first three reasons behind the teachers' classroom activity preferences, whilst the teachers' self-confidence in applying the activities was the least influential factor in their activity preferences.
Overeducation among Saudi Graduates in the Labour Market: Incidence and Determinants across Two Self-Assessment Measures
Author: Alzubaidi, Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Educational Attainment,Education Work Relationship,Labor Market,Incidence,Self Evaluation (Individuals),Probability,Employee Attitudes

Education expansion has prompted an extensive body of literature on the issue of overeducation, particularly in developed countries. However, as is the case for many developing countries, little, if any, empirical evidence from Saudi Arabia has emerged on this topic. Using cross-sectional survey data, this study examined the prevalence and possible determinants of overeducation among Saudi graduates in the labour market on the basis of two different self-assessment measures. Results indicated that nearly 50% of Saudi graduates in the study were considered overeducated based on each measure, while about 41% were consistently considered overeducated based on both measures. Using logistic regression models, several individual and job characteristics were deemed as major determinants of the probability of being overeducated across both measures. Furthermore, the two measures largely overlapped and yielded somewhat similar conclusions in terms of both the estimates and determinants of overeducation among graduates. The plausible implications of the results for education and labour market policies are discussed.