ethanporcaro/eric-fulltext-meta huggingface dataset:
Hearing the Voice of Faculty: Global Recommendations for Faculty Recognition in Higher Education Institutions
Author: Benito, Agueda
Date: 2018-12-00
Type: Journal Articles
Subjects: College Faculty,Professional Recognition,Foreign Countries,Teacher Attitudes,Teaching Conditions,Aspiration

Faculty constitutes one of the most important elements of higher education institutions. Their role is key in curriculum development, in guiding students' learning and driving their engagement, in conducting research, and in the overall success of their institutions. This paper presents the results of a number of faculty interviews and a focus group carried out in nine different Laureate institutions, operating in eight different countries. Faculty members were asked about professional recognition, its importance, and how it should occur. The results of the study show a lot of consistency, starting with the conviction of its importance, and then the differentiation between an environment of recognition and appreciation, and the need for formal recognition opportunities. Faculty shared some other interesting ideas and aspirations, providing good guidance for institutions that are interested in enhancing faculty recognition as part of their continuous improvement process.
Supporting Blended Learning Using Mobile Instant Messaging Application: Its Effectiveness and Limitations
Author: Suana, Wayan
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Preservice Teachers,Science Teachers,Physics,Integrated Learning Systems,Program Effectiveness,Foreign Countries,Barriers

This paper discusses the effectiveness of mobile instant messaging (MIM) Line in supporting a blended learning model and elaborates students' opinion regarding the limitations of the MIM. A total of 62 pre-service physics teachers were enrolled in an introductory physics course. Line-supported blended learning was implemented in an experiment group whereas learning management system (LMS)- based blended learning was as the control group. Data were collected through test, questionnaire, and interview. The test and questionnaire consisted of 20 multiple choice questions and five open-ended questions, respectively. Meanwhile, the interview was a semi-structured interview performed through a focus group interview. The analysis results have given the information that there is no significant difference in the overall improvement of learning outcomes between the two groups. However, students in experiment group have significantly higher improvement of analysis skills than their counterparts in control group.
Investigating Writing Performance and Institutional Supports among Teacher Candidates Who Transferred from Community Colleges
Author: Miles, Katharine Pace
Date: 2018-12-00
Type: Journal Articles
Subjects: Preservice Teachers,College Transfer Students,Community Colleges,Writing Achievement,Academic Support Services,Preservice Teacher Education,Literacy,Writing Assignments,Grades (Scholastic),Student Experience,Self Efficacy

To provide a snapshot of the skills of community college students as compared to senior college students in the United States, this exploratory study investigated the writing performance and college experience of initial 2-year enrolled (community college transfer students, n = 17) versus initial 4-year enrolled students (n = 12) in a teacher preparation program. Results of independent samples t-tests on in-class writing, research paper, and final score were non-significant (p = 0.28, p = 0.54, p = 0.15, respectively) indicating that 2-year and 4-year start teacher candidates did not differ in their performance on these assignments nor overall in the course. Qualitative data indicated that while both 2- and 4-year start teacher candidates had a positive writing identity during their first 2 years of college, the personal support that 2-year starts had may have enabled them to succeed and have a positive writing identity once they transferred to a 4-year college. Implications regarding how to coordinate supports for transfer student teacher candidates will be discussed, as this is the very population of diverse students needed as PreK-12 teachers.
Quality Assurance and Accreditation in Afghanistan: Faculty Members&apos; Perceptions from Selected Universities
Author: Mussawy, Sayed Ahmad Javid
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Accreditation (Institutions),College Faculty,Teacher Attitudes,Teaching Experience,Public Colleges,Private Colleges,Program Implementation

This study investigated faculty members' perceptions of quality assurance and accreditation (QAA) in Afghanistan. The study aimed to examine how familiar faculty members were with QAA policy, quality concepts, QAA processes, and whether QAA process has improved the status quo. Through a sequential, exploratory mixed-methods design, the investigators interviewed seven faculty members at four universities and subsequently conducted a self administered survey questionnaire at six universities (two public and four private). A response rate of 54 percent (N = 42) was obtained from the survey. The study findings suggest that faculty members had mixed impressions about QAA implementation. For instance, an overall sum of mean scores shows that faculty members have a positive view about QAA processes M = 3.5 (SD = 0.75); however, interview participants were less satisfied with QAA outcomes. Lastly, one important implication of the study is that successful implementation of QAA processes in Afghanistan is contingent on: (a) establishment of a quality culture wherein universities own the processes and outcomes, and (b) engagement of key stakeholders including faculty, staff, and administrators, who must internalize QAA processes to improve the status quo.
Implementing the Math Workshop Approach: An Examination of Perspectives among Elementary, Middle, and High School Teachers
Author: Sharp, Laurie A.
Date: 2019-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Workshops,Teacher Attitudes,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Mathematics Teachers,Mathematics Achievement,Teaching Methods,Mathematical Concepts,Teacher Effectiveness

Improving student performance in mathematics is reinforced through the use of effective teaching practices. One such practice, the math workshop approach, is a rigorous, student-centered way to teach mathematics that fosters inquiry among a community of learners. The purpose of the present study was to explore the perspectives of mathematics teachers who implemented the math workshop approach in their classrooms. Using a concurrent mixed methods research design, an electronic questionnaire was administered among four elementary teachers, two middle school teachers, and two high school teachers who had several years of teaching experiences. Quantitative and qualitative data were collected and analyzed separately to examine congruence with reported perspectives. Quantitative data were tabulated and reported with frequencies and percentages. Qualitative data were analyzed with descriptive analysis techniques to identify themes. Findings revealed that participants recognized the math workshop approach as an effective teaching practice to improve teaching and learning in mathematics. These findings pointed to implications for teacher preparation programs and professional learning efforts among math professionals employed within school districts. Limitations and future areas of study were also discussed.
Students&apos; Pre-Initial Mental Model: The Case of Indonesian First-Year of College Students
Author: Utami, Anita Dewi
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Schemata (Cognition),College Freshmen,Mathematics,Long Term Memory,Mathematical Concepts

Mental models are one form of ideas in the minds of individuals that can be used to describe, explain and predict a particular phenomenon. The pre-initial form of individual mental models can be seen from information held by children stored in their long-term memory before they are confronted with a particular concept. The purpose of this study was to describe the characteristics of pre-initial mental models of first-grade students in understanding the concept of function. This study belongs to qualitative research with a case study design. The case that was observed in this study was the students' pre-initial mental model in understanding the concept of function. The researchers, then, set two subjects of each reason for the answers to be interviewed. To guarantee the validity and reliability of the research, the triangulation technique was employed by displaying the data yielded from the interview video and comparing it with the results of the students' written test. The results show that first-grade students who are at the level of pre-initial mental models do not understand the concept of relations well so that they are not able to solve the problem of relations that is not a function.
Task Types Effects and Task Involvement Load on Vocabulary Learning of EFL Learners
Author: Alavinia, Parviz
Date: 2019-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Skills,Receptive Language,Expressive Language,Vocabulary,Program Effectiveness,College Students,Foreign Countries,Vocabulary Development

This study investigated the impact of task types on English learners' receptive and productive vocabulary knowledge. A total of 125 (70 female and 55 male) first year ELT students from eight intact classes taking Academic Reading Course in the winter semester of 2017-2018 were assigned to four experimental groups randomly and a control group randomly assigned to one of five tasks of learning 45 target words. The design of the tasks was based on the involvement load hypothesis (ILH) arguing that learning of unfamiliar words to be contingent on the amount of task induced involvement. The components of involvement in ILH include need (N), search (S), and evaluation (E). In this study, the tasks induced the same or different involvement loads regarding the presence and strength of each component: writing (+N, +S, ++E), combining (+N, -S, +E), fill in the blank (+N, -S, +E), definition (+N, -S, +E), and control (-N, -S, -E). After the last treatment session, both receptive and productive knowledge of the target words were measured. Moreover, an unexpected delayed post-test was administered 1 month later. The results revealed that all output tasks were more effective than the control task in enhancing the participants' receptive and productive vocabulary knowledge.
Improving Students&apos; Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model
Author: Saputri, Arnita Cahya
Date: 2019-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Cytology,Student Improvement,Metabolism,High School Students,Foreign Countries,Grade 12,Pretests Posttests,Instructional Effectiveness,Models,Secondary School Science,Science Instruction

Critical thinking skills are one of the important skills in dealing with the demands and challenges of the 21st century. This study aims to determine the effectiveness of Stimulating Higher-Order-Thinking Skills (Stim-HOTs) model in improving students' critical-thinking skills on cell metabolism topic. This research is quasiexperimental research with pretest-posttest control group design in one high school in Surakarta, Indonesia in 2017/2018 academic year with one class as the experimental class by using Stim-HOTs model while the other class as the existing class that uses discovery learning model. The data were obtained by using criticalthinking skill test instrument in the form of essay that has been through expert validations, namely the validation from the education and evaluation expert, biology expert, and the certified high school Biology teacher, as well as the empirical validation through try-out. The result showed that the average score of critical-thinking skill gain score calculation in the experimental class was higher by 0.66 compared to the existing class of 0.51.
Strategy of Values Education in the Indonesian Education System
Author: Suyatno
Date: 2019-01-00
Type: Journal Articles
Subjects: Values Education,Foreign Countries,Junior High Schools,Educational Strategies,Habituation,Role Models,Religion

The primary question of this research was how educators implement values education at Junior High Schools in Bangka Belitung Province, Indonesia. This research is a qualitative research with phenomenology type. Data analyzing technique used in this research was in-depth interviews, observation, and document analysis. Data analysis was done through data display, data reduction, and conclusion. The result showed that values education at Junior High School in Bangka Belitung started with the preparation of school vision based on values, and then the achievement of vision through the preparation of values education strategy. Habituation of values and values role model became the most dominant strategies used by principals and teachers to cultivate values. The results also showed that the values derived from religious teachings, namely the values of iman-taqwa (faith-piety) and good akhlaq (morals) were the most important values serve as a foundation in developing values education in schools. The big role of iman-taqwa (faith-piety) and good akhlaq (morals) values constitutes the effort done by the school to contribute in achieving the purposes of national education and curriculum of 2013. The final purpose of K-13 implementation and the national education system achievement is the formation of Indonesian whose strong faith and good morals.
Quality of Peer Feedback in Relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs
Author: Elizondo-Garcia, Josemaria
Date: 2019-01-00
Type: Journal Articles
Subjects: Online Courses,Feedback (Response),Instructional Design,Peer Evaluation,College Students,Foreign Countries

Peer feedback has become a common practice in MOOCs for its capacity to scale formative assessment and feedback on higher-order abilities. Though many practices for improving peer assessment have been examined, there is a lack of knowledge of how instructional design and platform features affect the quality of peer assessment and the relative frequency of different types of peer feedback comments. This study aimed to improve understanding of the relationship between quality of feedback and peer-feedback' pedagogical design. Peer feedback instructional design and peer feedback comment data were examined from two MOOCS in a similar domain of personal relevance but with substantially different designs. Country of origin of the feedback provider was also examined to control for cultural/linguistic effects. Differences between the two courses were observed in both the pedagogical designs and in the focus of peer comments, suggesting that peer feedback design is an important guide for the focus of peer feedback comments. Furthermore, the results support the idea that instructional design features, mainly the guide' structure and focus, determine the type of comments that participants will produce and hence receive.
Measurement Instrument of Scientific Reasoning Test for Biology Education Students
Author: Yanto, Bagus Endri
Date: 2019-01-00
Type: Journal Articles
Subjects: Biology,Science Tests,Test Construction,Science Education,Preservice Teachers,Foreign Countries,Thinking Skills,Content Validity,Construct Validity,Test Reliability,Item Response Theory

The purpose of this research is to develop measurement instrument of scientific reasoning tests for biology education students. The research method used the development stage of the instrument based on the test development procedure according to Oriondo &amp; Dallo-Antonio including: (1) design of test, (2) trial test, (3) determination of validity, and (4) determination of reliability. Test instrument sheet consisting of 13 items and then validated by promotors and measurement experts. The validated instruments were then tried out on 100 students in Biology Education Program of UIN Sunan Kalijaga Yogyakarta. The polytomous data were analyzed using Partial Credit Model (PCM-1 PL). The results showed that 13 items of scientific reasoning instruments were proved fit with the PCM model. By using the lowest limit criteria, INFIT MNSQ was 0.77 and the upper limit was 1.30, the instrument reliability was 0.74 that based on the estimate of case estimate was high. The index of difficulty of items ranged between -2.25 and 0.97. Thus, scientific reasoning instruments which were qualified to measure scientific reasoning skills should be prioritized in learning for biology education students.
Key Stakeholders&apos; Attitudes in ESP Courses on the Right Teachers
Author: Mousavi, Seyyed Hossein
Date: 2019-01-00
Type: Journal Articles
Subjects: English for Special Purposes,English (Second Language),Second Language Instruction,College Students,Student Attitudes,Teacher Attitudes,College Faculty,Specialists,Teacher Competencies,Foreign Countries,Language Teachers

The important question of who should teach English for Specific Purposes (ESP) courses has been a controversial issue for long. The present study aimed at exploring 300 ESP university students' points of view, 60 English as a Foreign Language (EFL) and field specialist ESP teachers' perceptions towards the most entitled agents to deliver ESP courses in Iran: field specialists or EFL teachers. To this end, the opinions of the participants who were sampled from three key Iranian universities were investigated through questionnaires and interviews. The results of the questionnaire revealed that there is not a significant difference in the perceptions of ESP students regarding the advantage of one group of teachers (field specialists or EFL teachers) over the other on teaching ESP courses, but they asserted that EFL teachers could be the right teachers for ESP instruction providing that they receive prior training. Furthermore, the results of the interviews from the two groups of teachers indicated that both language and field specialists preferred ESP courses to be collaboratively taught by both EFL and field specialist teachers in order to improve the students' knowledge and motivation for learning. Findings have implications for policymakers and teachers of ESP.
The Advocacy Model of Indonesian Chinese Students, the Affluent Market
Author: Leonnard
Date: 2019-01-00
Type: Journal Articles
Subjects: Advocacy,Foreign Students,Private Colleges,Structural Equation Models,Trust (Psychology),Higher Education,Competition,Student Attitudes,Educational Quality,Educational Improvement,Foreign Countries,Asians,College Students

Increasing demand for education services and supply in the number of higher education institutions in Indonesia, both local and foreign universities require private universities to build, improve and sustain their competitiveness. Among others, Indonesian Chinese students are considered as the main consumers of most private universities in Indonesia. The purpose of this study is to investigate the advocacy model of Indonesian Chinese students at private universities Jakarta. A causal design survey was applied out of 250 Indonesian Chinese students. The data were analysed by using the Structural Equation Modelling (SEM) and Lisrel 8.8 software package. The findings revealed that there were positive influences of trust (ß = 0.640) and service quality (ß = 0.270) on advocacy. The influence of trust as a mediating variable increased the total effect of service quality on advocacy (ß = 0.590). Furthermore, service quality (ß = 0.510) and image (ß = 0.470) were also known to be positively influencing trust. The finding will help managers and leaders of private universities to understand the significant effect of certain factors, especially trust on the advocacy of their students. To improve student trust, the university must maintain and improve the service quality offered.
The Position and Causes of Students Errors in Algebraic Thinking Based on Cognitive Style
Author: Agoestanto, Arief
Date: 2019-01-00
Type: Journal Articles
Subjects: High School Students,Cognitive Style,Secondary School Mathematics,Mathematics Education,Algebra,Error Patterns,Mathematics Skills,Etiology,Comprehension,Mathematical Models,Accuracy,Equations (Mathematics),Problem Solving,Computation

The purpose of this research was to describe the positions and causes of students' errors in algebraic thinking based on the cognitive style. This study was qualitative research with subject consisting of twelve students. The results showed that (1) students with Field Independent type tended to make errors at the stage of comprehension, transformation, and process skills while students with Field Dependent type tended to make errors at the stage of comprehension, transformation, process skills, and encoding; and (2) the causes of errors were the students' incomprehension that related to the purpose of the problem, the lack of understanding that related to mathematical modelling, the lack of students' accuracy, the students' inaccuracy of using knowledge to convert an equations to the equivalent equation, student's inability to calculate the solution of an equations, students deviated from the formula that they used before and the students' incomprehension that related to the unit of measurement in mathematics.
The Perception of Students and Faculty Staff on the Role of Constructive Feedback
Author: Al-Hattami, Abdulghani Ali
Date: 2019-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Feedback (Response),College Students,College Faculty,Academic Achievement,Teaching Methods,Teacher Education Programs,Foreign Countries

One of the most effective ways for teachers to ensure that their students have obtained the specified learning outcomes is to provide them with constructive feedback. If students are not given the optimal feedback and are not asked to re-do the work, teachers will not know whether the educational goals have been met. This study aimed to investigate whether Bahrain Teachers College students receive constructive feedback from their teachers. It explored both teachers' and students' perceptions about the importance of giving and receiving constructive feedback and how feedback may improve academic achievements. The sample consisted of 200 students and 37 faculty members representing the different academic divisions of the Bahrain Teachers College, majors and year of study. The results showed that students and instructors agree on the importance of providing constructive feedback as a crucial tool to the process of teaching and learning. A significant difference was found between students and their instructors' perceptions on whether constructive feedback is provided in their classrooms. Some recommendations are provided for teachers on how to reinforce students' learning by giving constrictive feedback and close the gap by seeking students' satisfaction with their learning.