ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers
Author: Syaifuddin, Mohammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Competence,Curriculum Implementation,Mathematics Education,Junior High School Teachers,Teacher Attitudes,Barriers,Public Schools,Foreign Countries

This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics teaching. A qualitative approach was applied in the study. The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum. Documentation, questionnaires, observations, and interviews were used to collect the data. The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan. The obstacles faced by the teachers in the implementation of the authentic assessment included the time limit and accuracy. The efforts made by the teachers varied, but the teachers tried to administer the authentic assessment properly following the demands of the curriculum.
The Effects of Intensive and Extensive Recasts on Learning the Third Person Singular -s
Author: Sükür, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Feedback (Response),Morphemes,Grammar,Pretests Posttests,Scores,Language Tests,Decision Making,Instructional Effectiveness,Linguistic Theory,Metalinguistics,Writing Tests,Foreign Countries,Teacher Education Programs,Undergraduate Students

This quasi-experimental research aims to investigate the effects of intensive and extensive recasts on learning the English simple present singular -s. In line with this purpose, firstly 56 beginner level learners were non-randomly assigned to three different groups: written intensive recast (n = 20), written extensive recast (n = 17), and control group (n = 19). Then untimed grammaticality judgment test (UGJT), sentence writing test, and story writing test were administered to all participants as pretests. For the treatment process, the participants in the experimental groups received either intensive or extensive recasts, while the participants in the control group did not receive any feedback. Afterwards, all the participants took posttests and delayed posttests immediately after the treatment and two weeks later, respectively. The comparison of the UGJT gain scores indicated that the intensive recast group outperformed the control group in short term and outperformed the extensive recast group in long term. In contrast to this, the comparison of the other tests results revealed no significant difference among the groups. The reasons for these results are discussed in consideration of the previous studies and relevant implications are suggested in this research. [This study was presented at the International Language Teacher Education Conference in April 2019 in Antalya, Turkey.]
Misconceptions in Rate of Reaction and Their Impact on Misconceptions in Chemical Equilibrium
Author: Jusniar, Jusniar
Date: 2020-00-00
Type: Journal Articles
Subjects: Misconceptions,Scientific Concepts,Equations (Mathematics),Correlation,High School Students,Grade 11,Adolescents,Foreign Countries,Chemistry

Descriptive correlational research was conducted to discover misconceptions on Rate of Reaction (RR) that impact on Chemical Equilibrium (CE) misconceptions. This research was conducted to 245 eleventh-grade students of High School in Gowa, South Sulawesi, Indonesia, that having been studied the RR and CE topics. Misconceptions data were collected using three-tier tests and semi-structured interviews. The data were analyzed using descriptive and correlational analysis. Description of RR misconceptions that impact on CE misconceptions are determined with the percentage of students who consistently experience misconceptions about RR and CE. There were six misconceptions in RR that have an impact on CE, which are: Misconceptions related to changes in the reaction rate with time; The effect of temperature on the rate of reaction; The effect of adding catalysts to the activation energy; and the mathematical relationship between the rate of reaction and the number of moles. Misconceptions in RR and misconceptions in CE having a correlation coefficient, using Spearman's formula, of 0.39. These results indicate that the impact of misconception in RR on CE is moderate. This study suggests that education practitioners should eliminate the misconception of prerequisite concepts before teaching the next related concepts.
Phubbing Behavior: Is There a Gender Difference in College Students?
Author: Escalera-Chávez, Milka Elena
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Gender Differences,College Students,Attention,Handheld Devices,Social Behavior,Foreign Countries,Addictive Behavior,Social Psychology

When a person is ignored for other one in a social context for the focus given to the use of a mobile phone, it is called phubbing. This phenomenon is increasingly recurring in society and students are not exempt from it. For this reason, the aim of this research is to determine if there is a difference in phubbing behavior between male students and female students from the Mid-Zone Multidisciplinary Academic Unit. This study was carried out by surveying 243 Business Administration college students in the Multidisciplinary Academic Unit of the Middle Zone, whose ages range from 17 to 26 years. The test designed by Chotpitayasunondh and Douglas, (2016) was used. From this questionnaire, only those corresponding to demographic characteristics, Phubbing intensity and Phubber intensity, were taken. For the data analysis, a Bayesian analysis was used with Bayes' Theorem as a central point. The main result reported in this work reveals that the difference in Phubbing behavior between men and women is significant. This assertion is given from the data obtained from the Bayesian Factor, which measured the probability that the phenomenon occurred. Therefore, we can say that the result shows a moderate difference in Phubbing behavior between male students and female students. The value obtained from the Bayesian analysis confirms that there is a 4.959 probability of obtaining a higher average in men than in women.
Using Crowdsourced Wikis to Teach an Online Undergraduate Course
Author: Fisher, John R.
Date: 2020-09-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Electronic Publishing,Collaborative Writing,Online Courses,Undergraduate Students,Cooperative Learning,Learning Strategies,Revision (Written Composition),Electronic Learning,Information Dissemination,Skill Development,Student Attitudes

A number of barriers exist that make using wikis in online teaching more challenging. Monitoring and correcting student actions is more difficult online than in a face-to-face classroom. Most students hesitate to edit and change other student writing and so incentives need to be used to get students to edit each other's work. Students should receive an orientation where they learn the purpose and benefits of wikis and receive instruction on how to use wikis. This study examined student use of wikis in an online assignment. As a course evaluation, students were asked to respond to five questions about their experience in using a wiki in the assignment. Conclusions were drawn about the practicality of using wikis in teaching online. Students affirmed that collaboration leads to learning and knowledge acquisition. By engaging in collaboration, learners observe and improve upon weaknesses or gaps in learning. Students learn from each other by examining and improving the work of others. Students also recognized that using wikis to develop documents is a valuable skill to take into the workplace. The study confirms much of the research on the topic of using wikis as a learning strategy. Also, the study shows that process is as important to learning as is outcome. The benefits of using wikis for learning are equally important as the final product produced.
Fidelity of Implementation of Train-the-Trainer Methodology for Delivery of a Preschool Nutrition and Physical Activity Curriculum
Author: Gebhart, Kaylee
Date: 2020-00-00
Type: Journal Articles
Subjects: Nutrition Instruction,Physical Activities,Fidelity,Program Implementation,Intervention,Preschool Children,Health Promotion,Physical Activity Level,Preschool Teachers,Faculty Development,Training,Child Care Centers,Teacher Competencies,Extension Agents

Train-the-Trainer (TTT) methodology uses an expert to train a non-expert on how to implement an intervention and is often used by Cooperative Extension personnel for delivery of programs in the natural setting. In these interventions using multiple educators and/or non-experts, a measure of implementation (fidelity of implementation) is necessary to determine if delivery of the instructional program is as it was designed to be. The objective of this paper is to report the fidelity of implementation (FOI) of iGrow Readers (a literacy-based curriculum that uses children's books focusing on themes of healthy nutrition and physical activity behaviors) that was delivered by Extension personnel to preschool children in the natural setting of 14 childcare centers through TTT approach. Structural and instructional FOI were assessed by a trained Extension associate. Assessing the FOI of the curriculum delivered by TTT approach provides evidence that the TTT approach is a feasible method of delivery for programing provided by Extension personnel in the natural settings.
The Interrelationship between Learner Autonomy, Motivation and Academic Success in Asynchronous Distance Learning and Blended Learning Environments
Author: Günes, Sevim
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Student Motivation,Academic Achievement,Asynchronous Communication,Distance Education,Blended Learning,Correlation,English (Second Language),Second Language Learning,Foreign Countries,College Freshmen

The present study aims to clarify the interrelationship between learner autonomy, motivation and academic success for English in Asynchronous Distance Learning (ADL) and Blended Learning (BL) environments. In order to reveal participants' autonomy and motivation levels, a questionnaire was used as the data collection tool. Additionally, two grammar tests were used to clarify participants' academic success level. After the data collection process for the main study, a quantitative way of data analysis was implemented by means of using SPSS. As a result, a significant and positive relationship was found between BL students' academic success and motivation. Additionally, a statistically significant and positive correlation was found between ADL and BL students' motivation and autonomy. In terms of the link between academic success and learner autonomy, no significant relationship was found for both ADL and BL groups. As for the correlations, in both groups ADL and BL, autonomy and motivation were found to be correlated.
Effects of Democratic Parenting and Teaching Activities on High School Students&apos; Global Citizenship: A Multilevel Structural Equation Model with Student Factors as Mediators
Author: Pinjai, Pitak
Date: 2020-00-00
Type: Journal Articles
Subjects: Parenting Styles,Learning Activities,High School Students,Grade 9,Global Approach,Citizenship Responsibility,Decision Making,Political Attitudes,Social Values,Social Justice,Empathy,Helping Relationship,Cultural Awareness,Citizenship Education,Foreign Countries

The objectives of this research included to study the effects of democratic parenting and teaching activities on global citizenship according to logical reasoning in making decisions on political attitudes among 2,286 students from 80 classrooms. The research instruments included 1) a set of rating-scale questionnaires for students with 92 items, having the reliability as 0.968 and 2) a set of rating-scale questionnaires for teachers with 23 items, having the reliability as 0.893. The results of the multilevel structural equation model analysis revealed that the factor of political attitudes was the most important in describing each student's global citizenship with the explanation of the variance with democratic parenting and the analysis of applying the reasons in students' decisions was as 68.50%. Teaching activities affected positively on global citizenship both directly and indirectly through statistically significant factors with and together explained the variance of the global citizenship of each student by 84.00%. These findings highlight the importance of developing and fostering political attitudes that affect students' global citizenship through parenting and teaching activities covering the development of relevant factors as discussed in the Discussion and Implementation Part.
Professional Self-Determination Support for Students in the Digital Educational Space
Author: Soboleva, Elena V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Self Determination,Career Guidance,Artificial Intelligence,Career Development,Foreign Countries,High School Students

The problem that the study is aimed at is due to the need to change forms and methods of professional self-determination support for students in the digital society in order to prepare them for obtaining the specialization that is in demand and for the formation of the ability &quot;to be able to learn&quot; throughout the life. The purpose of the study is to theoretically justify and experimentally verify the effectiveness of the use of digital technologies for professional self-determination support for students in the modern educational space. The research methodology consists of the theoretical analysis of foreign and domestic approaches to career guidance, the comparison of digital resources for navigating professions of the future, the differential diagnostic questionnaire, additional questionnaires, methods of mathematical statistics, and the student self-assessment method. The pedagogical experiment was carried out in two directions: the qualitative assessment of changes in students' professional preferences and the analysis of the results of career guidance activities supported by digital technologies, regarding the development of personal qualities in demand. The results of the study. The necessity of taking into account the organization of career guidance activities in two directions is justified: informing students about the professions in demand, the needs and priorities of the digital society, as well as the formation of the competence of professional self-determination. The potential of digital technologies for each of the selected areas is described. The authors developed the virtual assistant model to implement the identified didactic possibilities. The system of work with the virtual assistant is presented for professional self-determination support for students and for building the personal development path. In conclusion the summary is given, confirming that the use of the virtual assistant in career guidance in the digital school will increase the effectiveness of preparing students for the conscious choice of the future profession in demand, the formation of cognitive abilities that form the basis of the ability &quot;to be able to learn&quot;.
Development of Learning Methods through Songs and Movements to Improve Children&apos;s Cognitive and Psychomotor Aspects
Author: Supartini, Tri
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Development,Physical Development,Psychomotor Skills,Singing,Motion,Teaching Methods,Instructional Effectiveness,Religious Education,Churches,Foreign Countries,Nonformal Education,Young Children,Learning Activities

Cognitive and psychomotor are two aspects that play an important role in children's development, especially at the preschool age. This study aims to create and test products in the form of learning methods with song and movement to improve children's cognitive and psychomotor aspects. This research is a research and development using 4D theory from Thiagarajan, Semmel, and Semmel. There are four phases in this research, namely the define phase, product design, product development, and dissemination. Data analysis used in this study was a qualitative and quantitative approach using instruments in the form of questionnaires, product validation sheets, and learning observation sheets. The collected data is then analyzed using two analytical techniques: (1) qualitative data with content analysis techniques and (2) quantitative data analyzed statistically with the help of SPSS. The results showed that this learning method was proven to have a level of validity, practicality, and effectiveness above the standard to improve children's cognitive and psychomotor aspects.
The Public Education System in Stavropol Governorate in the Period 1804-1917. Part 2
Author: Natolochnaya, Olga V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Public Education,Foreign Countries,Educational Development,Elementary Secondary Education,Single Sex Schools,Schools,Parochial Schools,Military Schools

This paper examines the public education system in Stavropol Governorate in the period 1804-1917. The present part of the work covers the development of the region's public education system in the period 1872-1900, with a focus on the regional characteristics of the development of the governorate's network of educational institutions. In putting this work together, the authors drew upon the following key sources: the annual publications 'Reports by the Trustee of the Caucasus Educational District on the Condition of the Educational Institutions' and 'The Most Faithful Reports of the Chief Procurator of the Holy Synod on the Department of the Orthodox Faith' and the statistical digests 'A Survey of Stavropol Governorate' and 'A Collection of Statistical Data on Stavropol Governorate'. In terms of methodology, the authors made extensive use of the statistical method. The use of this method helped identify some of the key distinctive characteristics of the making and development of the system of public education in Stavropol Governorate in the period 1872-1900. The authors' conclusion is that in the period 1872-1900 the development of the public education system in Stavropol Governorate was characterized by a number of salient regional features. Specifically, there were many lowly populated areas in the region, which precluded the Ministry of Public Education from creating an extensive network of educational institutions. There was little to no growth in the number of secondary and lower ministerial educational institutions, while, despite some growth, the number of primary schools was insufficient too. In 1884, subsequent to the adoption of The Rules for Parochial Schools, the governorate witnessed an upsurge in the establishment of parochial schools and grammar schools under the Ecclesiastical Department. This upsurge was so significant that by 1900 66% of all students in the region were enrolled in schools run by the Ecclesiastical Department. [For Part 1 of the series, see EJ1262685.]
Investigating the Influence of Entrepreneurial Leadership on Students&apos; Entrepreneurial Intentions: Teacherpreneurship as a Mediating Variable
Author: Suyudi, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Structural Equation Models,Leadership Training,Intention,Islam,Business Administration Education,Foreign Countries,Gender Differences,Teacher Characteristics,Reliability,Validity,Student Attitudes,Religious Education,Boarding Schools

The paper aims to know the influence of entrepreneurial leadership on the students' entrepreneurial intentions as well as its impact on teacherpreneurship. The design employed was quantitative with the ex post facto method using Partial Least Square Structural Equation Modelling (PLS-SEM) to test the hypothesis. The samples were taken using a stratified random sampling technique, obtaining 70 teachers and 285 students as the respondents. The data were gathered through a questionnaire, which has been tested for validity and reliability. The validity and reliability tests of each variable show the Cronbach's Alpha value, and the Composite Reliability is higher than 0.6 (the minimum standard), while the average variance extracted (AVE) value is higher than 0.50 (the minimum standard for validity). The hypothesis tested using the path coefficient is accepted if the t-statistic is above 1.96 and p-value less than 0.05.The results of the path coefficient and indirect effect are above 1.96 and below 0.05 for the t-statistic and p-value, respectively. Therefore, the three hypotheses are accepted. First, entrepreneurial leadership has a positive and direct significant influence on teacherpreneur, with a t-statistic value of 18.057 and a p-value 0.000. Second, similarly, the teacherpreneur positively and significantly influences students' entrepreneurial intentions, with a t-statistic value of 3.558 and a p-value 0.000. Third, entrepreneurial leadership has an indirect influence on entrepreneurial intentions, mediated by teacherpreneur. In other words, teacherpreneur mediated the influence of entrepreneurial leadership on entrepreneurial intentions, with a t-statistic value of 3.282 and p-value 0.0001. The findings recommend the importance of entrepreneurial leadership and teacherpreneur in establishing the students' entrepreneurial intentions.