ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development and Evaluation of Speaking Learning Model by Cooperative Approach
Author: Darmuki, Agus
Date: 2018-04-00
Type: Journal Articles
Subjects: Cooperative Learning,Mixed Methods Research,Teacher Education Programs,Questionnaires,Foreign Countries,Sampling,Language Tests,Speech Communication,College Students,Skill Development,Focus Groups,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Interviews

A cooperative approach-based Speaking Learning Model (SLM) has been developed to improve speaking skill of Higher Education students. This research aimed at evaluating the effectiveness of cooperative-based SLM viewed from the development of student's speaking ability and its effectiveness on speaking activity. This mixed method study combined evaluative descriptive and experimental designs. The population was the first semester students from Department of Indonesian Language and Letter Education, Faculty of Teacher Training and Education in 4 regencies of East Java Province, Indonesia. By stratified random sampling, 50% of populations were taken as the sample. The research instruments covered questionnaire, interview, FGD, and speaking test. Data reduction, data presentation, and conclusion drawing became the data analyses phases upon questionnaire, interview, and FGD. The data from speaking test were analyzed by t-test in which normality and homogeneity tests were conducted previously. Statistically, both speaking ability scores were different because Fcalculation was 11.380 while Ftable was 3.91 at the significance level = 0.05. Since Fcalculation &gt; Ftable, it can be concluded that cooperative approach gave significant influence in improving speaking ability and was more effective than the conventional one.
The Effect of Using Cooperative Learning Method on Tenth Grade Students&apos; Learning Achievement and Attitude towards Biology
Author: Rabgay, Tshewang
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 10,Cooperative Learning,Science Achievement,Biology,Secondary School Science,Student Attitudes,Scientific Attitudes,Mixed Methods Research,Science Tests,Scores,Questionnaires,Observation,Experimental Groups,Control Groups,Outcomes of Education,Science Interests,Difficulty Level,Research Design,Achievement Tests,Attitude Measures

The study investigated the effect of using cooperative learning method on tenth grade students' learning achievement in biology and their attitude towards the subject in a Higher Secondary School in Bhutan. The study used a mixed method approach. The quantitative component included an experimental design where cooperative learning was the independent variable while students' test scores and attitude towards biology were the dependent variables. The subjects of the experiment comprised 82 tenth grade students. The qualitative component included students' and teachers' opinions on cooperative learning collected through questionnaires and lesson observation forms. Data were analysed by calculating means, standard deviations and paired samples t-test. The test score analysis showed that the experimental group had significantly higher scores than the control group. The students' attitude analysis showed that their attitude towards biology improved as indicated by the increase in the level of interest, understanding, satisfaction and their assessment of biology as a less difficult subject. It was recommended among others that cooperative learning method can be used in teaching and learning of biology in schools.
The Effect of Flipped Classroom Model on Students&apos; Classroom Engagement in Teaching English
Author: Ayçiçek, Burak
Date: 2018-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Blended Learning,Teaching Methods,Scores,Learner Engagement,Foreign Countries,Statistical Analysis,Measures (Individuals),Likert Scales,Student Attitudes,Video Technology,Quasiexperimental Design

In the current study, the aim is to determine the effect of flipped classroom model on students' classroom engagement in teaching English. This research was conducted within the English course for four weeks period in the Spring term in 2016-2017 school year in a secondary school in the city of Hatay. In the study, pretest/post-test quasi-experimental design with control group was applied. The experimental group was lectured with flipped classroom model whereas the courses were carried out based on the current curriculum in the control group. In the current study, descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. It was concluded that there is a significant difference between the pre-test and post-test scores of the experimental group whereas there is no significant difference between the pre-test and post-test scores of the control group. Finally, teachers can be suggested to use flipped classroom model to enhance classroom engagement.
The Effect of Three Levels of Inquiry on the Improvement of Science Concept Understanding of Elementary School Teacher Candidates
Author: Artayasa, I. Putu
Date: 2018-04-00
Type: Journal Articles
Subjects: Inquiry,Scientific Concepts,Elementary School Teachers,Preservice Teachers,Elementary School Science,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Science Instruction,Foreign Countries,Preservice Teacher Education,College Students,Statistical Analysis,Science Teachers

This research aims to compare the effect of the implementation of three levels of inquiry: level 2 (structured inquiry), level 3 (guided inquiry), and level 4 (open inquiry) toward science concept understanding of elementary school teacher candidates. This is a quasi experiment research with pre-test post-test nonequivalent control group design. The population of the research was the students of Elementary School Teacher Education of University of Mataram who took the science education program. The sample of this research was 154 students taken by using cluster random sampling technique. The research instrument was a science concept test. The data were analyzed by using ANCOVA. The results showed that the implementation of open inquiry had the highest score of science concept understanding and was significantly different from the scores of the structured inquiry and guided inquiry and traditional strategy, while the scores of the structured inquiry, guided inquiry and traditional strategy were not significantly different. Thus, the conclusion of this research was that the implementation of open inquiry has a significant effect, while the implementation of structured and guided inquiry did not have a significant effect on the increase of science concept understanding of elementary school teacher candidates.
The Effects of Focused/Unfocused Audio-Appended Reading Tasks on Intermediate Female EFL Learners&apos; Written Accuracy
Author: Alavinia, Parviz
Date: 2018-04-00
Type: Journal Articles
Subjects: Females,Accuracy,English (Second Language),Second Language Instruction,Teaching Methods,Audio Equipment,Form Classes (Languages),Experimental Groups,Control Groups,Task Analysis,Reading Processes,Grammar,Comparative Analysis,Instructional Effectiveness,Statistical Analysis,Foreign Countries,Pretests Posttests

The current research study was conducted to examine the impacts of focused and unfocused audio-appended reading tasks on female EFL learners' acquisition of a rule-bound structure (passive voice) and a non-rule-bound structure (prepositions). The participants of this study involved ninety intermediate female English learners. They were assigned into four experimental and two control groups on the basis of the instruction they were exposed to. The learners were instructed for ten sessions via focused and unfocused reading tasks. In the last session, the posttest of the study which included a rendering task was administered among the learners to measure their grammatical development. The results of the current research revealed significant differences between the performances of focused and unfocused groups in terms of the production element of accuracy in both rule-bound and non-rule-bound structures. The results of the current research showed that the learners who were exposed to focused audio-appended reading tasks outperformed the learners who were instructed by means of unfocused audio-appended reading tasks. The results of the current study can be helpful for researchers in the field of second language acquisition (SLA), language teachers, and syllabus and task designers.
Teachers&apos; Thoughts on Student Decision Making during Engineering Design Lessons
Author: Meyer, Helen
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Decision Making,Decision Making Skills,Engineering Education,Design,Interviews,Teacher Surveys,Data Analysis,Problem Solving,Problem Based Learning,Secondary School Teachers,Secondary School Students,Longitudinal Studies,Qualitative Research,Statistical Analysis

In this paper, I share the results of a study of teachers' ideas about student decision-making at entry into a professional development program to integrate engineering into their instruction. The framework for the Engineering Design Process (EDP) was based on a Challenge-Based Learning (CBL) model. The EDP embedded within the CBL model suggests teachers should provide opportunities for students to make decisions throughout the design process. The differentiation consolidation decision-making framework was used to understand the decision-making process. Study data was gathered from 16 teacher participants, interviewed and surveyed at entry into the program. The data were analyzed to understand the kinds of decision-making activities the teachers' identified as possible for students to make based on eleven engineering design scenarios and the teachers' current use of, and confidence in applying, lessons that engaged students in decision-making. The results indicated the teachers most frequently identified students that engaged in stage one decisions-making activities, i.e., problem identification and clarification. When the teachers discussed stage two and stage three decision-making activities, they most frequently discussed general problem solving or design process type activities with little differentiation of specific details of how the decision-making was to take place. In addition, in most cases teachers did not mention teaching or supporting student decision-making strategies.
Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching
Author: Peterson-Ahmad, Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education,Pilot Projects,Case Studies,Virtual Classrooms,Coaching (Performance),Special Education Teachers,Preservice Teacher Education,Teacher Education Programs,Computer Simulation,Classroom Techniques,Teaching Methods,Undergraduate Students,Qualitative Research

To meet the ever-increasing teaching standards, pre-service special educators need extensive and advanced opportunities for pedagogical preparation prior to entering the classroom. Providing opportunities for pre-service special educators to practice such strategies within a virtual simulation environment offers teacher preparation programs a way to individualize the teaching and practice of various pedagogical aspects needed when new educators enter their first classroom. Coupling such simulations with specific instructional coaching allows for increased and individualized remediation of the way instruction is given, classroom management practices, or getting to know your student population. This exploratory case study investigated the extent to which virtual simulations combined with instructional coaching impacted the way pre-service educators learned how to provide opportunities to respond (OTR) to the avatar students through the repeated teaching of a lesson over four sessions.
Designing and Implementing an Assistive Technology Lab for Postsecondary Education
Author: Jones, Beth
Date: 2018-00-00
Type: Journal Articles
Subjects: Assistive Technology,Technology Uses in Education,Educational Technology,Special Education,Laboratories,Higher Education,Disabilities,College Students,Learning Activities,Curriculum

A literature review discusses how teacher knowledge of assistive technology significantly impacts student success with assistive technology and that many teachers enter the field feeling unprepared to implement these technologies with students. This article explores one university's process in setting up an assistive technology laboratory for students to explore. Such experiential learning opportunities are vital to the success of special education educators. This paper explores how the lab is set up and the activities visitors complete to provide a foundation for those looking to develop a similar lab.
Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science
Author: Glaze, Amanda L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Scientific Literacy,Science Instruction,Educational Objectives,Higher Education,Knowledge Level,Scientific Concepts,Teacher Role,College Faculty,College Students,Futures (of Society)

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field.
Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects
Author: Gajek, Elzbieta
Date: 2018-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Distance Education,Elementary Secondary Education,Partnerships in Education,Statistical Analysis,Student Projects,Program Evaluation,Electronic Learning,Content Analysis,Models,Mediation Theory,Teacher Role,Teacher Influence,Student Role,Technology Uses in Education,Global Education,Community Benefits,Communities of Practice,Cultural Awareness,International Educational Exchange,Educational Cooperation,Cooperative Learning,Foreign Countries

Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches and their contribution to integration of various themes in educational context. As the eTwinning framework is very flexible, allowing for teacher and students autonomy the projects may vary in the topics, age and number of participants, duration scope within curriculum etc. The study shows various levels and perspectives of curriculum integration which take place in eTwinning projects. It also discusses the role of distance learning at primary and secondary educational levels. The challenge is to transform international collaboration of selected schools an everyday practice for all learners and teachers.
Quality of the ECEC Workforce in Romania: Empirical Evidence from Parents&apos; Experiences
Author: Matei, Aniela
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Quality,Foreign Countries,Preschool Teachers,Teacher Effectiveness,Parent Attitudes,Educational Change,Mixed Methods Research,Educational Policy,Child Development,Health Services,Child Care,Interviews,Questionnaires

The quality of the early childhood workforce is central to service provision in this area, being a major factor in determining children's development over the course of their lives. Specific skills and competencies are expected from early childhood education and care (ECEC) workforce. Well-trained staff from ECEC settings are an extremely important factor in providing high-quality services which will positively influence the outcomes of children. The present paper analyses the quality of early childhood education and care workforce from the parents' perspective in the context of Romania's early childhood reform agenda. A critical review of the specific situation of the early childhood system in relation to the workforce from this sector is made in the first part of the paper in order to highlight the complexity of this issue. In the second part, the authors will present the results of empirical research developed in 2017 using qualitative and quantitative methods in order to assess the activity of early childhood education and care staff. The main challenges in this field as they emerge from research will be analyzed, the findings having implications for policy-makers and practitioners in the field of ECEC services.
QuarkNet: A Unique and Transformative Physics Education Program
Author: Bardeen, Marjorie
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Education,Scientific Research,Teaching Methods,Secondary School Teachers,High School Students,Scientists,Cooperation,Faculty Development,College School Cooperation,Science Instruction,Educational Benefits,College Faculty,Program Descriptions,National Programs

The QuarkNet Collaboration has forged nontraditional relationships among particle physicists, high school teachers, and their students. QuarkNet centers are located at 50+ universities and labs across the United States and Puerto Rico. We provide professional development for teachers and create opportunities for teachers and students to engage in particle physics data investigations and join research teams. Students develop scientific knowledge and habits of mind by working alongside scientists to make sense of the world using authentic experimental data. Our program is based on a classroom vision where teaching strategies emulate closely the way scientists build knowledge through scientific and engineering practices. Program outcomes show that student engagement in research and masterclasses does develop an understanding of the process of scientific discovery and science. Teachers provide classroom environments that model scientific discovery and science practices and take advantage of opportunities to expand their involvement in the profession of science teaching. We describe success factors that enhance local center programs, and discuss important benefits of the program that flow on to the university faculty.
Engineering Attractiveness in the European Educational Environment: Can Distance Education Approaches Make a Difference?
Author: Katzis, Konstantinos
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Educational Environment,Distance Education,Engineering,Questionnaires,Foreign Countries,Integrated Learning Systems,Blended Learning,Information Technology,Computer Simulation,Universities,Interviews,Qualitative Research

The recent phenomenon of worldwide declining enrolments in engineering-related degrees has led to the gradual decrease in the number of engineering graduates. This decrease occurs at a time of increasing demand in the labour market for highly qualified engineers, who are necessary for the implementation of fundamental societal functions. This paper initially presents a survey of practices, which are currently employed by academic institutions in Europe in order to increase the attractiveness of their engineering studies. It then provides a detailed analysis of the benefits and proliferation of distance education to increase attractiveness of engineering studies based on a set of interviews. Results of this study highlight a lack of a distance-learning dimension in the implementation of engineering studies in the European Area and discusses in detail ways in which distance learning can be utilised in engineering studies for the benefit of increasing their attractiveness. It has also been noted that institutions employing distance learning as part of their engineering studies, see this as highly beneficial for their students but also for the academic institution itself with some reservations in terms of the pedagogical adequacy of materials and instructional approaches used in distance education courses.
Early Childhood Education Intervention Programs in the Netherlands: Still Searching for Empirical Evidence
Author: Driessen, Geert
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Program Effectiveness,Foreign Countries,Intervention,Disadvantaged Environment,Family Environment,Immigrants,Teacher Effectiveness,Preschool Teachers,Educational Policy,Meta Analysis

Early childhood education (ECE) intervention programs nowadays are the core of the educational disadvantage policy in the Netherlands. They offer institutional compensatory activities to young children who lack educational stimulation in the home environment. Target groups mainly comprise children from deprived socioeconomic backgrounds and of immigrant origin. ECE is confronted with several bottlenecks, including the definition of the target groups, the quality of ECE staff, and the ECE programs. Most important is the controversy surrounding the empirical evidence of effects of ECE provisions. This article presents a description of state-of-the-art Dutch ECE, with special attention to recent Dutch studies on the effectiveness of ECE programs.
Systematic Design and Rapid Development of Motion-Based Touchless Games for Enhancing Students&apos; Thinking Skills
Author: Altanis, Ioannis
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Educational Games,Thinking Skills,Design,Student Developed Materials,Educational Innovation,Computer Science Education,Programming,Motion,Student Motivation,Computation,Educational Technology,Interpersonal Competence,Cooperative Learning,Computer Simulation,Evaluation Criteria,Likert Scales,Formative Evaluation,Mixed Methods Research

During the last few years, there has been a growing interest in students getting engaged in digital game-making activities so as to enhance their thinking skills. The findings of studies that have examined the impact of such initiatives are quite positive, especially concerning the promotion of 21st century skills; however, many students seem to face difficulties in getting a deeper understanding of the game development life cycle. Additionally, students often have difficulties in meaningfully reusing and applying the concepts from various subjects, mainly mathematics and physics, into their game-making tasks or in understanding advanced programming commands while creating their games. The present study presents an innovative game-making teaching approach that suggests a series of steps for the systematic design and rapid development of motion-based touchless games, i.e., games that are based on natural user interaction technologies, like the Microsoft Kinect camera. Findings from evaluation studies in two (2) secondary schools indicate that this approach can increase student motivation, strengthen their computational thinking, enhance their understanding of geometric principles, and improve their social skills.