ethanporcaro/eric-fulltext-meta huggingface dataset:
Giving Students an eDGE: Focusing on ePortfolios for Graduate Employability
Author: Mitchell, Lana J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Employment Potential,Foreign Countries,Undergraduate Students,Educational Technology,Career Readiness,Competency Based Education,Dietetics,Nutrition,Student Attitudes

Universities are placing increased attention on providing students with ePortfolios and online teaching platforms to enhance learning and employability. This paper reports on a study which aimed to investigate the views of dietetics students on the usefulness of PebblePad as a learning platform and ePortfolio tool for evidencing graduate competency and enhancing employability. This research was conducted within a multi-component design-based research framework. PebblePad was introduced to the Griffith University Bachelor of Nutrition and Dietetics four-year degree in 2016 as part of the eDGE project (ePortfolios for Dietetics Graduate Employability). Students enrolled in 1st and 3rd year courses utilising PebblePad in 2016 and 2017 were invited to complete an online survey at the conclusion of each course. Surveys were completed by 116 students (2016 n=50; 2017 n=66). Students perceived that PebblePad could impact on their employability through demonstrating their learning as well as assisting their understanding and competency development as a professional. This was more evident in 3rd year students than 1st year. The aspects of PebblePad perceived as most beneficial for employability were the ability to: 1) collate experiences and assessment; 2) evidence dietetics competencies via 'tagging'; and 3) facilitate reflection. The least beneficial aspects were: 1) usability and navigation of PebblePad; 2) lack of clarity around using PebblePad to evidence employability; and 3) belief that required reflections were excessive. ePortfolios and learning platforms such as PebblePad are perceived by students to be useful for evidencing employability. Potential improvements in assessment design could further enhance their use.
Enhancing Students&apos; Understanding and Skills on Dance Music: An Action Research
Author: Taryana, Tatang
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dance Education,Music,College Students,Music Education,Student Improvement,Creativity

Dance students in university tend to have minimum understanding and skills in processing music to address the creativity needs in new dance works. Therefore, effective and critical learning strategies are needed so they are able to process music to create dance works. This research aims at enhancing dance students' understanding and skills to process music in creating new dance works in the future. It was conducted using an action research design involving 30 dance students at one of the universities in Indonesia. The results showed that, in terms of skills and understanding of music, students were not used to processing music for their dance works, since they were mostly assisted by music stylists. Through internal and external music exploration learning, the musical dance students' skills could be improved. Therefore, the findings of this research are recommended to be used as an alternative learning in enhancing dance students' musical ability. [Note: The page range (2406-2424) shown in the suggested citation and header is incorrect. The correct page range is p2621-2639.]
Hybrid Model in Accounting Education: The Experience of Management Simulation Course
Author: Bastos, Susana Moreira
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Accounting,Business Administration Education,Computer Uses in Education,Blended Learning,College Seniors,Foreign Countries,Distance Education,Student Attitudes

Due to the COVID-19 pandemic and its effects on education, he transformation of didactics and technological methods was necessary to promote students' self-learning and motivation, alongside teachers' tutoring, guiding students' academic journey. This paper aims to investigate the effect of COVID-19 on digitalization accounting in higher education and explores the students' perception of the adapted hybrid model. The study follows a qualitative approach and rely on the final-year students of the accounting and management degree of Accounting and Business of Porto Polytechnic School. Data were collected through a questionnaire from students who experienced both distance and face-to-face education and completed the course of Management Simulation. The study highlights the digitalization of accounting teaching and the pandemic's effect on the future of digital accounting education. In sum, the hybrid model meets the needs of this practical course and can be a model to be applied in the future.
Implementation of Community-Based Education Management: A Case Study of Islamic Boarding Schools in Bengkulu City, Indonesia
Author: Zulkarnain, Zulkarnain
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Schools,Boarding Schools,School Administration,Community Education,Administrative Organization

The purpose of this study is to reveal the objective conditions and characteristics of Islamic boarding school management as a model of community-based education in Bengkulu City. This study uses a qualitative approach, the method used is a single instrumental case study. The data collection process used (1) in-depth interviews, (2) participatory observation, and (3) documentation study. The data analysis technique is domain analysis by focusing on terms, semantic relationships, and the phrases they cover. The results and research findings show that Islamic boarding school management as a model of community-based education in Bengkulu City needs to be addressed regarding management according to good and correct management principles, which have been using full authority and top leader charisma. Given that Islamic boarding school is a type of community-based education, the application of management must pay attention to the aspects of management that apply to community-based education.
The Situation of Online Preschool &quot;Learning&quot; from Early Childhood Teachers&apos; Perspective
Author: Barabási, Tünde
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Preschool Children,Early Childhood Teachers,Teacher Attitudes,School Closing,COVID-19,Pandemics,Technological Literacy,Hungarian,Language of Instruction,Foreign Countries,Videoconferencing,Teaching Methods

The closure of educational institutions in the context of the COVID-19 pandemic prompted early childhood teachers to review educational practices used in early childhood education. The present study provides a picture of the home education period from the point of view of early childhood teachers, reflecting on how different elements of the preschoolers' digital diet could prevail during the aforementioned period. Research data was collected via questionnaires (N=423). Data was collected from early childhood teachers who teach in Hungarian. Research results show a strong tendency in early childhood teachers to adapt to the needs of parents and children, and at the same time, a strong correlation between the use of online platforms and the teachers' level of digital skills. The early childhood teachers' adaptive and openminded approach to the situation is also enhanced by the rich repository of elements that are transferable to offline education.
The Effect of the Integrated Mathematics Lessons with Children&apos;s Literature on the Fifth Grade Students&apos; Place Value Understanding
Author: Durmaz, Burcu
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Grade 5,Concept Formation,Number Concepts,Comprehension,Student Attitudes,Teaching Methods,Picture Books,Childrens Literature,Middle School Students,Foreign Countries,Integrated Activities,Instructional Effectiveness

The comprehension of the place value concept which is based on the grouping of numbers in accordance with distinct systems is not so easy. One of the sources that may contribute to the comprehension of the place value and making connections with daily life is children's books. The effects of several tools on the comprehension of the place value have been analyzed in the literature, but the effects of children's books in this regard have not been so frequent. Therefore, the aim of the study is to analyze the effects of the fifth-grade mathematics lessons integrated with children's books on the students' place value understanding. The study was designed through the case study which is a kind of the qualitative research methods. The participants of the study are 32 fifth grade students. The data of the study were obtained through the place value test, the place value achievement test, and an interview form. The findings indicate that the mathematics lessons integrated with the picture books have positive effects on the fifth-grade students' comprehension and achievement about the place value. Also, the students participated in the study mostly reported positive views about the mathematics lessons integrated with the children's books.
The Effect of Activity-Based Teaching Approach on the Attitudes of Math-Activities and Their Beliefs about Mathematics of Elementary School Fourth Graders
Author: Deringöl, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Activities,Elementary School Students,Grade 4,Beliefs,Mathematics Education,Attitude Change,Pretests Posttests,Foreign Countries

The aim of this study is to examine the effect of activity-based mathematics teaching on the attitudes of elementary school 4th graders towards mathematics activities and their beliefs about mathematics. The research is designed according to the quasi-experimental pretest-posttest control group design. The study group consisted of a total of 50 fourth graders, of which 25 were experimental groups, and 25 control groups. The Attitude Scale for Mathematics Activities and the Belief Scale for mathematics were used as pre-test and post-test tools for data collection. Additionally, the students' views on this application were taken at the end of the application. In the analysis of the obtained data the Mann-Whitney U test and the Wilcoxon Signed Ranks test were used. Content analysis has been used to evaluate student opinions of the application, and comments of the students were quoted directly. As a result of the analysis, it was concluded that students' attitudes towards mathematics activities and their beliefs about mathematics had a significant variation in favor of the experimental group while there was a significant difference between the pre-test and post-test average scores in favor of the final test while the experimental group's attitudes towards mathematics activities and their beliefs about mathematics. At the end of the study, it is found that the students of the experimental group have a positive opinion on these activities and also that the activities that the students intend to develop on the subject are similar to the studies activities. It is suggested that teaching with activities in which students are active is used more often in classrooms because of the positive impact on students' attitudes to mathematics activities and their beliefs about mathematics.
Professional Competence Development When Teaching Computational Informatics
Author: Revshenova, Makhabbat
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Competency Based Education,Preservice Teacher Education,Preservice Teachers,Graduate Students,Undergraduate Students,Information Science Education,Computer Science,Thinking Skills,Problem Solving,Calculus,Mathematical Applications,Foreign Countries

Bachelors and graduate students are offered in the course of teaching computational informatics, the ability to solve nonstandard mathematical problems, which, as a rule, are not included in the content of teaching computational informatics. The article aimed to analyze the application effectiveness of non-standard mathematical problems in the course of teaching computational informatics, elaboration of constructive computational solution algorithms of inverse problems for differential equations, during which the bachelors and graduate students develop own professional competencies. The research conducted a review of previous literature on the topic. Formulation of the inverse problem for differential equations for the investigation of which the computational mathematics finite difference methods are applied, is presented. In the course of investigation, it was revealed that at elaborating the constructive computational algorithms of its solution, the bachelors and graduate students develop not only fundamental knowledge in the field of applied and computational mathematics, computational informatics methods, but also develop the professional competences, including computational thinking.
Science and Non-Science Majors&apos; Mental Models of Nuclear Power: Does the Program of Study Matter?
Author: Es, Hüseyin
Date: 2021-00-00
Type: Journal Articles
Subjects: Majors (Students),Nonmajors,Schemata (Cognition),Freehand Drawing,College Seniors,Theological Education,Science Education,Science and Society,Preservice Teacher Education,Nuclear Energy,Facilities,Religious Factors,Public Colleges,Conservation (Environment),Foreign Countries

The purpose of this study was to characterize science and non-science majors' mental models of nuclear power plants through their drawings. For this purpose, a total of 27 &quot;Theology&quot; and 26 &quot;Science Education&quot; college students were participated in the study. To collect data, students were first asked to state their decisions about the construction of nuclear power plant in the city they live, and then to think about nuclear power plants in their minds and draw the revived images on a paper. Data were analyzed through content analysis based on the SEE-STEP model. Findings revealed that religious beliefs and/or education may affect college students' reactions to nuclear power plants. That is, while most theology majors approached the construction of nuclear power plants positively, majority of science education majors did not. Theology majors referred mostly to economy in their drawings, while science education majors mostly to environment. Regardless of the program of study, on the other hand, the codes emerged from the drawings were mostly about environment, which was followed by technology, economics and science. Ethics was the least common subject area referred in the drawings of the students from both programs of study.
Romanian Teachers&apos; Self-Perceived Assessment Skills and Self-Reported Nonachievement-Based Grading Practices
Author: Timofte, Roxana S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Assessment Literacy,Grading,Academic Achievement,Chemistry,Student Teacher Attitudes,Evaluation Criteria,Teachers,Foreign Countries

In this paper are presented the results of a study regarding the self-perceived assessment skills of Romanian teachers. An instrument regarding the self-perceived assessment skills was applied to N=108 teachers. From the seven factors of the instrument, it was found that the Romanian teachers who participated in this study reported that they are the least skilled in a) nonachievement-based grading and b) standardized testing, test revision, and instructional improvement. In a second study, items related to the practices of nonachievement-based grading were applied to N=185 teachers. The analysis of data revealed that the teachers use occasionally this practice. A focus group (N=5 Chemistry student teachers) on the topic of inclusion of nonachievement factors in grading was undertaken. Although the participants' opinions varied, the overall conclusion was that some nonachievement factors could be included in grading, and the participants proposed some specific conditions for this.
Job Satisfaction and Risk of Burnout in Special Needs Nursery School Teachers
Author: Cech, Tomás
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Job Satisfaction,Preschools,Preschool Teachers,Special Education,Foreign Countries,Measures (Individuals),Teaching Conditions,Risk,Scores

Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory -- Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers' climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate.
Marine Environmental Education Learning System Recommendation Model Based on Student Needs Analysis in Indonesian Coastal Areas
Author: Istiana, Rita
Date: 2021-00-00
Type: Journal Articles
Subjects: Marine Education,Environmental Education,Educational Assessment,High School Students,Foreign Countries,Natural Sciences,Problem Solving,Teaching Methods,Technology Uses in Education,Electronic Learning,Student Evaluation,Student Educational Objectives

This paper presented the development of the Dick and Carry model steps 1 to 4 of, namely the identification of educational objectives, educational analysis, analysis and context of the learner, and the formulation of performance objectives. The study was conducted from January to April 2020. The participants in this study were high school students from the coastal region of North Jakarta. The sampling technique used in this study was random sampling. The instruments used to collect the research data are the questionnaire/questionnaire, observation, and interview. The data were analyzed in a qualitative description. The results of this study indicate that the formulation of the learning objectives is that students should receive marine education that is integrated with natural science learning in schools, students should be taught using methods of learning that are contextual within the daily problems in the student's home environment, i.e. problem-based learning / problem-solving models, students should be taught using interactive learning aids such as media based on information technology such as mobile learning, the assessments to be developed include 3 aspects namely cognitive, affective and psychomotor.
Pre-Service Primary School Teachers&apos; Metaphoric Perceptions about Geometry
Author: Sahinkaya, Nihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Figurative Language,Language Usage,Geometry,Mathematics Instruction,Elementary School Teachers,Geometric Concepts,Cloze Procedure,Reliability,Teacher Education Programs,Foreign Countries

Geometry can be defined as finding patterns and standard principles within and between the shapes, which contributes to learning of mathematics. This study aims at revealing the perceptions of pre-service primary school teachers on the geometry concept using metaphors. For this purpose, pre-service teachers were asked to fill in the blanks in a sentence, which was &quot;Geometry is like/similar to…, because…&quot;. The study was conducted with 120 voluntary preservice primary school teachers. Then, the metaphors they used were analyzed in three phases, consisting of determining the subject (1) and source (2) of the metaphor, and evaluating the relationship (3) between the source and subject. The responses of the participants were evaluated by the researchers, whose reliability was obtained as 97% using the reliability formula provided by Miles and Huberman (1994). The most commonly used metaphors were &quot;puzzle&quot; and &quot;space&quot; among the total 71 different metaphors generated by the pre-service teachers. These metaphors were classified into 11 categories under the titles of &quot;feature&quot; and &quot;feeling&quot;. Results illustrated that pre-service teachers generally reflected geometry as &quot;difficult&quot; and &quot;complex&quot; but &quot;entertaining&quot; involving the relations between part and whole.
Pre-Service Pre-School Teachers&apos; Opinions about Using Block-Based Coding/SCRATCH
Author: Timur, Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Coding,State Universities,Foreign Countries,Undergraduate Students,Creativity,Design,Student Attitudes,Computer Science Education,Web Sites,Programming

In this study, it was aimed to examine the pre-service pre-school teachers' opinions about using block-based coding/Scratch in education. 28 pre-service pre-school teachers were participated studying at a public university in a Marmara province region. Within the scope of the study, pre-service teachers were trained on the block-based coding Scratch program for four weeks. A semi-structured interview form consisting of 12 questions was used to determine the opinions of the participants. The data of the study were analyzed using the descriptive analysis method. As a result of the study, 85.71% of pre-school teacher candidates stated that block-based coding education should start at an early age like a language education, this education is important as a necessity of the technology age and all students should benefit from this education in order to provide an effective education, 14.25% of teacher candidates specified that this education is untimely for younger age levels and should not be given to everyone. In addition, the pre-service teachers stated that the block-based coding/Scratch program training helped them gain new ideas in terms of creating materials, improved their creativity and contributed to design abstract material in addition to concrete ones. Additionally, 46.42% of pre-service teachers stated that block-based coding education should start between the ages of 5-7. In this context, it is recommended to provide coding education both in pre-school and undergraduate education.