ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perception and Experience on Outcomes-Based Education Implementation in Isabela State University
Author: Tungpalan, Krichelle A.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Teaching Experience,Outcome Based Education,Program Implementation,Educational Objectives,Computer Science Education,Knowledge Level,Standards,Educational Practices

The existing typology established by the Commission on Higher Education (CHED) and the introduction of outcomes-based education (OBE) has created numerous demands and challenges for higher education in the Philippines. Hence, this study analyzed the scope of expertise and experience of Isabela State University-College of Computing Studies, Information and Communication Technology faculty members in the 2nd semester of study year 2018-2019 to identify OBE implementation. In this study, a mixed-method approach was used for data and information collection. Weighted mean was used to interpret the extent of knowledge and actual practice of the faculty members and on the qualitative part, data were analyzed using thematic analysis. The results of this study indicate a great deal of expertise and experience on the implementation of OBE among the faculty members of the College of Computing and Information Communication Technology at Isabela State University Cauayan Campus. The faculty members are well versed in the application and practice of OBE and will continue to contribute to the realization of the goals of OBE by practice.
Partnership to Support the Social and Emotional Learning of Teachers: A New Teacher Learning Community
Author: Flushman, Tanya
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Social Emotional Learning,Beginning Teachers,Elementary School Teachers,Secondary School Teachers,Communities of Practice,Cooperation,Reflective Teaching,Problem Solving,Sense of Community,Decision Making,Teacher Education Programs,School Districts

Teacher preparation programs and school districts annually invest significant personnel and money to support cohorts of preservice teachers and new first-year teachers. Despite this support, the transition from teacher preparation to the first years of teaching remains challenging. In this article, the authors discuss the impact of a New Teacher Learning Community (NTLC) on supporting the social emotional learning (SEL) of first-year teachers. The NTLC encouraged new K-12 teachers to engage in community building with peers, reflective thinking, and collaborative problem solving. Data included a satisfaction survey and semistructured interviews with participants. New K-12 teachers who participated in the NTLC (n = 21) found increased confidence around key SEL constructs, including relational skills through fostering a sense of belonging and communication abilities and decision-making through practice with problem solving. NTLC findings have implications for future collaboration between teacher preparation programs and school districts to jointly support new teachers and together mitigate challenges first-year teachers face.
Examining Teacher Preparation Programs&apos; Influence on Elementary Teacher Candidates&apos; Sense of Preparedness
Author: Livers, Stefanie D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Evaluation,Elementary School Teachers,Preservice Teachers,Career Readiness,Theory Practice Relationship,Classroom Techniques,Assessment Literacy,Lesson Plans,Academic Accommodations (Disabilities),Self Efficacy,Student Attitudes,Field Experience Programs

Teacher candidates' sense of preparedness is integral to success as a teacher and longevity in the profession. Beyond preparing teacher candidates with content knowledge and pedagogy, elementary teacher preparation programs must be cognizant of teacher candidates' sense of preparedness and teacher candidates' concerns because of the impact each has on their future success. This yearlong study investigated elementary teacher candidate sense of preparedness across three U.S. institutions and across semesters. Qualitative data indicated that practical strategies during coursework and opportunities to apply theory to practice in actual classrooms had the biggest influence on feelings of preparedness. Teacher candidates felt well prepared to plan lessons and less prepared for classroom management, making accommodations and modifications, and assessment. While aspects of teacher candidates' sense of preparedness aligned with the study's theoretical framework, Fuller's concern theory, some teacher candidates never progressed to the concern with impact stage. Considerations for research and practice regarding teacher preparation programs are provided.
Healing and Well-Being in a Time of Precarity: Cultivating Caring Teacher Preparation Pathways to Humanize Schools
Author: Fabionar, James O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teacher Education,Teacher Education Programs,Well Being,Health Promotion

This article encourages teacher educators to focus their work on healing and well-being in response to the array of precarities in the world. Framing this work is a driving question inspired by the current political moment and articles in this issue of &quot;Teacher Education Quarterly&quot;: How can teacher educators promote well-being and healing in our programs as models for healthier schools? In response, three phases of the pre-service to profession pathway are discussed: (1) pathways to teacher education programs, (2) pre-service preparation, and (3) transitions to the profession.
The Impact of Test Anxiety on Teacher Credential Candidates
Author: Hardacre, Bahiyyih
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Anxiety,Teacher Certification,Preservice Teachers,Student Characteristics,Predictor Variables,Standardized Tests,Undergraduate Students,Student Attitudes,Multiple Regression Analysis,Performance Based Assessment

Teacher candidates in California are required to pass four standardized tests: the California Basic Educational Skills Test, the California Subject Examinations for Teachers, the Teacher Performance Assessment, and the Reading Instruction Competence Assessment. Many underrepresented minority teacher candidates fail to pass these required tests in order to enter and complete the credential program. In this mixed-methods study, we aimed to identify which background variables (e.g., grade point average, gender, first-generation college), language characteristics (English first language), psychological factors, or physiological indicators, such as heart rate, were correlated with candidates' test-taking anxiety. Findings showed that although respondents reported liking writing and reading, they reported not liking math. Three-quarters of the respondents reported some to a lot of anxiety about taking these standardized tests. Respondents did not score highly on the general depression, anxiety, and stress scales. Respondents performed poorly on multiple choice and constructed response items, especially on math items. When students were asked about reasons for test anxiety, the themes that emerged were test anxiety, math anxiety, writing anxiety, test preparation, and testing as a barrier to future employment. A multiple regression showed that test anxiety and attitude toward math were the main predictors of general anxiety. Physiological measures of stress (including electrodermal activity and heart rate variability) were significantly related to demographic factors, such as being born outside the United States and the number of years that second language learners had been living in the United States. Test anxiety was significantly correlated with participants' scores on the depression, anxiety, and stress scales and with students' scores on the multiple choice math test and on stress experienced during a multiple choice math test and on a writing task. Identification of which factors predict test anxiety for credential candidates can help college staff and faculty members better understand the roots of the problem of low pass rates on teacher tests.
&quot;I&apos;ve Never Really Thought about Social Justice in the Classroom&quot;: White Mentor Teacher Learning about Social Justice through Sustained Professional Development
Author: Guenther, Amy R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,White Teachers,Mentors,Communities of Practice,Equal Education,Racial Bias,Social Bias,Females,Faculty Development,Elementary School Teachers,Attitude Change,Teacher Attitudes,Program Effectiveness,Consciousness Raising

Preparing teachers to provide an equitable and socially just education has become a focus for many teacher preparation programs across the country. Yet, relatively little research attention has been given to the role of mentor teachers--the people who student teachers identify as most influential in their learning to teach--in this work. This study examined White mentor teachers' shifts in thinking and actions during a particular professional learning opportunity--a Mentor Study Group focused on mentoring for social justice. Findings demonstrate both the importance of this work and a path forward for doing this work in the context of a teacher preparation program.
Detection of Potential Errors in Measurement Results of Madrasa Admission Instruments in Indonesia
Author: Yusuf, Ahmad
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Boarding Schools,Values Education,Religious Education,Islam,Admission (School),Admission Criteria,Error of Measurement

Madrasa (Islamic boarding school) in Indonesia have a strategic role in character building. At present madrasa education is still considered second class education. Besides, to improve the quality of madrasas can be started by improving the quality of the student national admission to all madrasas in Indonesia. This study aimed to trace the potential errors in the measurement results of Students National Admission of Madrasah Aliyah Negeri (SNPDB MAN-IC) 2020. Tracing was carried out on two aspects: (1) equality between test sets used based on evidence of test responses; and (2) further tests on equality between question sets based on evidence of relationship between variables, taking into account the origin of the participating schools (MTs/JHS) and the origin of the participating regions (West, Central and East of Indonesia). This study involved 13,115 participants in 23 MAN-ICs throughout Indonesia in 2020. The materials tested comprised learning potential and academic ability (Mathematics, Natural Sciences, Social Studies, English, Arabic, and Islamic Religious Education). The study used achievement test with mathematics as a sample of test subjects. Based on the test response evidence, it was found that seven of the 15 questions were thought to have an indication of inequality between item sets. The results of tracing the evidence between variables indicated that it was the participants' origin of institutions that influenced the inequality between item sets. On the other hand, regional origin did not affect the inequality between item sets because the majority of participants came from the western region of Indonesia.
Principals&apos; Communication Styles and School Culture in Vocational Colleges in Selangor
Author: Mohamed, Mawarni
Date: 2021-10-00
Type: Journal Articles
Subjects: Principals,Interpersonal Communication,Administrator Characteristics,Vocational Schools,Foreign Countries,School Culture,Collegiality,Correlation,Participative Decision Making,Leadership Styles,Teacher Attitudes,Postsecondary Education,Teacher Persistence

This study investigated the principals' communication styles and school culture in vocational colleges in Selangor. A total of 244 teachers involved in this study. Data was collected using Google Form due to the COVID-19 outbreak. This study adapted questionnaires known as &quot;Principals' Communication Styles Questionnaire for Teachers&quot; (PCSQT) and Revised School Culture Element Questionnaire (RSCEQ) and employed a correlational research design. The findings revealed that most of the dominant communication styles practiced by the principals at vocational colleges in Selangor was assertive communication style. The results also showed that the level of school culture at vocational colleges in Selangor was high based on three factors which are shared leadership and vision, collegial teaching and learning, and professional commitment. Pearson product-moment correlation coefficient was used to investigate the relationship between principals' communication styles and school culture. The results showed a moderately significant relationship between principals' communication styles and school culture at vocational colleges in Selangor. In short, when principals are proven to be good role models for teachers, it is also important to enhance on the effective communication with useful tools and application for a highly needed leadership competency to enable them to work with teachers of varying characteristics.
Development of Curriculum Design Evaluation Instruments in Strengthening Al-Irsyad Ideology in Indonesia
Author: Subando, Joko
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Design,Curriculum Evaluation,Evaluation Methods,Junior High School Teachers,Content Validity,Construct Validity,Test Reliability,Ideology

The purpose of this research was to develop a curriculum design evaluation instrument in strengthening Al-Irsyad ideology. The research activity began with a literature review on the curriculum then continues with the development of the instrument. The results of the development of the instrument items were validated by 11 experts and tested on a limited scale by involving 17 teachers from Al-Irsyad Junior High School, Surakarta, Cirebon, and Purwokerto, Indonesia. The next activity was an expanded trial involving 53 teachers from Al-Irsyad schools in West Java, Central Java, and East Java, the territory of the Republic of Indonesia. Data from expert reviews were analyzed by using Aiken's formula. Limited trial data were analyzed with the EFA model using the help of the SPSS program, and data from the extended trial results were analyzed by CFA using the help of the Smart PLS version 2.0 program. The results indicated that the instrument has a good validity guarantee because the loading factor value ranges from 0.5571-0.9463 (&gt;0.5), and the AVE value ranges from 0.5901-0.8051 (&gt;0.5), and has guaranteed reliability because of the CR value ranges from 0.8394- 0.9397 (&gt;0.7) and Cronbach alpha ranges from 0.7692-0.9286 (&gt;0.7). The instrument feasible to be used as a measurement tool in evaluating the Al-Irsyad curriculum design in Indonesia.
Differences in Learners&apos; Critical Thinking by Ability Level in Conventional, NHT, PBL, and Integrated NHT-PBL Classrooms
Author: Rijal, Muhammad
Date: 2021-12-00
Type: Journal Articles
Subjects: Problem Based Learning,Critical Thinking,Academic Ability,Models,Teaching Methods,Constructivism (Learning),Cooperative Learning

This study aimed to analyze the effect of conventional, Problem-Based Learning (PBL), Numbered-Head Together (NHT), and integrated PBL-NHT learning models on the low- and high-ability students' critical thinking. This quasi-experimental study used a pretest-post-test nonequivalent control group design with a four-by-two factorial pattern. The analysis results showed that learners' critical thinking was impacted by learning models implemented in the classroom and influenced by the interaction between the learning models and learners' academic abilities. There was no difference in critical thinking among low-ability students who were taught with PBL, conventional, and integrated PBL-NHT, but a difference was found in students taught using NHT. There was no difference in critical thinking between high-ability students taught with conventional and NHT instruction, but there was a difference between students taught with PBL and integrated PBL-NHT instruction. To foster critical thinking, pupils with low academic ability should be taught using NHT, whereas those with high academic ability should be taught using PBL or an integrated PBL-NHT approach.
Student Satisfaction in Using a Learning Management System (LMS) for Blended Learning Courses for Tertiary Education
Author: Mohd Nasir, Farah Damia
Date: 2021-10-00
Type: Journal Articles
Subjects: Student Satisfaction,Integrated Learning Systems,Blended Learning,College Students,Foreign Countries,Student Attitudes,Computer Literacy,Usability,Correlation

This study aims to investigate factors associated with students' satisfaction with using LMS - UNIEC Virtual in blended learning courses in UNITAR International University, Kelana Jaya. Three factors; perceived ease of use (PEOU), facilitating conditions, and interaction are selected as independent variables in this study. This research was designed using a quantitative method with 17 closed-ended items questions with a 5-Likert scale and one open-ended question. The questionnaire was developed and modified from a published instrument and previous literature. 70 students were selected from Semester 3, Faculty of Education and Humanities by using cluster sampling. From the data analysis using Spearman Coefficients, there is a statistically significant correlation between facilitating conditions, perceived ease of use, and interaction on student satisfaction on using LMS. Results showed that in perceived ease of use (PEOU), participants agreed that they can easily access UNIEC Virtual features without any training and were confident of their computer skills to perform the task on UNIEC Virtual. As for the facilitating conditions, results showed that the students were able to navigate through the items on the website interface without difficulty. On the other hand, students suggested having a tutorial on how to use UNIEC integrated features, such as Office365 mail. Regarding the facilitating conditions, the students feel that course notes, forums, and assignments on UNIEC Virtual helped them to achieve a better learning outcome. They enjoyed participating in the discussion forum as well as creating ways to interact with the course mates and lecturers.
Digital Citizenship Trend in Educational Sphere: A Systematic Review
Author: Prasetiyo, Wibowo Heru
Date: 2021-12-00
Type: Journal Articles
Subjects: Technological Literacy,Educational Technology,Online Courses,Technology Uses in Education,Foreign Countries,Readiness,Educational Policy,Safety,Ethics,Computer Security,Information Security

The surge of information in the digital age has impacted social problems. Accordingly, digital citizenship had been discussed mostly within topics related to digital security, IT education. A systematic review is needed to provide an overview for educators and policymakers in Indonesia to address ethical and technical issues to improve the online environment safely. However, there are limited studies that systematically review the existing literature on implementing digital citizenship in Indonesia. The present study was guided by PRISMA review protocol using three databases, i.e., Scopus, Google Scholars, and ProQuest, concerned with digital citizenship, digital competence, digital literacy, and information and communications technology (ICT) skills. There were 205 articles screened; this study obtained 20 articles that fit the predetermined inclusion criteria. This study used content analysis to encode, organize categories, and develop the themes. Based on the thematic analysis, this study has three main themes namely digital readiness, digital citizenship competencies, and educational policies. This review contributes to the existing literature by providing direction to future study and embedded digital citizenship competencies in the educational setting as a catalyst for a new literacy.
A Global Pandemic in a Multicultural Society: Comparison between Jewish and Arab Teachers&apos; Metaphors of Teaching
Author: Hayosh, Tali
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,School Closing,Teacher Attitudes,Jews,Arabs,Collectivism,Individualism,Cultural Differences,Foreign Countries,Figurative Language,Elementary Secondary Education,Self Concept,Teaching Conditions,Teacher Competencies

The COVID-19 pandemic has changed the education system around the world. This article examines the perceptions of teachers who are members of the Jewish majority and the Arab minority in Israel, particularly on their e-learning role during the pandemic. Based on analysis of metaphors chosen by 20 Jewish and 14 Arab teachers, results of the study indicate two themes: (1) a collectivist perception prevalent among the Arab teachers and (2) an individualistic perception prevalent among the Jewish teachers. Recommendations to the education system are based on the cultural differences and inequalities between these groups.
System Admission Test and Licensure Examination for Teachers: The Case of Passed and Conditional Groups
Author: Cahapay, Michael B.
Date: 2021-10-00
Type: Journal Articles
Subjects: College Entrance Examinations,Licensing Examinations (Professions),Scores,Teacher Certification,Schools of Education,Foreign Countries

A vast body of studies has a propensity towards considering system admission test (SAT) scores as one collective variable that influences the licensure examination performance. The current article revisits this research area and further takes a step forward in analysing the influence of SAT score grouped into two categories as passed and conditional. This study is a comparative analysis of the Licensure Examination for Teachers (LET) performance according to SAT groups of a cohort of 86 elementary education graduates from the Bachelor of Elementary Education (BEEd) Department at the College of Education (CoEd), Mindanao State University, General Santos City (MSU GSC), Philippines. The Mann-Whitney U Test was mainly used as a statistical tool. The results showed that the majority of the students with passed SAT scores obtained a good level of LET performance and those with conditional SAT scores attained a fair level of LET performance. It was further revealed that there is a statistically significant difference in the LET performance of the students with passed and conditional SAT scores. Based on these pieces of evidence, this current research presents three essential instructional accommodations that may be considered to improve the future LET trajectory of the students. The recommendation for future research is also offered.