ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning from Design Failures: A Virtual Mathematics Tutoring Program
Author: Zydney, Janet Mannheimer
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Intelligent Tutoring Systems,Learning Disabilities,Students with Disabilities,Pandemics,COVID-19,College School Cooperation,Instructional Design,Decision Making,Flexible Scheduling,Barriers,Cooperative Learning,Computer Mediated Communication,Distance Education,Educational Change,Special Education Teachers,Preservice Teachers,Student Attitudes,Counselor Attitudes,High School Students,Guidance,School Counselors,Information Technology,Professional Personnel,Video Technology

In this design case, we describe our first attempt to create a virtual mathematics tutoring program for students with learning disabilities. We describe in detail how the design was motivated by the pandemic which forced schools into remote learning, how a university and school collaborated on the design, the rationale for our design decisions, and aspects of the design that did not meet the intended outcomes. Three interrelated design failures included problems with flexible scheduling, challenges seeing students' work, and inconsistent use of a collaborative, communication tool. Pervasive to all these failures were underlying communication issues associated with being remote. We share our experience learning from and altering our design of these features for the future.
Productive Failure as a Method for Learning about Effective Collaborative Problem Solving
Author: Buseyne, Siem
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Solving,Cooperative Learning,Labor Force Development,Teamwork,Professional Development,Decision Making,Competency Based Education,Instructional Design,Interdisciplinary Approach,Foreign Countries,Universities,Television,Radio,Human Resources,Consultants,Job Training,Resource Allocation,Time Management,Failure,Learning Processes,Computer Games,Computer Assisted Instruction

Collaborative Problem Solving (CPS) skills are receiving increased attention in the current workforce and in lifelong learning. In learning and labor contexts, successful teamwork is however not always guaranteed, due to several reasons, such as an unequal level of individual participation. Training in CPS for all groups is therefore needed. However, resources for CPS competence development are scarce. As part of our project entitled Supporting Teamwork in Ambient Learning Spaces (STEAMS), we, therefore, designed an interactive professional training on CPS, in which CPS is perceived both as a method and as a goal. In this paper, we outline the design process of our CPS training along with some crucial decisions we needed to make, and we aim to illustrate how implementing productive failure in the learning design can foster adults' CPS-competencies development.
Examination of Variables Used in Educational Administration Research with Social Network Analysis: A Study in the Context of Turkey
Author: Maral, Muammer
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Administration,Educational Research,Social Networks,Network Analysis,Foreign Countries,Leadership,Organizational Culture,Organizational Learning,Competence,Teacher Effectiveness,Justice,Doctoral Dissertations

The purpose of this study is to ensure that the existing situation of the field of educational administration is understood, to display the focal points, frameworks and popularity of studies, to shed light to future studies and to guide those who want to conduct study in the field. In line with this purpose, it is aimed in this study to examine with social network analysis the variables in the scope of doctoral dissertations in the field of educational administration in Turkey. The data consist of doctoral dissertations published in Turkey in the field of educational administration between 1998 and 2021. In collecting the data, a contiguity matrix created by the researchers and a review form containing other information about the dissertations were used. In the analysis of the data, descriptive statistics were employed together with the social network analysis method. As a result of the research, it was determined that there are 147 different variables and 538 links in the network. It was concluded that the network is generally divided into three parts; network density is low; the level of association of the variables with each other is low; the well-known and more common variables in the literature tend to be studied together with similar variables; the variables of managerial leadership, organizational commitment, organizational culture, managerial competency, teacher performance, organizational justice, organizational learning, teacher efficacy, and managerial behavior were the most discussed variables, but among these, the &quot;managerial leadership&quot; was the most central variable in the network.
Authentic Learning Design Failures: The Need for Learner and Contextual Analysis and Participatory Design
Author: Yang, Mohan
Date: 2023-00-00
Type: Journal Articles
Subjects: Authentic Learning,Failure,Teaching Skills,Communication Skills,Skill Development,Graduate Students,Program Design,Instructional Design,Formative Evaluation,Summative Evaluation,Inclusion,Workshops,Communities of Practice,Sustainability,Conflict,Cultural Awareness,Motivation,Anxiety,Transfer of Training,Learning Analytics

This design case examines what program leaders learned from failures in the design of a program of authentic learning about teaching diverse audiences through educational outreach. The program was initiated and then redesigned to develop the teaching and communication skills of graduate students from a wide range of backgrounds by engaging them in authentic experiences with middle school teachers and students. Analysis of post-program data revealed seven design failures related to the lack of upfront analysis to inform the program design. Each design failure was detailed through a fishbone diagram method to identify the corresponding contributing factors. The failures in this design case reinforce the need for upfront learner analysis and contextual analysis. A participatory design was also suggested from the post-program data analysis. An instructional design model was recommended for continuous program redesign.
Expanding on the Use of Youmime as Technology Instructional Design in Learning
Author: Muthmainnah
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Networks,Video Technology,Cognitive Mapping,Instructional Design,Technology Uses in Education,English (Second Language),Second Language Learning,College Students,Multimedia Materials,Academic Achievement,Language Skills,Instructional Innovation,Electronic Learning

Incorporating YouMiMe or Youtube and MindMeister applications as pedagogical innovations is investigated in this study, which aims to acquire students' English skills for the first semester of academic year 2021 in higher education. The quantitative study method was employed in this study. The group includes 57 students from the computer science faculty. Students were required to watch the teaching materials through video via You Tube. The students pay attention to pronunciation, vocabulary, listening and reading carefully. Then the students discuss in groups to write sentences to paragraph, which they insert into the MindMeister application. So, the students share their knowledge and record the presentation. The final step is that the team submits their video presentation to the You Tube apps as part of the application process. Course outcomes were linked to video content on the You Tube channel. Videos on You Tube, participant responses, and achievement tests were used to gather the data. Descriptive statistics and a questionnaire were used to examine the data. Students' grades had risen significantly on the posttest, according to the results. In addition, it was discovered that the students used their online smartphones to analyses, organize, and evaluate the information they were given, as well as the tools and equipment they already had in their labs, and that they did so collaboratively. This authentic experience, according to the students, also allowed them to develop ICT skills in the context of their learning. The t-test analysis yielded the value t = -10.184 with sig (2-tailed) = 0,000, which is smaller than the significance level of 0.05, according to the findings. According to the results, using YouMiMe as a technology-based instructional method has a significant impact on students' English skills.
Future Leadership Capacity for VET with the Various Demands
Author: Widodo
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Capacity Building,Instructional Leadership,Individual Development,Empowerment,Technological Advancement,Foreign Countries,Educational Assessment,Influence of Technology

Along with the rapid development of technology. Vocational education has a role that needs to be handled properly by a leader. The goal of this research is to look at (1) the influence of leader assessment on personal development; (2) the influence of the technology revolution on personal development; (3) the influence of thinkers on personal development; (4) the influence of personal development on empowered people; (5) the influence of leader assessment on thinkers; (6) the influence of thinkers on the technology revolution; and (7) the influence of leader assessment on the technology revolution of future vocational leadership. This research uses quantitative. The research location is SMK in Indonesia. Data collection techniques using a questionnaire. The number of research respondents was 305 people. Sampling technique using stratified. The construct indicators were tested using content validation with the Aiken V Index formula. Construct validity, construct reliability, and hypothesis testing using SEM (Structural Equation Modeling). The SEM model was analyzed using AMOS 24. The findings of this study's analysis are as follows: (1) the t-value of 3.470 &gt; 1.967 then H[subscript 0] is rejected, which means that the leader assessment has an effect on personal development in future vocational leadership; (2) the t-value of 4.627 &gt; 1.967 then H[subscript 0] is rejected; (3) The t-value is 2.256 &gt; 1.967 then H[subscript 0] is rejected; (4) The t-value is 12,214 &gt; 1,967, so H0 is rejected; (5) The t-value is 10,853 &gt; 1,967, so H0 is rejected; (6) The t-value of 9.993 &gt; 1.967 then H[subscript 0] is rejected; and (7) the t-value is 10,819 &gt; 1,967, so H[subscript 0] is rejected.
Perceived Teacher Informal Relationship Scale: A Scale Development and Measurement Invariance Study
Author: Demirtas, Zülfü
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Likert Scales,Test Construction,Factor Structure,Factor Analysis,Error of Measurement,Gender Differences,Marital Status,Elementary School Teachers,Secondary School Teachers,Academic Rank (Professional),Construct Validity,Test Reliability,Interpersonal Relationship

This work is intended to develop a measuring tool for determining teacher perception of informal relationships. The pool of items created by researchers through a literature review has been presented with expert assessment of the validity of the content, face, and meaning, and a draft scale has been created by making necessary revisions to the feedback. The draft form was applied to 214 teachers working in the central districts of Diyarbakir, exploratory factor analysis was made on the obtained data set, and a six-dimensional scale structure consisting of 20 items was determined. In order to verify this structure, data were collected from 306 teachers working in the central districts of Diyarbakir, and the six-factor scale structure was confirmed based on the goodness of fit values estimated by confirmatory factor analysis. In addition, AVE (Average Variance Extracted), the root of AVE, composite reliability, and correlation among factors were checked, and it was seen that the scale provided the convergent and discriminant validity conditions as a result of the values reached. For reliability analysis, Cronbach's Alpha coefficients and composite reliability values were checked together, and it was seen that the scale had sufficient reliability values. The measurement invariance of the scale was tested according to the categories of gender (female-male), marital status (married-single), level of employment (primary school, secondary school, and high school), and seniority (1-10 years, 11-20 years, 21 and above), and the formality of the scale, metric, scalar, and strict invariance conditions were found to satisfy. Consequently, it was concluded that the scale in question is a valid and reliable scale that can be used to measure teacher perception of informal relationships.
Representation Skills of Students with Different Ability Levels When Learning Using the LCMR Model
Author: Fatmawati, Any
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Biology,Academic Ability,Individual Differences,College Students,Foreign Countries,Essays,Cues,Skill Development,High Achievement,Low Achievement

The current study aimed to assess the representation skills of biology students with varying degrees of academic ability when they learn using the Learning Cycle Multiple Representation (LCMR) model. The study employed a quasi-experimental design with a pretest-posttest control group, at March to August 2020 at Universitas Pendidikan Mandalika and Universitas Nahdlatul Wathan in Mataram, Indonesia. The study involved 62 sixth-semester students from the Department of Biology Education. The data were collected using eleven essay questions on Plant Physiology. Before administration, the essay questions were subjected to a validity and reliability check. ANCOVA was used to analyze the data at a 5% significance level. The analysis results showed that: a) there was a significant difference in representation skills between students learning using LCMR and those engaged in Learning Cycle (LC); b) students with high ability levels performed better than students with low ability levels in terms of representation skills; c) the interaction between learning model and academic ability levels affected students' representation skills, where the highest score of representation skills was reported by LCMR students with high academic ability, followed by LCMR students with low academic ability, LC students with high academic ability, and LC students with low academic ability. These findings imply that adding MR to the LC teaching model can improve the representation skills of students with varying degrees of academic ability compared with the LC teaching model alone.
Reviewing the Factors Affecting PISA Reading Skills by Using Random Forest and MARS Methods
Author: Bezek Güre, Özlem
Date: 2023-03-00
Type: Journal Articles
Subjects: Achievement Tests,International Assessment,Secondary School Students,Foreign Countries,Reading Skills,Influences,Prediction,Methods,Predictor Variables,Classification,Data

The research aims to determine the factors affecting PISA 2018 reading skills using the Random Forest and MARS methods and to compare their prediction abilities. This study used the information from 5713 students, 2838 (49.7%) male and 2875 (50.3%) female, in the PISA 2018 Turkey. The analysis shows the MARS method performed better than the Random Forest method. In both methods, the most significant factor affecting reading skills in Turkey is &quot;the number of books in the house.&quot; The variables the MARS method finds significant are &quot;students' perception of difficulty, motivation for reading skills, father's educational status, reading pleasure, bullying experience of the student, mother's educational status, attitude towards school, classical artifacts at home, supplementary school books at home, competition at school, competitive power, cooperation perception at school, reading frequency, self-efficacy, poetry books at home, anxiety about reading skills, and teacher support.&quot; However, the other variables had no relationship to prediction. This study is expected to serve as a model for the use of data mining in educational research.
Developing Self-Assessment Instruments of Affective Domain on Belief and Morality (Aqidah Akhlak) Subject in &quot;Madrasah Tsanawiyah&quot;
Author: Rohmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Evaluation (Individuals),Attitude Measures,Social Attitudes,Religious Factors,Beliefs,Moral Values,Islam,Religious Education,Content Validity,Construct Validity,Test Reliability,Factor Analysis,Curriculum

This study aimed to find a valid and reliable self-assessment procedure and instrument to measure the spiritual and social attitude domain of Belief and Morality (Aqidah Akhlak) subject in Madrasah Tsanawiyah by implementing Borg &amp; Gall's research and development model. The instruments' content validity was analyzed using the Aiken formula, and the construct validity used Explanatory Factor Analysis (EFA), while the instrument reliability was conducted by using Alpha Cronbach. The results showed that the instrument's content validity and construct validity were valid. In addition, there was a positive relationship between morality to Allah and the Messenger of Allah towards the morality of parents, teachers, themselves, and others. The 2013 curriculum demands diverse evaluation instruments to measure affective, cognitive, and psychomotor learning outcomes comprehensively. The instruments developed in this study are expected to be used as a reference for teachers in developing instruments to evaluate learning outcomes in the domain of attitude (affective), both spiritual and social attitudes. The instruments can measure the achievement of learning outcomes regarding the affective domain in Madrasah Tsanawiyah or the equivalent.
Development of Higher-Order Thinking Skills Test Instrument on Quadratic Equations (HOTS-QE) for Secondary School Students
Author: Kim How, Richeal P. T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Equations (Mathematics),Test Construction,Secondary School Students,Test Validity,Test Reliability,Foreign Countries,Secondary School Mathematics

The Higher-Order Thinking Skill Test Instrument on Quadratic Equations (HOTS-QE) was developed to measure the level of HOTS on the topic of quadratic equations among secondary school students. The HOTS-QE instrument consists of 17 structured subjective items divided into two smaller questions according to the three levels of HOTS, namely applying, analysing, and evaluating. This study proposes a design and development research (DDR) approach via a development research that was done through an organised and systematic process. The DDR-oriented development process comprised seven stages namely source analysis, theory, development, content validity, validation of the HOTS domain accuracy, language validity, and pilot study. The development of the HOTS-QE instrument comprised seven stages, namely source analysis, theory, development, content validity, validation of the HOTS domain accuracy, language validity, and pilot study. The content validity of the instrument was evaluated by five mathematics education experts. The results showed that the item content validity index (I-CVI) value of each item was above 0.70 while the content validation per scale (S-CVI) value was 0.98. Results from the interrater evaluation also showed that the HOTS level accuracy of the instrument items had achieved the Cohen's Kappa coefficient value of 0.63. In addition, findings from the pilot study also showed that the Cronbach's alpha coefficient value was 0.79, the discrimination index value of each item was between 31.11% to 66.67%, and the difficulty index values were between 40.74% to 70.00%. These results suggest that the HOTS-QE instrument has an acceptable level of validity. The development of this instrument provides a more varied learning assessment that can foster students' interests in learning, help them to improve HOTS, and provide opportunities for students to directly apply the knowledge of quadratic equations learned at school in their daily life.
21st Century Skills of Pre-Service Teachers and Visions of Faculties of Education in Acquiring 21st Century Skills
Author: Uyar, Ahmet
Date: 2023-03-00
Type: Journal Articles
Subjects: 21st Century Skills,Preservice Teachers,Skill Development,Student Attitudes,Teacher Education,Gender Differences,Grade Point Average,Extracurricular Activities,Foreign Countries

This study aims to reveal the situation of pre-service teachers in terms of having 21st century skills and their opinions on faculties of education in terms of enabling them to acquire these skills. In the study, which was designed as an explanatory mixed method, 621 pre-service teachers and 26 pre-service teachers were included in the quantitative and qualitative dimensions, respectively. To collect the data, the &quot;Multidimensional 21st Century Skills Scale&quot; and the &quot;Semi-Structured Interview Form&quot; were used. In the analysis of quantitative data, descriptive statistics, an independent sample T-test, an ANOVA test, and the Scheffe test were used. In the analysis of qualitative data, content analysis was used. In the quantitative aspect of the study, it was concluded that the 21st century skills of the pre-service teachers were at a high level. In the qualitative dimension of the study, it was obtained that pre-service teachers had learning and innovation skills, knowledge, media and technology skills, life and career skills; they thought that teachers, parents, academicians, the individual himself or herself, and bureaucrats were responsible for enabling them to acquire 21st century skills; there were strengths of faculties of education in enabling them to acquire 21st century skills.
Self-Assessment in EFL Classes of Secondary Education in Türkiye: The Common European Framework of Reference for Languages (CEFR)-Based Implementations
Author: Yüce, Erkan
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Check Lists,Guidelines,Rating Scales,Language Proficiency,Theory Practice Relationship,Self Evaluation (Individuals),Secondary School Students,Phenomenology,Educational Policy,Student Attitudes,Grounded Theory

The current study investigates the CEFR-based self-assessment implementations in English as a foreign language (EFL) classes in secondary education in Türkiye. The study adopted a qualitative research design, and the data were collected via document analysis, an interview form, and an observation checklist. The results revealed an incongruity between theory and practice regarding the CEFR-based self-assessment implementations in 9th grade EFL classes; the CEFR-based self-assessment was provided in the coursebook through 'can do' statements at the end of each unit in the 'Check Yourself ' parts. However, the compatibility of these items with the EAQUALS Bank of Descriptors as Checklists was relatively low. In addition, the study revealed that the participating teachers favoured self-assessment implementations in their classes. However, they did not implement the self-assessment parts upon completing units in real EFL class contexts.