ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the Use of Information and Communication Technologies in Education Based on the Principle of Equality
Author: Canbay, H. Furkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Attitudes,Educational Technology,Electronic Learning,Equal Education,Gender Differences,Intellectual Disciplines,Age Differences,Academic Rank (Professional),Instructional Program Divisions,Inservice Teacher Education,Access to Computers,Foreign Countries,Elementary Secondary Education

In this study, the evaluations of school administrators and teachers regarding the use of ICT [information and communication technologies] in education on the basis of equality of conditions and equality of opportunity, which are the sub-dimensions of the principle of equality, are discussed. In the study, parallel mixed-methods approach, in which qualitative and quantitative data are used together, is adopted. The qualitative part of the research process was designed as phenomenological study, and the quantitative part as correlational survey. The study group of the qualitative part consists of 12 school administrators working in Edirne, Turkey. The qualitative data was obtained through semi-structured interviews were analyzed by descriptive analysis. The study group of the quantitative part of the study consists of 411 teachers working in the Central District of Edirne, Turkey. To collection of quantitative data, &quot;Equality Scale for ICT Use in Education&quot; and &quot;Personal Information Form&quot; were used. One-way ANOVA, t-test and descriptive statistics were used to analysis data. According to the qualitative findings of the study, school administrators evaluated that even though an effort was made to establish equality in the use of ICT in education, it was not sufficient and therefore the use of ICT in an educational environment was not realized. It was observed that the total scores of Equality Scale for ICT use in Education applied to the teachers participating in the research were at an average level. The evaluations of teachers, based on gender, field of education, age, seniority, school level, and in-service training status dimensions were examined, and the results were interpreted by giving mean values of the findings with statistically significant differences according to the principle of equality of conditions in ICT use in education.
Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools
Author: Byusa, Edwin
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Secondary School Students,Secondary School Teachers,Undergraduate Students,Classroom Observation Techniques,STEM Education,Active Learning,Foreign Countries,Teacher Surveys,Teacher Attitudes,Teaching Methods,Competency Based Education,Instructional Effectiveness

This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers' alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC.
Examining Equitable Practices within Teacher Praparation
Author: Jez, Rebekka J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Equal Education,Teaching Methods,Social Justice,Educational Practices,Preservice Teachers,Preservice Teacher Education,Theory Practice Relationship,Professional Identity,Teacher Persistence

The articles within this issue of &quot;Teacher Education Quarterly&quot; examined the role and impact of equity within teacher preparation. Each author described a commitment to preparing teachers with equitable, social justice minded practices to meet the needs of the diverse learners in U.S. classrooms, yet, demonstrated a need for a closer look at how teacher education programs are preparing educators for this work. This article poses the question: How are teacher education programs that identify as social justice leaders providing preservice teachers with opportunities to move theory into practice with integrity?
A Study on Correlations between Computer-Aided Instructions Integrated Environmental Education and Students&apos; Learning Outcome and Environmental Literacy
Author: Chen, Colin W. K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Computer Assisted Instruction,Environmental Education,Multiple Literacies,Outcomes of Education,Student Attitudes,College Students,Consciousness Raising,Conservation (Environment),Ecological Factors,Social Responsibility,Foreign Countries

Environmental actions without protection desire and skills would be vain. The task of education is to create such thirst and motive under the encouragement of the community. For this reason, it is expected to open students' future green new horizons of environmental awareness with teaching methods and research tools which could enhance students' environmental literacy, when largely promoting the low-carbon and energy-saving sustainable life. In this case, it is necessary to deeply understand students' environmental awareness and teach them with strict curriculum mapping and design to reinforce students' environmental competence so as to cope with currently extreme climate change. Aiming at students of Tungfang Design University, Taiwan, total 221 students, as the experimental objects, are preceded computer-aided instruction integrated environmental education. The experimental teaching is preceded 3 hours per week for 15 weeks (total 45 hours). The research results show positive relations between 1.environmental education and learning outcome, 2.learning outcome and environmental literacy, and 3.environmental education and environmental literacy. Suggestions are proposed according to the results, expecting to assist domestic students in enhancing self-development through the awareness of the responsibility for environmental issues. Especially, internationally concerned environmental issues would guide the goal of environmental education to social prospective.
Exploring COVID-19 Literacy Level among Biology Teacher Candidates
Author: Fauzi, Ahmad
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Biology,Science Instruction,Science Teachers,Preservice Teachers,Knowledge Level,Foreign Countries,Information Sources,Time

The specific researches focused on biology teacher candidates in nowadays outbreak/pandemic (COVID-19) condition are very scarce. This study aimed to describe the profile of COVID-19 literacy level possessed by biology teacher candidate students in Indonesia. The data in this survey research was collected between January and March, 2020. The selected location was Malang, one of education city and was announced as the red zone for COVID-19 spread. The total sample were 290 students. The data collection employed the questionnaire, contained of three parts i.e. information of respondent's identity, profile of information resource, attaining time profile of COVID-19 related information, and COVID-19 literacy level. The students' literacy scores were analyzed using ANOVA to analyze the presence of student's years' effect on COVID-19 literacy of biology teacher candidate students. As a result, students' years do not have a significant effect on their COVID-19 literacy. Most students had heard of COVID-19 before the disease was reported to enter Indonesia, but only few students were categorized in high level. The campus should respond immediately to these results, considering that students act as agents of information for those around them.
A MOOC Review: Writing in English at University (WEU)
Author: Nigar, Nashid
Date: 2020-10-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Higher Education,English (Second Language),Second Language Instruction,Writing Instruction,Writing Skills,Academic Language,English Language Learners,Educational Technology,Technology Uses in Education

The recent development in MOOCs (Massive Open Online Courses) is one of the most prominent trends of higher education courses online (Baturay, 2015), which promotes learning through flexible participation and open access via web. MOOCs are now being offered by many universities to online learners -- including English Language learners -- worldwide. A popular MOOC platform -- Coursera offers some open access English Language courses. Coursera is currently offering many short and specialization English language courses for communication; career development; business communication; business and entrepreneurship; sales and marketing; grammar and pronunciation; academic purposes; journalism; advance writing; and language teachers. This article reviews &quot;Writing in English at University (WEU).&quot; WEU is intended for those who wish to acquire academic writing skills which are essential (Lea &amp; Street, 1998) for effective communication in university studies, professional life and lifelong learning.
Constructs in Leadership Style&apos;s Choice Based on Workplace Experience in Ugandan Secondary Schools
Author: Nansubuga, Olive Kimbowa
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Styles,Private Schools,Administrator Characteristics,Educational Quality,Academic Achievement,Secondary Schools,Teacher Administrator Relationship,Administrator Role,Foreign Countries,Work Environment,Case Studies,School Administration,Administrator Attitudes

This qualitative study was done on the head teacher's choice of leadership styles and their implication for better performance using one selected Private school in Mukono District (Uganda). It established that, head teacher's choice of leadership styles did not cause any hindrances amongst his staff so they worked harmoniously to achieve the set targets and goals, motivational-skills and team playing-role in all that happens in the school fosters active participation of all stake holders which eventually leads to attainment of results as targeted, thus recommending for effective delivery of quality education services and improved students' academic performance is to be attained.
Integration of Universities of the Republic of Moldova into the European Higher Education Area/EHEA
Author: Dandara, Otilia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Educational Change,Higher Education,International Cooperation,College Students,Student Attitudes

Higher education has accompanied the evolution of European society over time. At the moment, by virtue of social economic circumstances, universities are considered by society the prime factor, which ensures economic evolution and social cohesion in a knowledge society. The complexity of the socio-economic relations, the effects of the globalization phenomenon generated the need to valorize the possibilities of the university environment by creating the EHEA. The higher education system of the Republic of Moldova joined the Bologna Process in 2005 and has implemented the new conception of higher education. The effects of this change are being first and foremost felt by the direct beneficiaries, the students, who appreciate the success of the implementation of various aspects of the new educational paradigm. The results of a study realized in ten universities in the country allow us to confirm that the universities in the Republic of Moldova are currently part of the EHEA, but it is natural that any process that takes place in a living organism, such as the universities, needs to be permanently improved and updated.
The Effects of Mansa Historical Board Game toward the Students&apos; Creativity and Learning Outcomes on Historical Subjects
Author: Kesuma, Ameliasari Tauresia
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,High School Students,Teaching Methods,Student Centered Learning,Games,Student Developed Materials,Foreign Countries,Outcomes of Education,Comparative Analysis,Creativity,Instructional Effectiveness

The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.
Predicting GPAs with Executive Functioning Assessed by Teachers and by Adolescents Themselves
Author: Samuels, William Ellery
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade Point Average,Predictor Variables,Executive Function,Adolescents,Academic Achievement,Secondary School Students,At Risk Students,Teacher Attitudes,Student Attitudes,Self Concept,Gender Differences,Special Needs Students,Socioeconomic Status,Charter Schools,Urban Schools,Individualized Education Programs

Executive functions (EFs) show promise as important mediators of adolescent academic performance. However, the expense of measuring EFs accurately has restricted most field-based research on them to smaller, non-longitudinal studies of homogeneous populations with specific diagnoses. We therefore monitored the development of 259 diverse, at-risk students' EFs as they progressed from 6th through 12th grade. Teachers completed the Behavior Rating Inventory of Executive Function (BRIEF) for a random subset of their students. At that same time, those same students completed the Behavior Rating Inventory of Executive Function-Self Report (BRIEF-SR) about themselves; teachers generally reported stronger EFs in students than students reported in themselves. Results further indicated that both BRIEF and BRIEF-SR Global Executive Composite (GEC) scores--measures of overall executive functioning--significantly predicted overall GPAs more than was already predicted by students' gender, IEP status, and eligibility for free/reduced school lunch. BRIEF (teacher) scores were better predictors and contributed more to predictive accuracy than the BRIEF-SR (student) scores; BRIEF scores even added additional predictiveness to a model already containing BRIEF-SR scores, while the reverse did not hold. This study provides evidence for valid use of BRIEF and BRIEF-SR GEC scores to predict middle and high school GPAs, thereby supporting practitioners use for this purpose within similar, diverse, at-risk populations. The study also illuminates some of the EF development for this population during adolescence.
The Impact of Multimedia in Course Design on Students&apos; Performance and Online Learning Experience: A Pilot Study of an Introductory Educational Computing Course
Author: Davis, Torria
Date: 2020-09-00
Type: Journal Articles
Subjects: Multimedia Materials,Instructional Design,Academic Achievement,Learning Experience,Online Courses,Student Attitudes,Teaching Methods,Cognitive Processes,Difficulty Level,Integrated Learning Systems,Educational Quality,Multimedia Instruction

The creation of multimedia assets for online courses is a time-intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience, after controlling for faculty course design expertise. Students (totaling 142) were enrolled in an Introductory Educational Computing Course between 2016 and 2018 designed according to Quality Matters standards based on an informal internal review as well as a course designed according to instructor preferences. Eighty-four students, who participated in the courses designed according to Quality Matters standards based on an informal internal review, were surveyed about their perceptions. While it may be of no surprise that multimedia use did not impact student performance directly, based on end-of-point course totals, it did positively influence student perceptions of the online learning experience. A performance gap between ethnicities in this study was not observed, as evidence through end-of-course total points. This may be salient given the prevalence of such performance gaps in most educational settings. Course policies and instructional strategies perceived by students as helpful may be one contributing factor to this lack of performance gap. Furthermore, the use of multimedia in course design was found to reduce cognitive load, as shown by the amount of time spent inside the learning management system. What this means for multimedia use in course design and the student online learning experience concludes this paper.
Refugee Children from the Point of School Administrators and Teachers&apos; Experiences
Author: Serin, Huseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Refugees,Administrator Attitudes,Teacher Attitudes,Teaching Experience,Foreign Countries,Figurative Language,Individual Differences,Acculturation,Children

In the present study, perceptions of Turkish school administrators and teachers towards Syrian refugee children were examined through metaphors. 71 school administrators and 242 teachers from 27 different provinces of Turkey participated in the study. As a result of the study, the metaphors produced by school administrators were grouped into four categories: &quot;child with cultural adaptation and belonging problems&quot;, &quot;fragile and needy child&quot;, &quot;child who is no different from other children&quot; and &quot;problematic child&quot;. The metaphors produced by teachers were grouped into six categories: &quot;child with cultural adaptation and belonging problems&quot;, &quot;child who is no different from other children&quot;, &quot;fragile and needy child&quot;, &quot;problematic child&quot;, &quot;child who can reveal her/his potential with interest&quot; and &quot;compatible child&quot;. Participants' perceptions of refugee children were not related to gender but there was a significant relationship between professional seniority and the number of refugee children at school. Although school administrators and teachers have positive perceptions about refugee children, their negative perceptions are largely due to the lack of professional experience and the high number of students at school. Providing vocational support to teachers and administrators, planning the number of students in schools, and providing resources to schools will improve positive perceptions about refugee children.
Students&apos; Concept Image and Its Impact on Reasoning towards the Concept of the Derivative
Author: Nurwahyu, Budi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Concept Formation,Thinking Skills,Mathematics Skills,Mathematical Concepts,Calculus,Problem Solving,Mathematical Formulas,Misconceptions,Undergraduate Students,Schemata (Cognition)

The aim of this study was to identify and classify the student's concept image and its influence on the reasoning of the problem-solving of the derivative. The research used a qualitative description approach and used eight research subjects. From the answers collected upon the given problems, we obtained several variations of students' concept images, thus it showed how students' concept image influenced the reasoning. In order to clarify and classify the characteristic of the obtained answers, we summarized there were three categories of the concept image of the derivative, namely symbolically related to a basic formula of the derivative of a function, limit of the ratio of difference value of the functions, and the properties of the derivative of the functions. Furthermore, our study suggested that each student's concept image affecting the reasoning of the derivative. In addition, we found some misperceptions in answering the problem and misconception in the use of the basic formula of the derivative of the functions among the students' answers.
Wastepreneurship: A Model in Improving Students&apos; Confidence and Creativity
Author: Nizaar, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Wastes,Pollution,Sanitation,Self Esteem,Creativity,Instructional Effectiveness,Science Education,Junior High School Students,Entrepreneurship,Teaching Methods,Science Instruction

Skill in processing waste is an essential attitude needed in daily life because environmental pollution issue is one of the important parts that are learned in science subject. It is required students' self-confidence and creativity in processing waste into a useful product. This research aims to improve students' confidence and creativity through science wastepreneurship learning model. This research used experimental posttest-only design with nonequivalent groups design. Total of the samples were 140 students who were divided into experiment group (n = 75) and control group (n = 65). Statistic data analysis was carried out through Twoway ANOVA in significance level of 0.05. This research showed that the self-confidence and creativity of students on posttest finding in experiment group is higher than control group. It can be concluded that science wastepreneurship learning model was effective in improving students' confidence and creativity in processing waste. Therefore, science wastepreneurship learning model is suggested to be more often used by the teachers in Junior High School.