ethanporcaro/eric-fulltext-meta huggingface dataset:
English Teaching Reconstruction at Indonesian Elementary Schools: Students&apos; Point of View
Author: Salim, Herli
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Elementary School Curriculum,Curriculum Development,National Curriculum,Educational Media,Access to Education,Educational Environment,Linguistic Input,Communicative Competence (Languages),Grade 4,Grade 5,Grade 6,Foreign Countries,Student Attitudes

Indonesia has experienced a resurgence of interest in the English language teaching. English learning is viewed as an essential aspect to build skills of the youth. In order to keep abreast of these demands, a lot of curricular and pedagogical changes have been made in teaching programs and formal education setting. This research investigated the reconstructing patterns of English Teaching after the implementation of the New 2013 curriculum in the Indonesian elementary schools from students' point of view. The sample of this qualitative study constituted participants randomly selected from primary schools in Serang City, Indonesia. Questionnaire and in-depth interviews were used to collect the data on three factors, namely the potential of reconstructing English curriculum learning sources, the opportunity of English learning, and students' perception toward learning English. This study found that primary school students had higher English learning familiarity since they had access to adequate English learning sources; they also responded very well to learning opportunities of the English courses; and revealed a positive perception about their English learning experience. These results indicate that the English language had the potential to be reconstructed in the latest curriculum of primary schools in Indonesia to optimize the young learners' potential for language acquisition. This study recognizes that the reposition of English teaching is essential to maximize students' potential. The study recommends highlighting students' points of view while reconstructing the curriculum. This study also answered the gap of students' perception towards English learning in order to complete user acceptance.
Perceptions and Application of Learner Autonomy for Vocabulary Development in Saudi EFL Classrooms
Author: Almusharraf, Norah
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Vocabulary Development,English (Second Language),Second Language Instruction,Second Language Learning,College Students,Student Attitudes,Females,Self Efficacy,Independent Study,Learning Strategies,Student Centered Learning,Value Judgment,Learner Engagement,Language Proficiency,Learning Motivation,Foreign Countries

This qualitative case study explored how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner's meaning development via purposeful vocabulary acquisition. EFL students' perceptions and applications of autonomous learning strategies for English vocabulary development were investigated, and their adapted methods for learning English. Data collection included face-to-face semi-structured interviews of 8 students from two different classrooms, classroom observations, participants' reflections on specific English coursework, and English learning autobiographies. The findings revealed the students' appreciation of the English language showed how various autonomous learning methods developed their sense of self-possession, self-confidence, and learning outcomes. This study brings to light the necessity for further review of the role of EFL learners in developing the required skills for the English language.
Using Structural Equation Model to Reveal Factors Affecting Faculty Members in University Colleges in the Use of Moodle
Author: Mahasneh, Omar. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Integrated Learning Systems,Electronic Learning,Technology Integration,Teacher Competencies,Instructional Effectiveness,Self Efficacy,Technological Literacy,Faculty Development,Social Influences,Educational Resources,Satisfaction,Foreign Countries

The current study aimed at using the Structural Equation Modeling (SEM) to detect the factors affecting the role of faculty members in university colleges for e-learning system (Moodle). The study has used the descriptive approach through the questionnaire tool which consisted in its final form of (33) items distributed on (10) factors. The study sample consisted of (487) faculty members in university colleges. The AMOS program was used to analyze the data using the Structural Equation Modeling (SEM) through the path analysis method and (goodness-of-fit) tests to test the validity of the proposed model. The results of the study identified (6) factors that affect the use of faculty members for the e-learning system (model) in the teaching process viz., the competence of faculty members, the efficiency of the e-learning system, training benefits, the influence of others, and facilities, in addition (3) factors were identified as outputs for the use of the faculty E-learning system namely quality of teaching, faculty satisfaction, and faculty confidence in the e-learning system. The study recommends educational policy makers in the Ministry of Higher Education, Scientific Research and University Administration to adopt these factors identified in this study and implement the effect of these factors on the use of faculty members for the e-learning system (Moodle) in order to achieve learning outcomes for academic programs.
A Q Methodology Study of Supervisee Roles within a Counseling Practicum Course
Author: Baltrinic, Eric R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Practicum Supervision,Clinical Experience,Counselor Training,Counselor Educators,Graduate Students,Mental Health,Supervisor Supervisee Relationship,Student Role,Student Responsibility,Role Perception,Expectation,Congruence (Psychology)

Counseling students often experience clinical supervision for the first time during their participation in practicum courses. Counseling practicum supervisees new to supervision rely on their supervisors to provide direction and structure in supervision experiences to help them grow professionally and personally. Yet little is known about how students view their roles as new supervisees. Supervisors can benefit from structuring and delivering their courses informed by new supervisees' perspectives on their roles. Accordingly, the authors conducted a Q methodology study with a purposeful sample of seven counseling practicum students, a doctoral co-instructor, and a counseling practicum instructor engaged in a first-semester counseling practicum course. Principal components analysis with varimax rotation of Q-sort data revealed three factors depicting supervisee roles (i.e., Dutiful, Discerning, and Expressive Learners). Implications for applying findings to improve supervision instruction and student learning are discussed, including limitations and future research suggestions.
Mental Health Equity of Filipino Communities in COVID-19: A Framework for Practice and Advocacy
Author: Chan, Christian D.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Racial Bias,Filipino Americans,Mental Health,Access to Health Care,Counselor Role,Stress Variables,Help Seeking,At Risk Persons,Immigrants,Cultural Influences,Barriers,Advocacy,Social Justice,Consciousness Raising,Coping,Cultural Relevance,Outreach Programs,Community Involvement,Agency Cooperation

The emergence and global spread of COVID-19 precipitated a massive public health crisis combined with multiple incidents of racial discrimination and violence toward Asian American and Pacific Islander (AAPI) communities. Although East Asian communities are more frequently targeted for instances of pandemic-related racial discrimination, multiple disparities converge upon Filipino communities that affect their access to mental health care in light of COVID-19. This article empowers professional counselors to support the Filipino community by addressing three main areas: (a) describing how COVID-19 contributes to racial microaggressions and institutional racism toward Filipino communities; (b) underscoring how COVID-19 exacerbates exposure to stressors and disparities that influence help-seeking behaviors and utilization of counseling among Filipinos; and (c) outlining how professional counselors can promote racial socialization, outreach, and mental health equity with Filipino communities to mitigate the effects of COVID-19.
Funds of Knowledge and Global Competence in Urban Middle Schools
Author: Tamerat, Jalene
Date: 2020-12-00
Type: Journal Articles
Subjects: Cultural Background,Cultural Awareness,Global Approach,Urban Schools,Family Environment,Well Being,Teacher Attitudes,Definitions,Middle School Teachers,Immigrants,Economically Disadvantaged,Low Income Students,Skill Development,Knowledge Base for Teaching,Teacher Characteristics,Minority Group Students,Student Characteristics,Teaching Methods,Teacher Student Relationship

Global competence--a necessary attribute in an increasingly interconnected world--describes having the knowledge, skills, and dispositions to act creatively and collaboratively on important global issues. In urban settings comprised of racial, ethnic, and/or linguistic-minority students, especially, a logical but seemingly underutilized facilitator of global competence would be instruction that draws from students' funds of knowledge--the home-based practices central to a household's functioning and well-being. In this study, 30 Boston-area teachers were interviewed using a semi-structured protocol to draw out their understandings of students' funds of knowledge and their awareness of how these funds of knowledge might be used to further the development of global competence. Data produced in this study were analyzed through a multi-phase thematic coding process. A conceptual framework built upon existing definitions of global competence and funds of knowledge was developed and used as a guide for viewing and understanding the produced data. The two major findings of this study were that: (1) middle school teachers, while seemingly able and willing to talk about global competence and funds of knowledge in relation to their students, did not seem to synthesize (or speak about their synthesis of) these concepts in practice; and (2) in teacher interviews, potential global competence-supporting funds of knowledge were most often recognized in immigrant and/or economically privileged White middle school students. The potential global competence-supporting funds of knowledge possessed by non-immigrant, BIPOC, and presumably, low-income students were not routinely recognized or accessed.
Mental Health Counselors&apos; Perceptions of Rural Women Clients
Author: Leagjeld, Lisbeth A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Health Workers,Counselor Attitudes,Counselor Client Relationship,Rural Population,Females,Adults,Feminism,Barriers,Resilience (Psychology),Access to Health Care,Health Needs,Cultural Background,Art Expression,Counselor Training

Researchers have frequently described rural women as invisible, yet at 28 million, they represent over half of the rural population in the United States. We conducted a transcendental phenomenological study using semi-structured interviews and artifacts to explore 12 Midwestern rural-based mental health counselors' experiences counseling rural women through a feminist lens. Overall, we found eight themes organized under two main categories: (a) &quot;perceptions of work with rural women&quot; (e.g., counselors' sense of purpose, a rural heritage, a lack of training for work with rural women, and the need for additional research); and (b) &quot;perceptions of rural women and mental health&quot; (e.g., challenges, resiliency, protective factors, and barriers to mental health services for rural women). We offer specific implications for counselors to address the unique mental health needs of rural women, including hearing their stories through their personal lenses and offering them opportunities for empowerment at their own pace.
Enhancing Vocabulary Recognition in English Foreign Language Learners with and without Learning Disabilities: Effects of a Multi Component Storytelling Intervention Approach
Author: Knaak, Turid
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Sight Vocabulary,Word Recognition,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Teaching Methods,Story Telling,Instructional Materials,Rewards,Inclusion,Students with Disabilities,Learning Disabilities,Secondary School Students,Grade 7,Low Achievement,Foreign Countries,Intervention

The English language plays a major role around the world, making it important to learn English in order to participate and communicate in our globalized age. Adequate foreign language (L2) skills are important for everyday life and can even enhance performance in one's first language (L1). A growing number of very heterogeneous classrooms make it necessary to develop strategies that are beneficial for both high and low achievers. The purpose of this single-case study was to evaluate the effects of a multicomponent intervention consisting of storytelling, flashcards, and a reward procedure on 24 secondary-level students with and without learning disabilities. It appears that all participants benefited from the intervention and improved their sight word vocabulary knowledge. Students diagnosed with a learning disability showed the greatest improvements based on the results of visual analysis, effect size, and a piecewise regression analysis. In addition, follow-up data collected three weeks after the intervention showed that the effects maintained at a very high level.
Assessing the Effects of Books on Psychological Wellbeing in Malaysia
Author: Yulia, Astri
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Books,Family Environment,Psychological Patterns,Well Being,Depression (Psychology),Stress Variables,Anxiety,Stress Management,Adults,Ownership,Correlation

There are various benefits of having books at home as it supports cognitive growth to later succeed academically by enhancing literacy, numeracy and technological skills. However, there are not many studies examining the relationship between the number of books available at home and how it is affecting an individual's psychological well-being. The aim of this study is to examine this relationship among Malaysians. A total of 1306 survey was distributed to residents living in the western part of Malaysia in an attempt to measure the psychological well-being and the number of books at the respondents' home. After analyzing the responses, it was found that respondents with very few to no books were related to experiencing anger more frequently than the other two groups with 11-100 and 100 and more books. We also found similar linkages for depression, stress, and worry. Interestingly, we found that the positive psychological well-being items revealed that the group with more than 51 books or more were related to experiencing more enjoyment rather than those with a lesser number of books. The finding of the present study reinforces the importance of books in one's life, particularly the psychological state and experiences.
Learning Locally, Understanding Globally
Author: Demarest, Amy B.
Date: 2020-12-00
Type: Journal Articles
Subjects: Global Education,Place Based Education,Curriculum Development,Secondary School Curriculum,Middle School Students,Relevance (Education),Social Justice,Course Content

The large world is made up of small places. Towns, riverbanks, bridges, neighborhoods, forests, and city blocks tell the stories of what things are and how they work. Paying attention to local places and what place-based education (PBE) can bring to global studies will give students a better understanding of the wide world. While this might seem to some a contradiction, it is in the understanding of how things function in actual places that students will better comprehend global issues and phenomena. And by addressing these issues in authentic relationships within the context of community, young people will come to know their role in the world. In the author's work as a place-based curriculum educator, four elements of place-based education have been identified. These elements present the educator a rich mix with which to create curriculum: personal experience, acquisition of content, understanding of place, and a student's emergent role in, or service to, their community. This article describes how these elements can inform the curricular planning for a more traditionally assigned global study.
Teachers&apos; Perspectives on Barriers of Inclusion of Autistic Students in Saudi Arabia Schools
Author: Ahmed, Fayza Ibrahim Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Students with Disabilities,Autism,Pervasive Developmental Disorders,Teacher Attitudes,Gender Differences,Teacher Characteristics,Barriers,Family Influence,Social Influences,Symptoms (Individual Disorders),Teacher Qualifications,Instructional Program Divisions,Student Characteristics

The study aimed to identify barriers to achieve inclusion goals for Autistic students in the regular schools in KSA, from the teachers' point of view according to variables (teacher gender, teacher qualification, and the stage at which he or she teaches). This study was based on a sample of (120) teachers (70 male and 50 female) of autistic children in inclusion programs for children with autism in regular schools in Riyadh. The questionnaire was applied through survey delivered via email and its results revealed that school administration barriers came in first place, followed by the barriers related to the families of students with autism disorder, then barriers related to autism, and last place was barriers related to society. There were differences of autistic students' teachers in the first domain &quot;barriers related to autism&quot; and in the third domain &quot;barriers related to school administration&quot; in favor of females teachers. However, in the fourth domain &quot;barriers related to society&quot; were in favor of male teachers.
South African Teachers&apos; Perspectives on Using the Computer as a Tool for Teaching and Learning
Author: Sikhakhane, Munyaradzi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Computer Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Instructional Effectiveness,Secondary School Students,Computer Assisted Instruction

The aim of this paper was to explore teachers' perspectives on the importance of the computer as a tool for enhancement of effective teaching and learning. Current research indicates that the developed world is at vanguard in revealing most of this information much more than developing nations like South Africa. Taking cognizance of teachers' perspectives in South Africa helps in improving the educational dispensation systems because future economic realities of any country depend on the quality of its education. Using an interpretivist paradigm, semi-structured interviews were triangulated with participant observations to elicit detailed data from a case study involving three secondary schools that were purposively sampled by virtue of having and using computers. A sample of six participant teachers was interviewed, and one lesson of each was observed using computer tools. Findings reveal that computer usage was irregular, rather superficial and insignificant. This small scale investigation recommends that Technological Pedagogical Educational Psychology and Content Domain (TPEPCD) model should be adopted in all teacher training institutions; so as to enhance the professional development of teachers who can teach diligently in accordance with the Fourth Industrial Revolution (4IR) requirements.
How to Improve the Honesty of Students in Indonesia? Sufism-Based Islamic Education Model as an Alternative
Author: Rahmat, Munawar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethics,Student Behavior,Moral Values,Islam,Religious Education,College Students,Program Effectiveness,Intervention,Islamic Culture,Cheating,Values Education

The phenomenon of dishonesty among Indonesian students is severe and frequent. The conventional lecture model to teach principles of ethics, morality and honesty is less reliable. A new and more effective model is needed. Sufism is a discipline of Islamic science that studies the inner dimension of man as an effort to approach God as closely as possible. In Sufism there are several core characteristics such as God is always felt to be present, &quot;zuhud,&quot; &quot;uzlah,&quot; and &quot;qana'ah.&quot; The research aims to produce a model of Islamic education based on Sufism to increase students' honesty. The research took place in two universities in the city of Bandung, Indonesia. In each university, three experimental classes (200 students) used the Sufism-based education model, while the other three classes (control class) used the conventional model (200 students). The study material as well as number of sessions (six times face to face) on honesty for the two classes was the same. The difference was that the experimental class was taught honesty through Sufism based principles, while the control class studied through the conventional method different from Sufism. The research method was quasi-experimental as before and after six lectures, we tested both classes with a pre-test and a post-test. The result was an increase in scores in both groups but the experimental group scored much higher than the control one. The implication is that the Islamic education model based on Sufism is proven to be more effective than the conventional education model in increasing students' honesty.
Developing Virtual Communication Skills in Online Learning Based on Modified PBL during the COVID-19 Pandemic
Author: Hikamah, Siti Roudlotul
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Communication Skills,Computer Mediated Communication,Online Courses,Problem Based Learning,Videoconferencing,Telecommunications,Interpersonal Communication,Foreign Countries,School Closing,Zoology,College Science,Science Instruction,Receptive Language,Expressive Language,Public Speaking

This study aims to determine the virtual communication skills of students in the Vertebrate Zoology course, the subject of the Reptile Class with the example of the &quot;Varanus salvator&quot; species. The research was conducted by survey method using an adaptation observation sheet from the 2012 Greenstein instrument. Data collection was carried out on modified online Problem Based Learning (PBL) using Zoom meeting and WhatsApp Group (WAG). While presentation and organizing stages were carried out by class discussion on Zoom, the problems that have been formulated were discussed by each group using a WAG. The data obtained were analyzed quantitatively, using the percentage formula (Akbar, 2013) in the book &quot;Learning Device Instruments&quot; and showed the results that the percentage of oral communication skills was 86.73%, of the skills to understand the intent/purpose of communication was 85.65%, of the skills to use communication strategies was 86.57%, and of presentation skills was 85.19%, with each criterion falling in the category 'Exceeded Expectations'. Meanwhile, viewing the percentage results and aiming the target of 84.57%, the two receptive communication skills listening and reading were included in the 'Satisfactory' category. The general percentage of communication skills of 85.16% as average was included in the category 'Exceeding Expectations'. This finding suggests that communication which included oral communication skills, receptive communication skills, understanding the purpose of communication, using communication strategies, communicating clearly for a purpose, and presentation skills can be achieved virtually.