ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of Mentoring Based Learning to Improve Pedagogical Knowledge of Prospective Teachers
Author: Nopriyeni
Date: 2019-07-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Mentors,Program Effectiveness,Preservice Teachers,Foreign Countries,Preservice Teacher Education,Knowledge Level,Teacher Competencies,Conventional Instruction

Pedagogical competence refers to the teacher's ability related to their theoretical mastery and its application in teaching performance. This ability can be obtained through educational process based on the level of competence. This research aims at comparing the effect of the mentoring model implementation toward pedagogical knowledge of prospective teachers. This study belongs to a quasi-experiment research with pretest- posttest nonequivalent control group design. The population of this research was the prospective students of Biology Education Department in University of Muhammadiyah Bengkulu. The sample of this research was 60 students taken by using cluster sampling technique. The research instrument used a pedagogical knowledge test. The data were analyzed by using Mann-Whitney U-test. The results showed that the implementation of mentoring model has significant different effect in improving pedagogical knowledge compared to the conventional model. Thus, it can concluded that the implementation of mentoring model has a significant effect on the improvement of pedagogical knowledge. The mentoring model has proven to be effective in supporting the teachers' professional development.
Flipped Learning
Author: Woosey, Jack
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Teaching Methods,Teacher Leadership,Beginning Teachers,Teacher Collaboration,Science Instruction,Foreign Countries,Video Technology

The lead author of this article is a young teacher, new to the profession, who has been enabled to exercise leadership with the support he derived from his participation in the HertsCam Teacher Led Development Work programme facilitated at his school by the co-author. The article is an interesting exploration of a particular aspect of pedagogy -- flipped learning -- but more than that it exemplifies ways in which teachers who might otherwise be on the margins of decision making can be empowered as leaders of change.
Examining the Effects of Negotiation and Peer Mediation on Students&apos; Conflict Resolution and Problem-Solving Skills
Author: Ay, Sule Çeviker
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict Resolution,Peer Mediation,Grade 4,Grade 5,Grade 6,Program Effectiveness,Training,Problem Solving,Skill Development,Summer Programs

Research shows that conflicts in schools cannot be resolved by constructive and peaceful means and teachers cannot support students sufficiently. To solve this problem, the Negotiation and Peer Mediation Training Program was experimented on the fourth-, fifth- and sixth-grade students in this study aiming to examine the effects of the Negotiation and Peer Mediation Training Program on conflict resolution and problem-solving skills. The study was conducted on 44 students attending the &quot;Children's University&quot; summer school. The research was carried out in the pretest-posttest design without control group. The training program consisting of 18 activities was implemented. The students were subjected to &quot;Conflict Resolution Skills Scale&quot; and &quot;Problem Solving Inventory for Children&quot; before and after the program. The pretest and posttest scores of both instruments total tests and subscales were analyzed with dependent samples t-test. It was observed that the training program was not effective on problem solving but reduced &quot;obliging&quot; and &quot;avoiding&quot; behaviors. Results achieved in the other subscales of the Conflict Resolution Skills Scale were not coherent with the literature. Based on the research results, it can be argued that the Negotiation and Peer Mediation Training mitigated the avoiding and obliging behaviors which do not serve a peaceful resolution.
Development of a Definition Maps-Based Plane Geometry Module to Improve the Student Teachers&apos; Mathematical Reasoning Ability
Author: Risnawati
Date: 2019-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Plane Geometry,Student Teachers,Mathematics Skills,Instructional Design,Mathematical Logic,Thinking Skills,Skill Development,Instructional Effectiveness,Definitions,Difficulty Level,Foreign Countries

This research aimed to develop a definition maps-based plane geometry module to improve the student teachers' mathematical reasoning skills based on the level of Van Hiele. This development research was to produce a product in the form of a module at the college level. This research referred to the ADDIE model involving five stages, i.e. analyze, design, develop, implement, and evaluate. The instruments for data collection were observation sheet, Focus Group Discussion (FGD), assessment sheets, questionnaires, and test. The collected data then were analyzed using Aiken's validity, descriptive and inferential statistical analysis. The questionnaire instrument developed for student teachers was in a good category. The instrument used to test the effectiveness of the module was in a good category. A definition maps-based plane geometry module was in the criteria of feasible, practical and effective. The module was significantly developed in improving mathematical reasoning skills to rigor level.
Development of Social Studies Learning Model Based on Local Wisdom in Improving Students&apos; Knowledge and Social Attitude
Author: Uge, Sarnely
Date: 2019-07-00
Type: Journal Articles
Subjects: Social Studies,Social Attitudes,Indigenous Knowledge,Knowledge Level,Instructional Effectiveness,Foreign Countries,Models,Elementary Schools,Elementary School Students,Elementary School Teachers,Grade 4,Control Groups,Experimental Groups

This study reports the design results of a developing model of social studies learning based on local wisdom. Learning design adapted to learning needs in elementary school. The presentation report contains the results of expert evaluation, teacher and student assessments and assessment of the results of the implementation of the product learning model developed. The Product model produced is seen to be in accordance with learning needs. The results of the development research showed that: first, testing the effectiveness model of social studies learning based on local wisdom is feasible from an expert perspective; second, testing the effectiveness model of social studies learning based on local wisdom is feasible from the user's perspective; third, testing the effectiveness model of social studies learning based on local wisdom can improve the knowledge and social attitudes students class IV at SDN 6 Katobu and SDN 3 Batalaiworu in odd semester of the school year 2017/2018 in the Muna District Southeast Sulawesi Province. Overall, the author concluded that social studies learning based on local wisdom was a regeneration of knowledge of the values of local wisdom in students from an early age, so become cultured and have guidance in their attitude. Thus, created noble knowledge and character.
Adventure Learning in Basics Statistics: Impact on Students Critical Thinking
Author: Setambah, Mohd Afifi Bahurudin
Date: 2019-07-00
Type: Journal Articles
Subjects: Adventure Education,Statistics,Critical Thinking,Foreign Countries,Thinking Skills,Pretests Posttests,Experimental Groups,Control Groups,Mathematics Instruction,Mathematics Teachers

Malaysia Ministry of Education has put critical thinking skills elements into one of the six aspirations that pupils need to achieve. This was a turning point that teaching methods should be transformed. Therefore, innovation of teaching methods needs to be done. One of the strategies suggested is adventure-based learning (ABL). The main objective of this study is to examine the impact of ABL methods in the teaching of Basic Statistics on critical thinking skills. This study uses a quantitative approach with quasi experimental pre and post design. Only one group of students is formed. The study was based on the cluster sampling method and involving the semester two students of the Preparation Programme of Teaching Bachelor (PPTB). Instruments used are modules of adventure-based teaching methods and critical thinking skills tests. The findings of this study are to prove that this adventure-based learning can be used as an alternative method to assist the lecturers of the Teacher Education Institute to produce credible graduates. It helps lecturers apply the 21st century learning method in their teaching and learning.
Elementary Teacher&apos;s Perceptions of Education Reforms in Albania
Author: Arapi, Enkeleda
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Educational Change,Teaching Methods,Curriculum,Textbooks,Political Issues,Educational History,Social Systems,Teacher Education

After the fall of the communist regime in 1991, Albania undertook a profound programme of reform to its education system, along similar lines to those reforms being undertaken elsewhere in Central and Eastern Europe. These reforms were political, structural, and pedagogical -- altering both the curriculum as well as teaching methods. This article intends to analyse the manner in which these hugely ambitious reforms were received by teachers in Albania, emphasising that it is ultimately those aspects that affect their daily working lives which have caught their attention. The research is based on a qualitative approach discourse analysis of interviews conducted with a sample of 12 teachers in elementary schools in the Tirana region. The results underline the fact that teachers have a fairly accurate understanding of the modernization objectives of the reform; they are positive about the changes to the curriculum and to teaching methods, but their opinions diverge when it comes to the process of choosing textbooks. However, participants appeared to be barely able to remember the political and structural drivers underpinning the reforms.
The Effect of Using Synectics Model on Creative Thinking and Metacognition Skills of Junior High School Students
Author: Suratno
Date: 2019-07-00
Type: Journal Articles
Subjects: Teaching Methods,Teaching Models,Problem Solving,Creative Thinking,Metacognition,Junior High School Students,Instructional Effectiveness,Outcomes of Education,Thinking Skills,Essay Tests,Grade 7

This study aims (a) to determine the effect of synectics model on creative thinking skill (b) to determine the effect of synectics model on metacognition skill. (c) to find out the relationship between creative thinking and metacognition skills. This study uses a quasi-experimental type with one group pretest posttest design. The study population was 612 junior high school students with a total sample of 242. The instruments used consisted of essay tests which were assessed using the rubric of creative thinking skills and questionnaires about metacognition skill. Data were analyzed based on parametric statistical calculations. The results showed that the synectics model had an effect on creative thinking and metacognition skills. The results of the correlation analysis show R of 0.873. Based on the regression line equation Y = 12.27 + 0.8847x, that every 1-point increase in the score of metacognition skill results in an increase of 0.8847 creative thinking skill.
Effects of Instructional Models and Spatial Intelligence on the Mathematics Learning Outcomes after Controlling for Students&apos; Initial Competency
Author: Salam, Mohamad
Date: 2019-07-00
Type: Journal Articles
Subjects: Spatial Ability,Mathematics Instruction,High School Students,Secondary School Mathematics,Teaching Methods,Direct Instruction,Competence,Interaction,Concept Formation,Learning Processes,Constructivism (Learning),Foreign Countries,Grade 11

The present study determined the effects of instructional models and spatial intelligence on students' mathematics learning outcomes after controlling for their initial competence. The study was conducted at Senior High School (SHS) 6 Kendari, Indonesia using a quasi-experimental method designed by level 2×2. Samples consisted of 40 students selected randomly. The data were analyzed using either two-way ANCOVA at the 0.05 significance level. The results showed that mathematics learning outcome of students who were taught by integrative instruction was higher than those taught by direct instruction after controlling the initial competency. There is an interaction effect between the instructional model and spatial intelligence on mathematics learning outcome. Learning outcome of students who have high spatial intelligence and taught by integrative instruction was higher than those taught by direct instruction, and learning outcome of students who have low spatial intelligence and taught by integrative instruction was lower than those taught by direct instruction.
Assessment of Oral Presentations: Effectiveness of Self-, Peer-, and Teacher Assessments
Author: Nejad, Ali Mansoori
Date: 2019-07-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Peer Evaluation,Teacher Evaluation,Instructional Effectiveness,English (Second Language),Second Language Learning,Student Attitudes,Rating Scales,Foreign Countries,Evaluation Methods,Public Speaking,Oral Language,Correlation

This study investigated the effectiveness of self-, peer-, and teacher assessments in assessing EFL students' oral presentations. It also examined consistencies and differences among these three methods of assessment. Students' attitudes towards self-assessment and peer assessment were also investigated. This study is a mixed-methods sequential explanatory research in which both quantitative and qualitative data were collected. Using an adapted rating scale, 60 Iranian students in four advanced English courses were requested to assess their oral presentations and the oral presentations of their peers. Four teachers used the same rating scale to assess all students' oral presentations. To obtain students' attitudes towards self- and peer assessments, a questionnaire was administered before and after the employment of the rating scale. Students who revealed changes in their attitudes were also interviewed. Although the results showed no significant differences in the three assessment methods, the analysis of the mean scores revealed that teachers employed the strictest scoring criteria while peer assessors used the most lax ones. While the results of peer- and teacher assessments appeared to be consistent, no consistencies were discovered in self- and peer- assessments and in self- and teacher assessments. This study highlights that EFL students' involvement in assessing their own and peers' oral presentations can enhance their motivation to learn.
The Impact of Organizational Stressors on Job Performance among Academic Staff
Author: Yousefi, Midya
Date: 2019-07-00
Type: Journal Articles
Subjects: Stress Variables,Organizational Climate,Job Performance,Role Conflict,Ambiguity (Context),Faculty Workload,College Faculty,Teacher Attitudes,Research Universities,Foreign Countries,Performance Factors,Work Environment,College Administration

This study investigate to test and analyse the influence of organizational stressors include role ambiguity, role conflict, and workload on job performance among academic staff. The data were collected by structured questionnaires through cluster sampling techniques and 209 academic staff from research universities inside Malaysia completed the questionnaires. Partial least squares structural equation modeling (PLS-SEM), has been employed to perform the analysis. The outcomes of Smart PLS have been assessed through measurement model and structural model. The result identify that role ambiguity is the major predictors of organizational stressors that influenced adversely on academics performance. Also, role conflict is the second predictors that negatively effects on the job performance of academics staff but not workload. This research makes significant theoretical and practical implications to enrich the existing literature on organizational stressors and contribute to academic staff job performance, and help existing policy makers and administrators of universities to reduce adverse impacts of organizational stress factors and manage to enhance academics performance.
Evaluating the Use of Modern Indonesian Literary History Textbook (Poetry in East Java) in Teaching Literary History Course
Author: Sutrimah
Date: 2019-07-00
Type: Journal Articles
Subjects: History Instruction,Private Colleges,Comparative Analysis,Textbooks,Universities,College Faculty,College Students,Student Attitudes,Teacher Attitudes,Foreign Countries,Poetry,History,Literature,Tests,Scores

This study aimed at (1) revealing the lecturers and students' perception on the use of modern Indonesian literary history textbook in teaching Literary History course; and (2) evaluating the effectiveness of modern Indonesian literary history textbook in teaching Literary History course. This study combines evaluative descriptive research designs and experimental design with a mixed method approach to evaluate the history of modern Indonesian literary history textbooks in private universities in East Java, Indonesia. The data collection were carried out through documentation, observation, interviews, and test. Before the instruments were used, the validity and reliability tests were employed. The sampling technique used for the interview was purposive sampling. While for choosing the experimental and control group from each university, the sampling technique used was cluster random sampling. Since there were qualitative and quantitative data, the qualitative data were analysed descriptively and the quantitative data were analysed by using t-test. The results reveal that both the lecturers and the students from each university responded positively towards the use of modern Indonesian literary history textbook in teaching Literary History course.
Effect of Process Writing Approach Combined with Video-Based Mobile Learning on Indonesian EFL Learners&apos; Writing Skill across Creativity Levels
Author: Imelda
Date: 2019-07-00
Type: Journal Articles
Subjects: Process Approach (Writing),Writing Instruction,Creativity,English (Second Language),Second Language Learning,Second Language Instruction,Video Technology,Telecommunications,Handheld Devices,Writing Skills,Pretests Posttests,Foreign Countries,Teaching Methods,Vocational High Schools,High School Students,Creative Writing,Student Attitudes

This study aims at investigating the effect of process writing approach combined with video-based mobile learning on the writing skill of Indonesian learners of English as a foreign language (EFL) across their creativity levels. A quasi-experimental study was employed by involving 61 learners of Vocational High School learners in Indonesia. They were assigned into two groups: experimental and control. The treatment was conducted at 5 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners' responses to creativity questionnaire were used to categorize their creativity level. The result revealed that the process writing approach combined with video-based mobile learning was effective to enhance the learners' writing skill. Additionally, it was implied that to apply the combination of process writing approach and video-based mobile learning, teachers should not worry about the difference levels of the learners' creativity.
The Effects of Situational Factors in the Implementation of Work-Based Learning Model on Vocational Education in Indonesia
Author: Rahdiyanta, Dwi
Date: 2019-07-00
Type: Journal Articles
Subjects: Vocational Education,Foreign Countries,Models,Workplace Learning,Situated Learning,Program Implementation,School Culture,Organizational Culture,Engineering,College Students,Learning Processes,Career Readiness,Correlation,Outcomes of Education,Institutional Evaluation

This study aimed at investigating the effects of situational factors consisting of school culture, corporate culture, and the performance of management institution to the readiness of student work in implementing Work-Based Learning (WBL) model on vocational education in Indonesia. The present study was primarily carried out with a quantitative approach using a survey methodology. The research was conducted in the Mechanical Engineering Study Program, Faculty of Engineering, Yogyakarta State University and in the Machining Industry in Yogyakarta, Bandung and Semarang. The study was conducted within 6 months, from March to September 2018. The population of the study was all students (85 students) who took the complex machining process course. The research sample consisted of 32 people selected by purposive sampling technique. In this case, the study sample was students who have carried out industrial practice. Data were collected using questionnaires and test. Questionnaires were used to retrieve student responses data on situational aspects and their readiness to work in machining practices on soft-competence aspects. The test was used to retrieve data on the readiness of students to work on aspects of hard-competence. Content validity was established by expert judgment. Data were analyzed using descriptive analysis, regression and path analysis, using a significance level of 0.05.
Analogy-Based CF or Metalinguistic Feedback: Which One Is Better in EFL Classrooms?
Author: Masjedi, Hosein
Date: 2019-07-00
Type: Journal Articles
Subjects: Logical Thinking,Feedback (Response),Metalinguistics,Second Language Instruction,English (Second Language),Instructional Effectiveness,Elementary School Students,Foreign Countries,Error Correction,Grammar,Experimental Groups,Control Groups

The present study investigated the comparison between effectiveness of recast plus explicit correction that can be called analogy-based corrective feedback (CF) and metalinguistic feedback on mastering the target structures of Iranian EFL learners at elementary level. In order to get the results, the participants were divided into three groups namely as two experimental groups who had a special kind of treatment, and one control group as no feedback group. The participants within the experimental group had either recasts or explicit correction as analogy-based CF as error-correction strategy on errors; the other received the other types of feedbacks that is metalinguistic feedback during 8 sessions of teacher-learner interaction with 45 young EFL learners. The data gathering instruments were a homogeneity test, a pretest in grammar and a posttest in grammar. The results in the effectiveness of the programs revealed that analogy-based CF group outperformed in terms of grammar learning to those of metalinguistic feedback and the control group. Results of the present study may have implications for teachers as well as learners that instead of traditional methods of CF, use analogy-based corrective feedback in grammar classrooms.