ethanporcaro/eric-fulltext-meta huggingface dataset:
A Mixed-Methods Study of the Future Qualifications of English Teachers in the South of Thailand
Author: Opasrattanakorn, Orada
Date: 2021-07-00
Type: Journal Articles
Subjects: Teacher Qualifications,Language Teachers,English (Second Language),English Teacher Education,Teacher Competencies,Teacher Characteristics,Language Proficiency,Pedagogical Content Knowledge,Personality Traits,Professionalism,Expertise,Elementary Secondary Education,Foreign Countries

This mixed-methods study aimed to explore the expected qualifications of English teachers in the South of Thailand. The Delphi technique and exploratory sequential design were employed with three phrases of study: a qualitative and two quantitative phases. For the qualitative phase, 49 experts who were from professional organization, educators and school teachers responded to an open-ended questionnaire and semi-structured interview asking their opinions toward the expected qualifications of English teachers in the South of Thailand in the next five to ten years. The data from the open-ended questionnaire and interview were analyzed by using content analysis. 216 qualifications emerged from the qualitative data were developed into a rating scale questionnaire that was sent back to the same experts to confirm each qualification. The finding revealed that 197 qualifications were kept and 7 were deleted. The 12 qualifications that needed reassessment were sent back to the same experts. The result indicated that 6 of them were kept. The final 203 qualifications were proposed.
Cross-Cultural Competence in Multicultural Education in Indonesian and New Zealand High Schools
Author: Zamroni
Date: 2021-07-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Cultural Pluralism,High School Students,High School Teachers,Teacher Attitudes,Student Attitudes,Foreign Countries,Cultural Awareness,Educational Practices,Educational Strategies

Equality in education is one of major concerns in culturally diverse societies like Indonesia and New Zealand. To achieve it, implementing multicultural education in senior high schools is an option. This research aims to reveal the students' cross-cultural competence and to investigate the schools' strategies in implementing multicultural education in senior high schools in Yogyakarta, Indonesia and Auckland, New Zealand. The study used a concurrent embedded mixed-method design. The participants were 110 students and 24 teachers from 4 senior high schools in Yogyakarta, and 110 students and 10 teachers from 2 senior high schools in Auckland. Data were collected through questionnaires distributed to students, interviews with teachers, and class observations. The data collected were those related to the practices of multicultural education in these schools. The results show that the cross-cultural competence of Indonesian and New Zealand students is quite similar even though the practices of multicultural education are different in these countries. These differences occur due to the higher social and cultural diversity experienced by Indonesian students.
Developing the Future Primary School Teachers Intellectual Skills in Kazakhstan
Author: Iskakova, Lyaila
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Intellectual Development,Thinking Skills,Creative Thinking,Critical Thinking,Program Effectiveness,Heuristics,Training,Skill Development

The article is devoted to the development of intellectual skills of future primary school teachers in Kazakhstan. The main purpose of this study was to determine the impact of special education on the intellectual level of students, including creative, reproductive and critical thinking skills. Students of the Department of pedagogy attended the study and methods of primary education of the Abai Kazakhstan National Pedagogical University. The principle of experimental research used in the study. The data collected through the survey analyzed using the method of quantitative analysis. Descriptive statistics and Mann-Whitney and Wilcoxon evaluation criteria obtained. The results showed that special training for the development of students' intelligence has a positive effect on the experimental group. In the experimental groups, the level of heuristic, creative, reproductive and critical thinking skills increased after 8 weeks of special training, while the results in the control groups with traditional training showed that the dynamics of the above skills were weaker than in the experimental groups.
Peer Feedback Uptakes and Outcomes across EFL Students&apos; Proficiency Levels: A Study at Tertiary Education in Indonesia
Author: Hentasmaka, Daning
Date: 2021-07-00
Type: Journal Articles
Subjects: Peer Evaluation,Second Language Learning,Second Language Instruction,English (Second Language),Feedback (Response),Essays,Writing Instruction,Language Proficiency,Teaching Methods,Revision (Written Composition),Foreign Countries,Undergraduate Students,Writing Evaluation,Outcomes of Education,Writing Improvement

Peer feedback is a topic frequently studied in the area of English as a second or foreign language (ESL/EFL) writing. Many studies focused on the effect of peer feedback on students' writing ability. However, limited studies examined peer feedback uptakes and outcomes by considering sub-variables such as proficiency level. Therefore, this study aimed to investigate peer feedback uptakes and outcomes across proficiency levels. It involved 35 Indonesian EFL students who were divided into high and low proficiency students. These students attended three-session treatment in an Essay Writing class. The data were collected through essay writing tasks on the second and third sessions while in the first session, the students were trained to provide peer feedback. The results of the analysis by using Mann-Whitney U test revealed that there was no significant difference in uptakes and outcomes performed by the students regardless of the different proficiency levels. The results also showed that between high and low proficiency students, there was a significant difference in the revision outcomes in which the low proficiency students produced more revision outcomes than the high proficiency students. In addition, there were significant differences in the attempted revisions and unsuccessful revisions between high and low proficiency students.
Is There a Split between Adult Educator&apos;s Educational Philosophy in Learning and Teaching Process?
Author: Papadima, Genovefa
Date: 2021-07-00
Type: Journal Articles
Subjects: Adult Educators,Educational Philosophy,Teaching Methods,Learning Processes,Teacher Characteristics

This paper aims to highlight a) the necessity of linking the educational philosophy with practice by presenting educational philosophical theories of the reference field, i.e., adult education, b) the prevailing educational philosophies in active adult educators and c) the possibility of the co-existence of two or more educational philosophies in the field of adult education, in relation to two parameters: education/learning and teaching process. Its contribution is to highlight the need for the trainer to be aware of the educational philosophy adopted in different parts of education such as the learning and teaching process. The research tool is the questionnaire by Lorraine Zinn, &quot;Philosophy of Adult Education&quot; (PAEI, 1983). The PAEI questionnaire by Zinn aspires to highlight the personality of the educator and investigate their critical awareness, the possibility of adopting alternative approaches in the planning of educational programs and teaching methodology and the realizability of the educator's broader evaluative goals.
COVID-19 Mandated Self-Directed Distance Learning: Experiences of Saudi Female Postgraduate Students
Author: Alghamdi, Amani
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Graduate Students,Females,Independent Study,Reflection,Self Evaluation (Individuals),Self Esteem,Persistence,Learning Strategies,Student Role,Student Attitudes

Since the emergence of the 2020 coronavirus (COVID-19) pandemic, Saudi Arabia (SA) has preserved the safety of its citizens by mandating crisis distance education (CDE). Appreciating that most learners struggle with such an abrupt shift in delivery mode, especially one that depends on self-directed learning (SDL), this exploratory, qualitative study solicited data in May 2020 from a convenience sample of 20 Saudi female postgraduate students enrolled at a public university in the Eastern Province of SA. Findings affirmed that SDL via CDE contributed to their educational growth, and they will continue to engage with SDL after the health crisis ends. In short, their SDL CDE experience changed the way they will approach their education in the future. Their high level of SDL allowed them to assume responsibility for their learning. They especially gained an appreciation for the role of reflection, self-monitoring, and self-evaluation. SDL both instilled and promoted self-confidence, self-reliance, commitment, and perseverance. Implications for future research were tendered and universities are encouraged to intentionally build learning environments that support learner-centered and self-directed learning to move the country through and beyond the COVID 19 pandemic.
DIY Assessment Feedback: Building Engagement, Trust and Transparency in the Feedback Process
Author: Smith, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Workshops,Evaluation Criteria,Self Evaluation (Individuals),Learning Processes,Undergraduate Students,Foreign Countries,Reflection

This study evaluates a novel assessment and feedback process in which students were tasked with actively engaging in the feedback process in a 'DIY' -- do-it-yourself -- assessment feedback workshop. The research team set out to explore how an active participation in the construction of the assessment criteria and utilisation of that co-constructed criteria would affect the students' engagement with assessing their own work. Through providing the space in which students were encouraged to use criteria to mark their own work, the research team aimed to build the students' trust and confidence in the transparency of the assessment process. The main findings of this study have shown the value of this DIY assessment feedback workshop, as it has proven to encourage a deeper level of reflection in the student participants and catalysed a greater connection between the learning process of assessment feedback with both their past and future assessments.
Development of the Evaluation Instrument of the Child-Friendly School Policy in Elementary School
Author: Hajaroh, Mami
Date: 2021-07-00
Type: Journal Articles
Subjects: Test Construction,Evaluation Methods,School Policy,Elementary Schools,Policy Analysis,Factor Analysis,Test Validity,Educational Policy,Test Reliability

Policy evaluation is essential to determine the success of the policy implementation in achieving its objectives. For evaluation purposes, a set of valid and reliable instruments is needed in order for the data could describe the object being measured. It is necessary to use a child-friendly school assessment instruments (CFS-AI) when the child-friendly policy is implemented. This research aimed to develop a measurement instrument of child-friendly school policy and program in elementary school with the Context, Input, Process, and Product (CIPP) evaluation model. The research used a quantitative-qualitative approach as suggested by Onwuegbuzie (2010), which an assessment instrument developed with mixed-methods analysis. The sample of this research consist of teachers, principals, parents, and community members around the school. The data were analyzed by Exploratory Factor Analysis (EFA) using the SPSS program to determine the validity and reliability of an instrument. The results showed the child-friendly school assessment instrument (CFS-AI) developed in four assessment aspects has fulfilled the requirements of validity and reliability. It implies that CFS-AI has fullfilled the standards to measure the success of the implementation of child-friendly schools in elementary schools. This instrument is comprehensive, precise, and consistent to measure the implementation of child-friendly school policy.
A Scoping Review on Implementation of i-Think Maps and Its Effects on Higher Order Thinking Skills in Malaysian Schools
Author: Hamzah, Lina Mursyidah binti
Date: 2021-04-00
Type: Journal Articles
Subjects: Teaching Methods,Thinking Skills,Foreign Countries,Program Implementation,Elementary School Students,Secondary School Students,Academic Achievement,Research Reports,Correlation,Pedagogical Content Knowledge,Barriers,Measures (Individuals),Visual Aids,Learning Processes

Malaysian schools have been implementing i-Think program as a means to develop higher order thinking skills among primary and secondary school students since 2013. Thus, there is a need to assess the implementation of the i-Think program since it was made compulsory almost seven years ago. This paper reports a scoping review of research activities conducted on the implementation of the i-Think program in Malaysian schools to synthesize studies on the implementation of the i-Think program in the classrooms; teachers' and students' acceptance of the program; examine its impact on HOTS and students' achievement; and to identify and disseminate the gaps in the works of literature. Forty articles were reviewed and the results indicated that the data on how i-Think programs were implemented in classrooms were so small that no definite conclusions could be made. Results on both students' and teachers' levels of knowledge on i-Think maps were mixed. Majority of studies showed that i-Think maps significantly enhanced students' achievement. However, no study measured the impact of i-Think on HOTS despite researchers' claim that i-Think maps had stimulated students' HOTS. Thus, future studies should focus on showing correlation between i-Think and HOTS by using a validated measurement scale to assess students' HOTS, development of valid and reliable measurement scale to gather a large pool of data to illustrate more comprehensively the status of i-Think implementation in schools throughout Malaysia, support systems provided to teachers at school and district level, and identifying barriers that hinders teachers from implementing i-Think program.
Does the Use of APOS Theory Promote Students&apos; Achievement in Elementary Linear Algebra?
Author: Arnawa, I. Made
Date: 2021-07-00
Type: Journal Articles
Subjects: Constructivism (Learning),Educational Theories,Mathematics Achievement,Algebra,Prior Learning,Knowledge Level,College Students,Teaching Methods,Conventional Instruction,Foreign Countries,College Mathematics,Mathematics Instruction

The study examines the impact of APOS theory on students' achievement in Elementary Linear Algebra (ELA) in accordance with their adequate prior knowledge (APK) and inadequate prior knowledge (IAPK). The mixed methods were used to determine the problem-solving test in ELA. Data were obtained from 65 industrial engineering students at Andalas University that enrolled in the 2019 Matrix and Vector Space course. A total of 35 students were in the experimental class and 30 in the control class. In the experimental class, students learning ELA was based on the APOS theory, and in the control class, it was based on the traditional approach. The result showed that: (1) students learning with ELA based on APOS theory is not yet satisfactory; (2) learning ELA based on APOS theory differs significantly compared to the traditional approach; (3) with APK in learning ELA based on APOS theory differs significantly compared to the traditional approach; (4) with IAPK in learning ELA based on APOS theory differs significantly compared to the traditional approach; (5) the APOS theory approach is suitable for both IAPK and APK in increasing students' achievement in ELA; (6) Students' levels of understanding in learning ELA based on APOS theory was better than the traditional approach.
Assessing Mainstream Pre-Service Teachers&apos; Self-Efficacy to Teach English Language Learners
Author: Fu, Yao
Date: 2021-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,English Language Learners,English (Second Language),Second Language Instruction,Test Reliability,Test Validity,Factor Analysis

This study intended to provide evidence of the reliability and validity of the ELL Education Self-Efficacy Scale. Embedded in Bandura's self-efficacy theory, the scale was created to assess mainstream pre-service teachers' self-efficacy in teaching English Language Learners (ELLs). The participants of this study were pre-service teachers whose primary training has been in one or more traditional subject areas, such as mathematics, science, English, or social studies. The content validity of the ELL Education Self-Efficacy Scale was developed and established through five steps: defining the construct, creating the domain and item pool based on the literature, deciding the format and wording, conducting expert reviews, and implementing a pilot study. Exploratory factor analysis, parallel analysis, and Cronbach's alpha were also employed to examine data collected from 278 mainstream pre-service teachers in six American universities. The results supported a 46-item scale with three underlying factors, including sociocultural efficacy, linguistic efficacy, and pedagogical-content efficacy. The study provides educators with insights on improving teacher education to prepare all teachers to work with ELLs.
Association between Students&apos; Inattentiveness to Study and Their Psychological Conditions during the COVID-19 Pandemic
Author: Muniruzzaman, Md.
Date: 2021-04-00
Type: Journal Articles
Subjects: Attention Control,Psychological Patterns,COVID-19,Pandemics,Mental Health,Foreign Countries,Undergraduate Students,Counseling

While the COVID-19 pandemic has adverse effects on the state of mental health of the individuals, no attention has been paid so far in the academia whether there is an association between students' inattentiveness to study and their psychological conditions during the COVID-19 pandemic. As such, the study was intended to find out the association between students' inattentiveness to study and their psychological conditions during this pandemic. Primary data for this study were collected from a total of 157 samples chosen from the undergraduate students of 18 academic departments of the Noakhali Science and Technology University (NSTU), Bangladesh on the basis of snowball sampling. The study reveals that most of the respondents were much inattentive to study during the COVID-19 pandemic and they were much anxious, depressed, tensed, restless, bored and frightened, and thereby their mental health and well-being were affected. The study shows that there is a strong positive association between the students' inattentiveness to study and their psychological conditions which involve anxiety, depression, tension, restlessness, boredom and fear/panic. The study indicates that the association between the students' inattentiveness to study and their psychological conditions is statistically significant. Finally, the study suggests that the Government and the authority concerned should undertake proper measures to mitigate the adverse psychological conditions of the NSTU students by means of motivations and psychosocial counselling, and thereby keeping up their attentiveness to study during the pandemic or any other critical situation. As such, there is a crying need for establishing a psychosocial counselling centre or an educational counselling centre in all universities of Bangladesh including the NSTU.
Entrepreneurial Intention of UiTM Students and the Mediating Role of Entrepreneurship Education
Author: Imm Song, Saw
Date: 2021-04-00
Type: Journal Articles
Subjects: Intention,Entrepreneurship,Teaching Methods,Unemployment,College Graduates,Universities,Economic Development,Business Administration Education,Foreign Countries,Student Attitudes,Student Behavior,Self Efficacy,Educational Strategies,Educational Policy

The emphasis on entrepreneurship by the Malaysian government clearly displays their effort in strengthening the entrepreneurial development in the country, which is expected to boost the economy by creating more jobs and generating new incomes. The idea is extended to local higher education institutions so as to nurture and to sustain entrepreneurial engagement among the students through formal entrepreneurial programs. The initiatives are expected to help in reducing graduate unemployment level in the country. Despite all the effort taken by the government, the uptake of entrepreneurship among young minds is still low, and there is growing unemployment in the country. Thus, this study aims to determine the factors that affect entrepreneurial intentions among UiTM graduating students and the mediating effect of entrepreneurship education towards entrepreneurial intention through attitude, perceived behaviour control and self-efficacy. The sample consists of 429 UiTM students who have taken the entrepreneurship course. Factor analysis and Partial Least Squares methods were used to analyse the data. The findings reveal a significant relationship of attitude, perceived behaviour control and entrepreneurship education towards entrepreneurial intention, while self-efficacy was insignificantly related. However, the study found that entrepreneurship education partially mediates the relationship between attitude and perceived behaviour control towards entrepreneurship intention and a full mediation on self-efficacy. The findings will help the policymakers or the higher education institutes in developing a suitable policy and program in promoting entrepreneurship to the university graduates at the national level.
Students &apos;Satisfaction with Using E-Learning to Learn Chemistry in Light of the COVID-19 Pandemic in Jordanian Universities
Author: Soub, Tarik Faris Al
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Student Satisfaction,Chemistry,Science Instruction,College Students,College Science,Electronic Learning,Gender Differences

University Education in Jordan has adapted completely to Distance Education due to the corona virus (COVID-19) pandemic. The study aimed to assess students' satisfaction with distance education of chemistry courses during the COVID-19 pandemic at Aqaba University of Technology (AUT). The students' satisfaction was assessed by a survey consisting of 4 items as follows: interaction with e-learning, techniques, instruction, and website improvement. The statistical analyses have been done using descriptive and interferential analytical approaches by the Statistical Package for Social Sciences. The results indicated that students 'satisfaction with using e-learning to learn chemistry in light of the COVID-19 pandemic at AUT was high. The interaction with e-learning and techniques reflected a high level of satisfaction while instruction and website improvement reflected a medium level of satisfaction. There was a significant difference (a=0.05) in students' satisfaction in terms of gender. Females were more significantly satisfied with the four items and overall satisfaction.