ethanporcaro/eric-fulltext-meta huggingface dataset:
A Learning Model for Teaching &quot;Population Geography&quot; Course in Higher Education through Case Study of International Women&apos;s Migration
Author: Zid, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Human Geography,Population Trends,Geography Instruction,College Students,Females,Migration,Discussion (Teaching Technique),Foreign Countries,Knowledge Level,Student Participation

The purpose of this study was to determine a learning model for teaching &quot;Population Geography&quot; to geography education students in universities using international women's migration as a case study to increase their understanding of the material and their curiosity in the learning process. A case study and qualitative approach were adopted in this research with data collected from 15 Geography Education students currently taking Population Geography courses in Department of Geography Education Jakarta, Indonesia. Data were collected through interviews and focus group discussions (FGD) for approximately 120 minutes, three times during the learning process. The results showed that in-depth studies on international women's migration increase engagement and understanding of the course. Furthermore, it enables students to participate actively in the classroom learning process by asking questions, discussing, and giving their opinions. Students are able to give their opinion in the classroom with regard to the international women migration. For example, they are able to determine the use of remittances and the adaptation process after an immigrant returns to Indonesia. They also know about the main reason why some Indonesian women decide to work and migrate to abroad and leave their family. In addition, students' understanding is also visualized in the process of interpreting, giving examples, clarifying, summarizing, drawing conclusions, comparing, and explaining cases of women's international migration. This research is useful for educators, especially Geography Education Teachers and Lecturers.
Coping Stress as a Form of Islamic Education Counseling for Students Who Work during the COVID-19 Pandemic
Author: Abdurrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Stress Management,Coping,Islamic Culture,Stress Variables,College Students,Cultural Relevance,School Counseling,Foreign Countries,Student Employment,Online Courses,Student Responsibility

The research aims to investigate the stress symptoms of students studying while working while online learning affected by Covid-19 is ongoing and coping strategies as a form of Islamic education counseling. The research approach uses descriptive qualitative data collection techniques through semi-structured interviews, observations, and documentaries. The results showed that the symptoms of stress experienced were in the form of irregular sleep, blood pressure, stomach acid, irregular eating patterns, feeling depression. The main source of stress is due to tasks that collide between college assignments and work assignments. Less than optimal in doing college assignments due to responsibilities at work. The findings also show that after students received Islamic counseling, participants experienced lower levels of stress than before. Islamic education counseling in the form of services containing spiritual guidance sourced from the Qur'an and Hadith as a form of stress coping strategy (emotional focused), seeks to relieve individual emotions caused by stressors (sources of stress) or regulate emotional responses to stress. Without trying to change a situation that is a direct source of stress. The expected implication is that stress coping strategies through Islamic counseling can relieve stress symptoms in students so that they are expected to be maximal in learning to achieve a better future.
Employers&apos; Contribution to Law Students&apos; Multilingual Communication Skills Training in Remote Mode Due to Pandemic Emergency: Pilot Study
Author: Atabekova, Anastasia
Date: 2021-00-00
Type: Journal Articles
Subjects: Employers,Law Students,Communication Skills,Distance Education,COVID-19,Pandemics,Training,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Translation,Program Effectiveness,Student Attitudes,Multilingualism,Bilingualism,English (Second Language),Second Language Instruction,Foreign Countries

The research aims to consider the impact that industry representatives as potential employers might produce on law students' multilingual communication skills training in the remote mode due the unexpected global emergencies. The study explores those multilingual communication skills that can be improved through employers' live inclusion in the remote mode training due to pandemic emergency. The research also investigates those features within the multilingual communication skills training that student might consider relevant through employers' live inclusion in the remote mode training due to emergency. The study uses tests in reading, listening, writing, speaking skills, error-based evaluation of translation and interpreting skills at the start and end of training period, and a questionnaire as research instruments. The investigation rests on mixed methods approach, and integrates a number of methods, including a theoretical analysis of the relevant literature, students' pilot training, descriptive statistics, and interpretation, content-based, cluster and factor analysis for data processing and discussion. The pilot studies results confirm that the consistent and systemic inclusion of industry representatives' live contributions into the multilingual communication skills training in the remote on-line mode can improve law students' skills in reading, listening, writing, speaking, translation and interpreting. Further, the study has proved that students evaluate the employers' regular live inclusion in the on-line remote training positively. They appreciate not only the opportunity to improve their legal language skills but their legal mindset and knowledge within multilingual context, as well. Further the study reveals that the emergency shift to remoted LSP, T&amp;I training with the employers' regular involvement requires managerial solutions tailored for the respective activities.
High School Students of Color in the U.S. Speak about Their Educational Experiences: Schooling, Culture and Pedagogy
Author: Nganga, Lydiah
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Minority Group Students,Student Experience,Rural Areas,Racial Composition,Cultural Influences,Background,Ethnicity,Racial Identification,Culturally Relevant Education,Teacher Characteristics,Caring,Empathy,Whites,Barriers,Racial Bias,Ethnic Stereotypes,Teacher Behavior

This phenomenological study examined the experiences of high school students of color (n = 33) living in a rural, predominately White state in the United States of America (U.S.) Drawing data from in-depth interviews and questionnaires, qualitative analysis revealed that participants experienced heightened levels of academic, cultural, and social isolation. Data also revealed that learners' histories, cultural traditions, validation of race/ethnicity and personal stories were missing in classroom instruction particularly in social studies curricula. Other findings indicated that caring and empathetic teachers helped to mitigate some of the negative experiences that students experienced, thus creating space for academic success. Therefore, this study concludes that teachers' dispositions such as care and empathy are critical aspects of culturally responsive pedagogy that can meet the needs of diverse learners. Finally, this study offers implications for classroom teachers and teacher educators.
Karl Marx&apos;s Theory of the Productive Forces in the Present Fourth Industrial Revolution
Author: Pham, Kien Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Industrialization,Labor Force,History,Political Attitudes,Role,Science and Society,Technological Advancement,Employment Qualifications,Health,Artificial Intelligence,Social Change,Productivity

The purpose of the article is to assert Marx's correctness in maintaining the role of the productive forces in the production process. The paper clarifies the concept of productive forces, describes the factors that make up productive forces, and looks at productive forces in social development. Nowadays, in the Fourth Industrial Revolution, Marx's arguments are still valid when explained from the perspective of the factors that make up the productive forces. The paper uses a method of justifying with clarifying the relationship of workers and the production process using a comprehensive and historical practice. In addition, the article also uses analytical and synthesis methods to re-systemize the concept of productive forces in this day and age. The study results show that the more science and technology develop, the higher the requirements for human qualifications, skills, capacity, and health. Labor still plays an essential role in the production process, whether it be performed by humans or artificial intelligence.
Moderate Islamic Education to Enhance Nationalism among Indonesian Islamic Student Organizations in the Era of Society 5.0
Author: Jamilah, Sitti
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Education,Nationalism,Student Organizations,Islamic Culture,College Students,Seminars,Workshops,Online Courses

This study aims to investigate the role of moderate Islamic education in enhancing nationalism among Indonesian Islamic student organizations in the era of Society 5.0. The research design took a qualitative approach, and the location for the research was IAIN Parepare, Southeast Sulawesi Province, Indonesia. Some 21 people participated in the study, including 18 students who belonged to an Islamic student organization and three lecturers who taught Islamic religious education courses. Data were collected through observation, interviews, and documentation that focused on three themes, namely moderate Islamic education, Islamic student organizations, and nationalism. The findings revealed that the process for internalizing moderate Islamic values through Islamic religious education courses can foster a spirit of nationalism that manifests in the attitudes and behaviors of students in the community. Unfortunately, moderate Islamic education at IAIN Parepare has not been optimally applied, with observations showing that promotion of the moderate Islamic movement through seminars and workshops is still limited. In addition, students who belong to the Islamic student organization have not fully enhanced their moderate Islamic literacy on campus. In reality, moderate Islamic values are very important for improving students' moral and intellectual capacity and instilling a broad sense of nationalism. Stakeholders should therefore support campus activities for moderate Islamic education as a way of preventing radicalism and improving the intellectual and moral capacities of Islamic college graduates. It is hoped that through moderate Islamic education and a strong sense of nationalism, Islamic student organizations throughout Indonesia can help support national development and realize a peaceful life for everyone.
Kindergarten Management Problems and Solutions in Turkey: The Experiences of Principals
Author: Sengül, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Educational Administration,Principals,Experience,Administrator Attitudes,Educational Finance,Teacher Administrator Relationship,Parent School Relationship,Educational Legislation,Communication (Thought Transfer),Foreign Countries

In this study, it is aimed to reveal the problems faced by kindergarten principals with the order of importance and to propose solutions to these problems according to their own opinions. The research was designed with mixed (exploratory order) method. In the qualitative dimension, 10 school principals were interviewed. 62 school principals were reached to obtain scaling data based on ranking judgments. As a result, the problems faced by kindergarten principals are related to finance, staff, parents, legislation, communication and students in order of priorities. The most important problems encountered under these problem headings are these: Insufficient income sources under the title of financing, not being able to employ enough auxiliary personnel under the heading of staff, parents' perspective to school under the heading of the parents, excessive workload under the title of legislation, foreign students and parents in the subtitle of communication and adaptation process problems in the student.
Peasants&apos; Resistance to State-Owned Enterprises: Learning from an Indonesian Social Movement
Author: Wahyudi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ownership,Land Use,Conflict,Land Settlement,Agricultural Occupations,Civil Rights,Activism,Social Systems,Industry,Social History,Rural Areas,Social Bias,Conflict Resolution,Social Class

This study analyzes factors that triggered the land-ownership struggle for the Titi Tsoro forest area, the Rights for Cultivation Use and to analyze the various differences in interests related to the land's ownership as a major community resource or a production asset for national plantation company named as PTPN XII. This research is qualitative in nature and applies social movement theory. The informants for this research were the conflicting parties. Data were collected using observations, interviews, and documentation. The analysis went through four steps, namely data collection, data filtering, data classification, and conclusions. Results show The settlement of this agrarian conflict has pursued both legal and non-legal means. Various efforts have been made by both parties to arrive at a mutually beneficial solution for both parties, but these efforts have so far failed to find a suitable mutual agreement. Over time, this agrarian conflict has received encouragement and support from various political organizations, such as political parties, legislative institutions, and the ruling elite, who may support the community in order to gain public popularity and secure votes. The more parties that are involved in a conflict, the more difficult it is to resolve it. Negotiations and legal efforts have not been able to overcome this difficulty in this case. A new approach is needed that incorporates customary arbitration that has power over the law.
Perceptions and Beliefs of the Teachers of Kindergarten and the First Primary Stage for Employing Digital Technologies in the Education Process in Jordan
Author: Aljaberi, Nahil
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Primary Education,Young Children,Teacher Attitudes,Teacher Characteristics,Technology Integration,Influence of Technology,Preferences,Teacher Role,Parent Role,Story Telling,Computer Games,Books,Video Technology,Child Development,Foreign Countries

This study aims to explore the reality of employing digital technologies in the education of kindergarten children and the primary stage. It also aims to determine the views and perceptions of children towards these technologies and how to deal with them. The study also aims to determine the perceptions of kindergarten teachers and the primary stage towards employing digital technologies in children's education. This study included two approaches: the qualitative to reveal the reality and perceptions of employing digital technologies through conducting interviews and recording observations, and the second one quantitative by preparing a scale to measure teachers' perceptions towards employing digital technologies in children's education (PBDT), which consists of (62) paragraphs measuring (6) Various aspects. The sample consists of (64) children from kindergarten and primary stage, from both the government and private sectors. As for the sample of teachers, it reached (99) teachers from kindergarten and primary stage teachers from both the government and private sectors. The study concluds that the majority of children use digital technologies, and this use is done under the supervision of parents; (YouTube) is the most used application, electronic games are the most topics that employ digital technologies, then religious studies and music. The study also shows that children prefer traditional games, story-telling from a mother or teacher, and studying through books instead of using digital technologies. The study also shows that teachers' perceptions of employing digital technologies are moderate. Besides, the number of years of experience, the teaching stage, and the level of knowledge of digital technologies are all factors that do not affect teachers' perceptions towards employing digital technologies.
Pre-Service Teachers&apos; Digital Literacy Levels, Views on Distance Education and Pre-University School Memories
Author: Polat, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technological Literacy,Student Attitudes,Distance Education,Memory,Educational Experience,COVID-19,Pandemics,Foreign Countries,Student Characteristics

Many studies are still ongoing on the possible effects of the Covid-19 Pandemic process on educational environments. With the decision to switch to distance education during the pandemic process, an important opportunity has emerged for rapid digital transformation in higher education. In this process, the relationships between the digital literacy levels of university students, their views on distance education and their pre-university school memories are curious. Therefore, the main purpose of this study is to examine the relationship between education faculty students' digital literacy levels and their views on distance education and their pre-university school memories. The research was carried out in the faculty of education at a state university in the 2020-21 academic year. The sample group consists of n = 234 (89 males; 145 females, mean age 21.7) pre-service teachers. Research data were collected online via Classroom. During the data collection process, one personal information form and three scale forms were used together. The return rate of the data collection tool is ~ 51%. Descriptive and relational analysis were used to analyze the collected data (p &lt;.05). The findings, there are some significant and positive relationships between pre-service teachers' digital literacy levels, their views on distance education and their pre-university school memories. It has been revealed that students' digital literacy levels, their pre-university school memories and their views on distance education have significant effects in varying degrees. Some suggestions were made within the framework of the relevant literature for the results reached. [This paper was presented as an online presentation at the FSM Educational Research Congress, Mar. 27-28, 2021, Istanbul, Turkey.]
It Is Not &quot;THEM&quot; and &quot;US&quot; -- Working Together for Sustainable Outcomes for Children with Autism
Author: Dharan, Vijaya
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Family Needs,Childhood Needs,Parent Attitudes,Educational Needs,Student Needs,Teacher Competencies,Caregivers,Training,Faculty Development,Financial Support,Access to Education,Access to Health Care,Foreign Countries,Leisure Time,Skill Development,Parent Role,Parent Education,Mentors

With a conservative estimate of 1 in 100 children thought to be on the autism spectrum (Ministry of Health, n.d.), this article reports on findings from a preliminary exploratory national study of parents of children aged 0-21 with ASD. Using an e-survey questionnaire and focus groups, the study sought to understand the supports that were available to children with autism and their families. More importantly, it explored the supports parents perceived were most useful and effective for their children at home, after school, and in educational settings. The key findings highlighted the need for autism-specific knowledge and training for educators and caregivers, and flexibility of funding for parents to access supports and services that they perceived to be the most useful. These findings were juxtaposed by issues of &quot;availability,&quot; &quot;accessibility&quot; and &quot;affordability&quot; of services and supports. There was unequivocal support from participants for a one-stop-shop for better coordination of services, funding flexibility and closer partnerships with families. Implications are discussed and limitations identified.
It&apos;s Time to Talk. An Agentic Approach to Eliciting Social Communication in Learners with Autism
Author: Watson, Rochelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Evidence Based Practice,Intervention,Social Capital,Interpersonal Communication,Communication Skills,Foreign Countries,Social Development,Student Participation,Generalization,Students with Disabilities

Studies support the effectiveness of evidence-based practice to improve social communication. Specific interventions must be trialled to determine their efficacy for learners with autism. Successful implementation of such evidence-based interventions relies largely on variables such as teacher expertise and the fidelity by which they adhere to intervention parameters. Careful monitoring of an individual child's progress is necessary to know whether an intervention is effective. In this article, I examine the agentic implementation of pivotal response treatment with children with autism. This article explores the empirical evidence behind pivotal response treatment. It examines potential for learners with autism while enhancing the social capital of all learners when effectively implemented in New Zealand classroom settings.
Ecological Global Citizenship Education: A Reframing
Author: Jenkins, Alyson
Date: 2021-00-00
Type: Journal Articles
Subjects: Ecology,Global Education,Citizenship Education,Sustainability,Holistic Approach,Adult Education,Transformative Learning,Psychological Patterns,Caring,Teaching Methods,Humanism

A reconceptualization of education for sustainability and global citizenship education (GCE) is proposed, considering evidence from the United Nations decade of education for sustainable development (ESD) and from research with policymakers and adult educators in Wales. In this reframing, global citizenship education is foregrounded, and the model is underpinned by an ecological ethos, where webs of interconnections are highlighted. The model is informed by critical and holistic adult education, and it includes a focus on relational learning and on the affective domain, where emotions are recognised and valued alongside the rational and cognitive. These elements are supported by an ethic of care, which is introduced as a starting point for making what can appear as abstract concepts or remote issues, immediate and relevant to learners' lived experience. The synthesis of the various theoretical perspectives embodies an inclusive 'ecological global citizenship education', where educators and learners are supported to engage with difficult and emotive topics. Dialogue is proposed as the method at the centre of a pedagogy that is critical and humanistic, and that facilitates and supports the often-uncomfortable learning as we honestly and critically examine ourselves and our world within a learning community.