ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education
Author: García-Carrillo, Christian
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Instruction,STEM Education,Programming,Robotics,Elementary School Teachers,Teaching Methods,Foreign Countries,Teacher Motivation

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching-learning process.
Analysis of Problem Posing Using Different Fractions Meanings
Author: Martinez, Silvia
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Fractions,Mathematics Instruction,Elementary School Students,Foreign Countries,Grade 6,Mathematical Concepts

The aim of this work is to study the knowledge that 11 to 12-year-old pupils have about the different meanings of fractions. For this purpose, an investigation about the ability that 11 to 12-year-old pupils have with fraction problems through problem posing is performed. In particular, we analyze if they pose different types of problems depending on the provided help and if they are able to solve the problems they pose. To do so, after making a classification about types of fractions problems, an instrument is designed to see if students are able to invent and solve problems with different conditions (no reference at all, reference to an image, reference to a graphic representation, and reference to an operation). The analysis of results shows that most of the students properly solve what they invent, and points out that they tend to pose part-whole and part-set problems, even when the given reference suggests another type of problem.
The Role of Schools during Practicum in Adapting to Vietnamese Education Innovation
Author: Huong, Vu Thi Mai
Date: 2021-00-00
Type: Journal Articles
Subjects: Practicums,Preservice Teacher Education,School Role,Educational Innovation,Educational Change,Educational Quality,Universities,Knowledge Base for Teaching,Student Teacher Attitudes,Teacher Attitudes,College Faculty,Mentors,Teacher Student Relationship,Foreign Countries,Teacher Education Programs,College School Cooperation

School is a crucial component in teacher training. Schools are also the places where pre -- service teachers practice manipulations, career actions, capacity development and career sentiments. The innovation of Vietnamese general education from content to competency approach has led to many changes in the schools, thereby requiring teacher training to be linked to educational practices in every school. The schools have just played the role of a unit that evaluates and tests the training quality of the pedagogical universities, and at the same time provides practical educational knowledge and educational innovation to supplement the theoretical knowledge in school offenses. This research aims at determining the role of schools during training pre-service teachers in Vietnam. Data was collected through questionnaires involving 390 participants comprising student teachers, lecturers from pedagogy universities and mentors of schools in Vietnam. The results showed that, in Vietnam, schools are lacking initiative in coordinating with teacher training institutions. The role of schools is still limited; the schools need to promote the initiative and be more active in the relationship with pedagogical universities so that the effectiveness of teacher training is the highest, adapting to the innovations of current Vietnam education.
Sportive University Students and Life Satisfaction
Author: Turgut, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Young Adults,Student Participation,Student Characteristics,Correlation,Life Satisfaction,Athletics,Physical Activity Level,Gender Differences,Age Differences,Income,Foreign Countries

The aim of this study was to investigate the levels of life satisfaction of individuals participating in sports or physical activity within the scope of gender, age, income status, parental education level and active sports. The sample of the study consisted of 442 people from Kastamonu Province. Parametric analysis methods were used to analyse the data. Independent t-test was used to determine the difference between two groups and one-way analysis of variance was used to determine the difference between two groups. According to the findings, there was no statistically significant difference between age and income status. In other words, life satisfaction levels of the participants were found to be high. The highest mean subscale was found to be the relationship satisfaction dimension with a mean of [x-bar]= 4.90 and the lower mean was the overall life satisfaction sub-dimension with a mean of [x-bar]= 3.50. In parallel with this situation, it was determined that life satisfaction levels of the participants varied according to different variables.
The Role of Jordanian School Principals in Achieving the Fourth Goal of the Sustainable Development Goals
Author: Abu shaqra, Rawan kheder Yousef
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Sustainable Development,Administrator Role,Gender Differences,Elementary Secondary Education,Cultural Awareness,21st Century Skills,Student Development,Citizenship Education,Access to Education,Educational Quality,Governance,Teacher Attitudes,Public Schools,Private Schools

This study aimed to detect the role of Jordanian school principals in achieving the fourth goal of the sustainable development goals. The study population comprised of all the (3865) basic school male and female principals in the first semester of the academic year 2020/2021. The randomly selected sample consisted of (378) principals. The researcher adopted a descriptive survey approach and built a questionnaire consisting of (36) items based on the UN indicators of the fourth goal of sustainable development goals. The study came out with several main results, some of which were the role of Jordanian school principals in achieving the fourth goal of the sustainable development goals came at a moderate degree and that there are statistically significant differences at the level of statistical significance ([alpha] = 0.05) between the respondents' estimates. It also indicates that there are statistically significant differences at the level of statistical significance ([alpha] = 0.05) between the averages of the respondents' estimates of the overall score of the role of Jordanian school principals in achieving the fourth goal of the sustainable development goals attributed to the difference in the gender variable (males). Considering the results, the study recommended holding periodic courses to promote principals' awareness of the requirements of employing the fourth concept of sustainable development and to ensure its further activation in Jordanian schools.
Developing and Validating an EFL Teacher Professional Identity Inventory: A Mixed Methods Study
Author: Hashemi, Mohammad R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Construction,Test Validity,Language Teachers,Experienced Teachers,English (Second Language),Professional Identity,Teacher Characteristics,Teacher Competencies,Pedagogical Content Knowledge,Role Models,Professionalism,Foreign Countries

In line with the exponential growth in English as a foreign language (EFL) teacher professional identity research, the present study was an attempt to develop and validate a questionnaire on EFL teacher professional identity. Following Pennington (2015), we defined EFL teacher professional identity as &quot;a unique blend of individual teacher characteristics within the disciplinary knowledge, standards, and practices of the field&quot; (p. 78), which is further comprised of a set of core and peripheral elements (Beijaard et al., 2004). In order to operationalize this construct, a sequential mixed methods design was utilized. Hence, a total number of 24 participants and 750 EFL teachers took part in the qualitative and quantitative phases respectively. Analysis of the qualitative data revealed the features characterizing EFL teacher professional identity. On the basis of the qualitative results, the first version of the inventory was developed through exploratory factor analysis and was validated using structural equation modeling. In general, the results of the study paint a multi-dimensional picture of EFL teacher professional identity. This picture depicts the core features of EFL teacher professional identity and a number of peripheral elements which change and harmonize in response to the individual, contextual, and socio-cultural factors. (Beijaard et al., 2004).
English as a Key Element in the Empowerment of Undergraduate ELT Female Students
Author: Ortiz, Mayra Castillo
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Empowerment,Undergraduate Students,Females,Foreign Countries,Student Attitudes,Expectation,Personal Narratives

The main purpose of this qualitative research was to explore the perspectives of female university students on how learning English, in the context of an undergraduate ELT program, could empower them. The research was conducted in a public university in Mexico and the participants were a group of female students during their first semester of college studies. Data gathering through written narrative inquiry was used to gather data from the participants at the beginning and at the end of the semester. The data obtained from the participants' narratives were organized into timelines in order to follow their development and empowerment processes. Findings revealed that by majoring in ELT and especially by learning English, most of the participants broadened their worldviews and increased their expectations regarding their level of empowerment to face the future. Finally, the study shows that role models represent important figures who can lead women to get involved in an empowerment process through higher education. The study concludes that English and a support network may be key elements in an empowerment process of female college students in an ELT program.
Gender Representation in EFL Textbooks in Basic Education in Mexico
Author: Aguilar, Janeth Sánchez
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Issues,Disproportionate Representation,English (Second Language),Second Language Learning,Textbooks,Foreign Countries,Elementary Education,Gender Differences,Sex Role,Hidden Curriculum,Gender Bias

Research on language and gender began in the 1970s with a broad interest, particularly from feminist researchers (Sunderland &amp; Swann, 2016). The relationship between gender and language is of increasing interest to many scholars and researchers due to their bi-directional relationship. That is, according to Aydinoglu (2014) &quot;gender is reflected by language and language helps to shape gender&quot; (p. 233). This study examines male and female representation in three EFL textbooks used in early elementary grades in public schools in Mexico. To this end, two types of analyses were performed to explore the distribution of males and females in terms of visibility in illustration and photos, and display of male and female occupational roles in the visuals. Findings revealed that there is not a balanced representation of characters in the three textbooks; males were significantly more frequent than female characters in the illustrations. In terms of photos, it was found that both genders were allotted a similar number of appearances. Similarly, the results indicated that occupational gender stereotypes occurred in the three textbooks.
Implicit Aptitude in SLA, in Contrast to Explicit Aptitude
Author: Park, Sue Min
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Tests,Aptitude Tests,Language Aptitude,Second Language Learning,Second Language Instruction,Phonemics,Cognitive Ability,Language Processing,Instructional Materials,Associative Learning,Memory,Grammar,Linguistic Theory,Psycholinguistics

Early conceptions of aptitude were concerned with explicit learning abilities in formal learning settings, which according to MLAT (Modern Language Aptitude Test) were measurable based on a phonemic coding ability, an inductive learning ability, an associative memory, and a grammatical sensitivity (Carroll, 1962). However, recent understanding on aptitude has expanded Carroll's (1962) propositions by exploring the manifestations of aptitude's roles beyond conscious learning (Li, 2020). In other words, while aptitude has largely been conceived as explicit learning abilities in instructional settings, current research is shedding light on implicit aptitude and cognitive abilities that are activated during the unconscious processing of learning materials (i.e., in naturalistic learning settings). Clearly, there is a need for implicit learning to be investigated in light of implicit aptitude, instead of merely focusing on the explicit learning process and its outcome.
From Language Aptitude to Implicit Language Aptitude: A Discussion of Definitional Issues
Author: Lew, Wai Man Adrienne
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Aptitude,Second Language Learning,Linguistic Input,Language Patterns,Multilingualism,Talent,Language Research,Individual Differences,Psycholinguistics,Brain Hemisphere Functions

Linguistic geniuses such as Heinrich Schliemann have long fascinated many with their exceptional capabilities to master multiple languages on top of their own mother tongues. These individuals are believed to be able to extract the probabilistic, abstract patterns underlying a target form's linguistic and frequency distribution in second language (L2) input--often with considerable efficiency and effectiveness. In the study of Second Language Acquisition (SLA), interest in such remarkable talent for picking up languages is by and large undertaken by the notion of &quot;language aptitude&quot; and its corresponding strands of research. That said, language aptitude remains one of the most confounded constructs in L2 individual differences research, especially from a definitional point of view.
Problem-Based Learning and Other Active Methodologies as Support for Distance Teaching during the COVID-19 Pandemic
Author: Arcos-Alonso, Asier
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Cooperative Learning,Active Learning,Distance Education,COVID-19,Pandemics,Competency Based Education,Instructional Effectiveness,Statistics Education,Business Administration Education,Economics Education,Social Values,Values Education,Undergraduate Students,Technology Integration,Foreign Countries

This manuscript presents an innovative experience in the teaching-learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject 'Statistics Applied to Business' in the bachelor's degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching-learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.
Higher Education in Times of COVID-19: Giving Online Feedback Implementation Another Look
Author: Hast, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Educational Technology,Electronic Learning,Higher Education,Feedback (Response),College Students,Computer Mediated Communication

This short reflection piece seeks to examine the importance of online feedback in light of higher education student experiences during times of COVID-19. In doing so, it seeks to address how online approaches need to be harnessed further to minimise experiences of &quot;missing out&quot; of education. The review summarises key advantages provided by online feedback implementation at the university level. It then continues by outlining the main challenges in this domain -- challenges that will be even more pertinent in the current climate. Finally, the conclusion offers some thoughts on how student engagement with online feedback might be fostered further, in the hopes of mitigating the interference emphasised by the current global situation.
Learning Management on Sexual Diversity in Social Studies through a Case Study on Identity Formation in LGBT Elderly
Author: Nanthawong, Nipitpon
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Identification (Psychology),LGBTQ People,Older Adults,Role of Education,Adolescents,Foreign Countries,Sexual Identity,Textbook Content,Textbooks,Interpersonal Relationship,School Role,Secondary Education,Educational Needs

The purpose of this research is to study learning management on sexual diversity in social studies through a case study on identity formation in the LGBT elderly. The sample included 12 LGBT (Lesbian, Gay, Bisexual, and Transgender) elderly people determined by the concept of age ranges or generations. This study is in the form of a qualitative study by using the methodology, autobiography, and storytelling of life history. The results of the study revealed that these LGBT elderly people developed or formed LGBT identity at their early age before entering to acceptance of LGBT. Most of them were aware that they had a sexual identity different from general people since they were young. Some of them accepted such identity and express it right away whereas some tried to hide it since it was unacceptable in their living societies. Then they sought knowledge by themselves through direct experience and from other people with the same sexuality. However, these LGBT people thought that education should take the role to educate about LGBT to understand LGBT people as well as others. Regarding learning management, the focus should be on the target group of teenage students by emphasizing understanding and awareness of right, liberty, and equality in genders and societies.
Resource Based Learning Design Thinking (RBLDT): A Model to Improve Students&apos; Creative Thinking Skills, Concept Gaining, and Digital Literacy
Author: Rumahlatu, Dominggus
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Problem Solving,Skill Development,Concept Formation,Technological Literacy,Information Literacy,Teaching Methods,Science Instruction,Biology,High School Students,Grade 11,Instructional Effectiveness,Foreign Countries

This study aims to investigate the effect of Resource Based Learning Design Thinking (RBLDT) model to improve student's creative thinking skills, concept gaining, and digital literacy. It is a quasi-experimental study using pre-test and post-test nonequivalent control group design. Furthermore, it was conducted at several senior high schools in Ambon, such as Senior High School 1, 2, 12, and Senior High School Siwalima Ambon in the odd semester of the 2019/2020 academic year. From each school, three classes were selected, and 36 students were used as the study samples to obtain a total of 432 students. The data were analyzed using ANCOVA, and post hoc LSD test was performed for every significant result obtained. The results showed that the RBLDT learning model has an effect on creative thinking skills, concept gaining, and digital literacy of students in the class XI senior high school on the subject matter of animal tissue (p&lt;0.05). The combination of the RBLDT learning model syntax can improve students' creative thinking skills, concept gaining, and digital literacy better than RBL or DT when implemented separately.
Perceptions of Inequality as Racial Projects: Uncovering Ethnoracial and Gendered Patterns among First-Generation College-Going Asian American Students
Author: Conchas, Gilberto Q.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,First Generation College Students,Asian American Students,Korean Americans,Vietnamese People,Chinese Americans,Cultural Influences,Gender Differences,Ethnicity,Equal Education,White Students,Socioeconomic Status,Cultural Capital,Student Attitudes,Mexican Americans,Hispanic American Students

Through a Racial Formation Framework, this article explores how Chinese, Korean, and Vietnamese American first-generation college students at a large research university perceive inequality in the United States. Drawing on 129 interviews, our findings suggest that students operate under a &quot;Racial Formation Inequality Spectrum&quot; in which they conceptualize contemporary racial projects through distinct structural-to-cultural explanations. Korean American students in this sample deploy a cultural understanding of inequality embedded within structural frames, while Chinese and Vietnamese American students employ more structural perspectives integrating critiques of cultural explanations. We also find that gender shapes these factors, as most women respondents are more likely than men to view inequality from a structural lens and utilize more sophisticated conceptualizations where they critique purely cultural explanations. Ultimately, we argue that the discourse about perceptions of inequality can serve as a form of racial projects. The results of this research shed light on how social locations such as ethnorace and gender contribute to divergent understandings of inequality in the United States as described by Asian American college students. The findings have direct implications for student sense of belonging and success in higher education contexts.