ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; External Representation Patterns of Suspending Objects in Static Fluid
Author: Mansyur, Jusman
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Elementary School Students,Junior High School Students,High School Students,Undergraduate Students,Visual Aids,Behavior Patterns,Influences,Scientific Concepts

This study aims to explore the pattern of external representation of suspending objects in a static fluid. The study used a qualitative descriptive method involving 57 elementary, junior, senior school, and university students. Data collection implemented a 30-item test covering the dominant context of suspending and partially floating and sinking. Some of phenomenographic steps were adapted in data analysis. Based on the data analysis, it can be concluded that there is a dominant external representation pattern, where there is a simplification of the depiction of suspending objects. Suspending position tends to be locked in a limited area, namely in the middle of the depth of the liquid. In the context of suspending objects' cuts, the cuts were generally represented by an upward shifting pattern. Factors that influence the pattern of representation are the involvement of intuition in conceptualizing the phenomena presented, and the conceptual aspect of density has not been integrated into the reasoning process for compiling external representations, both diagrams, and texts. Research limitation is presented in this article.
Providing the Knowledge and Empowerment for Post-Secondary Advancement among Teen Mothers
Author: Hernandez, Rosa Neidin
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Parenthood,Higher Education,Instructional Effectiveness,Empowerment,Educational Attainment,Teaching Methods,Guidance,Decision Making,Knowledge Level,Correlation,Intervention,Mothers,Nontraditional Education,Nontraditional Students,Pregnancy,Females,High School Students,College Attendance,Academic Achievement,Barriers,Social Support Groups

A mixed-method study is used to measure the effectiveness of specialized classroom guidance lessons designed for teen mothers to increase knowledge of higher education while also encouraging the empowerment of teen mothers to pursue higher education. Empowerment here is defined as the process of gaining control of one's circumstances in life. Classroom guidance lessons were designed to provide information not offered in the past to assist students in making decisions regarding higher education. Pre and post-assessments will showcase whether or not students increased their knowledge of higher education. Themes that arose from the interviews will provide a better understanding of the relationship between empowerment and the pursuit of higher education. Data collected by the study will indicate possible effective interventions to offer programs for teenage mothers interested in pursuing higher education.
Transitioning Identities in a Transitioning Landscape: Gentrification and the Social Class Identity Development of Working-Class Students of Color
Author: Ferreira, Rosemary
Date: 2020-00-00
Type: Journal Articles
Subjects: Working Class,Minority Group Students,Social Class,Self Concept,Racial Identification,Disadvantaged,Land Acquisition,Middle Class,Urban Renewal,Social Mobility,Educational Attainment,Urban Areas,Higher Education,Whites,Racial Attitudes,Blacks,Latin Americans,African Americans

While the literature on the experiences of working-class Students of Color at selective, historically White institutions has grown significantly over the past twenty-five years, how this student population is making sense of their social class identity as they gain access to dominant cultural and social capital at their institutions remains heavily understudied. To further complicate the experience of social class transitions or upward mobility for working-class Students of Color, this literature review will discuss the phenomenon of gentrification, a racial and class based process in which the inner city is redeveloped for the tastes of the middle-class while simultaneously displacing working-class populations. Through an analysis of past studies on working-class Students of Color and gentrification, I intend to tie these two threads of research together to examine what it means to be a college educated, upwardly mobile, native of a working-class gentrifying neighborhood. In doing so, this paper will bridge a gap in both working-class Students of Color and gentrification literature, highlighting the importance of race and class in both higher education and in urban life.
&apos;She&apos;ll Be Right&apos;: Development of a Coaching Model to Clear and Fluent Pronunciation in Australia
Author: Baker, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Pronunciation Instruction,Teaching Methods,Learning Processes,Second Language Learning,Second Language Instruction,Models,Language Fluency,Oral Language,Instructional Innovation,Foreign Countries,Metalinguistics,English (Second Language)

Teaching and learning pronunciation can be challenging for second language (L2) teachers and learners alike. Many people may even adopt that attitude that, 'She'll be right', thinking that L2 learners' pronunciation difficulties will likely sort themselves out in time. Yet many learners consider pronunciation to be the most difficult oral communication skill (Yanagi &amp; Baker, 2016). To address these issues, this paper discusses two models, Baker's Pronunciation Pedagogy Model: From Awareness to Clear and Fluent Pronunciation (derived from the work of Baker, 2014) and Kaufman's (2010) P.E.R.F.E.C.T. model of coaching, and combines them to produce a more holistic, yet pronunciation skill-specific 'Coaching Model to Clear and Fluent Pronunciation'. This innovative model provides teachers with a well-rounded approach for developing learners' pronunciation skills while simultaneously taking into consideration the psychological variables that may either enhance or inhibit this development.
Students&apos; Use of Digital Translation and Paraphrasing Tools in Written Assignments on Direct Entry English Programs
Author: Dinneen, Cara
Date: 2021-00-00
Type: Journal Articles
Subjects: Phrase Structure,Integrity,Barriers,Information Technology,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Writing Assignments,Educational Policy,Universities,Higher Education,Learning Processes,Teaching Methods,Intensive Language Courses,Foreign Students,College Students,Plagiarism,Computational Linguistics,Computer Software,Writing Evaluation

This article considers the challenges heralded by digital technology in relation to the management of academic integrity on high-stakes Direct Entry English Programs in Australia. Firstly, a number of the ways in which students are using digital tools to complete assignment writing are examined. Secondly, findings from a review of academic integrity policies at a group of Australian universities and colleges are presented, showing that they fail to explicitly capture this emerging method of rule flouting. Finally, the implications of this emergent theme are explored as a learning and teaching issue for Direct Entry Programs that requires further investigation.
Teachers Driving Their Own Professional Development: Theory and Practice
Author: Reed, Melissa
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Best Practices,Teacher Attitudes,Professional Autonomy,Reflective Teaching,Foreign Countries,Feedback (Response),Teacher Administrator Relationship,Goal Orientation,Educational Needs,Access to Education,Cooperative Learning,Action Research,Communities of Practice,Teacher Leadership,Mentors

This article provides an overview of what is considered best practice in professional development in English language teaching by researchers and professional bodies. It then presents a research project investigating how satisfied English language teachers are with their own PD. The qualitative study involved a background survey of 92 teachers and 10 semi-structured interviews. The focus is on the teachers' satisfaction with their current programs and desired future programs. The findings along with research are combined to make recommendations about how centres can allow teachers to have more input into every stage of professional development programming and become more autonomous and reflective as teachers and learners.
Journeying Together: Improving Parent Relations within Dual-Language Immersion Programs as a Model for Cross-Cultural Understanding and Collaboration
Author: Porter, Lisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Immersion Programs,Bilingual Education Programs,Case Studies,Elementary School Students,Intercultural Communication,Learning Processes,Parent Participation,Cooperation,Interpersonal Relationship,School Community Relationship,Second Language Learning,Second Language Instruction,English (Second Language),Cultural Awareness,Social Capital,Spanish,Hispanic American Students,Seminars,Pilot Projects,Native Language,Inclusion

When visiting Dual Language Immersion (DLI) programs within today's public schools, sociocultural divides and linguistic barriers between parents of each represented language group become quickly recognizable. Should it be a priority of DLI programs to foster intercultural parental relations as a means for improving student learning? If given the opportunity, would DLI parents participate in such initiatives? If successful, could these efforts be implemented beyond DLI programs to impact entire school communities or even communities at large? Drawing upon data gathered from an extensive case study at an elementary school in Virginia, this paper explores the intercultural relations between DLI parents and the need to re-examine the overall purpose of such programs. Findings revealed strong participant motivation to work collaboratively in establishing relationships and supporting DLI learning opportunities that transcend language instruction for their children to include cross-cultural understanding and a commitment to creating more inclusive communities.
Teacher Research in Teacher Education: Emancipatory Potential in Discouraging Times
Author: Schwarz, Gretchen
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Teacher Education,Preservice Teachers,Teaching Experience,Faculty Development,Barriers,Educational Improvement,Professional Autonomy

In a time in which teachers and teacher educators live under constant disparagement, authentic teacher research has the potential to give teachers a voice in ongoing professional development as well as school improvement. Two teacher educators share their experience implementing teacher research among pre-service teachers, acknowledging pitfalls and successes. The current &quot;state&quot; of teacher research is described and benefits of teacher research summarized. Despite obstacles, teacher research can be transformational for teachers and their students, even emancipatory as teachers listen to their students and seek better ways of doing school.
Teaching about Graffiti and Street Art to Undergraduate Students at U.S. Universities: Confronting Challenges and Seizing Opportunities
Author: Ross, Jeffrey Ian
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Expression,Self Expression,Visual Arts,Urban Culture,Teaching Experience,Curriculum Development,Controversial Issues (Course Content),Ethnography,Popular Culture,Educational Benefits,Barriers,Educational Strategies

This paper reviews two scholars' experiences teaching about the subjects of graffiti and street art to undergraduate students in U.S. universities. Using auto-ethnographical methods, the instructors review the challenges that they encountered and the various strategies they experimented with to overcome these difficulties. Issues discussed include the unique composition of the student body, the methods by which the students were introduced to the subject matter, choice of readings, assignments, and evaluation procedures. The authors progress from a slow and perhaps cautious introduction of the material on graffiti and street art into existing classes, to a full-fledged course on the subject matter. Suggestions are presented for other instructors considering teaching a class or assignments on the subject matter of graffiti and street art.
Inclusive Education for Student with Special Needs at Indonesian Public Schools
Author: Efendi, Mohammad
Date: 2022-04-00
Type: Journal Articles
Subjects: Inclusion,Special Needs Students,Public Schools,Teacher Attitudes,Identification,School Administration,Curriculum Development,Student Records,Student Characteristics,Student Interests,Talent Development,Foreign Countries

The objective of the current study is to evaluate inclusive education services in public schools following the issuance of central and local government policies in Indonesia regarding the implementation of inclusive education. This study collected data from 47 teachers' public schools in four cities (Malang, Batu, Solo, Boyolali) in Indonesia through questionnaires and interviews about their perception, identification, curriculum, academic staff, and management in inclusive education. Based on the results and discussions of the current study, it is concluded that the implementation of inclusive education showed a tendency towards a positive direction, especially agreement on the school administration, the provision of student education development records, the use of assessment results for modification of curriculum and learning. However, gradually improvements need to be made to create an inclusive environment, including increasing teachers understanding of the meaning of inclusive, completing student's documentation of developmental records, gathering and evaluating pre-learning according to student characteristics, providing personnel and infrastructure according to the needs of developing the interests and talents of children with needs special needs.
Investigations of Cyber Bullying and Traditional Bullying in Adolescents on the Roles of Cognitive Empathy, Affective Empathy, and Age
Author: Utomo, Kurniawan Dwi Madyo
Date: 2022-04-00
Type: Journal Articles
Subjects: Bullying,Empathy,Computer Mediated Communication,Private Schools,High School Students,Student Attitudes,Gender Differences,Foreign Countries,Age Differences,Aggression,Verbal Communication,Measures (Individuals),Peer Relationship,Affective Behavior,Correlation,Prevention

Little is known about the associations between bullying, empathy, and age. Therefore, the purpose of this research was to investigate the relationships between traditional bullying (verbal, physical, and relational) and cyber bullying based on the roles of cognitive empathy, affective empathy and age among adolescents. Three instruments to collect data were the Interpersonal Reactivity Index to measure the level of empathy, the Adolescent Peer Relations Instrument to measure the level of traditional bullying, and the Adolescent Peer Relations Instrument to measure the level of cyber bullying behavior. The sample in this research was 685 female students and 538 male students from three private high schools in Surabaya, Indonesia. Proportionally stratified samples were used to determine the sample. The data obtained were analyzed using Pearson Product-moment and Multiple Regression. The results showed that males were more often involved in bullying than females, and the level of empathy (cognitive and affective) of males was lower than females. It was only affective empathy that was significantly negatively related to traditional bullying. Age also correlated positively with traditional bullying, and the higher the age in the adolescents, the more they engaged in traditional bullying. The implication of this research was highlighting the role of affective empathy as part of efforts to prevent bullying and and to solve various bullying-related problems.
Disentangling the Toing and Froing of Professional Learning Community Implementation by Reconnecting Educational Policy with School Culture
Author: Jafar, Mohd Fairuz
Date: 2022-04-00
Type: Journal Articles
Subjects: School Culture,Educational Policy,Collegiality,Correlation,Teacher Effectiveness,Communities of Practice,Foreign Countries,Transformational Leadership,Structural Equation Models,Path Analysis,Teacher Collaboration,Faculty Development,Teacher Attitudes,Teacher Characteristics,Professionalism

Professional Learning Community (PLC) is embedded in one of the Malaysian educational policies with the aim of improving teachers' effectiveness. However, the robust empirical evidence upon this matter is scarce, especially in terms of the relationship between school culture and PLC. Therefore, a correlational design study conducted to examine the relationships between the school culture dimensions (Collaboration, Collegiality, Emphasis on Learning, Professional Value, Sharing Planning, Transformational Leadership) and PLC. A randomized controlled trial cluster involving 612 teachers has been conducted. The Partial Least Squares-Structural Equation Modeling (PLS-SEM) using SmartPLS version 3 was applied to analyze the data. The result from SEM path analysis shows that only three constructs have significant influences on PLC, which are Professional Value ([beta] :0.045); Sharing Planning ([beta] :0.071), and Transformational Leadership ([beta] :0.040). This study has gone some way towards enhancing the understanding of the importance of school culture in promoting teachers' professional development through PLC.
An Analysis of the Distribution Map of Physical Education Learning Motivation through Rasch Modeling in Elementary School
Author: Nur, Lutfi
Date: 2022-04-00
Type: Journal Articles
Subjects: Physical Education,Learning Motivation,Elementary School Students,Scores,Student Attitudes,Models,Student Motivation

The distribution map of physical education learning motivation could provide information about the electability of motivational items (questionnaires) distributed to several elementary school students. In more detail, this study would analyze the grouping of the electability level of physical education learning motivation items in elementary schools through a combination of standard deviation (SD) values and logit mean scores. Twenty-one students aged 13-14 years participated in this study by filling out a motivation to learn physical education questionnaire. The data analysis technique was performed through Rasch modeling assisted by the Winsteps 3.75 application. The results indicated that there were variations in the level of electability of physical education learning motivation items. The grouping was based on several item categories, including extremely difficult to get elected item category with a logit value greater than + 1SD; difficult to get elected item category with a value of 0.0 logit +1 SD; easy to get elected item category with a value of 0.0 logit -1 SD; and extremely easy to get elected item category with a value smaller than --SD. An ideal set of motivation items could identify the various motivations of students with diverse levels of motivation.
Effectiveness of Blended Learning Model Based on Problem-Based Learning in Islamic Studies Course
Author: Hamzah
Date: 2022-04-00
Type: Journal Articles
Subjects: Religious Schools,Islam,Blended Learning,Integrated Learning Systems,Educational Technology,Problem Based Learning,Program Effectiveness,College Students,Student Attitudes,Foreign Countries

This study aimed at creating LMS-based blended learning using the Web-Centric Course (WCC) model for Islamic studies as a course according to the curriculum demands. This study was an R&amp;D (Research and Development) with ADDIE (Analysis, Design, Development, Implementation and Evaluate) design as the learning model combined with the steps of research development by Borg and Gall. The finding of this study is a Blended Learning Model based on Problem Based Learning in Islamic Studies Course. Respondents in this study in measuring the practicality, effectiveness of students who were distributed to 32 students to test the practicality, effectiveness of the Blended Learning model (Big Group) and 10 students to test the practicality, effectiveness of the Blended Learning (Small Group) model who were taking Islamic studies courses. The development of this model is supported by textbook, model book product, lecturer manuals, student manuals, application manuals, e-learning. The result of the product validity analysis indicates that all the product in this study was valid. The result of practicality analysis by lecturer and student show that everything is practical.
Effect of Model-Eliciting Activities Using Cloud Technology on the Mathematical Problem-Solving Ability of Undergraduate Students
Author: Chimmalee, Benjamas
Date: 2022-04-00
Type: Journal Articles
Subjects: Models,Computer Software,Mathematics Instruction,Problem Solving,Teaching Methods,Undergraduate Students,Comparative Analysis,Mathematics Tests,Mathematical Concepts,Computer Assisted Instruction,Instructional Effectiveness,Foreign Countries,Specialists

Problem-solving is considered as an important skill for learning Mathematics. Integration of cloud technology into Model-Eliciting Activities (MEAs) has been considered as an instructional approach to study students' mathematical problem-solving abilities. The purposes of this study were to evaluate the suitability of the MEAs using cloud technology, and assess the mathematical problem-solving ability of undergraduate students learning the proposed model compared with the criteria of 50%. The participants were 50 undergraduate students who were enrolled on Numerical Analysis courses, selected by using a purposive sampling technique. We conducted quasi-experiments using a one-group design to determine the impact of the model on students and assessed whether the students had exceeded the criterion for mathematical problem-solving ability. The research instruments were instructional plans of the MEAs using cloud technology, a suitability assessment form, and a mathematical problem-solving test. The data were analysed quantitatively using descriptive statistics such as mean and standard deviation, and a t-test. The findings revealed that 5 experts evaluated the model as being &quot;most suitable&quot;, and that the mathematical problem-solving ability of the undergraduate students exceeded the criterion of 50% at a .05 level of statistical significance. The students displayed satisfactory competence in implementing key mathematical concepts to solve problems.