ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning
Author: Syamsuddin, Agustan
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Concept Teaching,Concept Formation,Learning Motivation,Student Interests,Mastery Learning,Elementary School Students,Children,Values Education,Moral Values,Social Values,Grade 3,Ethics,Self Efficacy,Foreign Countries

The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 &gt; t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.
Collaborative Team-Teaching to Promote Interdisciplinary Learning in the Undergraduate Classroom: A Qualitative Study of Student Experiences
Author: Baker, Megan
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Teaching,Interdisciplinary Approach,Undergraduate Students,Student Experience,Honors Curriculum,Student Attitudes,Perspective Taking,Student Centered Learning,Cooperative Learning,Learner Engagement

In this article we examine students' learning experiences within a new team-taught general education course designed to explore the big idea of &quot;What does it mean to be human?&quot; from multiple disciplinary perspectives. Semi-structured interviews with students provide insight on how learners are experiencing this new instructional model and its implications for interdisciplinary learning. Our conversations with students reveal that students affirm the value of interdisciplinary education and perceive this collaborative and co-instructed model as beneficial to their learning. This new curricular approach, while not without its challenges, was found to have positive implications for bolstering learner interest, fostering perspective-taking behaviors, and creating a classroom environment in which students perceive their intellectual contributions as valued.
Measuring Students&apos; Curiosity Character Using Confirmatory Factor Analysis
Author: Herwin
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Personality Traits,Factor Analysis,Elementary School Students,Attention Control,Notetaking,Predictor Variables,Reliability

This study aims to test proving the scale of measuring the character of students' curiosity using confirmatory factor analysis. This study uses a quantitative approach. The sample used was 325 randomly selected participants. The variable examined in this study is the character of curiosity. The curiosity variable is focused on elementary school students. In this study, this variable was measured by four indicators and 16 measuring items. The four indicators include: paying attention, taking notes, asking questions, and comparing. Data collection was carried out by distributing curiosity questionnaires to participants. The data analysis technique used was confirmatory factor analysis. The reliability analysis used was the composite score reliability analysis. The results of the study concluded that the constituent indicators of the latent variables of students' curiosity show that all loading factor values have a significant effect on the latent variables in the first-order confirmatory factor analysis (CFA). Meanwhile, in the second-order CFA, the variable of curiosity, the biggest contribution was the indicators compare. This student curiosity assessment model has fulfilled the goodness of fit aspect of the model and has been reliable based on construct reliability. This study recommends a scale measuring elementary school students' curiosity.
Elementary School Size and Student Progress Differences by Ethnicity/Race: A Multiyear, Texas Study
Author: Busby, Amy C.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Size,Elementary Schools,Elementary School Students,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity,Correlation,Hispanic American Students,African American Students,White Students,Achievement Gains,Enrollment Trends

In this investigation, the degree to which student enrollment (i.e., school size) at elementary schools was related to student progress on the State of Texas reading and mathematics state-mandated assessments was examined for White, Black, and Hispanic students. Archival data available on the Texas Academic Performance Report were analyzed for the 2013-2014, 2014-2015, 2016-2017, and 2017-2018 school years. Inferential analyses revealed the presence of statistically significant differences, with below small to small effect sizes. Large-size schools had statistically significantly higher reading and mathematics progress rates than Small-size schools in 6 of the 9 analyses for White students. In 6 of the 9 analyses, school size was not related to student progress in reading or mathematics for Hispanic students. Small-size schools had statistically significantly higher progress rates in mathematics for Hispanic students than Moderate-size schools. Large-size, Moderate-size, and Small-size schools had similar progress rates in reading and mathematics for Black students in 8 of the 9 analyses. Implications for policy and practice, as well as recommendations for research, are provided.
When Prospective Biology Teachers Visualize Their Beliefs about Teaching and Learning by Drawing It, Is It More than a Reproduction of Their Experienced School Lessons?
Author: Schumacher, Fabian
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Biology,Student Attitudes,Beliefs,Visualization,Freehand Drawing,Foreign Countries,Teaching Methods

Professional teaching competence is significantly influenced by beliefs about teaching and learning. Prospective teachers start their teacher training with quite persistent beliefs about learning processes. These beliefs are mainly influenced by the way they experienced their own lessons as a student at school. Previous biology lessons at school might be linked to the imagined biology lessons of prospective teachers. We interpret these future lessons as a representation of their beliefs about teaching and learning. The present study investigated how prospective teachers remembered their previous biology lessons as well as how they imagine the lessons they will conduct in the future. The drawings of 181 prospective biology teachers in Germany (M[subscript age] = 22.1; SD = 3.6; 64.1 % female) were analyzed using the Draw-a-Science-Teacher-Test Checklist (DASTT-C). Results of the study indicate that the lessons they experienced were mainly teacher-centered, whereas the lessons they imagined were mainly student-centered. Results of a chi-square-test indicate that there is no connection between these two drawings of biology lessons. This suggests that experiences from one's own schooling may have no connection with the way prospective teachers would like to teach in the future. The results of this study might be used as a basis for further studies examining the development of prospective biology teachers' beliefs about teaching and learning.
Building Student Communities in Spite of the COVID-19 Pandemic
Author: Ardeni, Viola
Date: 2021-04-00
Type: Journal Articles
Subjects: Peer Relationship,COVID-19,Pandemics,College Second Language Programs,Italian,Distance Education,Sense of Community,Social Media,Extracurricular Activities,Web Based Instruction,Computer Mediated Communication,Educational Change

In times when the humanities at large have suffered reductions in enrollments, the ability to build student communities has been seminal to the survival of many departments. Building student communities for language departments in particular includes planning conversation hours, movie nights, and cultural events aimed at attracting students and raising retention rates. The 2019 coronavirus disease (COVID-19) pandemic has forced departments across the country to modify not only their course formats but also the events offered outside of the regular teaching schedule. In this article, we discuss the shift that the Italian Language Program at Indiana University Bloomington decided to apply to our community-building activities during and after the transition from in-person to an online mode of instruction. To translate several events planned for the rest of the spring 2020 semester into an online environment, we had to resort to the extensive use of social media, such as Instagram and Facebook. Moreover, it was necessary to find creative ways to completely rethink our outreach efforts while still being relevant. Through a tight collaboration among language instructors, we invented and implemented a series of new activities (such as online bingo and cooking lessons) as well as translated those that were crucial for our program to exist and thrive into an online environment. A karaoke project that was originally intended to be the highlight of the academic year presented the greatest challenge in organization and modification; and yet, with creativity and an open-minded attitude, we managed to successfully finish the project with high student participation.
Mediating Role of Self-Disclosure in the Relationship between Attitudes towards Online Counselling and Perception of Social Stigma Due to Receiving Psychological Help
Author: Genc, Arzu Buyruk
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),Correlation,Beliefs,Adults,Mental Health,Counseling Services,Psychological Services,Help Seeking,Labeling (of Persons),Social Bias,Computer Mediated Communication,Value Judgment,Foreign Countries

People have needed mental health services more and more during Coronavirus disease (COVID-19) pandemic. Due to the contagious nature of the COVID-19 virus, online counseling has been preferred more during the COVID-19 pandemic. Those who need such mental health services might take actions to seek help by demanding psychological assistance from psychological counselors or mental health institutions. However, these people might avoid seeking and receiving such help when they think that they have a weak personality or they somehow will be criticized by the society or experience social stigma because they seek psychological help. This study aims to examine the mediating role of self-disclosure between attitudes towards online counselling and perception of social stigma due to receiving psychological help. Participants of the study consist of 519 adults who live in Turkey and are older than 18 years old. The data for the study were collected through &quot;Distress Disclosure Index&quot;, &quot;Online Counseling Attitudes Scale (OCAS)&quot;, &quot;Stigma Scale for Receiving Psychological Help (SSRPH)&quot; and &quot;Personal Information Form&quot;. The hypothetical model developed in order to determine whether self-disclosure mediates in the relationship between perception of social stigma due to receiving psychological help and online psychological counselling attitudes was tested through SEM (Structural Equation Modeling). The results of the study revealed that self-disclosure play partial mediating role between perception of social stigma and value of online counselling and discomfort with online counselling.
COVID-19 Attitude Correction: Rather than Crash in the Crisis, the Author Corrected Attitude and Began to Fly
Author: Wasmer, Scott
Date: 2021-04-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Attitude Change,Educational Change,Aviation Education,Aviation Mechanics,Online Courses,Electronic Learning,Curriculum Development,Web Based Instruction,Educational Benefits,Teacher Student Relationship,COVID-19,Pandemics

he author, an assistant professor in an aviation maintenance technology (AMT) program, teaches future aviation maintenance technicians at the University of Alaska Anchorage (UAA). Certified by the Federal Aviation Administration (FAA), the AMT program is a pathway to becoming a licensed aviation maintenance technician and offers an AMT Associate of Applied Science (AAS) degree as well as three certificates. The AMT program's FAA certification requires an FAA-approved curriculum (subjects and learning objectives) as well as adherence to regulatory standards for teacher--student contact hours. The university's AMT program consists of a combination of didactic and hands-on teaching/learning styles, including student performance of aviation maintenance tasks (e.g., aircraft inspections and engine overhaul). The 2019 coronavirus disease (COVID-19) pandemic required UAA faculty to convert courses to a suitable online delivery format and change the curriculum of an entire semester of courses. The author's initial response: It would be impossible to accomplish the conversion and still maintain FAA requirements. Canceling the program until after the pandemic was discussed. This was not an option, as current students would lose FAAmandated credits and hours, and the AMT program could be closed permanently because of state funding issues. So, the complicated conversion began, and online learning commenced midsemester. As the semester progressed, the author began to embrace the online modality and champion an effort to complete conversion of the entire program. Through this experience, the author realized the tremendous benefits of online teaching: a greatly improved learning and lifestyle experience for the students as well as economic benefits to a financially challenged institution. The online program creates a learning environment that more closely matches the students' future technology-driven careers and increases the knowledge and skills they will gain. Pandemic gathering restrictions have limited the number of students allowed in labs and field activities. Though this was initially a concern, students have benefitted through increased student--teacher contact and learning opportunity during these activities.
COVID-19 Transition to Online: Quick! Bring the Fun!
Author: Moore-Beyioku, Cheryl
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Learner Engagement,Game Based Learning,Active Learning,Educational Technology,Synchronous Communication,Web Based Instruction,Videoconferencing

The need to quickly transition from face-to-face teaching using engaging, content-based activities to a new, online platform in just two weeks during the 2019 coronavirus disease (COVID19) pandemic, made it necessary to try to migrate familiar activities that the students enjoyed into a virtual classroom. The activity that proved to be the most successful in maintaining a sense of community, engaging students, and reviewing content was playing Quizlet Live while in Breakout Rooms in Zoom.
Developing a Comprehensive Leadership Program for Extension County Directors
Author: Berven, Brandi C.
Date: 2021-03-00
Type: Journal Articles
Subjects: Extension Education,Extension Agents,Leadership Training,Skill Development,Program Development,Leadership Qualities,Administrators,Counties,Professional Development,Conventional Instruction,Online Courses,Evaluation Methods,Mentors

This article provides an overview of the development and components of LEAD95, University of Tennessee (UT) Extension's comprehensive leadership program for county-level leaders. The program was designed in accordance with results from a Delphi study, which identified critical skills and resources new county directors need to be successful. The program consists of face-to-face workshops, an online resource tool kit, online learning opportunities, a multirater assessment, and mentoring. Expected outcomes include increased competency, increased job satisfaction, and more consistent leadership and direction among county-level leaders in the UT Extension system.
Diagnostic Walkabouts: Seventeen Years of Specialized Training for Horticultural Professionals
Author: Malinich, Timothy J.
Date: 2021-03-00
Type: Journal Articles
Subjects: Horticulture,Training,Professional Training,Extension Education,Extension Agents,Mentors,Agency Cooperation,Program Effectiveness,Experiential Learning,Poisoning,Animals

A diagnostic walkabout (DW) is an in-field diagnostic training program for professionals in the green industry (greenhouse, landscape, nursery, and turf businesses). DWs have been scheduled annually since 2002 and are easily replicable, fee-based programs that provide cost recovery. DWs also serve as a mentoring program for new Extension educators. Four generations of Extension Educators have participated. Recently, the annual program has been sponsored by state and regional trade associations. What began as an educational outreach program has become a bridge spanning Extension, trade associations, businesses, and generations of Extension educators.
Characteristics of Students&apos; Abductive Reasoning in Solving Algebra Problems
Author: Hidayah, Indriati Nurul
Date: 2020-09-00
Type: Journal Articles
Subjects: Logical Thinking,Problem Solving,Mathematical Logic,Mathematics Education,Algebra,Undergraduate Students,Public Colleges,Foreign Countries

When students solve an algebra problem, students try to deduce the facts in the problem. This step is imperative, students can draw conclusions from the facts and devise a plan to solve the problem. Drawing conclusions from facts is called reasoning. Some kinds of reasoning are deductive, inductive, and abductive. This article explores the characteristics of some types of abductive reasoning used by mathematics education students in problem-solving related to using facts on the problems. Fifty-eight students were asked to solve an algebra problem. It was found that the student's solutions could be grouped into four types of abductive reasoning. From each group, one student was interviewed to have more details on the types. First, the creative conjectures type, the students can solve the problems and develop new ideas related to the problems; second, fact optimization type, the students make conjecture of the answer, then confirm it by deductive reasoning; third, factual error type, students use facts outside of the problems to solve it, but the facts are wrong; and fourth, mistaken fact type, the students assume the questionable thing as a given fact. Therefore, teachers should encourage the students to use creative conjectures and fact optimization when learning mathematics.
Contextualized Learning Modules in Bridging Students&apos; Learning Gaps in Calculus with Analytic Geometry through Independent Learning
Author: Madrazo, Anthony Loria
Date: 2020-09-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Geometry,Independent Study,Prerequisites,Required Courses,Higher Education,Teaching Methods,Accuracy,College Faculty,Mathematics,Specialists,Student Attitudes,College Students,Foreign Countries,STEM Education

The transition of the educational system in the Philippines vastly affects basic and higher education. A mismatch of pre-requisite Mathematics learning competencies from the basic education level occurred when the student reached higher education. This descriptive-developmental method of the study utilized the developed contextualized learning modules for the bridging course on the identified learning gaps in Calculus with Analytic Geometry for the Bachelor of Secondary Education (BSEd) major in Mathematics. Real-world concepts and situations featuring the Province of Sorsogon, Philippines were integrated into the learning modules while promoting independent learning. The content, format, presentations and organizations, accuracy, and up-to datedness of information of the learning modules passed the evaluation of 13 experts (Mathematics Professors) from the different Higher Education Institutions (HEIs) in the Bicol Region, Philippines. Also, the 18 student participants were very much satisfied with the utilization of the learning modules that bridged their learning gaps in the conic section through independent learning.
Deductive or Inductive? Prospective Teachers&apos; Preference of Proof Method on an Intermediate Proof Task
Author: Siswono, Tatag Yuli Eko
Date: 2020-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Late Adolescents,Preferences,Mathematical Logic,Validity,Logical Thinking,Difficulty Level,Mathematics Education,Secondary School Mathematics,Knowledge Level,Pedagogical Content Knowledge,Public Colleges,Foreign Countries

The emerging of formal mathematical proof is an essential component in advanced undergraduate mathematics courses. Several colleges have transformed mathematics courses by facilitating undergraduate students to understand formal mathematical language and axiomatic structure. Nevertheless, college students face difficulties when they transition to proof construction in mathematics courses. Therefore, this descriptive-explorative study explores prospective teachers' mathematical proof in the second semester of their studies. There were 240 pre-service mathematics teachers at a state university in Surabaya, Indonesia, determined using the conventional method. Their responses were analyzed using a combination of Miyazaki and Moore methods. This method classified reasoning types (i.e., deductive and inductive) and types of difficulties experienced during the proving. The results conveyed that 62.5% of prospective teachers tended to prefer deductive reasoning, while the rest used inductive reasoning. Only 15.83% of the responses were identified as correct answers, while the other answers included errors on a proof construction. Another result portrayed that most prospective teachers (27.5%) experienced difficulties in using definitions for constructing proofs. This study suggested that the analytical framework of the Miyazaki-Moore method can be employed as a tool to help teachers identify students' proof reasoning types and difficulties in constructing the mathematical proof.
The Value of Advertising Education in a Business School Environment
Author: Haytko, Diana L.
Date: 2021-01-00
Type: Journal Articles
Subjects: Educational Benefits,Advertising,Business Administration Education,Business Schools,Majors (Students),College Curriculum

Advertising, as a college degree program, has always had an identity crisis. The major has been housed in Communication, Journalism, Arts and Sciences and only occasionally, Business. In this paper, it is suggested that advertising is best located in the Business School, as it is one of the 4P's, which have defined marketing for nearly 70 years. Currently, there are only 6 business schools that offer advertising as a major and/or minor. Given the exponential growth of digital and social media as message delivery systems, it would be prudent to offer new programs of study related to the promotion P in the business school. A suggested curriculum is provided.