ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading Change in Teacher Education: Balancing on the Wobbly Bridge of School-University Partnership
Author: Heinz, Manuela
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,College School Cooperation,Partnerships in Education,Theory Practice Relationship,Foreign Countries,Tutors,Teacher Educators,Student Teachers,School Culture,Teacher Education Programs,Communities of Practice,Change Agents,Mentors

Initial teacher education (ITE) programmes have been critiqued widely for failing to connect educational theory with everyday practices in schools. More meaningful collaborations between schools and teacher education providers have featured prominently among key recommendations addressing the traditional theory-practice divide. This paper traces and critically analyses one 'simplex' story of initiating and leading a large-scale school-university partnership (SUP) network in the Republic of Ireland. Using a narrative approach, the protagonists and researchers of this SUP story bring their 'simplex' journey of doing and shaping SUP to life. Analysis of the Irish case study emphasizes the authentic transformation of teacher educators' institutional identities as a powerful enabler of meaningful collaboration while also highlighting ethical dilemmas that arose for university tutors in the context of deeper relational engagement in the school-university cross-boundary space. Constrained in their ITE praxis by power relations and a disequilibrium of responsibilities, tutors' doubts, discomfort and, at times, disillusionment led them to readjust their expectations with regard to SUP while also refocusing their energy and hopes in student teachers as collaborative future change agents.
The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement
Author: Oflaz, Adnan
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,Shyness,Learning Strategies,Second Language Learning,Speech Skills,Academic Achievement,German,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Correlation,Psychological Patterns,Gender Differences,Foreign Countries,College Students

The purpose of this research was to investigate the relationship between foreign language anxiety, shyness, language learning strategies, speaking scores and academic achievement of university preparatory students learning German. In addition, it was aimed to determine how the independent variables predict the speaking scores and academic achievement. The research sample consisted of 110 students (75 female and 35 males). Three instruments used in the study were: Foreign Language Classroom Anxiety Scale; Strategy Inventory of Language Learning and Shyness Scale. The results of this study revealed that a moderate significant negative relationship (r= -0.434) was present between the students' foreign language learning anxiety and academic achievement. Besides, a significant and negative relationship (r= -0.290) was found between foreign language anxiety and speaking scores of students. According to the correlation analysis, no significant relationship was identified between shyness, academic achievement and speaking scores of students. According to the analysis, a significant positive relationship was found between the students' language learning strategies and their academic achievements (r= 0.275). Namely, these data showed that, the level of academic achievement increases as the use of strategy increases. Similarly, shyness and foreign language anxiety show a moderate positive correlation (r= 0.419). According to these findings, it may be stated that shyness increases as speaking anxiety rises. Besides, it was determined that students' shyness, foreign language anxiety and language learning strategies predicted 26.4 % of their academic achievement. The results indicated that independent variables were positive predictors of students' academic achievement. Finally, suggestions were made for German teachers to reduce the effects of shyness and anxiety in the process of foreign language learning.
Examining an English as a Foreign Language Teacher Education Program (EFLTEP)&apos;s Curriculum: A Case Study in an Indonesian University
Author: Sulistiyo, Urip
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),English Teachers,Public Colleges,Foreign Countries,Beginning Teachers,Teacher Education Curriculum,Teacher Educators,Teacher Attitudes,Class Size,Barriers,Preservice Teacher Education,Classroom Techniques,Curriculum Development,Teacher Competencies,Language Proficiency,Theory Practice Relationship

This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)'s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogicalrelated courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers' needs to better prepare them with knowledge and skills for their teaching career in the future.
Reading Difficulty and Its Remediation: A Case Study
Author: Akyol, Hayati
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Remedial Reading,Elementary School Students,Grade 4,Foreign Countries,Reading Instruction,Reading Skills,Reading Strategies,Phonology,Syllables,Word Recognition,Repetition,Reading Comprehension,Error Patterns,Reading Fluency,Instructional Effectiveness,Reading Improvement

The aim of this study, in which one of the qualitative research approaches, the case study design, was used, was to remedy reading problems and develop reading skills in a fourth grade primary school student with sound, syllable and word recognition exercises. The study covers 38 lesson periods in the autumn term of the 2018-2019 academic year. For developing reading skills, the strategies of &quot;prior listening to the paragraph&quot;, &quot;repetitive reading&quot; and &quot;word repetition&quot; were used. For determining reading errors, the &quot;Error Analysis Inventory&quot; was used. Data were obtained by means of observation and document examination. In the study related to determining reading status, it was established that the student had made errors such as repetition, syllabication, omission, addition and failure to notice punctuation marks. Based on the data obtained, first of all, sound, syllable and word recognition exercises were conducted with the student, and then reading exercises were carried out with texts selected to suit the level of the student's Turkish course books and story books. Analyses were performed by taking audio and video recordings of all exercises. As a result of the intervention, the student's desire to read increased, he began to read out loud, he began to identify sounds that he previously did not recognise or confused, and improvements in his reading skill were observed.
Using Microteaching to Improve Preservice Elementary Teachers&apos; Physical Science Content Knowledge
Author: Long, Christopher Sean
Date: 2019-00-00
Type: Journal Articles
Subjects: Microteaching,Preservice Teacher Education,Preservice Teachers,Elementary School Teachers,Physical Sciences,Pedagogical Content Knowledge,Science Instruction,Methods Courses,Teacher Certification,Licensing Examinations (Professions),Elementary School Science

This study examined the impact of microteaching experiences of preservice elementary teachers enrolled in a science teaching methods course. The microteaching lessons targeted the physical science concepts represented in the Texas Educational Agency's exam for early childhood through sixth grade teacher certification. The results of this study demonstrate that targeting preservice elementary teachers' specific areas of weakness in content through microteaching, feedback, and reflection can have a positive impact on the science subject teacher certification exam passing rate. Additionally, this type of intervention provides preservice teacher programs with another technique to improve science content understanding.
Motion Graphic Animation Videos to Improve the Learning Outcomes of Elementary School Students
Author: Hapsari, Angganingrum Shinta
Date: 2019-00-00
Type: Journal Articles
Subjects: Animation,Elementary School Science,Elementary School Students,Student Improvement,Outcomes of Education,Instructional Effectiveness,Natural Sciences,Grade 5,Computer Graphics,Interactive Video,Foreign Countries,Student Motivation,Public Schools,Science Instruction,Knowledge Level,Science Achievement

The purpose of this study was to investigate the effectiveness of the development of motion graphic animation video media in Natural Sciences subjects in Elementary Schools. This study uses a type of Research and Development research with quantitative tests. This study employed the experimental research method involving 27 students in the control group and 27 students in the experimental group. This research was conducted on 5th-grade students in elementary school in 2 different schools. Data collection uses interview methods for preliminary studies, observations and tests to test the effectiveness of animated video media motion graphics. The results of the study showed that there were significant differences between the results of the learning achievement of the experimental group and the control group. As well as motion graphic animation video media, its effectiveness has been tested in improving student achievement, especially the experimental group. Hence, the interactive motion graphic media is effective to be used to improve the students' knowledge in the science subject of the fifth graders.
The Primary School Moral Education Plan in Slovenia Ten Years after Its Introduction
Author: Krek, Janez
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Moral Values,Values Education,Moral Development,Self Evaluation (Groups),Legal Responsibility,Course Content,Parent Participation,Prevention,Learning Activities,Teacher Role,Power Structure,Teacher Responsibility

Since the 2008/2009 school year, every primary school in Slovenia has had to prepare its own &quot;school moral education plan&quot; and undertake its moral education activities on the basis of this plan. Although the basic content areas of the moral education plan are prescribed by law, the openness of the legal provisions allows schools to exercise professional autonomy. After a decade of the implementation of moral education plans we conducted an empirical quantitative-qualitative study aimed at analysing them in terms of content. The objective was to determine the extent to which the plans include and how they define the prescribed content areas, as well as the extent to which they include and how they define additional content areas that are not prescribed by law but could be included by schools depending on their individual particularities and the specific challenges of their environment. Data were collected through publications on the websites of a representative sample of randomly selected schools and analysed with a specially prepared instrument. The research shows that upgrading moral education activities through the school moral education plan would require (1) reconsideration and upgrading of the concept, (2) continuous state support for the self-evaluation of schools specifically in this area, and (3) support for schools to gain a deeper professional understanding of current moral education challenges and of forming moral education strategies that differ with regard to the content differences in the reasons for individual moral education challenges.
A Nicaraguan/Guatemalan &quot;Encuentro&quot;: Villagers Hosting International Service Learning Groups Reflect on Their Experiences
Author: O'Sullivan, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Involvement,Global Approach,Service Learning,International Cooperation,Study Abroad,Experiential Learning,Expectation,Partnerships in Education,Secondary School Students,College Students,Cultural Awareness,Educational Benefits

In August 2017, 27 residents from four Nicaraguan and four Guatemalan communities met in Managua, Nicaragua, to discuss their experiences hosting International Service Learning (ISL) groups from the Global North. Despite having many positive recollections, these host community representatives identified a number of issues of concern. This article describes the background to this &quot;encuentro&quot; (gathering), the issues raised, and the solutions identified in order to encourage Global South host organizations to become better able to articulate their expectations of their Northern visitors and to insist that Northern-sending agencies become more responsive to the expectations of their Southern hosts
Development of E-Modules Based on Local Wisdom in Central Learning Model at Kindergartens in Jambi City
Author: Sofyan, Hendra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Learning Modules,Electronic Learning,Educational Technology,Computer Software,Teacher Attitudes,Program Effectiveness,Student Attitudes,Culturally Relevant Education,Learning Activities

This study aims to produce e-modules based on valid and appropriate local wisdom in the Central Learning Model at kindergartens in Jambi. The product of this research is realized in the form of an electronic module using 3D Pageflip Professional software to determine the feasibility of e-modules as well as knowing the teacher's response to e-modules based on local wisdom in Central Learning Model at kindergartens in Jambi city. The type of this research is developing research that refers to the ADDIE model. After the e-learning module was created, the e-learning module was validated by the expert. Validation was carried out by two material experts and an e-learning module expert until the e-learning module is declared feasible. After the e-learning module has been validated and revised, a trial was then conducted by the respondent to see the perception results. The developed e-modules are stated in the valid category based on the results of the validation of the e-module material and the e-module design which obtains excellent criteria. The results of the questionnaire perception of 62 respondents (lecturers, teachers and students) on e-modules showed an average rate of 83% which is included in the excellent category. These results indicate that the e-module developed in this study is very feasible to use. E-Modules developed in this study are highly recommended for use by Lecturers, Students, and Teachers in the major of Early Childhood Education.
HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning
Author: Ichsan, Ilmi Zajuli
Date: 2019-00-00
Type: Journal Articles
Subjects: Thinking Skills,Elementary School Students,Graduate Students,Environmental Education,Junior High School Students,Undergraduate Students,21st Century Skills,Problem Solving,Knowledge Level,Foreign Countries,Pollution,Student Centered Learning

Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTSAEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.
The Analysis of Teachers&apos; Cyber Bullying, Cyber Victimization and Cyber Bullying Sensitivity Based on Various Variables
Author: Yildirim, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Victims,Teacher Behavior,Marital Status,Age Differences,Educational Attainment,Gender Differences,Foreign Countries,Public Schools,Internet,Social Media,Teacher Characteristics

In recent years, cyberbullying, which can be considered as a new form of bullying, has emerged as a result of developments in the field of technology and communication. Cyberbullying has become a social problem which has affected individuals' lives negatively. The key to success in the elimination of cyberbullying and its negative effects lies in cyberbullying sensitivity. The present study aims to analyze teachers' cyberbullying and cyber victimization experiences and levels of cyberbullying sensitivity based on some variables which are supposed to develop awareness regarding cyberbullying. Using survey as a research model, the present study focused on 346 teachers working at schools affiliated with Ministry of National Education in Tasova District located in Amasya (Turkey). &quot;Personal Information Form&quot;, &quot;The Revised Cyberbullying Inventory for University Students&quot; and &quot;Cyberbullying Sensitivity Scale&quot; were used as data collection tools. SPSS package program was used for data analysis and frequency and percentage values of demographic variables. Independent T test was used for gender and marital status variables, and One-Way ANOVA test was used for age and level of education variables. The findings of the present study revealed that most of the participants used social media websites actively and spent at least 2 or 3 hours on these websites on a daily basis. Teachers usually have a Facebook and/or Instagram account, and benefit from social media for research purposes and playing games. It can be stated that teachers have a significantly high level of cyberbullying sensitivity. However, it was also indicated that even though participants worked as a teacher, they still did cyberbully and suffered from cyber victimization in the past. While a significant difference was observed only in the dimension of cyber sensitivity in terms of marital status, age and level of education, a significant difference wasn't observed in the dimensions of cyberbullying, cyber victimization and cyber sensitivity in terms of gender.
Cognitive, Affective, Social and Cultural Aspects of Teaching and Learning in Media Studies
Author: Kabha, Robin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Student Characteristics,Mass Media,Cognitive Processes,Social Influences,Psychological Patterns,Educational Environment

The vision that we will present is not intended to be exhaustive or totalizing, although it does attempt to highlight the most significant aspects that characterize it. It is a reflection of more than twenty years of work in the educational field, at different levels and with different functions, it is also the result of personal evolution, and how she will be subject to evolution. Comparing media studies with the 19th century, it seems that media has conquered an essential position in every individual's life. This study meets the requirements of a growing pool of traditional and non-traditional students, including teachers, who find education as an important aspect for jobs in the modern age of information and technology. This research will utilize the literature which has been published already, including quantitative as well as qualitative measures. Past papers were selected, which were published in different areas. Comparing with other empirical research, the first phase of the procedure of the study is to collect the data The study is to identify the teachers and learner's characteristics such as affective, cognitive, and social factors which causes an impact on learning and teaching enhanced environment in media studies.
Cognitive Mechanisms Underlying the Engineering Students&apos; Desire to Cheat during Online and Onsite Statistics Exams
Author: Morales-Martinez, Guadalupe Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Cheating,Computer Assisted Testing,Statistics,Foreign Countries,Probability,Predictor Variables,Student Attitudes,Cognitive Processes,Student Evaluation,Test Format,Mathematics Tests

A sample of 327 engineering bachelor students from a public university in Mexico took part in an information integration study to explore systematic thinking underlying propensity for cheating during a course exam. All study participants were provided with written descriptions of 12 scenarios pertaining to the academic evaluation criteria and were asked to rate the likelihood that they would cheat under such circumstances. The 12 scenarios reflected the experimental manipulation of three orthogonal factors: teacher's teaching style, type of exam, and modality of assessment. Analysis results revealed four distinct attitudes toward cheating among students, two of which were independent of context (low and high desire to cheat) while the remaining two were context-dependent (low and moderate desire to cheat). All groups showed systematic thinking underlying their possible desire to cheat that was typified by the use of a summative cognitive rule for integrating information related to academic cheating. However, evaluation of factor relevance varied across the groups.
Factors Affected the Psychological Trauma of Children Living in Incomplete Families -- The Concern in Vietnamese School Counseling
Author: Duc, Hoi Dinh
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Family Environment,Family Characteristics,Family Influence,Children,School Counseling,Incidence,Public Opinion,Foreign Countries,Family Problems,Etiology,Community Influence

Domestic violence, separation and divorce are becoming increasingly common and leaving psychological traumas that are not easily healed for family members, especially for children in Vietnamese incomplete family. In this article, we identify the factors affecting the psychological trauma of children in the incomplete families by using Achenbach T. M's Children Behavior Checklist (CBCL). We design 2 experiments and 3 steps to filter the main factor affected the psychological trauma of children living in incomplete families. In results, we found out that up to 46.42% of children had psychological traumas when living in incomplete family with an extremely high level of 8.16% and an average of 57.14%. The results showed not only by living in incomplete family but also other factors such as the pressure from public opinion and community affected the children psychological trauma. It is necessary to minimize the effect of psychological trauma of children in Vietnamese families.