ethanporcaro/eric-fulltext-meta huggingface dataset:
Modular-Based Approach and Students&apos; Achievement in Literature
Author: Ambayon, Cristobal M.
Date: 2020-07-00
Type: Journal Articles
Subjects: Teaching Methods,Comparative Analysis,Undergraduate Students,Secondary School Teachers,Teacher Education Programs,Grade Point Average,Mythology,Folk Culture,Literacy,Instructional Effectiveness,Instructional Materials,English Literature,English (Second Language),Language Teachers,Second Language Learning,Second Language Instruction,Tests,Foreign Countries

Mythology and folklore have long been important means for promoting literacy in human societies. This study aimed at validating a mythology and folklore module and evaluating its effectiveness in teaching the subject of mythology and folklore. This was in response to inadequate learning resources in teaching literature and to address the call for effective instructional materials. The study used comparative-experimental research design. The results revealed that the developed module consisted of excellent contents, relevance and mechanics as evaluated by experts in the area. The module was also assessed by the students as highly acceptable, valid, reliable, and usable. Third Year Bachelor of Secondary Education (BSED) major in English students for School Year 2015-2016 were the participants of this study. The students were divided into control and experimental groups. The groupings were based on their GPA during the previous semester. While the experimental group utilized the developed module, the control group did not. The test instruments were the different exercises given every after the topics which lasted for one hour every session. Based on the results, the performance of the college students in literature in experimental group had improved from poor to excellent achievement whereas the control group had relatively improved from poor to fair achievement. Hence, it is recommended that the module be used in similar contexts particularly in learning mythology and folklore.
School Radio: Finding Innovation in Reaching Remote Learners in Belize
Author: Kirshner, Jean Denison
Date: 2020-07-00
Type: Journal Articles
Subjects: Educational Radio,Access to Education,School Closing,COVID-19,Pandemics,Distance Education,Foreign Countries,Elementary Secondary Education,Equal Education,Teaching Experience,Instructional Effectiveness

This case study on Belize educators during the COVID-19 school closures examines the innovative approach the educators of this country took. As many schools across the globe swiftly pivoted to online learning during the COVID-19 school closures, the educators of Belize recognized that digital learning would leave out their marginalized students who did not have internet connectivity. Instead, the educators of Belize drew on the history of their country, using school radio to reach their youngest citizens located in remote locations without internet. This innovative solution, reaching students in villages without internet, required the collaboration of Belize's teachers and radio broadcasters.
Defining Teacher Ownership: A Science Education Case Study to Determine Categories of Teacher Ownership
Author: Valdmann, Ana
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Teaching Methods,Self Efficacy,Teacher Effectiveness,Professional Continuing Education,Faculty Development,Teacher Attitudes,Teacher Behavior,Student Motivation,Learner Engagement,Relevance (Education),Sustainability,Inquiry,Science Instruction,Reflection,Foreign Countries,Secondary School Teachers

This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers' self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self-efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories.
Theorising the Itinerant Curriculum as the Pathway to Relevance in African Higher Education in the Era of the Fourth Industrual Revolution
Author: Fomunyam, Kehdinga George
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Relevance (Education),Industrialization,Futures (of Society),Economic Development,Postcolonialism,Western Civilization,Teaching Methods,Educational Change,Curriculum Development,African Culture,Indigenous Knowledge,African Languages,Integrated Curriculum,Foreign Countries

The current era of the fourth industrial revolution combines digital, physical, and biological knowledge in ways never seen before. This revolution has resulted in disruptive technologies and trends, such as robotics, internet of things (IoT), virtual reality, and artificial intelligence (AI). The African continent is still behind with preparations for its future, through relevant unique educational practices for its populace in this era. This is because very little has changed in the curriculum content of African education, and post colonial education in Africa is essentially a colonial legacy. The curriculum is still designed after western models and paradigms, which have little or no relevance to life in Africa. This paper records the epistemological evisceration of African-centered intellectual traditions in formal education as a major cause of this challenge. Proposing the introduction of an itinerant curriculum in the African higher education sector as a viable solution to this epistemicide, this paper first argues that all bodies of knowledge(western and indigenous) are valid and significant, and should therefore be infused together without one placed as superior over the other. The study concludes that curriculum should reflect the intrinsic value of African culture, language, customs, and practices. The integration of all bodies of knowledge is the hallmark of an itinerant curriculum, should support the inclusion of a wider diversity of knowledge in curriculum theory, and practice.
Physics Teachers&apos; Perceptions on Sustainable Physics Education
Author: Mohamad Nasri, Nurfaradilla
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Teacher Attitudes,Sustainable Development,Science Instruction,Teacher Surveys,Comparative Analysis,Beginning Teachers,Teaching Experience,Faculty Development,Teacher Competencies,Teaching Methods,Foreign Countries

The United Nation 2030 Agenda for Sustainable Development advocates teachers as the key in, and for, sustainable development. Surprisingly, while physics teachers have long been recognized as important agents in equipping students with necessary physics knowledge and scientific inquiry skills, nonetheless less attention is paid to explore physics teachers' perceptions on sustainable physics education (SPE). The absence of robust research that explores physics teachers' perceptions to SPE has informed this research. A total of 248 Malaysian physics teachers were involved in a survey consisting of both close and open-ended questions to capture their perceptions of SPE. In examining the differences in physics teachers' perceptions of SPE, with regards to teaching experiences and educational background, the one-way ANOVA was utilized. Whereas thematic analysis was used to analyze responses from the open-ended questions. The main finding of this research is the novice physics teachers expressed more positive views of SPE, where they posed better understanding and greatly valued physics competencies when compared to the other teaching experiences groups. The understandings of sustainability among physics teachers were largely dominated by environmental foci. This research provides vital information to design effective teacher professional development targeting novice physics teachers in order to implement SPE effectively,
The Canary Platform for the Reduction of School Absenteeism
Author: Perez-Jorge, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attendance,City Government,Compulsory Education,School Councils,Training,Elementary Secondary Education,Integrated Learning Systems,Social Networks,Technical Support,Electronic Publishing,Online Searching,Web Sites

In 2012, the Canaries School Council (CSC) and the Canary Federation of Municipalities (FECAM) decided to investigate the level of school absenteeism in the Canary Islands. They therefore with the Ministry of Education Canary Islands Government about holding a conference for municipal technical teams on addressing this problem, which is particularly worrying in the Canary Islands. Following a needs analysis, the Canary Platform for the Reduction of Absenteeism was developed, comprising three web pages: i) a social network, for communication and cooperation between municipal technical teams; ii) a repository, for resources, such as protocols, documents, articles, communications, available to download; and iii) Moodle, for offering a 125-hour university course for the technical teams. The Canary Platform for the Reduction of Absenteeism operated between March 2013 and September 2018, beginning with 292 technicians from all the Canarian municipalities and, subsequently extending to other institutions, such as island councils, secondary school teachers, educational and psycho-pedagogical guidance teams, and local police. The level of use of, number of visits to, and number of downloads from the website during the first stage were much higher than the second, when despite not being updated, demand continued, especially for the standardized protocol for school absenteeism. These results proved that municipal teams need technical support, supervision, and guidance.
The Impact of Physical Molecular Models on Students&apos; Visuo-Semiotic Reasoning Skills Related to the Lewis Structure and Ball &amp; Stick Model of Ammonia
Author: Nkosi, Thobile
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Molecular Biology,Molecular Structure,Models,Visualization,Semiotics,Thinking Skills,Science Process Skills,High School Students,Grade 11,Chemistry,Geometric Concepts

Visuo-semiotic models, such as Lewis structures and ball &amp; stick models, are widely used to enhance students' learning. However, there is limited research about the impact of these models on specific visuo-semiotic reasoning skills. In the current research, we aimed to determine the extent to which physical molecular models could enhance specific visuo-semiotic reasoning skills among students. The research question that we explored was, &quot;what is the impact of physical molecular models on Grade 11 students' visuo-semiotic reasoning skills related to Lewis structures and ball &amp; stick models of ammonia?&quot; In this mixed-methods research, we collected data from purposively selected Grade 11 chemistry students aged between 15 and 18 from an under-resourced school in South Africa. Through a quasi-experimental design, participants in the experimental group (n = 101) used physical molecular models to learn about Lewis structure and ball &amp; stick models of ammonia while participants in the control group (n = 100) did not. We subsequently tested students' visuo-semiotic reasoning skills. Results show that using physical molecular models significantly improved students' visuo-semiotic reasoning skills and reduced associated learning difficulties. We, therefore, recommend that these models should be used as an instructional tool to enhance learning.
Effects of Listening/Reading Comprehension and Morphological Awareness on First Graders&apos; Writing to Dictation: A Comparison of the Effect of Memorization
Author: Choi, Naya
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Listening Comprehension,Morphology (Languages),Grade 1,Elementary School Students,Memorization,Verbal Communication,Foreign Countries,Spelling,Proximity,Punctuation,Cognitive Ability

The purpose of this study was to determine whether the cognitive abilities of listening and reading comprehension and morphological awareness affect children's writing to dictation. Data were collected from 194 first-grade elementary schoolchildren in South Korea on the effects of repetitive practice and memorization by comparing impromptu and one semester's regular dictation tests. The results first revealed that spelling, spacing, and punctuation were highly correlated with the three cognitive abilities in the impromptu writing to dictation, but far less in the regular dictation test. Second, it was found that children's listening and reading comprehension and morphological awareness influenced their spelling, while reading comprehension and morphological awareness affected spacing and punctuation significantly in the impromptu dictation test. However, in the case of the regular dictation test, which involved memorization, the number of significant factors was small, and final explanatory power of those cognitive abilities was much smaller.
Motivation for Preservice Students to Choose a Teaching Career by Gender, Age, and Subject Area in Nigeria
Author: Akpochafo, Grace Omejevwe
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Career Choice,Teaching (Occupation),Student Attitudes,Gender Differences,Age Differences,Intellectual Disciplines,Student Motivation

This research study aimed to investigate the motives of preservice students in choosing a teaching career in Nigeria. It also examined the beliefs underpinning their choice according to gender, age, and subject area. The study conducted a survey among 225 participants selected through purposive sampling from students at Delta State University Abraka, Nigeria. A 61-item questionnaire was adapted from Watt and Richardson's FIT-Choice scale, the descriptive and inferential statistics from which were analyzed. The results revealed that unlike subject area, gender and age played a significant role in relation to motivational factors. These findings are discussed and recommendations offered.
The Influence of Interaction with Nature in Childhood on Future Pro-environmental Behavior
Author: Krepelkova, Šárka Doležalová
Date: 2020-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Natural Resources,Correlation,Experience,Predictor Variables,Affective Behavior,Children,Adults,Emotional Response,Foreign Countries,Leisure Time,Beliefs,Interests,Behavior

Pro-environmental behavior is a key to environmental sustainability. It is important to know which variables influence the development of pro-environmental behavior and how important direct interaction with nature is for future environmental engagement. The aim of the research was to examine the correlation between childhood interaction with nature and pro-environmental behavior as an adult and the mediators influencing this correlation. The respondents (N = 370) were selected by the snowball method and completed an on-line questionnaire. Bivariate correlation and parallel mediation analysis were done. Previous research studies focused mainly on one type of influence, and this research brought a comparison of three mediators. The results confirmed that interaction with nature in childhood affects future pro-environmental behavior. The main mediator seems to be the affective mediator. The cognitive mediator and interaction with nature in adulthood had only a small mediation effect. Children's emotional bonding with nature is the important element for the development of pro-environmental behavior. This appears to be a more effective way of ensuring stronger pro-environmental behavior in the future than building environmental knowledge or relying on sufficient interaction with nature in adulthood.
Operational Strategies and Sustainability Factors Influencing Implementation of Education Intervention in Honduras, Central America: Avanzado Libros Project
Author: Ochako, Maureen N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Development,Capacity Building,Government Role,Stakeholders,Role,Intervention,Educational Planning,Sustainability,Program Implementation,Elementary Secondary Education

This study examined operational strategies and sustainability factors on education intervention projects in Honduras, Central America. The study's purpose was to determine the role 0f project planning, capacity building, government investment and stakeholder engagement played in implementing educational interventions. Adopting a survey design and census method, relevant data was collected using structured questionnaires distributed to 132 project implementers of the Honduras ACL project. With response rate of 87%, the study findings revealed that all for variables exerted a significant influence, moderated by the policy environment indicated strong positive correlations were shown between the implementation of educational interventions and each of the four variables: In conclusion, the study recommends that to successfully implement educational interventions, it is essential: project implementers and benefactors understand the importance of clear and inclusive implementation plans, and the need for capacity need assessments and relevant capacity building; and not only stakeholders but also governments become involved.
Knowledge and Perception of Trainee Teachers towards the LGBTQ+ Community
Author: Perez-Jorge, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,LGBTQ People,Student Diversity,Social Bias,School Role,Sex Education,Teacher Education Programs,Preschool Education,Elementary Education,Gender Differences,Information Sources,Knowledge Level,Educational Attainment,Age Differences,Marital Status,Religion,Foreign Countries

This research investigated the level of knowledge and perceptions of trainee teachers towards the LGBTQ+ community. In order to achieve this, a descriptive study was carried out, with the objective of becoming aware of the expectations and preconceptions held by trainee teachers in the fourth year of their degree course in Primary and Infant Education during the 2018-2019 session. In addition, limitations of the educational approach and the keys to awareness and acceptance in school, of sexual and gender diversity, were also investigated. In order to collect the data a questionnaire instrument was used and a discussion group was also identified. The key results revealed that trainee teachers do understand the reality of this community and are disposed in favour of the acceptance of sexual and gender diversity in the classroom. In fact, they demonstrated the need for important training in order to provide an effective approach to sexually related material.
Theorising Machine Learning as an Alternative Pathway for Higher Education in Africa
Author: Fomunyam, Kehdinga George
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Higher Education,Educational Technology,Computer Uses in Education,Indigenous Knowledge,Individualized Instruction,Learning Analytics,Educational Innovation,Equal Education,Access to Education,Educational Trends

Machine learning technology is currently a new frontier for higher education globally, and the African higher education system needs to change in tandem with this technological trend in order to combat challenges faced by the system. These challenges include lack of institutional research to discover new knowledge, unfavorable methods of instruction, especially the language conflict, access to education for marginalized and isolated communities, high dropout rates, depleted infrastructure and unavailability of resources, overpopulated classrooms, and a biased grading system. This paper discusses alternative machine learning solutions to these challenges faced by the African higher education system, in order to ensure that students develop the skills needed to thrive in this digital era. Findings reveal three key technological solutions that can provide alternative solutions to these challenges, and they include customized/personalized learning, predictive analytics and digital administrative management, and virtual assistance. This paper concludes that for Africa, Catching up with the world goes beyond adopting these new innovations to facilitate learning. Recommendations include rethinking the content of the African curriculum, developing an unbiased education system, and adopting a suitable medium of instruction.
The Science Learning Environment Primary School Students&apos; Imagine
Author: Sahin Kalyon, Demet
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Elementary School Students,Freehand Drawing,Grade 3,Grade 4,Student Attitudes,Teacher Student Relationship,Teaching Methods,Science Experiments,Class Activities,Student Behavior,Cooperative Learning,Scientific Research,Expectation,Peer Groups,Case Studies

This research explored dream science classrooms of primary school third and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students' drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. [This research was presented as an oral presentation at the 18th International Primary Teacher Education Symposium.]