ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on the Comparative Analysis of Writing Skills Activities in Japanese and Turkish Textbooks
Author: Yildirim, Özge Karakas
Date: 2022-11-00
Type: Journal Articles
Subjects: Writing Skills,Textbooks,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Writing (Composition),Foreign Countries,Writing Instruction,Cultural Differences,Learning Activities,Textbook Content,Language Skills

Writing is the result of our desire to express our feelings, thoughts, dreams, and ourselves. In today's education, with the penetration of technology into our lives, what we express not only on paper but also on the screen is within the scope of writing skills. Writing is a language skill that requires high-level mental skills such as producing a new product, questioning, evaluating, and analyzing-synthesizing. A country's reading literacy success in PISA provides information about that country's native language education policy. Therefore, depending on the reading literacy learning outcome of Turkey and Japan in PISA and since writing is the last language skill to be acquired, it was aimed to comparatively examine the activities on writing skills in Turkish textbooks (fifth, sixth, seventh, and eighth grades) and the writing activities in the (seventh, eighth, and ninth grades) Japanese textbooks to reveal similarities and differences in these textbooks. Case study method one of the qualitative research methods was used in this study, and it was carried out with the limitation of writing skills in Turkish textbooks published in 2018 and Japanese textbooks published in 2015 and 2016. It was seen that writing activities in Turkish textbooks have a ratio of 20% (f = 267), and writing activities in Japanese textbooks have an 11% (f = 36) ratio. Although there are too many repetitive activities in Turkish textbooks, it has been observed that some of the learning outcomes were not exemplified by any activity. On the contrary, content for writing skills, which was addressed with more general expressions, was reflected in every activity in Japanese textbooks.
Learning a Brand-New Language through Duolingo: A Case Study of a Gifted Student
Author: Hazar, Esin
Date: 2022-12-00
Type: Journal Articles
Subjects: Academically Gifted,Second Language Learning,Handheld Devices,Telecommunications,Student Attitudes,Program Effectiveness,Early Adolescents,French,Educational Technology,Foreign Countries,Language Skills,Gifted Education

This article describes a case study of a gifted student who spent about two months learning a new language through the use of a mobile application. The purpose of this study is to investigate how a gifted student perceives the effectiveness of Duolingo, as well as how the participant improved his language skills. The participant was a 14-year-old Turkish male who began using Duolingo knowing nothing about French. Data was gathered through interviews, self-reports, and language tests. According to the findings, Duolingo provided a user-friendly, enjoyable, and competitive learning environment for the participant, but it was not regarded as an all-in-one language-learning tool. The participant appeared to gain various language skills, particularly reading and writing skills, without referring to other sources. When considering the improvement level in this case, Duolingo should be a reciprocal learning tool as an addition to language courses rather than a replacement for regular language courses.
Physical Resource Management in Government Secondary Schools, Wolaita Zone, Southern Ethiopia
Author: Derese, Mebratu
Date: 2022-12-00
Type: Journal Articles
Subjects: Secondary Schools,Resource Allocation,Educational Administration,Public Schools,Purchasing,Maintenance,Budgets,Educational Resources,Costs,Time Management,Decision Making,School Administration,Foreign Countries,Barriers,Educational Planning

The study explored physical resource management practices in the Wolaita Zone government secondary schools. A descriptive survey design was used to attain the study's stated objective. Both quantitative and qualitative method was employed in this research. Sample respondents were drawn by available sampling technique due to their direct relationship with the issue under study and hence to gain sufficient information. The data was collected through questionnaires, interviews, document review and personal observation. Data gathered through questionnaires were quantitatively analyzed using percentage and mean values. Moreover, the data gathered through interviews, open-ended questions, observation and relevant documents were qualitatively analyzed. Having gone through these, the study found that resource management functions such as planning, inventory, purchasing, maintenance, participatory management and budget allocation for the provision of the required materials were poorly implemented. Purchasing physical resources revealed weaknesses in quality, quantity, time and price. There was ineffective maintenance of physical resources, unqualified storekeepers, and a lack of proper follow-up are reasons for the damage and wastage of such physical resources. The inventory practice and using inventory reports for decisions in the school were poor. The storage management system was in poor condition in all schools. The lack of users' technical skills was a significant challenge for managing physical resources. Significant challenges were due to a lack of good storing and disposal strategy, proper distribution, and poor close follow-up.
Formal Literacy Instruction and the Development of Oral Language in Manitoba French Immersion Early Years Classrooms
Author: Reuter, Kathryn
Date: 2022-00-00
Type: Journal Articles
Subjects: French,Literacy Education,Immersion Programs,Grade 1,Elementary School Students,Second Language Learning,Second Language Instruction,Foreign Countries,Oral Language,Kindergarten,Social Emotional Learning,Teaching Methods,Play,Vocabulary Development

French Immersion instruction has often focused on the development of oral language as the primary method of early literacy learning. Manitoba Education endorses this focus with its curricular emphasis on oral language acquisition before formal reading and writing instruction. This article examines the role of early years French immersion teachers in supporting both early years students' social-emotional development and early language development through supportive literacy practices. The author presents research that supports language acquisition alongside pedagogical methods that support kindergarten and grade 1 literacy development in a French Immersion environment.
Quantifying the Higher Education Leadership Competency Framework for Talent Management in Malaysia
Author: Mohamed Jais, Ismie Roha
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Leadership Qualities,Competence,Talent Development,Higher Education,Leadership Effectiveness,Talent Identification,Interviews

This paper presents how a Malaysian centre associated with the ministry of higher education developed a framework for assessing leadership abilities in higher education. A qualitative approach is used in this study and the primary focus was on group discussions involving human resource professionals and well-known academics from higher education. The result of this study shows that the Behavioral Event Interview (BEI) instrument is used to quantify each of the five clusters that make up the higher education leadership competencies framework. These five clusters are: impact and influence, achievement and action, leading, cognitive and personal effectiveness. The leaders are then classified into five position levels ranging from Level 1 to Level 5. Level 1 is individual contributor which is coded as 'Reviewable' whilst Level 5: is leading the whole organization coded as 'Significantly Exceeds'. The study's findings provide an instrument for determining whether the potential leaders in high education institutions are ready to take on the responsibility of leading. In order to improve a leader's abilities as a part of succession planning, the findings could assist the center. This study provides some considerations for alternatives to the prevalent frameworks for evaluating leadership skills in the interest of sustaining a high-quality organizational culture.
What&apos;s on Your Mind? Impact of Online Education on Students&apos; Mental Wellness
Author: Villarama, Joseph A.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Mental Health,Wellness,Student Attitudes,Foreign Countries,Secondary School Students,Barriers,Educational Technology,Gender Differences,Age Differences,Student Responsibility,Student Motivation,Interpersonal Relationship,Stress Variables,Anxiety,Burnout

Due to the pandemic, institutions shifted online and away from in-person classes. Online education implementation and integration require adjustments and pedagogical skills. Overcoming social-distance protocols and ensuring education continues is one side. How students adapt needs more study. Stable internet and devices and hours in front of computers require careful consideration. Using a 4-point Likert scale and a self-made validated questionnaire on factors affecting mental wellness, with a reported internal consistency of 0.73, the present study differentiated mental wellness of respondents in terms of their age and sex through ANOVA, and identified factors affecting mental wellness of 100 online Filipino students, evaluated through percentage, mean, and SD, who participated in this mixed method study, which combined quantitative and qualitative research design. Most disagreed with and viewed online education as more difficult than in-person, which had significant effects on their mental wellness, from losing motivation to work on tasks to feeling less effective in lessons. Some had mental breakdowns, anxiety, and considered dropping out. Online education is a possible solution to continue learning until normalcy returns, but questionable in countries where thousands of households lack a stable internet connection and means to buy online education gadgets. Policymakers must create a positive education landscape considering everyone's welfare while educators are enjoined to innovate.
Read-Aloud: A Middle Years Approach to Connecting and Learning from Literature
Author: Zelaya, Kimberly J. D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Middle School Students,Teaching Methods,Reading Comprehension,Vocabulary Development,Writing Skills,Teacher Role

Read-aloud is a reading activity that is occurs most often in the early years classroom. Research suggests that read-aloud continues to be of value in the upper grades. Read-aloud provides opportunity for middle grade students to engage and connect to a range of literature. It increases motivation and improves accessibility for the range of readers within the classroom. It is also an effective instructional strategy that can be used in all content areas to make gains in comprehension, vocabulary, and writing skills.
Professional Learning Communities as a Model for Effective English Language Arts Curriculum Implementation
Author: Polasek, Tanya
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,English Instruction,Language Arts,Curriculum Implementation,Curriculum Design,Faculty Development,Foreign Countries,Student Centered Learning,Models,Action Research,Teacher Leadership

Successful implementation of the current English Language Arts (ELA) curriculum invites a new approach to teacher professional learning (PL). A focus on establishing and renewing relationships must play a role in developing the collaboration necessary for curriculum implementation. This article presents a research-based argument that effective and sustainable teacher professional development, structured to build teachers' capacity and improve student learning outcomes, would support the implementation of the Manitoba ELA curriculum.
Augmented Reality as a Digital Tool to Support All Learners in Inquiry-Based Learning Lessons
Author: Carreon, Adam
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Inquiry,Experiential Learning,Problem Based Learning,COVID-19,Pandemics,Handheld Devices,Telecommunications

This article presents a conceptual understanding of how the powerful digital tool of augmented reality (AR) can be used for enhancing inquiry-based learning lessons (IBLLs). With an increased reliance on technology following the COVID-19 pandemic, reduced teacher preparation time, and a need to provide students with alternative student-centered lessons, we provide a simplified understanding of the often-complex nature of IBLLs using experiential learning theory (ELT). Further, we highlight the immersive qualities within AR, pair AR with the simplified foundation, provide examples within the research, and offer further applications available to current practitioners.
Artificial Intelligence in Education: AIEd for Personalised Learning Pathways
Author: Tapalova, Olga
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technology Uses in Education,Educational Technology,Electronic Learning,Individualized Instruction,Intelligent Tutoring Systems,Social Media,Virtual Classrooms,Foreign Countries,Access to Education,Feedback (Response),Ethics,Educational Benefits,College Students

Artificial intelligence is the driving force of change focusing on the needs and demands of the student. The research explores Artificial Intelligence in Education (AIEd) for building personalised learning systems for students. The research investigates and proposes a framework for AIEd: social networking sites and chatbots, expert systems for education, intelligent mentors and agents, machine learning, personalised educational systems and virtual educational environments. These technologies help educators to develop and introduce personalised approaches to master new knowledge and develop professional competencies. The research presents a case study of AIEd implementation in education. The scholars conducted the experiment in educational establishments using artificial intelligence in the curriculum. The scholars surveyed 184 second-year students of the Institute of Pedagogy and Psychology at the Abay Kazakh National Pedagogical University and the Kuban State Technological University to collect the data. The scholars considered the collective group discussions regarding the application of artificial intelligence in education to improve the effectiveness of learning. The research identified key advantages to creating personalised learning pathways such as access to training in 24/7 mode, training in virtual contexts, adaptation of educational content to personal needs of students, real-time and regular feedback, improvements in the educational process and mental stimulations. The proposed education paradigm reflects the increasing role of artificial intelligence in socio-economic life, the social and ethical concerns artificial intelligence may pose to humanity and its role in the digitalisation of education. The current article may be used as a theoretical framework for many educational institutions planning to exploit the capabilities of artificial intelligence in their adaptation to personalized learning.
Contextualizing Lecturer Performance Indicators to Online Teaching and Learning Activities: Insights for Application during the COVID-19 Pandemic and Beyond
Author: Maulana, Amalia E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Electronic Learning,COVID-19,Pandemics,Online Courses,Student Experience,Social Media,Web Based Instruction,College Faculty,Digital Literacy,Teacher Effectiveness,Expectation,Performance,Undergraduate Students

The purpose of this research study is to explore insights to create more contextual lecturer performance indicators (LPIs); and to gain a fairer and more useful evaluation tool for lecturers in the online environment during the COVID-19 pandemic. This significant change in conditions has forced higher education to understand the new requirements, especially of lecturers, who have played a central role in creating engaging moments for students in online classes. This study adopts a qualitative approach, based on the need for a more in-depth exploration of new phenomena. It explores students' daily lives in class, which were expressed through social media, and gains further understanding through in-depth interviews with students and lecturers. The results indicate that most of the items taken from the Social-Task-Technology-Fit (STTF) framework remain the same; there are not many changes compared to the era before the pandemic. However, some aspects have new meanings that need to be revisited to capture the lecturers' performance in the new context. Three new themes emerged from the exploration study which have never been discussed in previous studies on LPIs for online teaching, especially in abnormal conditions such as a pandemic. The first theme concerns the variations in digital literacy of lecturers and the implications for lecturers' performance. The second theme is the dynamic ratio of social versus task activities, which implies the need to focus on academic (task-oriented) or non-academic (social) tasks. The third theme is the degree of controllability of each performance. This study provides awareness of the importance of weighting in evaluating lecturer performance, especially when not all lecturers are digitally literate, not all factors are controllable, and the ratios between social versus task requirements are not the same. These weighted evaluations have never been discussed in previous studies, which mainly used quantitative surveys. In addition, these insights can also be applied to online learning beyond the pandemic. The study results can be used by higher education information management to design more contextual LPIs for the early detection of issues with lecturer performance.
Distance Project-Based Learning during Lockdown and Learner&apos;s Motivation
Author: Boisadan, Andréa
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Student Projects,Student Motivation,COVID-19,Pandemics,Self Evaluation (Individuals),Engineering Education,Graduate Students,Foreign Countries,Virtual Classrooms,Cooperative Learning,Teamwork,Social Cognition,Self Concept,Learner Engagement,Academic Achievement

During the first lockdown due to COVID-19 pandemic, project-based learning (PBL) had to be implemented remotely. To gain knowledge on this learning context, we monitored motivation (in Self-Determination Theory framework), flow, social identification and self-rated performance during a 10-day project conducted with 281 engineering students. Final grades were also collected as objective performance indicators. Results show that intrinsic and identified motivation, flow, self-rated performance and group identification increased throughout the project, which suggests that remote PBL stimulated students' needs for autonomy and competence without hindering their need for relatedness. Furthermore, the analysis of significant predictors of teams' and individuals' performance draw avenues for improving PBL and stimulating intrinsic and identified motivation, for the subject and for the project, at the right time along the program.
Effects of Innovative Project-Based Learning Model on Students&apos; Knowledge Acquisition, Cognitive Abilities, and Personal Competences
Author: Vidergor, Hava E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Educational Innovation,Student Projects,Active Learning,Cognitive Ability,Competence,Curriculum,Models,Elementary School Students,Secondary School Students,Foreign Countries,Thinking Skills,Creative Thinking,Problem Solving

The current study addresses the limited research on knowledge acquisition in Project-Based Learning (PjBL) and assesses its development using a Multidimensional Curriculum Model (MdCM) among 563 elementary and secondary school students in Israel. The mixed-method approach involves a quantitative pre-post design, comparing intervention groups who are studying modules based on MdCM to control groups using traditional PjBL. The knowledge measured comprises three dimensions: declarative, procedural, and conditional. Qualitative measures, including semi-structured interviews and reflective diaries, added information on student learning. Main findings indicated an effect of MdCM as a form of PjBL which showed significant differences between intervention and control groups in terms of total knowledge acquisition, particularly in procedural and conditional knowledge. Interviews and reflective diaries elaborated on the significant link between thinking processes and knowledge acquisition, indicating that students perceived development of their cognitive abilities and personal competencies. In this study, implications for teaching using MdCM as a novel PjBL approach are discussed.
Teaching Dilemmas and Student Motivation in Project-Based Learning in Secondary Education
Author: Botella Nicolas, Ana Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Psychological Needs,Student Projects,Active Learning,Teaching Methods,Student Motivation,Time Management,Self Determination,Learning Motivation,Competence,Student Interests,Music Education,Drama,Action Research,High School Students,Foreign Countries

This article aims to describe and analyze the dilemmas facing teachers when fostering student motivation in project-based learning (PjBL). The authors developed a project in secondary education through an action research approach. The different action research cycles aimed to solve dilemmas throughout the project and interpret them in terms of student motivation through the self-determination theory. According to this theory, autonomy, relatedness and competence are three psychological needs that, if fulfilled in the classroom, will lead to greater intrinsic motivation. The results revealed that one of the main characteristics of PjBL, namely, presenting the final product to an external audience, led to a tight schedule. This time-pressure context generated the majority of dilemmas, which affected the development of the three basic psychological needs, especially competence and autonomy.
Pre-Service Teachers&apos; Perceptions of Problem-Based Learning for Developing Their Mathematics Teaching Pedagogy
Author: Martin, David A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Problem Based Learning,Pedagogical Content Knowledge,Mathematics Education,Conventional Instruction,Instructional Effectiveness,Student Satisfaction

The study reported in this paper was part of a larger study that explored pre-service teachers' perceptions of the effectiveness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper reports the qualitative semi-structured interviews used to capture the student voice with respect to the impact of the PBL approach used on the development of their mathematics PCK in comparison to their previous experiences with teacher-directed instruction. Overall, responses from the interviews revealed the pre-service teachers considered the PBL method used in this study was a more effective way to learn compared to being taught using a teacher-directed instructional approach, and further, that they will most likely use PBL when they become teachers.