ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators
Author: Hassaram, Bindiya
Date: 2018-12-00
Type: Journal Articles
Subjects: Teacher Education Programs,Special Education,Cultural Awareness,Mentors,Culturally Relevant Education,Student Teachers,Discourse Analysis,Content Analysis,Practicums,Teaching Methods,Special Education Teachers,Scaffolding (Teaching Technique),Undergraduate Students,Program Improvement,Case Studies,Supervisory Training,Teacher Supervision,Doctoral Students,Reflection,Student Teacher Attitudes,Supervisor Supervisee Relationship

Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster implementation of culturally and linguistically responsive pedagogy (CLRP) and critical reflection. This exploratory qualitative study examined how three supervisors engaged in post-observation conferences with their student teachers to promote critical reflection about CLRP using content and discourses analyses. Findings indicated that, although student teachers engaged in discussions about CLRP and were able to critically self-reflect, supervisors were unable to facilitate critical reflection vis-à-vis institutional practices and systemic bias. Theoretical and practical implications for supervision of practicum experiences in pre-service teacher education programs are offered.
Moving from Levels of Inquiry to the Flexible Phases of Inquiry Theory: A Literature Review of Inquiry-Based Teacher Education
Author: Bacak, Julie
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Inquiry,Active Learning,Methods Courses,Models,Communities of Practice,Experiential Learning

In this study, we aim to examine the phases of inquiry-based learning and how to best prepare future teachers for inquiry-based teaching. While preservice teachers may leave teacher preparation with an understanding of the tenets of inquiry, their experiences in methods courses and experiences teaching in the field do not adequately prepare them to implement inquiry-based learning in classroom instruction. Part of this problem of practice relates to how the process of inquiry is ill-defined and muddy. We use a literature review methodology to investigate this problem by examining and comparing how teacher candidates are prepared with inquiry-based methods. We used Banchi and Bell's (2008) Levels of Inquiry model as a lens for reporting on different levels of inquiry-based preparation of teacher candidates. This lens was informative, though ultimately too restricting. We found that the types and degrees of inquiry-based teacher preparation vary greatly from context to context. This variation inspired our design of the Flexible Phases of Inquiry model. This model is a framework to support educators' understanding of how the levels of inquiry are not fixed, but rather overlapping and dynamic.
Growth Mindset, School Context, and Mathematics Achievement in Indonesia: A Multilevel Model
Author: Kismiantini
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Context Effect,Adolescents,Mathematics Achievement,Beliefs,Intelligence,Socioeconomic Status,Gender Differences,Teacher Student Ratio,Predictor Variables

Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students' gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students' mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students' growth mindset increases, so do their mathematics achievement.
&quot;It Would Be Better if You Can Hang Out with Different People&quot;: An Examination of Cross-National Interaction in Postsecondary Classrooms
Author: Johnstone, Christopher J.
Date: 2018-12-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,Cultural Awareness,Intercultural Communication,College Students,Foreign Students,Interaction,College Faculty,Teacher Role,Facilitators (Individuals)

This study examines the motivations and experiences of international and domestic students on three U.S. campuses related to cross-national interactions within classroom settings. The study also examines the role of instructors in facilitating such interactions through individual and group interviews. Findings indicate that domestic students appreciate the global perspectives of international students related to course content. International students, in turn, appreciate the &quot;real world&quot; perspectives that domestic students provide about the US (but do not necessarily find value in their content-related comments). The implications of this study are that cross-national interactions have different meanings for different stakeholders (i.e., some perceive to benefit academically while others perceive to benefit culturally). The implications of this study relate to how instructors structure student interactions and what might be reasonable outcomes for students in international groups in postsecondary classrooms.
Professional Identity Assignments to Support Beginning Teachers&apos; Growth into the Profession
Author: Mommers, Janine
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Professional Development,Beginning Teachers,Beginning Teacher Induction,Secondary School Teachers,Interpersonal Relationship,Story Telling,Writing Assignments,Reflection,Foreign Countries

Developing a professional identity is a key element of the transition into the teaching profession. Limited research exists on professional development activities and ideas that support beginning teachers' development of their professional identity in practice. For this study teachers participated in an induction programme that focused on beginning teachers' professional identity. This study reports on the development and testing of three online professional identity assignments with 46 beginning teachers from 11 secondary schools. These assignments were based on research findings regarding the influence of 'significant others' and 'stories to live by' on teachers' professional identity development. Analysis of the results reveals that the assignments each provide valuable input for doing identity work with beginning teachers in view of their further professional development. It can be concluded that the assignments we developed are useful for beginning teachers to reflect on and make sense of who they are and want to become.
Bridging Education and Service Learning through Palliative Care
Author: Borchardt, Jamie
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,Transformative Learning,Student Volunteers,Hospices (Terminal Care),Emotional Intelligence,Graduate Students,Pretests Posttests,Scores,Likert Scales

Service learning can bridge the gap between traditional and transformational learning, as students are able to relate the course terminology directly to field experience. This project was set up to determine if volunteering for a semester at Hospice had any effect on emotional intelligence and positivity. A paired samples t-test compared differences in pre- and post-test scores on the Positivity Scale (PS) and the Schutte Self-Report Emotional Intelligence Test (SSEIT). The PS revealed a significant difference in pre- and post-test surveys: t(5)=-2.4, p=0.03.
The Effects of Using Whiteboard Animation toward Indonesian Students&apos; Vocabulary and Grammar Mastery
Author: Syafrizal, Syafrizal
Date: 2021-00-00
Type: Journal Articles
Subjects: Animation,Educational Technology,Pretests Posttests,Vocabulary Development,Grammar,Second Language Learning,Second Language Instruction,Junior High School Students,Grade 8,Comparative Analysis,Mastery Learning,Scores,Foreign Countries,Teaching Methods

English has been a particular subject at schools. Most of the students have difficulties in mastering its vocabulary and grammar. Therefore, at this time the researcher conducted a research which aimed to reveal the effects of using whiteboard animation toward the student's vocabulary and grammar mastery. The researchers used the experimental research. The sample of research consisted of two groups from the eighth grade students at Indonesian Junior high school. For data collection were taken from pre-test and post-test. The results of were analysed using T-test to verify the hypothesis of the research. The results of this research indicate that whiteboard animation has positive effects on mastering English vocabulary and grammar. There was 58.9% improvement from the experimental group for the vocabulary. While for the control group, there is 37% improvement. For grammar test, the experimental group shows impressively significant difference with more than 100% improvement. While the control group shows 50.5% improvement in the grammar test. In conclusion, the researchers found that students who learn vocabulary and grammar through whiteboard animation show more significant improvement than the control group taught by conventional teaching method. The researchers also measured the effect size between vocabulary post test score with R squared of 0.321 and grammar post-test score with R squared of 0.485 from the experimental group. Based on the results of the research, the researchers concluded that whiteboard animation has significant effect towards both students' vocabulary and grammar with more improvement on grammar mastery though.
The English Google Translation of Indonesian Lecturer&apos;s Academic Writing: A Preliminary Study
Author: Winiharti, Menik
Date: 2021-00-00
Type: Journal Articles
Subjects: Translation,Computer Software,Computational Linguistics,Majors (Students),Syntax,Second Languages,Semantics,Japanese,Literature,Language Processing,English (Second Language),Management Development,Business Administration Education,Accuracy,Indonesian,Academic Language,College Faculty,Undergraduate Students,Writing (Composition),Language Usage,Foreign Countries

The work of translation seems to be much easier with the assistance of web-based Machine Translation such as Google Translate. Does it work well? This study aims at finding how Google translates academic texts from Indonesian into English. It is also to find the extent to which Google Translate accurately and naturally transfers such texts. The data are Indonesian academic texts written by undergraduate lecturers from three different majors: Management, Japanese Literature, and Mathematics. The discussion section in each article is translated into English using Google Translate web. The data is analyzed in terms of two perspectives: forms and meaning. With regard to form or syntactic analysis, the data are investigated based on the structure of the Source Language and the Target Language. It is also to observe whether such forms are natural to generate meaning in the Target Language. With regard to the meaning or semantic analysis, the data are evaluated based on the original message, whether or not the message conveyed in the Target Language is accurate. The findings indicate that most of the translations of Google Translate are built in similar forms to those of the Source Language. In terms of meaning, the messages conveyed seem to be fairly accurate even though inaccuracy is still found.
Putting the Commercial in Social Enterprise Education: Employing the For-Profit to Nonprofit Business Model in the Classroom
Author: Weaver, Rasheda L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Entrepreneurship,Nonprofit Organizations,Business,Experiential Learning,Case Studies,College Students

This article presents the case of an undergraduate social entrepreneurship class where students run social enterprises on campus for four weeks. After completing sales, students donate their profits to local nonprofit organizations. The case illustrates how university classes may equip students to address societal problems through entrepreneurial activity.
Examining Service-Learning Pedagogical Practice through Centering BIPOC Student Voices
Author: Valencia-Garcia, Nelson Omar
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,Teaching Methods,Minority Group Students,African American Students,American Indian Students,Student Attitudes,Student Experience,College Students,Institutional Characteristics,Whites,Critical Theory

This study centers BIPOC (Black, Indigenous, People of Color) students' experiences in service-learning courses at a predominantly White college. Researchers conducted eight semi-structured interviews using qualitative case study methods and analyzed the data through a critical consciousness framework. Data illuminated tensions in predominantly White spaces, perils and promises of preparation, and relationality with community partners demonstrating how Whiteness is often centered unintentionally. Based on the data collected, the authors suggest recommendations for implementing pedagogy that addresses the lived experiences of BIPOC students in service-learning courses.
The High Cotton Project: A Community-Based Method for Serving the Urban Homeless
Author: Elliott, Timothy J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Architectural Education,Partnerships in Education,Design,Emergency Shelters,Homeless People,Case Studies,School Community Relationship,Urban Planning

This article details the ways a series of architecture graduate classes partnered with a nonprofit youth sports organization and other community groups to design a shelter to accommodate those experiencing homelessness in Lubbock, Texas. The researchers use a case study approach to discuss how graduate students repeatedly engaged with the public for feedback on their designs and eventually created a design for a community-specific homeless shelter and treatment center. This article shares the project's engagement methods, which included precedent studies, design charrettes, regular presentations to the public, meetings with stakeholders, and professional collaborations.
Context-Based Chemistry Teaching within the 4Ex2 Model: Its Impacts on Metacognition, Multiple Intelligence, and Achievement
Author: Koçak Altundag, Canan
Date: 2018-06-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Metacognition,Multiple Intelligences,Models,Academic Achievement,Preservice Teachers,Science Teachers,Foreign Countries

The purpose of this study is to investigate the impact of context-based chemistry education on the metacognition and multiple-intelligences of preservice chemistry teachers, and their achievement in chemistry lessons in the laboratory environment that includes the 4Ex2 model. Within the framework of the general chemistry laboratory lesson, the treatment group was taught with a context-based chemistry teaching method in the chemistry laboratory using the 4Ex2 model, while the traditional methods were applied in the control group's lessons. It is determined that after the application, abilities to control the metacognitive thoughts of the preservice teachers, who were taught with a context-based chemistry teaching method in the chemistry laboratory within the 4Ex2 model, positively changed compared to those included in the control group. Additionally, the results showed that the preservice teachers in the treatment group, who received context-based chemistry teaching within the 4Ex2 model, were more successful; therefore, this model is an effective teaching method.
Does Experiencing Fieldwork Strengthen or Dampen Indonesian Preservice Biology Teachers&apos; Attitude and Self-Reported Behavior towards Environment?
Author: Rachmatullah, Arif
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Biology,Science Teachers,Student Attitudes,Conservation (Environment),Ecology,Student Behavior,Field Experience Programs,Natural Resources,Environmental Education

The current study examines the impact of fieldwork activities on Indonesian preservice biology teachers' attitudes towards the environment and self-reported conservation behavior. A total of 283 Indonesian preservice biology teachers (16% male and 84% female) participated in the study and four different instruments were used to explore the research questions. Validity and reliability of the research instruments were tested by performing Rasch model analysis. To explore the moderation effect of fieldwork on correlated variables, multiple-regressions test was conducted. The findings showed that fieldwork acted as a moderating factor in creating the relationships between Ecocentric Concern and Personal Conservation Behavior and between Human Utilization attitude and Personal Conservation Behavior. The correlation between findings and the Indonesian preservice biology teachers' curriculum are discussed.
Improving Students&apos; Metacognitive Skills through Science Learning by Integrating PQ4R and TPS Strategies at a Senior High School in Parepare, Indonesia
Author: Setiawatix, Henny
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Thinking Skills,Skill Development,Learning Strategies,High School Students,Essay Tests,Teaching Methods,Instructional Effectiveness

Metacognitive skills can be developed through the implementation of appropriate learning strategy. This research of pretest-posttest nonequivalent control group design was designed to compare the effects of PQ4R, TPS, PQ4R-TPS, and conventional learning on the metacognitive skills of senior high school students class X in the first semester of 2013 in Parepare, Indonesia. The research samples consisted of 240 students, selected using random sampling technique. The metacognitive skills were measured by an essay test developed by the researchers, validated by experts, and empirically validated before the instrument was used, by trying out the instruments at 40 students of class XI. The research findings show that PQ4R-TPS learning strategy is significantly more potential in empowering students' metacognitive skills compared to the other learning. PQ4R-TPS learning strategy needs to be implemented, accustomed to, and continuously trained to the students in order to improve their metacognitive skills.
The Impact of Virtual Lab Learning Experiences on 9th Grade Students&apos; Achievement and Their Attitudes towards Science and Learning by Virtual Lab
Author: Ambusaidi, Abdullah
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Simulation,Science Laboratories,Learning Experience,Middle School Students,Grade 9,Science Achievement,Scientific Attitudes,Laboratory Training,Science Instruction,Instructional Effectiveness,Positive Attitudes,Females,Single Sex Schools,Pretests Posttests,Achievement Tests,Attitude Change,Learning Motivation

Laboratories are important environments in science teaching. There is no doubt that the employment of technology in these environments may change the learning of science, especially as the technology has made its way into nearly every aspect of daily life. This study aimed to investigate the impact of using virtual labs on students' achievement and as well as their attitudes towards science and learning by virtual lab. Achievement pre and posttest and attitudes scale towards science were examined for 69 students divided into two control and experimental groups. Another attitude scale towards virtual labs was only administered to the experimental group. The results indicate that the virtual lab has no impact on students' academic achievement or their attitudes towards science. The results show that the students had overall positive attitudes toward learning by virtual lab. Some recommendations and suggestions are proposed to develop effective learning of science.
The Relationship between Jordanian Students&apos; 21st Century Skills (Cs21) and Academic Achievement in Science
Author: Kan'an, Ashraf
Date: 2018-06-00
Type: Journal Articles
Subjects: Correlation,21st Century Skills,Technological Literacy,Creative Thinking,Moral Values,Academic Achievement,Science Achievement,Elementary School Students,Grade 8,School Location,Rural Urban Differences,Gender Differences,Public Schools,Foreign Countries

The present research aimed to determine the relationship between Jordanian students' 21st century skills (Cs21) and academic achievement in science. The sample of the research consisted of a total of 96 eighth-grade students drawn from four rural and four urban schools in Irbid Qasaba in the governorate of Irbid. Randomly cluster sampling was used to select the sample of the study. To collect data, a Cs21 survey was adapted from the Malaysian Cs21 Instrument (M-21CSI), which was itself based on the enGauge Cs21 framework by Metiri Group and NCREL. The adapted survey was used to measure students' Cs21 and academic achievement in science in the 2015-2016 academic year. The data were analyzed by using descriptive (mean and standard deviation) and inferential statistics (simple linear regression and independent samples t-test). The findings showed that the Cs21 was a significant predictor of the students' academic achievement in science (R = 0.353, p = 0.000). The analysis also showed that urban and female students were better in acquiring the Cs21 than rural and male students. However, their parents' job types had no significant difference in the students' mean scores of Cs21. Therefore, it is recommended that the Cs21 should be integrated into all curricula to improve students' academic achievement and to train future citizens, who are ready for the challenges of the 21st century.
Activity and Progress of Learning with Two Stay Two Stray (TS-TS) Cooperative Model on Harmonic Vibration
Author: Mujasam
Date: 2018-12-00
Type: Journal Articles
Subjects: High School Students,Physics,Secondary School Science,Science Instruction,Cooperative Learning,Instructional Effectiveness,Foreign Countries,Learning Activities

Two stay two stray cooperative model (TS-TS) has been applied to know the activity and progress of student learning outcomes in Yapis Manokwari Senior High School. The type of research used is quantitative with quasi-experimental method. Time series design research was used, in this case, the group used for research cannot be selected at random. The sampling technique used is purposive sampling. This technique selects samples with certain criteria which in this research is class X IPA as many as 12 students. The data collected were pre-test, post-test and learning activity for three lessons with harmonic vibration material. The results of pre-test and post-test data collection has tested the hypothesis using Paired Sample T-Test with [alpha]=0,05, obtained t[subscript hitung] = 5.920 &gt; t[subscript tabel] = 1.796, then rejected H[subscript 0] . This shows that after applied TS-TS learning model there is a significant difference in student learning outcomes before asked the model and afterwards. The N-Gain test also shows an increase of the post-test average of each learning. Students' activity on each learning has increased by 40.7%, 48.8% and 63.2%, respectively. Physics learning using TS-TS learning model can help learners to understand the physical meanings of physics and solve/analyze the problems given by the teacher and can increase learners' learning activities during the learning process.