ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Support at Work and Workload as Predictors of Satisfaction with Life of Peruvian Teachers
Author: Carranza Esteban, Renzo Felipe
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Support Groups,Faculty Workload,Predictor Variables,Life Satisfaction,Foreign Countries,Elementary School Teachers,Secondary School Teachers

The repercussions of the coronavirus disease (COVID-19) have generated effects on the working modality of teachers, in whom it is convenient to study variables associated with well-being. The objective with this research was to determine whether social support at work and workload predict satisfaction with life in a sample of Peruvian teachers. The methodology was a predictive and cross-sectional study, carried out on 584 Peruvian teachers of both genders selected in a non-probabilistic way; to whom the social support scale at work, the workload scale and the life satisfaction scale were applied. The survey was carried out virtually, and descriptive statistics, Pearson's correlation coefficient and structural equation modelling (SEM) were conducted to examine the hypothetical model. In the analysis of the proposed model, an adequate fit was obtained, X[superscript 2] (116) = 435.5, p &lt; 0.001, CFI = 0.963, RMSEA = 0.069, SRMR = 0.059. Thus, H[subscript 1] and H[subscript 2] were confirmed on the positive effect of social support at work, [beta] = 0.27, p &lt; 0.001, and the negative effect of workload, [beta] = -0.28, p &lt; 0.001 in satisfaction with life. Likewise, the t values of the beta regression coefficients of the predictor variables were highly significant (p &lt; 0.01). It was concluded that social support at work and an adequate workload predict a better level of satisfaction with life in a sample of Peruvian teachers.
Ethno-ECLIPSE Learning Model: The Bridge between Collaboration and Critical Thinking Skills
Author: Priyambodo, Panggih
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Critical Thinking,Thinking Skills,Interpersonal Competence,Biology,College Students,Foreign Countries,Teaching Methods,Preservice Teachers

Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethno-ECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students' critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethno-ECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.
Implementation of a Community of Inquiry in Teaching English as a Foreign Language in Secondary Schools: A Literature Review
Author: Suharno, Suharno
Date: 2023-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teaching Methods,Second Language Learning,Second Language Instruction,Distance Education,English (Second Language),Technology Integration,Secondary School Students,Language Proficiency,Periodicals

Garrison, Anderson, and Archer's community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFL-related articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study's findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.research reports
Mapping the Field of Islamic Banking and Finance Education: A Bibliometric Analysis and Future Research Agenda
Author: Wahyudi, Rofiul
Date: 2023-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Banking,Finance Occupations,Insurance,Business Administration Education,Muslims,Bibliometrics,Databases,Visual Aids,Information Retrieval,Periodicals,Citation Analysis,Economics Education

This article examined trends in Islamic education and finance publications using bibliometric analysis. The authors used co-citation and co-word analysis to examine 449 Islamic education and finance studies from Scopus database. In the co-citation analysis, 10 themes in Islamic education and finance were identified. After that, co-word analysis is used to understand and identify each research theme's potential future research directions. The results showed that per year the average publication of articles was 2.65. There has been extensive research on this topic in the United States (US) and the United Kingdom (UK), and the most popped-up keywords are 'education', 'finance education', 'banking education' and very limited 'Islamic finance education'. Further research can be developed using Islamic jurisprudence education, Islamic insurance education, Islamic capital market education, &quot;zakat&quot; education and &quot;waqf&quot; as keywords. In addition, the study offers a visualization map of theme patterns for future studies to create educational fields for Islamic banking and finance education, particularly in Muslim-majority nations like Indonesia, Malaysia, and the Middle East. This research contributes as a foundation for further research in enriching and developing knowledge about Islamic education and finance, especially in majority countries.
Supporting Student Engagement with Technology: Findings from a Study of an Online Personal Learning Environment for Extensive Listening
Author: Suppasetseree, Suksan
Date: 2023-00-00
Type: Journal Articles
Subjects: Learner Engagement,Technology Uses in Education,Electronic Learning,Individualized Instruction,Educational Environment,Listening,English (Second Language),Second Language Learning,Foreign Countries,COVID-19,Pandemics,College Students

Learning English consists of four skills that students need to master: reading, writing, listening, and speaking. However, in EFL contexts, listening is found to be the most challenging and problematic skill for those students who encounter different kinds of listening problems. In order to improve Thai EFL students' listening performance during the COVID-19 pandemic, a two-week research project was conducted both to measure the levels of student engagement and to explore their opinions towards an online Personal Learning Environment (PLE) focused on extensive listening activities. A mixed-methods research design was applied, which included a pre-questionnaire for the purpose of designing the online PLE platform and listening materials, and a post-questionnaire to measure student engagement. Additionally, a semi-structured interview was used to investigate students' opinions towards the online PLE. The results showed high levels of student engagement in all three dimensions; behavioral, cognitive, and emotional. Students had positive opinions towards the online PLE because they found it enjoyable. Self-regulated and tailor-made learning also served to improve knowledge of vocabulary and pronunciation despite some personal problems with time management and internet connectivity during the project. These findings raise implications for educators, policymakers, and educational technology developers to consider when offering online PLEs for students' self-regulated learning.
Thai Pre-Service Science Teachers&apos; Perceptions of Their Filipino ESL/EFL Lecturers&apos; Intercultural Communicative Practices in Science Teacher Education
Author: Nomnian, Singhanat
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Native Speakers,Metalinguistics,Foreign Countries,Language Teachers,Foreign Nationals,Intercultural Communication,Communicative Competence (Languages),Teacher Attitudes,Classroom Communication,Pronunciation,Code Switching (Language),Language Usage,Cultural Pluralism,Teaching Methods,Higher Education,Teacher Characteristics,Teaching Styles,Preservice Teachers,Teacher Education Programs,Majors (Students),Undergraduate Students

There has been an increasingly dominant presence of Filipino ESL/EFL lecturers in Thai higher education; yet, few studies explore the intercultural communicative practices between these Filipino lecturers and pre-service teachers in science teacher education. This study examined Thai pre-service science teachers' perceptions of their Filipino lecturers. The theoretical framework of this study consists of intercultural communicative competence (ICC), tensions between native and non-native English speakers (NES-NNES), and Thai students' perceptions of English and its varieties. Using a qualitative research paradigm, this study employed focus-group interviews with 15 pre-service teachers from biology, math, and general science majors at a Rajabhat University in Thailand. The findings suggest three key issues: 1) Filipino lecturers' teaching styles and methods, 2) classroom communication, and 3) their English accent. The implications of this study promote not only the integration of cross-cultural exchanges and translanguaging practices into classroom interactions between NES/NNES lecturers and Thai learners but also awareness of World Englishes and Global Englishes to envisage multicultural/lingual realities in social and professional contexts. This study sheds new light on the pragmatic benefits of enhancing Thai learners' intercultural communicative competence as part of ESL/EFL pedagogy in Thai higher education.
Investigation of Vocabulary for ESP Classrooms from Academic Journals in Physical Education and Sports Science
Author: Kongcharoen, Pong-ampai
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Second Language Learning,English for Special Purposes,Academic Language,Physical Education,Word Lists,Word Frequency,Dictionaries,Curriculum Design,Instructional Materials

Academic vocabulary is regarded as an important vocabulary set for students at the tertiary to master's levels. Besides academic vocabulary, field-specific vocabulary is another important set that students in different fields of study should be required to explore. The physical education and sports science English word list was created to assist physical education and sports science students in their English courses. This field-specific word list was constructed using the lexical profile, frequency, range, and expert verification as criteria. The final step provides a physical education and sports science English word list with 466 word families, which are later categorized into three groups by consulting dictionaries. This word list could be beneficial to teachers and curriculum designers aiming to create useful materials for courses concerning English for specific purposes, especially English for physical education and sports science.
Problem-Based Learning for Improving Problem-Solving and Critical Thinking Skills: A Case on Probability Theory Course
Author: Susanti, Mathilda
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Critical Thinking,Thinking Skills,Probability,Undergraduate Students,College Faculty,Models,Foreign Countries

Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students' problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students' problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.
The Effect of Self-Education on Teachers&apos; Competitiveness
Author: Gorodnycha, Larysa
Date: 2023-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Independent Study,Teacher Education,Competition,Secondary School Teachers,Cooperation,Digital Literacy,Ethics,Reflective Teaching,Supplementary Education,Foreign Countries,Teacher Motivation

Lifelong learning skills and building competencies necessary for teachers' competitiveness are urgent issues. This work aimed to study the relationship between teachers' self-education and competitiveness. The research method used a questionnaire survey of teachers and principals of general secondary education institutions, as well as the method of comparison and mathematical methods. The results showed that there was a relationship between teachers' motivation factors for independent lifelong learning, directions and sources with the achieved results of self-education was established. According to the framework of competitive competencies, the teacher's qualities' dependence on motivation, directions, sources and results of self-education was also revealed. The results of this study can be helpful as they arrange knowledge and research methods of the self-education process, taking into account motivation, directions, sources, and outcomes. Therefore, teachers should engage in self-education throughout their professional life to improve their competitiveness. They should also constantly update their knowledge of the fields related to teaching. They must develop synchronously with the evolution of science and technology and have a creative approach to learning. Teachers should supplement their knowledge of subject teaching methods, psychology, and health care. Further research should focus on other factors influencing improving teachers' competitiveness.
Use of VoiceThread for Reflective Speaking
Author: Sojisirikul, Phanitphim
Date: 2023-00-00
Type: Journal Articles
Subjects: Audio Equipment,Speech Communication,Second Language Learning,Second Language Instruction,Critical Thinking,Teaching Methods,English (Second Language),Undergraduate Students,Video Technology,Student Attitudes,Reflection,Computer Software,Foreign Countries

Reflection in language learning plays a key role in promoting a deeper understanding of one's own learning. Previous studies show that reflective speaking could raise students' higher critical thinking, and that technology helps facilitate this reflection effectively. This study aimed to investigate the use of VoiceThread for a reflective speaking task for students. The participants consisted of 67 undergraduate students enrolled in an English course who were assigned to do four video recordings of their self-study. They found their own English materials to study and made their own choices of answering the five guided questions representing the four reflective levels. Only 156 video recordings from out of 39 students, who posted all four video recordings, were transcribed and analyzed. All 67 students did answer the questionnaire regarding their attitudes towards the use of VoiceThread. The findings show that the majority of the students' reflective level was at Level 1 (&quot;Non-reflection&quot;), and a few of their expressions were found at Level 3 (&quot;Reflection&quot;). The students also said they were confident when speaking, and VoiceThread helped facilitate their reflective speaking.
Exploring Factors Associated with Academic Motivation and College and Career Readiness of Rural Adolescents
Author: Knox, Peter N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,College Readiness,Career Readiness,Rural Areas,High School Students,Regression (Statistics),Student Behavior,Peer Relationship,Parent Participation,Social Influences,Predictor Variables

Past decades have seen an increase in focus on college and career readiness (CCR) policy and programming to meet the growing demand for a high-skill, global, 21st-century workforce. Recent research indicates many adolescents aspire to succeed in various postsecondary paths, but a persistent gap between aspirations and attainment remains. This is particularly true for traditionally underserved and underrepresented populations, such as those from rural communities. Looking beyond academic metrics such as test scores, grade point averages, and course offerings, this study seeks to address this gap by investigating rural adolescent school context and experience factors that may be associated with their academic motivation and CCR. A cross-sectional multivariate multiple linear regression analysis examining CCR and postsecondary choice factors was conducted using Mplus 8. Results from a large sample (N = 8,541) of rural adolescents from the Midwest United States found several variables--internalized and externalized behavior, peer relationships, parental involvement and support, and family/community connection--are positively associated with increasing favorable perceptions of academic motivation and college and career readiness. Study implications and directions for future research are offered.
&quot;I Just Kind of Felt Like Country Come to Town&quot;: College Student Experiences for Rural Students at One Flagship University
Author: Grant, Phillip D.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student Experience,Rural Areas,Rural Education,Phenomenology,Social Networks,Social Capital,Cultural Capital,Sense of Community,Dormitories,Student Adjustment

Rural undergraduate students at flagship universities in the United States are typically outnumbered by their urban and suburban peers. Students from rural demographic backgrounds bring different forms of social and cultural capital to higher education with them. This phenomenological study at a flagship university in the Deep South region of the United States examines their experiences through the lens of Constructed Environment Perspectives to assess how rural students evaluate their sense of fit at an institution of higher education. Rural students in this study noted that they began their first year of postsecondary education with a smaller social network than their nonrural peers. When necessary, rural students adapted their social and cultural capital to experience a better sense of fit by connecting with nonrural students in communal settings or by changing symbols of their cultural and social capital. Participants in this study found the residence halls to be a space that was particularly helpful in their adjustment to university life.
Vocabulary Uptake and Retention from Reading a Graded Reader
Author: Thongsan, Nuchsara Choksuansup
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,Foreign Countries,Reading Materials,Reading Processes,Spelling,Incidental Learning,Recall (Psychology),Language Tests,Undergraduate Students,Business Administration Education

With the aim of investigating effective approaches to extensive reading in Thailand, this study examined the vocabulary uptake and retention rate from reading 350 headwords graded reader. To determine the effects of reading a graded reader on students' vocabulary knowledge and retention, 20 words within four bands of different frequencies of occurrences were selected as target words in the study. The spelling of each word was changed to ensure that students have never seen these words before. 35 intermediate level Thai students volunteered to participate in the study. Three tests, which were word-form recognition, meaning recognition, and translation, were administered immediately after reading, then after 10 days, and then after a two-month delay. The results demonstrate that words can be learned incidentally, as the majority of the words were not learned from reading one graded reader. Words with more frequency were more likely to be learned and more resistant to decay. The data indicate that, on average, the meaning of only three of the 20 words will be recalled two months later. This study implies that just a little amount of new vocabulary is remembered after reading one graded reader, and that substantial amounts of reading are required to increase students' vocabulary.
The Benefits of University Faculty as P-12 Substitute Teachers
Author: Jurkowski, Odin
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Elementary Secondary Education,Preschool Education,Substitute Teachers,Teacher Supply and Demand

The current substitute teacher shortage was exacerbated by COVID-19 and is not expected to improve any time soon. A solution that may benefit both P-12 schools and higher education involves the occasional utilization of university faculty as substitute teachers. This alleviates some of the pressure on school districts in finding substitute teachers while also building relationships, providing university faculty with current classroom experience, and serving as a recruitment pipeline.