ethanporcaro/eric-fulltext-meta huggingface dataset:
The Contribution of Test Type and Curriculum Difference on the Effect of the National Test Score at International Mathematic Test Score: The Challenge of IR 4.0 Curriculum
Author: Indartono, Setyabudi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Tests,International Assessment,National Competency Tests,Scores,Junior High School Students,Secondary School Mathematics,Achievement Tests,Mathematics Achievement

Purpose: The students' competencies of math are required to be assessed by using an international scale of evaluation. Thus, education policies and learning evaluation are developed by educational policymakers to improve the education system and result quality. Hence, the purpose of this research was to investigate The Contribution of International Mathematics Test Type and Curriculum Difference on the Effect of the National Test Score on International Mathematics Test Score. Research Methods: This study employed 600 students of private and public Junior High Schools in Indonesia. The Mathematics Test Types included were PISA-like and TIMSS-like. They were used to represent the type of test. The model of curriculums applied in Junior High School in Indonesia used in this study was KTSP and K13. The multiple regression was used to analyze the data. Findings: The National Test Score had a stronger effect on International Mathematics Test Score for KTSP curriculum implementation rather than K13 curriculum, and National Test Score had a stronger effect on International Mathematics Test Score for PISA type of International mathematic test rather than TIMSS one. These results showed that the different curriculum used at the mathematics learning process and test types had a moderate effect of National on International test score in a mathematics course. Implications for Research and Practice: It implies an increase in the policymakers to pay more attention to the curriculum design and type of learning evaluation. It is suggested that future research should include learning and teaching types to find out a deeper behavioral and attitudinal understanding of learning and teaching of mathematics.
Student Volunteers in a College Town: Burden or Lifeblood for the Voluntary Sector?
Author: Jones, Jennifer A.
Date: 2019-07-00
Type: Journal Articles
Subjects: College Students,Student Volunteers,Service Learning,School Community Relationship,Nonprofit Organizations,Student Experience,Supply and Demand,Outcomes of Education,Municipalities,Volunteer Training

Student volunteers provide a valuable source of unpaid labor to nonprofit organizations, particularly organizations in college towns where students make up a significant portion of the population. Indeed, students may be the lifeblood for these organizations. However, students may also be a burden if organizations do not have the volunteer administration capacity to support volunteers, if students are unprepared for volunteer assignments, or if the availability of students does not match the organization's need. The purpose of this exploratory case study is to identify whether students were a burden to or the lifeblood of the voluntary sector in a college town. We surveyed 55 nonprofit leaders to identify their volunteer management capacity, experience of student volunteers (emphasizing the match between supply and demand), and their ideas for improvement. We found student volunteers comprise a significant percentage of their overall volunteer population and brought valuable skills and enthusiasm. However, we also found a mismatch between the demand for student volunteers and the supply of student volunteers, particularly as it relates to availability. We identified a number of recommendations to improve the overall service-learning experience. These findings are of interest to nonprofit organizations and educational institutions in college towns.
The Development of an Instrument to Assess Visuo-Semiotic Reasoning in Biology
Author: Mnguni, Lindelani
Date: 2019-00-00
Type: Journal Articles
Subjects: Biology,Test Construction,Visual Literacy,Semiotics,Logical Thinking,Thinking Skills,Test Reliability,Test Items,Correlation,College Students,Expertise,Foreign Countries,Visualization,Cognitive Tests

Purpose: The significance of visuo-semiotic models in biology education has increased. Students have to develop visuo-semiotic skills, which could enable them to learn biology effectively. However, a lack of a universal theory of visual literacy has made it challenging to develop and assess visualization skills, including visuo-semiotic skills. The aim of the present research, therefore, was to develop an instrument for assessing visuo-semiotic reasoning in biology (VSR-b) in the context of amino acid structures. The research question guiding the research was &quot;how could an instrument for assessing visuo-semiotic reasoning in biology be developed?&quot; Methods: Guided by a theoretical framework, the VSR-b Test was developed using a mixedmethods approach, by first identifying VSR-b Skills through a panel of nine experts after which items were designed and validated through the same panel of experts and pilot participants (n=18). The VSR-b Test was then tested on a group of molecular biology students (n=30). Findings: Results showed satisfactory reliability and inter-item correlation. However, further research is required to corroborate findings of the present research in other contexts, with particular emphasis on assessment and development of visuo-semiotic reasoning among students. Implications for research &amp; practice: The current research has shown that VSR-b can be understood and assessed within the context of the theoretical cognitive process of visualization. It provides teachers and researchers a starting point in understanding how learning occurs through visuo-semiotic models. Instructional and curriculum designers, therefore, can use findings of this research as a guide to support student development in biology.
Teacher Shortage as a Local Phenomenon: District Leader Sensemaking, Responses, and Implications for Policy
Author: McHenry-Sorber, Erin
Date: 2019-07-29
Type: Journal Articles
Subjects: Teacher Shortage,Local Issues,Decision Making,Administrator Attitudes,School Districts,Locus of Control,Rural Urban Differences,State Policy,State School District Relationship,Community Characteristics,Institutional Characteristics,Poverty Areas,Rural Areas,Context Effect,Central Office Administrators,Public Officials,Union Members,Boards of Education,Education Service Centers,Superintendents,Problem Solving,Geographic Isolation,Public Opinion,Teacher Salaries,Faculty Development,Elementary Secondary Education

While the teacher shortage is a national crisis, the manifestations of the shortage are felt most acutely at the local district level. The diversity of these micro-contexts often leads to disparities in the ways local school systems are served by large-scale initiatives. District leaders provide an important lens for understanding the localized manifestation of teacher shortages. This research contributes to the existing macro-level literature on teacher shortages through investigation of the ways in which district leaders in West Virginia make sense of and respond to the teacher shortage. As part of a broader study, we share analyses of interviews with seven district leaders across five county school districts and highlight the ways in which leaders made sense of the phenomenon in paradoxical ways, both in terms of the most salient causes as well as the perceived locus of control in addressing the teacher shortage. Findings also highlight the way district leader sensemaking led to action, with responses differing based on relative affordances of metropolitan versus rural contexts. We conclude with implications for policy and research to further understand the local nature of teacher shortages and to address the problem, particularly in rural contexts underserved by current research and policy.
Psychosocial and Economic Variables as Correlates of Adults&apos; Participation into Sandwich Educational Programs in Osun State, Nigeria
Author: Aransi, Waliyi Olayemi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Students,Adult Learning,Postsecondary Education,Graduate Study,Teacher Education Programs,Psychological Patterns,Social Influences,Economic Factors,Decision Making,Academic Persistence,Influences,Gender Differences,Participation,Motivation,Interests,Attention,Competition,Barriers,Coping,Experiential Learning

The paper examined psychosocial and economic variables as correlates of adult learners' participation in sandwich educational programs in Osun State, Nigeria. In light of this, three research objectives and questions were formulated while two research hypotheses were enumerated. The descriptive research design was adopted and a simple percentage, as well as independent t-test, was used for data analysis. One-hundred and eight (108) participants were selected from both degree and postgraduate segments of the National Teachers Institute (NTI) programs situated in Ikire of Irewole Local Government Area of Osun State with the aid of stratified random sampling technique. The research instrument tagged Psychosocial and Economic Variables Questionnaire (PEVQ) was employed to elicit prominent information from the participants. The findings revealed that psychological, societal and economic variables contributed to adult learners' decision-making process not only to participate into sandwich educational programs but also to persist in the programs till the completion stage. And that there is no significant difference in the extent to which psychological and economic variables influence adult learners to participate in sandwich educational programs on the basis of their gender traits. On the societal variables, it showed that there is a significant difference in the role societal variables played on the basis of gender. Besides, it indicated that there is no significant different in the extent to which psychological, societal and economic variables influence adult participation into educational programs on the basis of employment status. Recommendations including the application of the participatory approach, employment of andragogy principles and provision of financial aid for participants of sandwich educational programs among others were suggested.
Using Rank-Order Judgments Scaling to Determine Students&apos; Evaluation Preferences
Author: Ozbasi, Durmus
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Preferences,Student Evaluation,Evaluation Methods,Foreign Countries,Verbal Tests,Multiple Choice Tests,Test Format

Purpose: This study sought to determine university students' evaluation preferences and then scaled them based on their rank-order judgments. Research Methods: The survey model was used in this study. This study was conducted with a total of 376 university students of varying grade levels enrolled in different departments of the faculty of education of two separate state universities in Turkey during the 2017-2018 academic year. Data were collected using a 13-item survey designed specifically for this study that solicited answers regarding students' evaluation preferences in measuring their academic performance. Students first ranked to evaluation types from most to least preferred and then assigned a single number for each stimulus. The data attained from the study were then scaled based on rank-order judgments. Findings: The study findings revealed that students most preferred to be assessed using oral exams and least preferred tests composed of multiple-choice questions. Implications for Research and Practice: This study was restricted to university students enrolled in the faculty of education of two state universities in Turkey. By conducting a similar study with students enrolled in other faculties in the same or different higher education institutions results and potential differences between faculties may be compared.
Undergraduate Counseling Trainees&apos; Perceptions and Experiences Related to Structured Peer Group Supervision: A Mixed Method Study
Author: Atik, Gokhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Counselor Training,Student Attitudes,Peer Groups,Supervision,Student Experience,Counselors,Self Efficacy,Foreign Countries

Purpose: The aim of this study was to investigate the perceptions of undergraduate counseling trainees in regards to the use of the structured peer group supervision format and its effect on their counseling self-efficacy beliefs. Method: This study utilized a mixed method research design incorporating both qualitative and quantitative methodologies. To obtain the opinions of counseling trainees in regards to the use of the structured peer group supervision format, qualitative data was collected via a demographic information form and survey developed specifically for this research. While, the quantitative data for the study was collected via a Counselor Activity Self-Efficacy Scale (CASES) utilized to measure the counseling self-efficacy levels of the participating counseling trainees. The research participant group was comprised of senior-level university students studying in the Counseling and Guidance program at a state university located in Ankara, Turkey. The participant group for the qualitative portion of the study included 16 undergraduate-level counseling trainees, while the participant group for the quantitative portion included 21 undergraduate-level counseling trainees. Findings: The qualitative findings indicated that the trainees' perceptions were clustered into four main themes: (1) contributions of the model, (2) strengths of the model compared to individual supervision, (3) aspects of the model that need improvement, and (4) applicability of the model for undergraduate-level counseling students. The quantitative findings revealed that the structured peer group supervision process positively affected the growth of the trainees' counseling self-efficacy beliefs. Implications for Research and Practice: The results suggested that the structured peer group supervision format could be a useful and practical means of providing appropriate and effective supervision for undergraduate-level counseling trainees in Turkey.
Creativity and Emerging Digital Educational Technologies: A Systematic Review
Author: Yalcinalp, Serpil
Date: 2019-07-00
Type: Journal Articles
Subjects: Creativity,Educational Technology,Curriculum Development,Technological Advancement,Computer Oriented Programs,Handheld Devices,Blended Learning,Games,Internet,Electronic Learning,Online Courses,Visualization,Computer Simulation

In order to effectively use emerging digital educational technologies educators should reflect on how these technologies influence student learning, including student creativity. Existing research shows that creativity can be supported by emerging technologies, but recent research in this area has not yet been reviewed. The purpose of our systematic review was to identify and synthesize articles in the field of creativity and education concerning the use of emerging digital educational technologies and systems. To this end, we reduce an initial sample of 267 papers to 37 relevant articles. We assess those articles quantitatively and qualitatively to arrive at a clearer understanding of the state of the research. Our analysis reveals a new division between articles focusing on technologies themselves and articles focusing on curriculum developments in technology-related courses. We conclude that research related to educational technology and creativity has been handled with important issues in the field overall, but certain discrimination deserves to be addressed. Notably, we recommend additional research on the impact of technology on creativity in adult education and lifelong learning. Our synthesis will be of interest to both researchers and practitioners in the field of creativity and education, concerning the use of educational technologies and systems.
Co-Designing of a Mobile Educational Tool for Innovative Teaching and Learning at the College of Business Education, Tanzania
Author: Mwandosya, Godfrey Isaac
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Handheld Devices,Computer Oriented Programs,Instructional Innovation,Business Administration Education,Business Schools,Electronic Learning,Design

Mobile technologies are increasingly becoming tools for enhancing access and smooth sharing of information, products, and services. In this realization, this study used a design science research users' participatory approach to co-design a mobile application prototype known as CBE Mobile Educational Tool (CBEMET) to enable lecturers of the College of Business Education (CBE) in Tanzania to share educational materials. The co-design of the prototype involved 3 researchers, one application developer and 25 lecturers of CBE. The testing of the CBEMET prototype shows that downloading and uploading of education resources to the system is adequate. The results also indicate that the prototype enables the access of uniform departmental-related materials by lecturers of the same department at different locations and, in so doing, it increases the quality of teaching and learning at the college. Furthermore, the testing of the prototype revealed that the design meets the requirements of the lecturers and has brought a significant change in their teaching and learning practices. The impact of the study is that it sets a groundwork for future studies involving lecturers in higher education and developers in co-designing and co-developing mobile education tools for innovative teaching and learning in Tanzania and in other emerging economies.
Perceptions of School Principals Working at Science and Social Sciences High Schools on the Characteristics of Innovative Teachers
Author: Kocasarac, Huseyin
Date: 2019-07-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Characteristics,Educational Innovation,Science Education,Social Sciences,Teacher Role,Teacher Effectiveness,Foreign Countries,Teacher Evaluation,Teacher Competencies,Technological Literacy,Faculty Development,21st Century Skills,Knowledge Level,High School Teachers,Educational Needs

A school principal's perceptions of the definition of innovation in education, the teacher's role in providing innovation in the classroom, and the willingness to adapt to meet the needs of the modern student are important in the professional development of teachers. Teachers have a major role in educating future generations and principals are critical for it's implementation. As a result of scientific and technological advancements, society and students' needs differ. Teachers who will respond to these differences also need to have new approaches to teaching. In this context, research on the attitude of school principals toward the importance of teacher innovation is critical. The aim of this research is to determine the views of school principals working in the science and social sciences high schools towards innovation, innovative teachers, and practices of innovative teachers. School principals' views often vary on what is required to have a productive innovative classroom. A school principal's support and encouragement of teachers implementing innovative strategies in the classroom is essential. School principals have identified that teachers who follow the innovative approaches, are open to innovation, information technology, learning, development and collaboration. School principals expressed different views on the relationship between the teacher training at the university and the applications of innovative practices in the classroom.
Instagram as an Education Platform for EFL Learners
Author: Erarslan, Ali
Date: 2019-07-00
Type: Journal Articles
Subjects: Social Media,Photography,Second Language Learning,English (Second Language),College Students,Student Attitudes,Users (Information),Use Studies,Academic Achievement,Scores,Supplementary Education,Outcomes of Education,Foreign Countries

Social media platforms have gained an exceptional popularity especially in the last ten years and become an important part of human lives. Among the popular social media platforms, Instagram is used by millions of people every day especially by the young adults. Given this significance, social media platforms have been used for educational purposes, too. Thus, this study aimed at exploring university students' opinions about Instagram as an educational platform with respect to educational and language learning purposes and its effect on students' language learning process supplementary to formal classes. Using mixed methodology, 219 university students learning English were included in the survey, and 80 students took part in the experimental part of the study which was designed to explore the impact of Instagram on students' language learning process. Six students from the experimental group were also interviewed for their opinions about the Instagram use during the experimental part of the study. Carrying out quantitative and qualitative analyses, the findings show that Instagram is the most frequently used social media platform among the participants and they favor using it for educational and language learning purposes. Additionally, it was found that Instagram had a positive impact on students' language learning based on the achievement scores. Thus, it is concluded that Instagram can be used to enhance learning of English supplementary to formal teaching by exposing the students to language while they are using this platform as part of their every day practices.
An E-Learning Acceptance Evaluation through UTAUT Model in a Postgraduate Program
Author: Mahande, Ridwan Daud
Date: 2019-07-00
Type: Journal Articles
Subjects: Electronic Learning,Adoption (Ideas),Graduate Students,Program Evaluation,Foreign Countries,Intention,Student Attitudes,Social Influences,Expectation,Performance

This study aims to evaluate e-learning acceptance through the UTAUT model by showing the contributing variables to the acceptance of e-learning in a Postgraduate Program at Universitas Negeri Makassar, Indonesia. This study was an ex post facto study with 170 samples distributed proportionally. The data were collected through a questionnaire that was developed from UTAUT model variables and indicators. The data collected were analyzed by path. The results of the e-learning acceptance evaluation based on the hypothesis test showed that facilitating conditions, behavioral intention, effort expectancy, performance expectancy, and social influence significantly and positively affected behavioral intention. Facilitating conditions and behavioral intention significantly and positively affected the e-learning acceptance. Variables that greatly contributed to the higher or lower e-learning acceptance were facilitating conditions and behavioral intention. Facilitating conditions were strongly affected by the students' knowledge and internet speed. Meanwhile, the behavioral intention was strongly influenced by the level of students' belief in the future of e-learning and students' eagerness that e-learning be integrated in every subject. Nevertheless, social influence variables need more attention for implementing a better and sustainable e-learning system.