ethanporcaro/eric-fulltext-meta huggingface dataset:
A Blended INSET Program Design for Technopedagogical Development in Teaching English
Author: Kimav, Ali Ulus
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Inservice Teacher Education,Technological Literacy,Teaching Skills,English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Teacher Attitudes,Teacher Behavior,Andragogy,Interaction,Cooperation,Discussion,Experiential Learning,Constructivism (Learning),Faculty Development,Program Design,Program Implementation,Program Evaluation,Administrator Attitudes,Student Needs

The aim of this research was to design a blended in-service training program for developing technopedagogical skills (B-INSET for TPD) in teaching English. 12 lecturers in an intensive English language program at a state university formed the study group in the research. In the design-based research, the expectations of the administrators, lecturers, and students about technology integration in the school where the research was conducted were identified. The program that was designed according to the principles of adult education, social constructivism, and blended learning was later improved based on the views of specialists from different fields, tested for ten weeks in the 2018-209 academic year fall semester, and evaluated by its participants. Questionnaire forms, semi-structured interviews, materials that were produced by the participants, face-to-face video sessions, and a research diary were utilized as data collection tools. The data were analyzed using descriptive statistics, descriptive analysis, and content analysis. At the end of the research, it was concluded that the participants found opportunities for interaction, collaboration, discussion, and hands-on practice when an eclectic teacher training model with the principles of adult education, social constructivism, and blended learning was utilized; and that the participants found adequate trainer support and all of their expectations were met.
Does Civil Servant Teachers&apos; Job Satisfaction Influence Their Absenteeism?
Author: Utami, Purwani Puji
Date: 2021-09-00
Type: Journal Articles
Subjects: Job Satisfaction,High School Teachers,Public School Teachers,Employee Absenteeism,Work Environment,Job Security,Predictor Variables,Positive Attitudes,Foreign Countries

The present research aimed at investigating the direct effect of civil servant teacher job satisfaction on their absenteeism. Quantitative approach with survey method was employed. The sample involved was 198 civil servant teachers from public senior high schools in Bekasi, West Java, Indonesia. The result signified that t[subscript count] &lt; t[subscript table] (-2.84&lt;-1.97) leading to the acceptance of H[subscript 0] and the rejection of H[subscript 1]. This explicitly stated that civil servant job satisfaction has a negative direct effect on their absenteeism. For job satisfaction predictors, positive attitude places the highest position followed by comfort in work and certainty in work. While the highest predictors of absenteeism from the highest to the lowest are: punctual task completion failure, absenteeism style, and no explanation absence. The study is predicted to provide recommendation for schools to promote teacher job satisfaction and suppress their absenteeism rate. Providing comfort and creating positive working atmosphere for teachers either has significant consequence to endeavor job satisfaction promotion and absenteeism rate decrease. Besides, leaders and school management board assertiveness in the mechanism of decreasing absenteeism is unarguably decisive to create fairness in policy and procedure obedience.
A Convergent Parallel Mixed-Method Research into the Use of the Cheat Sheet in Teacher Education: State Test Anxiety, Exam Scores and Opinions of Prospective Teachers
Author: Özer, Selda
Date: 2021-07-00
Type: Journal Articles
Subjects: Cheating,Documentation,Preservice Teachers,Student Attitudes,Anxiety,Standardized Tests,Scores,Preservice Teacher Education,Correlation,Student Behavior,Study Habits,Foreign Countries

The aim of the study is to investigate the use of cheat sheets in teacher education. The research analyzed state test anxiety levels of prospective teachers, the correlation between their cheat sheet evaluation scores and exam scores, and opinions of prospective teachers about the cheat sheet. Thus, the study was conducted as a convergent parallel mixed-method research in which both quantitative and qualitative methods were used simultaneously. The study group consisted of 24 prospective teachers. Data regarding state test anxiety levels of the prospective teachers were gathered just before the exam via State Test Anxiety Scale. The cheat sheet evaluation rubric designed by the researcher was used to evaluate the cheat sheets prepared by the prospective teachers. The prospective teachers' exam scores were obtained from their responses. The data about opinions of the prospective teachers were collected via Standardized Interview Form developed by the researcher. The findings of the study revealed that prospective teachers' overall state text anxiety was at &quot;very little&quot; level. There was a statistically significant and positive correlation between the prospective teachers' cheat sheet evaluation scores and their exam scores. Qualitative findings revealed that the prospective teachers started taking notes at the beginning of the semester to write on their cheat sheets; however, they started to write their cheat sheets the day before the exam. They wrote their cheat sheets in 3-5 hours, and spent 3-5 hours studying for the exam. The prospective teachers rarely used their cheat sheets during the exam; however, the cheat sheet helped them learn the material, and they wanted to use cheat sheets in other courses. The prospective teachers used different strategies while writing their cheat sheets. Based on the conclusions of the study, teacher educators are also recommended to let prospective teachers use cheat sheets during exams to reduce their anxiety, to increase their exam scores, and most importantly, to help them learn the material thoroughly.
Draw Your Story: Exploring Adaptation Experiences of First-Year Students at the Institute of Teacher Education in Malaysia
Author: Tengku Besar, Tengku Norhani
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Schools of Education,College Freshmen,Student Experience,Student Adjustment,Bachelors Degrees,Questionnaires,Intervention,Well Being,Stress Management,Time Management,Social Adjustment,Peer Relationship,Student Satisfaction,Extracurricular Activities,Coping,Financial Problems

The transition from school to the institute of higher learning is a challenging phase that requires students to adapt to new environments and cultures. This study aimed to explore the adaptation experiences of first-year students at the Institute of Teacher Education by using storytelling through drawing. This study involved 18 students pursuing the Bachelor of Education Preparatory Programme at the Institute of Teacher Education in Malaysia with low levels of adaptation identified through Student Adaptation to College Questionnaire (SACQ). The qualitative data were analyzed using thematic analysis. Findings showed that the first-year students at the Institute of Teacher Education experiencing adaptation challenge in four main themes: academic, social, personal, and interest. The findings of this study are expected to contribute towards the formation and development of appropriate interventions to assist the well-being of first-year students at the Institute of Teacher Education, Malaysia, in adapting to the new environment.
Early Childhood Care and Education Trainees&apos; Perspectives of Their Career Path
Author: Mohamad Rasli, Roznim
Date: 2021-09-00
Type: Journal Articles
Subjects: Career Development,Preschool Teachers,Child Caregivers,Early Childhood Education,Caregiver Training,Child Care,Teacher Effectiveness,Educational Quality,Pedagogical Content Knowledge,Professional Development,Career Planning,Incentives,Faculty Development,Salaries,Awards,Foreign Countries

Education, either formal or informal, plays an important role to help the masses. As such, educators, especially trainees, are entrusted to teach young generations all important elements, principles, or concepts in a wide range of disciplines. Surely, such an undertaking, especially for early childhood care and education, requires quality teachers. In this regard, existing early childhood care and education modules or curricula should be periodically reviewed and revamped (if necessary) to help produce competent teachers who are excellent in all aspects encompassing content, pedagogical, and technological knowledge. This paper discusses the professional growth and development of trainees in early childhood care and education (ECCE) in terms of short- and long-term goals, missions, and career path-planning. The paper also elaborates on the relevant training workshops, courses, modules, and curricula that can be implemented to help improve their practical skills. The discussion also highlights the importance of incentives, such as attractive salaries, bonuses, acknowledgments, and awards, from employers that can not only motivate trainees but also advance their professional growth and development. Certainty, strong development knowledge, practical skills, and experiences can help such trainees to be become highly competent, which can significantly contribute to nation-building efforts in Malaysia.
EFL University Teachers&apos; Perspectives in Written Corrective Feedback and Their Actual Applications
Author: Purnomo, Windy Wahju
Date: 2021-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,College Faculty,Teacher Attitudes,Feedback (Response),Error Correction,Writing Improvement,Foreign Countries

This study aimed to investigate the English as a foreign language (EFL) university teachers' perspective and their actual applications in providing written corrective feedback to the writing errors made by the EFL university students and their correlation. The study was based on 80 responses of a Google-Form survey distributed to EFL university teachers with various teaching experiences from the most parts of Indonesia. Correlational design was used in this research. Descriptive statistics and Pearson's correlation tests were used to analyze data. The results indicated that the majority of teachers had perspectives that it is valuable to provide and vary the strategies of written corrective feedback. In addition, the teachers mostly applied both direct and indirect feedback in various strategies and they only sometimes provided corrections in all aspects of errors and reformulation. It was also found out that the Indonesian EFL university teachers' perspectives in the written corrective on students' writing errors highly correlated with their actual applications. The results of the study provide both theoretical and pedagogical implications. Theoretically, it enriches the body knowledge of feedback and EFL writing. Pedagogically, EFL teachers are also suggested to improve their knowledge on various feedback techniques and apply it in their classroom teaching and learning process.
E-Learning in New Normal COVID-19 Era: Measure HOTS and Pro-Environmental Behavior about Environmental Pollution
Author: Ichsan, Ilmi Zajuli
Date: 2021-09-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Thinking Skills,Problem Solving,Conservation (Environment),Pollution,Instructional Effectiveness,Educational Innovation,Environmental Education,College Students,Student Attitudes,Foreign Countries

Current environmental learning amid the COVID-19 new normal situation requires an innovation. This is due to students needing various skills to solve environmental pollution issues using Higher Order Thinking Skills (HOTS) and is implemented in the form of Pro-Environmental Behavior (PEB). The innovation is aimed at supporting e-learning utilization. This study aims to delineate university students' HOTS and PEB and examine the e-learning utilization. Method used in the study is descriptive method using survey technique. Samples involved in the research are 265 university students. The study results indicate that the students' HOTS score is, overall, in a very low category (31.37). The students' PEB score, however, is already in a very high position (89.88) as a form to prevent COVID-19 in their surrounding environment. The result of e-learning description suggests that there are still some obstacles in terms of e-learning implementation. The research concludes that the HOTS score is relatively low, whereas the PEB score must be maintained. Suggestions proposed from this study is that to develop teaching materials or learning media, in this context book or supplementary book can be develop, related to environmental pollution as a disaster mitigation effort amid the COVID-19 new normal situation.
Asynchronous Distance Learning and Blended Learning in Terms of Learner Autonomy, Motivation and Academic Success
Author: Günes, Sevim
Date: 2021-07-00
Type: Journal Articles
Subjects: Asynchronous Communication,Distance Education,Blended Learning,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Conventional Instruction,College Freshmen,Personal Autonomy,Student Motivation,Academic Achievement,Foreign Countries,Success,Language Tests,Scores

This study aims to compare asynchronous distance learning and blended learning in a context in which English is taught as a foreign language; the focal points of the comparison are learner autonomy, motivation and academic success. In this context, asynchronous distance learning refers to an English learning process provided through online videos and course materials; the learners and the instructor are separate both in terms of place and time. Blended learning, on the other hand, refers to an English learning process which combines face-to-face and asynchronous distance learning environments. 145 freshmen studying at a state university in Turkey participated in the study. An experimental and a control group were formed on a voluntary basis. The control group consisted of 114 students and they were taught English only via asynchronous distance learning. However, the experimental group -- comprised of 31 students -- were included in a face-to-face learning process in addition to being a part of an asynchronous distance learning. For the academic success levels of the students, two grammar tests were used. Additionally, a questionnaire was used in order to reveal participants' motivation and autonomy scores. The quantitative findings of the current study revealed that the blended learning students had higher learner autonomy, motivation and academic success levels than the asynchronous distance learning students.
Developing Plagiarism Policies in EFL Contexts: A Saudi Arabian Focus
Author: Jenkins, Sulaiman
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Plagiarism,Barriers,School Policy,Medical Students,Cultural Influences,Foreign Students,Writing Skills,Student Behavior,Educational Policy,Discipline

This commentary responds to the approach used in establishing a plagiarism policy for preparatory year students at a medical university in Saudi Arabia. While appropriating others' ideas and passing them off as one's own is considered unethical in Western academia, the concept of textual ownership varies from culture to culture. Thus, this paper investigates the pedagogical and academic currency of establishing plagiarism policies in English as a foreign language (EFL) contexts (and Saudi Arabia specifically) without accounting for the role local writing traditions and culture play in academia. Whereas much previous literature has examined plagiarism policies situated in English as a second language (ESL) contexts, this paper examines challenges that may be particular to EFL contexts and lays out a framework for establishing plagiarism policies therein.
Effect of Redesigned Classroom on Secondary Students&apos; Learning Behaviour
Author: Mohd Nor, Noorizah
Date: 2018-09-00
Type: Journal Articles
Subjects: Secondary School Students,Educational Change,Student Behavior,Learning Processes,Independent Study,21st Century Skills,Self Esteem,Student Attitudes,Classroom Design,Peer Relationship,Learning Motivation,Student Interests,Case Studies,Outcomes of Education,Foreign Countries,Teaching Methods

The objective of this paper is to illustrate how the redesigned classroom has affected student learning behavior in terms of the learner centered environment, self-directed and independent learning, improved 21st century skills, and better peer interaction. Data were collected through questionnaires, observations and focus group discussions from four secondary schools in Selangor, Malaysia which had redesigned classrooms. The findings show that the classrooms allow students to enjoy more learner centered activities with easy access to technology and learning is more individualized. Having access to materials online allowed students to view them as many times as they wanted to help internalize their understanding. Students are also encouraged to be self-directed and practice self-learning by discussing and sharing ideas with one another which helped build their confidence. Students reported developing better information skills, communication skills, negotiation skills and other 21st century skills. The redesigned classrooms provide a safe environment for better peer interaction and participation in learning among students. It is clear that students are comfortable to engage in better learning and understanding in the redesigned classroom with improved levels of motivation and interest.
Children&apos;s Narratives on Migrant Refugees: A Practice of Global Citizenship
Author: Parejo, José Luis
Date: 2021-00-00
Type: Journal Articles
Subjects: Empathy,Global Approach,Social Influences,Economic Factors,Barriers,Rural Schools,Foreign Countries,Civil Rights,Refugees,Immigration,Imagination,Teaching Methods,Child Abuse,Cultural Awareness,Citizenship Education,War,Multicultural Education,Social Values,Elementary School Students

Globalisation has brought about great social and economic impact, as well as great challenges. Major developments have taken place in the mobility of capital and, to a lesser extent, of goods; not so in the mobility of people seeking asylum due to persecution and war. This article approaches the phenomenon of migration, particularly of refugees, as learning content for early childhood. The research is presented from a qualitative approach based on the results of a project on this topic implemented in a rural school in Spain. The results of the data analysis reveal that children attribute external reasons, of survival, to the refugees' forced departure from their country of origin. The children's imaginary reproduces the social construction of adults on the status and situation of refugees, and they also show a critical attitude towards the violation of human rights and the abuse of fellow children. Finally, respect, cultural empathy and social commitment in the face of injustice are presented as fundamental values for education in global citizenship from the earliest stages of schooling.
Educating on Democracy in a Time of Environmental Disasters
Author: Wejnert, Barbara
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Practices,Democracy,Natural Disasters,Sustainability,Government Role,Responses,Citizen Participation,Participative Decision Making,Voting,Social Systems

The recent diffusion of democracy across the globe has led to an increase in the curiosity of scholars, policymakers and the public alike about the main principles and characteristics of democracy. Equally important are concerns over outcomes of democracy, especially responsiveness of democracy to environmental and citizens' protection in times of disasters. This article aims to answer several questions about the understanding of principles and outcomes of democracy, and the complexity and variability of democracy across countries, which are still unanswered in the literature. Specifically, it adds to the scholarly debates on democracy and environmental disasters in three ways. First, it presents theoretical and empirical debates on definitions and principles of democracy and its progress worldwide. Second, it discusses the effect of democracy on environmental sustainability. Third, it focuses on the pre-eminence of responsiveness of democratic in comparison to non-democratic governments to environmental disasters, and the best pathways to education on democracy in a time of environmental disasters. The article concludes by highlighting the advantage of mechanisms and solutions of democracy in contrast to non-democracy to challenges in times of environmental disasters and to teaching about responses to environmental disasters.
Issues in Operating Childcare Centers in Malaysia
Author: Aziz, Nor Azah Abdul
Date: 2021-09-00
Type: Journal Articles
Subjects: Child Care Centers,Child Caregivers,Early Childhood Teachers,Early Childhood Education,Teacher Qualifications,Administrator Qualifications,Administrators,Professional Development,Barriers,Costs,Financial Problems,Private Sector,Foreign Countries

This paper discusses the qualifications of operators of Malaysian childcare centers, namely TASKA and TADIKA, and the challenges faced by practitioners in the industry of early childhood education (PAKK). This research used both qualitative and quantitative methods involving interviews and a survey. The sample study comprised 727 respondents consisting of 282 operators of TASKA and 343 operators of TADIKA. The research used a set of questionnaires and interview guidelines. The findings of the quantitative method showed the operators of TASKA and TADIKA had a diverse range of professional and academic qualifications, while the findings of the qualitative method highlighted a wide spectrum of challenges faced by operators of centers involved in the early childhood education industry. Collectively, such findings suggest that running a childcare center is fraught with a myriad of challenges encompassing economic, logistical, social, educational, and financial factors, which have to be addressed effectively. Certainly, prospective operators must seek assistance from those who are involved in the running, monitoring, and managing of such centers, notably experienced practitioners and relevant government officers. Also, to become successful entrepreneurs in this industry, they need to develop the passion and zeal to operate such centers with great success.