ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nexus between Reading Science Informative and Science Fiction Text in Secondary High School
Author: Andriani, Dinda
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Materials,Nonfiction,Science Fiction,High School Students,Foreign Countries,Reading Skills,Minimum Competency Testing

Minimum Competence Assessment resembling PISA and Characters Survey replace National Examination in 2021. However, the Indonesian students' score in PISA is still left behind the international average scores. This study aims to find out the extent of the relationship between science informative text and science fiction text skills in secondary school. This research is a quantitative correlational study carried out by distributing online tests of science informative texts and science fiction texts. The participants of this study were 133 students of grade ten at 4th Pematangsiantar Senior High School and they were selected using simple random sampling technique. A bivariate correlation test with the Pearson Product Moment method was implemented to analyze the data. The result found that the value of the correlation coefficient was 0.96 (r = 0.96) meaning that the alternative hypothesis is accepted. In other words, there is a very strong positive correlation between the students' reading skills in fiction text with the students' reading skills in informative text. In short, the result indicates that when the students' ability to read science fiction text increases, their ability to read science informative text will also increase.
Novice Teachers&apos; Self-Efficacy Beliefs in Teaching Multiple Subjects: Relations to Academic Performance of Basic School Students in Ghana
Author: Adarkwah, Michael Agyemang
Date: 2022-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Case Studies,Gender Differences,Foreign Countries,Self Efficacy,Self Concept Measures,Classroom Techniques,Class Size,Faculty Development,Learner Engagement,Teaching Methods,Pedagogical Content Knowledge,Educational Attainment,Socioeconomic Status,Age Differences,Teacher Characteristics

Developing the confidence to teach is one of the most challenging tasks in the teaching profession. Educators have recognized that the initial years of teaching is complex and challenging. However, no study examines novice teachers' self-efficacy beliefs in teaching multiple subjects in developing countries like Ghana. Novice teachers in Ghana are often deployed to schools and classrooms with high number of students but less number of teachers. Hence, they are faced with teaching multiple subjects per semester (term) aside from the already outlined challenges of novice teachers in literature. The study employed a cross-sectional survey design. Using the Teachers' Sense of Efficacy Scale (TSEBs, long form), novice teachers in Ghana (n = 72) were assessed on how they perceived their efficacy in teaching multiple subjects. Results from the study indicate that novice teachers perceived themselves to be moderately adequate in their TSEBs. Efficacy in classroom management score was lower than in student engagement and instruction strategies. Males also recorded high TSEBs score than females. Majority of the teachers taught large classes (43-53). It is recommended that educators reduce the class size of novice teachers and organize more training and professional development programs for novice teachers.
Opinions of Teacher Candidates on the Effects of Emergency Distance Education Implementations during the COVID-19 Pandemic Period on Learning-Teaching Process, Metacognition and Social Skills: A Case Study
Author: Ortas, Banu Yaman
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Emergency Programs,Distance Education,COVID-19,Pandemics,Metacognition,Interpersonal Competence,Foreign Countries,Positive Attitudes,Teacher Student Relationship

The aim of this study is to examine the effects of emergency distance education implementations carried out during the COVID-19 process on metacognition, social skills, active participation, communication with faculty members, as well as learning and teaching processes based on the views of education faculty teacher candidates. The research is a case study. The study was carried out in the Education Faculty of the Kafkas (n:31) and Education Faculty of the Trakya (n:20) in the 2020-2021 Fall semester. Opinions about the process were taken from 51 volunteer participants using a semi-structured interview form. Data was analyzed using content analysis and inductive analysis. As a result of the research, the elements that prospective teachers think that emergency distance education applications increase the effectiveness of the learning-teaching process were obtained in the themes of metacognition, social skills, active participation, effective communication with faculty members, and learning-teaching process. The factors that have a negative impact on the emergency distance education process are again expressed as increasing homework load, insufficient explanation of educational tasks, problems caused by the pandemic, problems originating from the internet, systemic-technological problems, inadequacies in gaining metacognition skills, and uniformity in methods and techniques.
The Impact of Mobile Digital Game in Learning Arabic Language at Tertiary Level
Author: Abdul Ghani, Mohammad Taufiq
Date: 2022-00-00
Type: Journal Articles
Subjects: Handheld Devices,Video Games,Semitic Languages,Second Language Learning,College Students,Game Based Learning,Foreign Countries

In the 21st century, the advancement of technology has changed how people, especially the younger generation communicate and socialise with each other, as well as how they learn, acquire and process information. Therefore, this study aims to explore the impact on the employment of digital game-based learning in Arabic class at the tertiary level. This study is a qualitative study and data obtained through semi-structured interview sessions with 16 students at tertiary level, who exposed to the mobile digital game in learning the Arabic language. The students were chosen purposively based on several determining characteristics. The major findings indicated that the mobile digital game produces a significant effect on their learning achievement and enhances their Arabic vocabulary acquisition. Besides, the digital game-based learning also promotes a student-centred and interactive learning, while additionally creates an enjoyable environment for learning that could encourage student participation in class activities, sustain their learning engagement, and improve their motivation. This study explored opportunities for Arabic language lecturers to practice digital game-based learning as it promotes student-centred learning, which would enhance student's participation in language activities and provide them with a joyful, fun, and active learning environment.
Teacher Training for Educational Change: The View of International Experts
Author: García, José Manuel García-Vandewalle
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Change,Technological Literacy,Pedagogical Content Knowledge,Instructional Innovation,Teaching Methods,Educational Improvement,Specialists,Teacher Attitudes,Programming Languages,Faculty Development,Computational Linguistics,Language Usage

Digital competence has become a new type of literacy that significantly impacts on people's lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies.
Secondary School Students&apos; Views on Geometry Teaching via Three-Dimensional Dynamic Geometry Software Cabri 3D: Solid Volume Measurement
Author: Gülburnu, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 8,Student Attitudes,Geometry,Mathematics Instruction,Educational Technology,Technology Uses in Education,Computer Software,Measurement,Mathematical Concepts,Concept Formation,Foreign Countries

This study examined students' views on geometry teaching via three-dimensional dynamic geometry software Cabri 3D. Teaching designed with Cabri 3D for solids volume measurement was implemented for 16 students in the eighth grade from a public secondary school in Turkey. The data obtained from the interviews with the students about the teaching, which is two lesson hours per week in five weeks, were categorized into the learning environment, learning, and attitude. The students' views were explained and interpreted according to these categories. The results were supported by sections taken from the worksheets, adhering to the nature of the data. Students stated that Cabri 3D is a functional learning tool that encourages interaction by facilitating drawings and measurements. However, they emphasized that individualized teaching is more suitable for Cabri 3D as group work distracts them. Besides, the students stated that Cabri 3D supports the connection of geometric knowledge about solids volume measurement with daily life by contributing to conceptual and permanent learning. Finally, Cabri 3D had a positive effect on the beliefs and self-confidence of students in measuring the volume of solids.
Improving EFL Students&apos; Speaking Proficiency and Self-Confidence Using Drama Technique: An Action Research
Author: Kumar, Tribhuwan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Language Proficiency,Communicative Competence (Languages),Teaching Methods,Drama,Self Efficacy,Language Fluency

The current study used a drama technique to teach a speaking course to second-level English Department students. The primary goal of language learning is to be able to communicate effectively in the target language with excellent self-confidence. The research was conducted using an action research methodology within a qualitative research framework. A total of 30 second-year undergraduate students at the proposed institution participated in the research as sample. Observation, interview, audio-video recordings, and researcher diary were used to collect data. Content analysis was used to examine the information gathered. Results of the study revealed that using drama technique to teach English as a foreign language has a substantial impact on the acquisition of fluent speaking abilities and results in beneficial improvements in the target audience's communication skills.
ARTful Design: Disruptions within the Dissertation in Practice
Author: Hash, Peaches
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Dissertations,Action Research,Educational Research,Research Design,Student Experience

A student within a university's Ed.D. program is encouraged by her director to narrow her research focus; however, her interests in Curriculum Studies, Arts-Based Educational Research, and Composition Studies led her to design a practitioner action research study examining intersections between the fields. As she collected participants' data, she experienced poststructural disruptions within all stages of the dissertation process, from designing and collecting data to formatting and identity as a researcher. This narrative, exploratory article showcases how dissertations in practice can follow nonlinear pathways to knowledge when researchers are open to possibilities.
Self-Report on Lecturers&apos; Perception of YouTube Usage for Academic Purposes in Northwest Geo-Political Zone, Nigeria
Author: Abubakar, Haruna
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Teaching Methods,Video Technology,Technology Uses in Education,Educational Technology,Technology Integration,Correlation,College Faculty,English (Second Language)

The research is mixed method qualitative and quantitative in nature. Using the guidelines of Palladan (2020), and it also employed Saunders et al., (2009) sampling procures to govern the sample size for the research. The research examined lecturers' perception of YouTube technology usage for academic purposes for enhancing their teaching performance. For this study, lecturers in the Federal College of Education, Zaria, were selected as the research respondents using questionnaire and interview as the instruments for collecting data. Interestedly and surprisingly, the research results revealed that most academics in the Ahmadu Bello University Zaria and Federal College of Education Zaria are using YouTube video technology for academic purposes and have agreed it could be used in the teaching/learning cycle. Two research questions were answered, and two hypotheses were rejected. This paper recommends that seminars and conferences be organized and used frequently for lectures showing the advantages of the educational resources in YouTube video and how it can be used for academic purposes. Certainly, the research result could help guide the lecturers on developing an interest in technology and free themselves from technophobia. The Management of the two institutions should provide strong internet connectivity in the colleges.
Clearing the Clouds: Finding Motivation and Clarity in a Nontraditional Dissertation Using Arts Based Educational Research (ABER)
Author: Kramer, Angela M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Doctoral Dissertations,Art Activities,Educational Research,Scripts,Doctoral Students,High School Students,Reading Difficulties

By crafting a dramatic script about struggling high school readers that I then shared with real students in my Reading classes, I applied Arts-based education research (ABER) methods. Through the writing, presentation, collection, and reflection on student feedback, as well as during the script rewriting process, I was allowed to engage in a unique and motivating research experience. This approach allowed me to attend to three challenges with my Dissertation in Practice (DiP). First, instead of being part of this big, scary, abstract world called 'research', it allowed me to demonstrate inquiry though a means that I was more familiar and confident with--writing and theatre. My confidence working in these areas allowed me to initiate and remain engaged throughout the dissertation work. Second, it allowed me to take on a problem in my practice--the skepticism of many high school students in Reading classes about being in those classes. This helped me better understand my students, and thus inform and guide in the identification of best practices. Third, it positioned me to work with colleagues and administrators in my building and across our school district to rethink how we offer reading support to the heterogeneous cross-section of students who currently are being identified as needing such support. This account summarizes my DiP and, I hope, positions other classroom teachers who double as EdD students to imagine new and effective ways forward as they engage with problems of practice.
The Kinematic Analysis of 3 Repeated 200 Meters Freestyle Swimming Performances of Swimmers Aged 13-15 Years
Author: Altan, Benil Kistak
Date: 2022-00-00
Type: Journal Articles
Subjects: Aquatic Sports,Early Adolescents,Males,Motion,Human Body,Physiology,Measurement,Correlation,Biomechanics,Mechanics (Physics),Foreign Countries

The aim of this study is to investigate the differences in kinematic parameters of freestyle swimming with respect to young swimmers before and after 3x200 metres (m) performances. Seven male swimmers (mean age: 13.86±0.90; mean height: 164.79±6.89cm; mean mass: 54±5.54kg) participated in this study as volunteers without any injury history. Before the test, the cube calibration was used to calibrate the field for calculation of kinematic parameters. Also, appropriate warming time was given to all participants and then, reflector markers were attached to their selected joints. When the swimmers were ready, they were asked to perform 3x200m freestyle, and their performances were recorded by three underwater cameras (60hz). Stroke length, stroke rate, stroke count, and end time were calculated as performance parameters, while the values of segmental angles were calculated as kinematic parameters using SIMI Motion, version 8.7.2. The differences between the beginning of the first 200m and end of the third 200m performances with respect to kinematic parameters were identified using Wilcoxon Test in SPSS 18.0 (SPSS Inc., Chicago, IL, USA) program. Also, the relationships between performance parameters and kinematic parameters were assessed using Pearson Correlation Coefficient. The results of this study indicate that there is a positive relationship between elbow angle and stroke count (r=.946). Also, there is a negative relationship between stroke length (r=-0.934) and stroke rate (r=-0.867) at the pull phase, while there are significant relationships between wrist angle, velocity (r=-0.838) and end time (r=0.824) at the push phase (p&lt;0.05).
Improvement Science as a Frame for the Dissertation in Practice: The Johns Hopkins Experience
Author: Pape, Stephen J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Dissertations,Doctoral Programs,Schools of Education,Educational Improvement,Educational Principles,Scholarship,Foreign Countries

The Johns Hopkins University Doctor of Education program was developed with the expressed program outcome of developing leaders who possess the knowledge, skills, and dispositions to rigorously examine educational problems of practice with stakeholders within their context of professional practice using a social justice lens. The purpose of this article is to describe how improvement science principles depicted by Bryk et al. (2015) served as a frame for our Applied Dissertation to support scholar-practitioners to partner with their colleagues in educational institutions and to independently take on the challenges and opportunities they will encounter in their future work. We outline the dissertation through a discussion of these principles and provide four examples of the resulting dissertations and their impact on the scholar-practitioner's context of professional practice and on them as educational leaders.
Analysis of Teachers as Researchers in the Classrooms: Lesson Study Experience from EFL Teachers&apos; Perspectives
Author: Karabuga, Ferhan
Date: 2021-11-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Faculty Development,Teacher Collaboration,Teacher Researchers,Action Research,Lesson Plans,Teacher Attitudes,Attitude Change,Teaching Methods,Pedagogical Content Knowledge,Reflection,Teaching Experience,Peer Evaluation,Foreign Countries

As an inquiry based model, Lesson Study highlights teacher professional development in the field of English language teaching by giving teachers the role of researchers in classrooms. Gaining widespread popularity in different educational contexts and holding a great promise as a model of professional development, the Lesson Study model forms a basis for the present study aiming to provide insights into how teacher development is structured through social context and collaboration between colleagues when involved in an inquiry process, and how that learning leads to perceptual changes in teachers' views of the model and changes in teaching practices. The results suggest that the teachers had a positive attitude towards practice both at the beginning and at the end of the study. Although the teachers had initially some concerns before they actually experienced the model and it was their first experience with it, practicing the Lesson Study model seemed to meet their expectations, resulted in improvements in knowledge as well as teaching practices and perspectives, and made a contribution to personal and professional development with the help of engagement in professional collaboration, self-reflection, sharing of content knowledge and teaching experiences, peer observation, and critically discussing how to further enhance student learning.
How Dialogic Is the Online Space? A Focus on English Speaking Skills
Author: Heron, Marion
Date: 2021-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Speech Communication,Language Teachers,Teaching Methods,Online Courses,Teaching Experience,Higher Education,Teacher Attitudes,Dialogs (Language),Lesson Plans,Classroom Communication,Computer Mediated Communication,Videoconferencing

In the spring of 2020, English language teachers around the world were forced to rapidly start teaching in a completely online space, often with relatively little experience of online teaching, and with few opportunities for preparation. Recognising the centrality of speaking for learning, this study investigated affordances of teaching speaking online, a relatively unexplored area. Fifty-two language teachers in higher education contexts internationally completed a survey. Drawing on a framework of dialogic teaching, the findings show that teaching speaking online offers some unexpected affordances relating to the dialogic teaching principle of supportive teaching. In addition, teachers reported being able to use the online space for purposeful planning of online lessons. However, the online space is less conducive to enabling reciprocal, deliberative, and cumulative classroom talk, key features of higher education discourses. We end the paper with practical recommendations for how to ensure that dialogic teaching dimensions are not lost in an online space.