ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultural Adaptation and Validation of the Self-Efficacy Scale for Higher Secondary School Students of Odisha
Author: Meher, Venkateswar
Date: 2020-09-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Self Efficacy,Secondary School Students,Foreign Countries,Psychometrics,Measures (Individuals),Test Reliability,Factor Analysis

Self-efficacy is a potential measure to develop the capacities of higher secondary school students for producing desired results. Hence, the study of self-efficacy at this level is of utmost importance. In this present study, an attempt is made to culturally adapt the standardized self-efficacy scale of Sherer and Maddux (1982) for the higher secondary school students of Odisha. For this purpose, a sample of 135 higher secondary school students was taken randomly, and ten teachers were taken purposively. Both preliminary and final pilot study was conducted by collecting primary data. Both forward and backward translation was done in consultation with experts. The testing for 'comparability of language,' the 'similarity of interpretation,' and the 'degree of understanding' of the translated scale were measured and found higher scores in all these domains. The psychometric properties of the scale were estimated, i.e., Cronbach alpha reliability of the whole scale 0.85 and split-half reliability of 0.79, which revealed high internal consistency of the scale. The factor analysis was made by following principal component analysis of varimax rotation and Kiser normalization, which extracted four principal components, and the implications of the study were discussed.
Improving the Self-Awareness Capacity of Secondary School Students by Forming a School Counseling Model Based on Student Capacity Development Orientation in Vietnam
Author: Tran, Luong
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Foreign Countries,Secondary School Students,School Counseling,Capacity Building,Age Differences,Correlation,Models,Counseling Services,Outcomes of Treatment

The self-awareness capacity has long been no stranger in the foreign education, but in Vietnam, self-awareness capacity has only been developed in education in recent years. The self-awareness capacity related problems among Vietnamese students have been exacerbated such as gender-based violence, gender bias, wrong career choices, disorientation and school counseling activities currently could not support this difficulty for students. Based on the theoretical framework of self-awareness capacity from previous studies in Vietnam and further developing the aspects of self-awareness by age, the questionnaire had been done to survey of 726 lower-secondary school students and 474 upper-secondary school students to find the situation of their self-awareness capacity problems, as well as the need for self-awareness capacity problems counseling. The results demonstrated a positive correlation between self-awareness capacity problems and students' need for self-awareness capacity problems counseling. In addition, identifying self-awareness capacity problems encountered by students helps us to develop a new school counseling model, as well as a process to counsel self-awareness capacity problems for students to enhance the self-awareness capacity and support school counseling activities effectively, also meeting the requirements of renewing the general curriculum in the students' capacity development orientation in Vietnam.
The Estimation of Teaching Profession Education (TPE) Participants&apos; Ability in Indonesia: An Assessment Model with Partial Scoring
Author: Otaya, Lian Gafar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Lesson Plans,Teaching Skills,Computation,Item Response Theory,Scoring

The ability of TPE participants in arranging lesson plans is essential to be mastered as an indicator of pedagogical competence which should be possessed before conducting a teaching process in the class. This research aimed to analyze the estimation of TPE participants' ability in composing a lesson plan which uses the assessment with partial scoring. This research used quantitative descriptive explorative approach. Data were collected through document study of lesson plan made by TPE participants assessed by lecturers in a workshop. In the sample were 236 respondents selected by using purposive sampling technique. The data analysis was performed to estimate participants' skill using Item Response Theory through Partial Credit Model (PCM). The estimation result produced the interpretation of items with 5 categories of scoring 0, 1, 2, 3, 4 and has 4 thresholds such as the threshold of category 0 to category 1, category 1 to category 2, category 2 to category 3, and from category 3 to category 4. Besides that the information function value of the instrument and Standard Error of Measurement based on the analysis obtained items in the instrument which have higher information function value compared to the mistakes of the measurement or the estimation of measurement which has relatively small errors, so it can be stated that learning model is using accurate partial scoring to estimate the ability of TPE participants in composing lesson plans.
Manipulatives and Multiplicative Thinking
Author: Hurst, Chris
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Thinking Skills,Knowledge Level,Problem Solving,Multiplication,Division,Manipulative Materials,Instructional Effectiveness,Concept Teaching,Concept Formation,Mathematical Concepts,Middle School Students,Elementary School Students,Preadolescents,Foreign Countries

This small study sought to determine students' knowledge of multiplication and division and whether they are able to use sets of bundling sticks to demonstrate their knowledge. Manipulatives are widely used in primary and some middle school classrooms, and can assist children to connect multiplicative concepts to physical representations. Qualitative data were generated from semi-structured interviews with 32 primary and middle school children aged nine to eleven years. Participants were asked to work out the answer to multiplication and division examples and explain their thinking using bundling sticks. Results suggest that the majority of participant students may have a limited knowledge of aspects of the multiplication process and even less knowledge of the division process. The study also identified that many of the students appeared uncomfortable and/or unfamiliar with using bundling sticks and a number of them had difficulty in using bundling sticks to explain the multiplication and division processes. We conclude that manipulatives such as bundling sticks do not magically lead children to mathematical learning but are sufficiently powerful to warrant teachers familiarising themselves with how manipulatives can be used to develop conceptual understanding.
The Effect of Peer Instruction Method in Programming Education to Students&apos; Attitudes towards Course and Programming Self-Efficacy
Author: Yildiz, Talha
Date: 2020-09-00
Type: Journal Articles
Subjects: Peer Teaching,Instructional Effectiveness,Programming,Computer Science Education,Information Technology,Student Attitudes,Secondary School Students,Grade 6,Course Evaluation,Self Efficacy,Foreign Countries

In this research, the effect of using the peer instruction method in programming teaching on the secondary school student's attitudes towards information technologies and software course and their perception of programming self-efficacy comparing to traditional teaching methods are examined. In the study, the &quot;mixed method,&quot; in which qualitative and quantitative research approaches were utilized together, was used. In the quantitative part of the research, the pretest-posttest control group and semi-experimental research model was used. In the research, a qualitative research design was also used to describe the different opinions and thoughts of the students about peer instruction method more detailed and in-depth. To this end, semi-structured interviews were conducted with 12 volunteered students from the experimental group. The study group of the research consisted of 72 sixth grade students studying in a secondary school in Turkey. In the study, it was observed that students stated opinions such as &quot;increasing interest in lessons&quot; and &quot;making lessons more fun.&quot; However, it was observed that this situation did not reflect statistically on the results. According to the research findings, it can be said that the peer instruction method increases students' perceptions of programming self-efficacy more than the traditional teaching method. Student views such as &quot;the subjects are reinforced&quot; and &quot;the skill of expression is increased&quot; support this situation. The students who participated in the peer instruction method stated that the process contributed to their own and their friends' communication and that they would be pleased with the use of this method in other courses.
Pedagogical Reform at Primary Schools in Nepal: Examining the Child Centred Teaching
Author: Shah, Rajendra Kumar
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Change,Educational Quality,Buddhism,Religious Cultural Groups,Access to Education,Foreign Countries,Educational History,Religious Education,Student Centered Learning,Cultural Context,Barriers,Equal Education,Educational Improvement,Teaching Methods,Educational Development,Elementary Schools,Classroom Environment

In the history of Nepalese education, 1853 AD marked the entry of the English system of education by the establishment of Durbar Elementary School by Jung Bahadur Rana after his return from his visit to Great Britain. The English type followed the British model of India, which was at one time accredited based on the Oxford and Cambridge examinations. Several other types of education, such as Buddhist Bihar, Hindu Ashram, and Gandhian Basic Education, existed side by side. Present-day, Nepalese school education has been facing two major enduring challenges: increasing access to education and improving the quality of education, which has now been put together as quality education for all. Explicitly or implicitly, Nepalese education documents forward learner-centered education (LCT) to improve the quality of education. Indented quality needs to be implemented at the classroom level, which yet seems not been materializing in the Nepalese context. It is, therefore, essential to analyze various facets of the LCT in the Nepalese context to weave different aspects together to achieve LCT in the Nepalese school classrooms. The major objective of the present article is to analyze the pedagogical reform at primary school from LCT perspectives in Nepal. Thus the present study was descriptive. Library documents and online documents were used as tools for the collection of data. The results of the present study indicated that what has been intended LCT practices have not been implemented. Still, there is a need to clarify envisioned LCT pedagogical approaches and its effective implementation. It will be worthwhile to plan a step by step implementation and development plan and execute it incrementally with emphasis on building upon successes and expanding.
Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs
Author: Pindiprolu, Sekhar S.
Date: 2020-09-00
Type: Journal Articles
Subjects: Reading Difficulties,Students with Disabilities,At Risk Students,Computer Assisted Instruction,Reading Programs,Socioeconomic Status,Program Effectiveness,Reading Skills,Summer Programs,Parents as Teachers,Parent Attitudes,Student Attitudes,Phonemic Awareness,Phonics,Vocabulary Development,Oral Reading,Reading Fluency,Reading Comprehension,Rural Schools,Special Education,Primary Education,Elementary School Students

Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students' perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the &quot;Funnix&quot; group exhibited large gains in vocabulary and oral reading fluency, and the students in the &quot;PLATO&quot; group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.
Evaluating an English Language Teaching Program in Terms of Peace Education
Author: Yastibas, Ahmet Erdost
Date: 2020-09-00
Type: Journal Articles
Subjects: Peace,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Program Evaluation,Grade 12,High School Students,Units of Study,Foreign Countries,Curriculum Evaluation

The present study aimed to evaluate the new English Language Teaching Program (ELTP) of the 12th grade in Turkey in terms of peace education. It was designed as qualitative research. The new ELTP of the 12th grade was used to collect data. The data were analyzed through document analysis. The findings indicated that the new ELTP was integrated with peace education in its nine units through the themes, target language functions, and learning objectives of the units. The findings also showed that the new ELTP could teach students personal peace, peace with the human family, and peace with nature. The findings were discussed in light of the literature.
Student Perception of How to Succeed in a Pre-Nursing Anatomy and Physiology Course
Author: Behrendt, Marc
Date: 2020-08-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Student Attitudes,College Students,College Readiness,Knowledge Level,Study Skills,Educational Resources,Study Habits,Peer Teaching,Teacher Role,Time Management,Emotional Response,Success,Student Behavior

Many university students begin the pre-nursing anatomy and physiology course unprepared for the pace and intensity. In a voluntary writing activity on the last day of the two-semester anatomy and physiology class, students were asked to write a letter to the next year's students to offer advice on how to pass the course, no further direction or guidance of what to write was provided. Data consisted of 283 open letters containing each student's voice, broken down into &quot;in vivo&quot; codes. Several themes emerged from the codes. Essays recognized the value of study and learning skills, while also voicing negative affective feelings towards the anatomy and physiology course, suggesting that many students were unprepared for this college level course. This study informs anatomy instructors of student preparation and attitude toward an anatomy and physiology course.
The Influence of the Maritime Learning Activities on Development of Student Competencies: A Case Study
Author: Hidayati, Sri
Date: 2020-00-00
Type: Journal Articles
Subjects: Marine Education,Student Development,Competence,Learning Activities,Junior High School Students,Grade 9,Adolescents,Curriculum Development,Government Role,School Business Relationship,Internship Programs,Entrepreneurship,Career Choice,Public Schools,Foreign Countries

This study aimed to test the impact of government commitment, curriculum development, and education and training, either directly or indirectly through school management and business actors' participation in maritime learning activities to develop student competencies. This research was conducted in five junior high schools in North Jakarta and Java provinces, Indonesia. The sample size was 175 students of grade IX selected through random sampling techniques. Data was collected through a questionnaire distributed to student respondents, and interviews and focus group discussions with school principals and teachers. Specifically, testing was performed before the questionnaire was administered to determine its validity and reliability using the help of the SPSS program version 24.0. The responses to the questionnaire were processed and analyzed using SEM techniques with the Lisrel 2 version 8.70 program. The findings revealed that variables of government commitment, curriculum development, education and training, directly and indirectly, through school management and business actors' participation, have a positive effect on maritime learning activities. Furthermore, maritime learning activities also have a positive impact on the development of students' competencies, especially in making career choices, developing entrepreneurial aspirations, and developing the love of marine life. On this basis, marine learning activities require attention to influence variables along with indicators that contribute to each of the variables studied. The development of marine competence requires supporting facilities, establishing cooperative relationships with parties outside of school, apprenticeship or training assistance, the availability of learning media (including digital technology as a source of knowledge, information, etc.).
The Uniqueness of Flipped Learning Approach
Author: Rahman, Siti Fatimah Abd
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Video Technology,Homework,Teaching Methods,Instructional Effectiveness,Teacher Role,Student Role,Elementary Secondary Education,Higher Education,Preschool Education,Barriers,Intellectual Disciplines

Pedagogical changes and adaptation of new models in teaching and learning should be considered as a means to develop a nation. One of the most popular growing models is flipped learning. Flipped learning is widely used all over the world in the teaching of different fields and subjects. It promotes meaningful learning, more student-centered rather than teacher-centered and is commonly aided with technological equipment such as pre-recorded videos, mobile apps or simply watching videos on YouTube before coming to the class. This paper reviews the level of participants, methodological approaches and the discipline of flipped learning research based on nineteen selected articles published in 2015 until 2019. The inductive content analysis examined the participants' level, the methodological approaches used in conducting their research as well as the field of the research. Data was analyzed using descriptive analysis. The findings suggested that flipped learning is a great approach to be applied in the classroom regardless of the field of the study. It also could be an effective teaching method in the 21st century of education.
The Experiences of Counselor Educators Transitioning to Online Teaching
Author: Hale, Natalie
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Educators,Online Courses,Counselor Training,Teacher Attitudes,Educational Change,College Faculty,Expectation,Teacher Administrator Relationship,College Administration,Teacher Education,Best Practices,Phenomenology,Teaching Experience,Technical Support,Teacher Student Relationship,Teaching Methods,Faculty Development

A growing trend in counselor education is to accommodate technological change with more online academic opportunities. Slow to emerge in the counselor education literature is information about how instructors have negotiated the change. This study highlights the experiences of six counselor educators from across the United States who transitioned from teaching counseling courses in the classroom to teaching them online. Four themes of common experience emerged from the data: (1) high expectations and low support from university leaders; (2) limits to transitional enthusiasm among counseling faculty; (3) solutions for transitional success; and (4) support essential for the transition. Results of this study confirm a need for greater attention to the transitional process and increased opportunities for experience and university support.
The Significance of Parental Involvement in the Development in Infancy
Author: Liu, Yanhui
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Participation,Infants,Child Development,Infant Care,Correlation,Academic Achievement,Barriers,Early Childhood Teachers,Parent Teacher Cooperation,Time Management,Role Perception

The earliest experiences of children can ensure their future success, and parenting is noted to be an influential factor (Bronfenbrenner, 1979; Lamb et al., 2002). Many researchers theorized that parental involvement could encourage children to actively engage and improve their academic achievement in schools (Epstein, 2018). However, less attention was paid to the significance of parental involvement in infants' development. This article explores the role of parental involvement in infants' development by reviewing and discussing abundant relevant studies. This study recommends that parental involvement should be considered as an affluent resource and a useful tool because it could provide rich information about infants' individual needs and positively help infant teachers to improve their instructional skills.
Questioning Techniques and Teachers&apos; Role in the Classroom
Author: Shanmugavelu, Ganesan
Date: 2020-09-00
Type: Journal Articles
Subjects: Teacher Role,Questioning Techniques,Classroom Techniques,Learning Processes,Attention,Intonation,Student Motivation,Thinking Skills,Teacher Effectiveness

The aim of this study is to discuss the efficacy of questioning techniques of the teachers in the classroom. Proper questioning techniques are important in the teaching and learning process. Proper questioning techniques will make it easier for teachers to get feedback from students whether or not they understand the subject. This article describes some of the questioning techniques that a teacher needs to know to possess in classroom teaching and learning sessions such as attention, suitable voice. Pause, question content, and distribution of questions. This is important for enhancing student motivation and promoting positive, critical, and creative thinking among students and to improve the teaching and learning process in the classroom.