ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of COVID-19 Outbreak on International Student Mobility: Analysis, Response Strategies and Experience from China
Author: Yang, Qiguang
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Foreign Students,Study Abroad,College Students,Student Mobility,College Role,Government Role,Networks,Stakeholders,Coping,Student Behavior,Governance,Educational Technology,Technology Uses in Education,Online Courses,Educational Administration,Barriers

The sudden outbreak of COVID-19 has had a huge impact on international higher education. As the largest exporter of international students, China bore the brunt. Facing the uncertainty of health and overseas study policy brought by the pandemic, Chinese students and international students in China are all waiting and considering whether to abandon or change their study abroad plans. In this article, we analyze the impact of the pandemic on the mobility of different international student groups in China and discuss China's higher education countermeasures from the perspectives of government, higher education institutions (HEIs), academic researchers, students, and service agencies for studying abroad. China's experience in combating COVID-19 can offer valuable lessons for global student mobility and international higher education, including building up a top-down government-led management system, a collaborative network of different stakeholders, and fighting the pandemic with international education cooperation.
Why Institutional Scholarship Policy Matters: Its Influence on Graduate International Students at a Regional University in Taiwan
Author: Phan, Gam Thi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Graduate Students,College Choice,Educational Policy,Majors (Students),Student Recruitment,School Holding Power,Student Experience,Enrollment,Study Abroad,Student Adjustment

This qualitative study explored the importance of scholarship policies toward international graduate students during their studies at a regional university in Taiwan from the &quot;push-pull&quot; framework. Ten participants representing Indonesia, Vietnam, and India, the University's three largest international student groups, were interviewed. The analysis of the 10 semi-structured interviews investigates international students' choices to attend a regional university, and whether scholarship policy impacts their decision-making. Findings revealed the different influences of scholarship policy on international graduate students from majors and departments in their academic and financial adjustment. Key advantages and disadvantages of current scholarship policies are discussed with regards to students' experiences. Moreover, the study provides suggestions about recruitment and retention policies in terms of English-taught degree programs and institutional scholarship programs, particularly for Taiwanese regional universities seeking to expand their international student enrollment.
A Comparison of Creative Problem Solving Features of Gifted and Non-Gifted High School Students
Author: Keles, Taliha
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Creativity,Academically Gifted,Gender Differences,Instructional Program Divisions,Grade 9,Grade 10,Grade 11,Grade 12,High School Students,Thinking Skills,Knowledge Level,Foreign Countries

Creativity and creative problem-solving are seen as the most important components of education today. This situation reveals the need to identify students' creative problem-solving characteristics. This study, it was aimed to examine the creative problem-solving characteristics of gifted and non-gifted students in terms of giftedness diagnosis, gender, and grade level variables. The research used the descriptive research model and causal comparison design, which are among the scanning models. The sample was collected in Bursa and consists of 73 gifted students, and 302 non-gifted students from grades 9th to 12th. &quot;Creative Problem Solving Features Inventory&quot; was used as a data collection tool in the research. It has been observed that the creative problem-solving skills of the gifted and non-gifted students differ in divergent thinking, general knowledge and skills, and the general average in favor of the gifted. There was a significant difference in favor of girls in the general average scores and the mean scores of the environment sub-dimension among gifted students. A significant difference was found in favor of the gifted in the dimension of divergent thinking at the 9th-grade level, and in the dimension of divergent thinking and general knowledge and skills at the 11th-grade level.
A Review of the Relationship between Parental Involvement and Children&apos;s Academic Achievement and the Role of Family Socioeconomic Status in This Relationship
Author: Sengonul, Turhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,Academic Achievement,Socioeconomic Status,Correlation,Parent School Relationship,Parent Child Relationship,Cultural Capital,Social Capital,Preschool Education,Parent Attitudes,Parents as Teachers,Parent Role

Based on Bronfenbrenner's (1986) &quot;ecological&quot; system theory, Bourdieu's (1997) concept of cultural capital and Coleman's concept of social capital, the present study has examined the relationship between parents' involvement in their children's education and their academic achievement as well as the role the socioeconomic status plays in this relationship. Results obtained from a re-examination of 42 studies published between 2003 and 2021 revealed that there was a positive correlation between parental involvement and academic achievement of children. Parental involvement at home and at school, such as parents' reading to their children at home, providing encouragement and support for learning, maintaining high aspirations and expectations for their children's education and academic success, establishing communication, discussing school issues with their children, all have positively impacted the academic achievement of children. Socio-economic status (SES) affected the relationship between parental involvement and school success of children and played a mediating role in this relationship. Children of families with higher socioeconomic status made better use of their parents' involvement thanks to their parent's greater cultural capital. Nevertheless, the educational involvement that parents with lower socioeconomic status can demonstrate is important in that it reduces or eliminates the disadvantages that children from poor and lower educated families may encounter and the risk of academic failure. The impact of increased parental involvement on poor and lower SES children was greater, and these children made better use of parental involvement and were able to boost their academic achievement to a certain extent.
A Sudden Shift: Students&apos;, Teachers&apos;, and Parents&apos; Adaptation to Learning during and after COVID-19 Learning
Author: Afrilyasanti, Rida
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Adjustment (to Environment),Student Attitudes,Teacher Attitudes,Parent Attitudes,School Closing,Online Courses,Blended Learning,Teaching Methods,Readiness,Barriers,High School Students,High School Teachers,Foreign Countries

The COVID-19 pandemic has affected different aspects around the globe, including education. This condition has initiated a sudden shift in teaching and learning model applied at school, from offline into fully online, then shifted into hybrid and offline learning. This sudden shift on teaching and learning model surely influenced not only the students, but also teachers and parents. The specific impact to mention was unprepared and appalling psychological and physical condition. Therefore, an in-depth qualitative case study method was carried out with an objective to analyze students', teachers' and parents' views and perceptions towards the learning during and after COVID-19 pandemic. An open-ended questionnaire and a follow-up interview were used to collect data from 34 participants. The collected data was then evaluated and categorized, after which the categories were identified and interpreted. The results showed that there are several implications for students', teachers', and parents' adaptation toward the sudden shift of teaching and learning methodologies. Furthermore, it is also confirmed that in terms of physical readiness teachers and parents tended to encounter more challenges compared to the students. Meanwhile in terms of psychological readiness three of them seemed to meet a similar amount of challenges. Nevertheless, these challenges did not seem to reduce their overall perception of the learning adaptation.
Before the Pandemic and Its Impact to the Future about IoT and the Transformation of Children&apos;s Social Education
Author: Mariati, Pance
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Parents,Teachers,Internet,Equipment,COVID-19,Pandemics,Social Media,Interpersonal Relationship,Attitudes,Distance Education,Electronic Learning,Educational Change,Context Effect

This research invites us to analyze how IoT through social media is transformed as an educational medium for social interaction for children during the Covid-19 pandemic. This study also identifies how parents, teachers, and children perceive social interactions before and after the pandemic. This research method uses embedded mixed methods by utilizing a qualitative approach through virtual ethnography and borrowing a questionnaire to complement the qualitative data. The survey of responses in this study was obtained from 100 parents and children who carried out learning activities at home from April 2020 to April 2021.The results show that the transformation of IoT and social media has had a significant impact on children's education in social interaction, owing to their interactive nature. Thus, IoT and social media can evolve into additional artifacts that act as mediators in the post-millennial generation, rather than as a form of culture. When social media and online games are introduced into a child's environment, it has been demonstrated that they mediate their conceptualization of learning and cognitive development, among other agents through the interactions between teachers, children, and technology, children conceptualize higher mental functions such as continuous and ongoing problem-solving dispositions, as well as language acquisition and social learning. The effect of technology on human interaction results in the transformation of social functions into individual mental functions, a process facilitated by modern technology.
Comparison of Classical Test Theory vs. Multi-Facet Rasch Theory
Author: Polat, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Test Theory,Item Response Theory,Student Evaluation,Language Tests,Writing Evaluation,Scores,Scoring Rubrics,Correlation,Validity,Undergraduate Students

Testing English writing skills could be multi-dimensional; thus, the study aimed to compare students' writing scores calculated according to Classical Test Theory (CTT) and Multi-Facet Rasch Model (MFRM). The research was carried out in 2019 with 100 university students studying at a foreign language preparatory class and four experienced instructors who participated in the study as raters. Data of the study were collected by using a writing rubric consisting of four components (content, organization, grammar and vocabulary). Participants' writing scores were analysed thoroughly both by CTT and MFRM. At the first step, the participants' writing scores were calculated by taking the means of the writing points given by the graders in the CTT model. Then, the MFRM was applied to the data through a three-facet design considering the rater, student and rubric components as MFRM facets respectively. Finally, ability estimates obtained and reported in the logit scale via Rasch Analysis were converted into the analytic rubric's component scores used throughout the scoring procedure. Finally, two sets of writing scores were calculated and compared according to both measurement models. Considering the findings, it was summoned that there was a positive and high correlation between the ability estimates found according to the CTT and the MFRM. However, the mean score difference calculated according to both theories was still significant. Moreover, the analyses showed that criterion validity of the writing scores obtained via the MFRM was higher than the scores obtained via the CTT.
Elementary School Teacher Perception of Curriculum Changes in Indonesia
Author: Hidayah, Ratna
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Curriculum Development,Educational Change,Foreign Countries

This study aims to describe the perception of elementary school teachers on curriculum changes in Indonesia. It was conducted with a descriptive survey design in the Special Region of Yogyakarta Province. This study involved 56 elementary school teachers. The data were collected using questionnaires distributed via Google Form. The questionnaire used was a closed questionnaire with a total of 58 statements. Data analysis was carried out using quantitative data analysis with a descriptive approach. There were two findings in this study. First, the perception on the curriculum objective aspect is at the stage of digging up information with enough category, the material aspect is at the interpretation stage with enough category, the strategy aspect is at the interpretation stage with enough category, the organizational aspect is at the selection stage with a high category, and the evaluation aspect is at the selection stage with a high category. Second, the level of teacher perception of curriculum changes is mostly at the selection stage (organization and curriculum evaluation), followed by interpretation (curriculum objectives) and information re-extraction stages (curriculum objectives). The level of teacher perception shows that the profile of teachers' perceptions on curriculum changes is dominated at the selection stage.
Evaluating Distance Education Experience in Public Schools in Amman Second Directorate from Students&apos; Perspectives
Author: Rayahneh, Mohammad S. Q.
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Student Experience,Foreign Countries,Student Attitudes,Public Schools,COVID-19,Pandemics,Secondary School Students,Elementary School Students,Gender Differences

The current study aimed to evaluate the experience of distance education in the public schools in Amman second directorate in light of the COVID-19 pandemic from students' perspectives. To that aim, the descriptive survey approach was used in addition to a questionnaire spread over five domains: communication, content, teaching, interaction, assessment in which validity and reliability were verified. The study sample included 354 male and female students, chosen by the stratified random method from four public schools. The results of the study showed that the students' evacuation of the distance education experience on the instrument as a whole was moderate. The findings also indicated that there were statistically significant differences attributed to gender variable in the interaction domain and the instrument as a whole in favor of females, while the differences were not statistically significant for other domains. Based on the results, the researchers recommended the necessity of changing the evaluation approach and modifying the content and teaching methods to suit distance education, overcoming technical and technological difficulties, and conducting other research to evaluate distance education in secondary and lower elementary schools.
Exploring Teacher Power Use and Student Silence in an EFL Classroom: Evidence from Indonesia
Author: Bahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Behavior,Power Structure,Student Behavior,College Students,College Faculty,English (Second Language),Second Language Instruction,Private Colleges,Student Participation,Grammar,Expressive Language,Psychological Patterns,Self Esteem,Positive Reinforcement

This qualitative study probes into teacher power use and student silence in an EFL classroom in an English department of a private university in Makassar, Indonesia. Anchored by a qualitative analysis and participated by one female teacher and three EFL students, data were garnered through in-depth interviews and observation. It was designed to find out what type of power the teacher used to minimize the effect of students' silence. Using French and Raven's (2008) analytic lens for power use in classrooms, the study's findings suggest that the types of teacher power used in the class are coercive power, expert power, reward power, legitimate power, and referent power. The results of the study showed that the teachers mostly used their reward power as a strategic move to make students interested in alleviating their silence in the classroom. In some conditions, when necessary, a form of coercive power was also employed by the teacher. In addition, student' silence in the class is influenced by limited vocabulary, grammar in speaking, expression, boredom, shame and insecurity when speaking in English.
Financial Literacy Education Models for 7-12 Years Old Based on the Local Wisdom of Sasak Tribe Lombok Indonesia
Author: Rizkiwati, Baiq Y.
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Foreign Countries,Children,Money Management,Knowledge Level,Consumer Education,Heads of Households,Multiple Literacies,Teaching Models

Local wisdom contained in the Sasak community needs to be continuously preserved and become a local value or tradition that is believed to be true until now. The development of forms of local Sasak wisdom in this study is integrated into the concept of family economic education, especially in educating children from elementary school age. This study aims to describe and formulate the financial literacy education models based on local wisdom for 7-12 years old in Sasak tribe. This case study applied an exploratory-descriptive qualitative research method. Participants in the study were selected through random sampling and snowball methods, which consisted of 630 families with children aged of 7-12 years old, and 177 children whom fathers and mothers are the Sasak aristocrats' descendants is Suradadi Village of East Lombok West Nusa Tenggara. Data were collected through interview, observation, and documentation techniques and analyzed through content and comparative analyses. Research results indicated five financial literacy education models based on Sasak's local wisdom provided since children are at the age of 7-12 years old. &quot;First,&quot; incorporating &quot;Itiq&quot; (spending money wisely) behavior to children, &quot;second,&quot; incorporating &quot;Genem&quot; (persevering in financial management and making financial plans), &quot;third,&quot; incorporating &quot;Penunah&quot; (appreciating the resources owned) to children, &quot;fourth,&quot; incorporating &quot;Semaik-maik&quot; (frugality/not using resources excessively, money in particular) to children, and &quot;fifth,&quot; incorporating &quot;Saling peliwat&quot; (mutual assistance) to children. Various financial literacy education models are implemented by parents of the Sasak tribe with not only one strategy but mixed, such as role modeling, habituation, having dinner together, discussions, direct and indirect advice through Sasak's proverbs.
Investigation of Preschool Teachers&apos; Views on Outdoor Play Activities
Author: Akpinar, Ummuhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Children,Play,Teacher Attitudes,Climate,Recreational Activities,Foreign Countries,Incidence,Scheduling,Decision Making,Preferences,Planning,Child Development,Teacher Role

The aim of this study is to investigate the views of pre-school teachers on outdoor play activities. The research is designed in a qualitative pattern. The study group of the study was determined according to the &quot;Turkish Classification of Statistical Region Units&quot; (2003) by criterion sampling method, which is one of the purposeful sampling methods, and 63 pre-school teachers were interviewed. In the research, &quot;Interview Form for Outdoor Play Activities&quot; was used as data collection tool. NVivo 12 Qualitative Data Analysis program and descriptive statistics were used to analyze the data. As a result of the research, it was stated that teachers prefer the outdoor play activities &quot;when the air temperature is high and without rain&quot;; it was determined that the reasons for not placing these activities or placing fewer in the program are &quot;weather conditions&quot;, &quot;parental attitudes&quot; and &quot;physical conditions&quot;. It was found out that the teachers allocated &quot;30-60 minutes&quot; to outdoor play activities and generally included these activities &quot;in the middle of the day&quot;. It has been revealed that most teachers conduct outdoor play activities &quot;both planned and free&quot; and that these activities are directed by &quot;teachers and children together&quot;.
Investigation of Teacher&apos;s Perceptions of the Educational Problems of Bilingual Students in Terms of Some Variables
Author: Epçaçan, Cahit
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingualism,Bilingual Students,Foreign Countries,Teachers,Teacher Attitudes,Socioeconomic Status,Sex,Cultural Influences,Teacher Characteristics

In the wake of the spreading universalization in the world, cultural interactions and developments also reflect on the language structure of societies. Cultural interactions result in an increase in the number of bilingual and multilingual individuals. This study seeks to examine the perceptions of teachers about the educational problems of bilingual students in terms of some variables. Conducted with the screening method, one of the quantitative research methods, this study used the 29-item Bilingualism Educational Problem Scale of Likert-type developed by the researchers as a data collection tool. An online questionnaire form was used to collect the data. The population consists of 500 teachers from 10 different branches (f: 290; m: 210), working in various regions of Turkey under the Ministry of National Education. In the analysis of the research data, descriptive statistics, independent groups t-test, and One-Way Analysis of Variance (ANOVA) were used. The reliability analysis of the Bilingualism Educational Problem Scale was performed and Cronbach's alpha reliability value was found to be 0.90. The results show that there was a significant difference between the teachers' perceptions of the educational problems of bilingual students in terms of years of service, branch, degree, socioeconomic environment variables, but no significant difference was found in terms of gender and graduation status.