ethanporcaro/eric-fulltext-meta huggingface dataset:
The Degree of Using Meta-Cognitive Thinking Strategies Skills for Problem Solving by a Sample of Biology Female Teachers at the Secondary Stage in the State of Kuwait
Author: Azmy, Khadir Abdullah Al
Date: 2020-12-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Correlation,Foreign Countries,Problem Solving,Teaching Experience,Biology,Science Instruction,Science Teachers,Secondary School Teachers,Teacher Attitudes,Teacher Surveys,Females,Teaching Methods

The study aims to identify the degree of using meta-cognitive thinking strategy skill that relates to problem solving by teachers in the State of Kuwait and to investigate whether there is a statistical significance of using the skills of meta-cognitive strategies on solving problem related to their years of experience and their educational area. The current study followed the descriptive and analytical method that is the most appropriate for educational studies particularly that have to with correlation studies and the study of the relationships between variables. The research tool is represented in a list of thinking of meta-cognition that is distributed in (36) items that are basically under four dimensions including understanding the problem, setting a plan for solution, control and evaluation. The research sample that was analyzed contained (204) members. They are teachers who teach biology at secondary school in the state of Kuwait that is, 50% of the total number of female teachers in the State of Kuwait who are actually working in the whole six educational areas available in the state of Kuwait. The survey was electronically distributed via social media platforms because of Corona Virus pandemic witnessed by the State of Kuwait and the world. The research findings showed the degree of using the skills of meta-cognitive strategy that relate to problem solving by the research sample in the State of Kuwait was high despite of the different degrees of each strategy. The results indicated there is not a statistical significance of applying the skills of meta-cognitive strategies on solving problem by the research sample belong to their years of experience and the educational area they work in.
The Effectiveness of a Proposed Counseling Program to Develop Self-Confidence among Jordanian University Students: The World Islamic Sciences and Education University as a Model
Author: Talahin, Fatima Mohammad Rashed Al
Date: 2020-12-00
Type: Journal Articles
Subjects: Self Esteem,Program Effectiveness,Islam,Comparative Analysis,Undergraduate Students,Student Attitudes,Pretests Posttests,Foreign Countries,Models,Counseling

The present study aims at identifying the effectiveness of the proposed counseling program to develop self-confidence among the students of The World Islamic Sciences and Education University and to identify their level of self-confidence, as well as to find out if there are statistically significant differences between the average of the experimental group members on the pretest and on the posttest, for self-confidence. The study followed the semi-experimental method, where the experimental sample was 124 first year students of the Faculty of Education; they were randomly selected according to the course schedule. The tools of the study were a self-confidence questionnaire and proposed counseling program sessions to develop self-confidence. The results revealed statistically significant differences between the pre and posttests in favor of the posttest, which means the effectiveness of the proposed program for the development of self-confidence, while there were no differences between the two tests; the post and follow-up, which means the continuation of the effectiveness of the proposed program after two months of its application. Based on the findings reached, several recommendations were suggested, the most important of which is that the social and psychological counseling unit must hold more educational and psychological programs for the university students, and adopt the current program and re-apply the program continuously to the university students.
Creating Props: Improving Writing Skills of Teaching Materials of Elementary Teacher Education Students through Project-Based Learning Model
Author: Wardani, Duhita Savira
Date: 2020-08-00
Type: Journal Articles
Subjects: Writing Skills,Writing Improvement,Preservice Teachers,Preservice Teacher Education,Elementary School Science,Active Learning,Student Projects,Instructional Materials,Science Materials,Material Development,Portfolio Assessment,21st Century Skills,Manipulative Materials,Visual Aids,Foreign Countries

This study aimed to determine the improvement in writing skills of science teaching materials for elementary school teachers students through the Project-Based Learning (PjBL) model. This study used a quasi-experimental method with One Group Pretest-Posttest Design using portfolio assessment sheets to write science teaching materials. Data were analyzed using a T-test. This study's subjects were pre-service teacher students who contracted Natural Science Learning courses in the Elementary Teacher Education Program. The study results indicated that PjBL could increase pre-service teachers' skills in developing teaching materials relevant to the 21st-century skills, students' character, and the applicable curriculum. This result is evidenced by the results of the assessment, which increased significantly from 2.04 to 3.25. It is also based on the Wilcoxon test that Asymp.Sig. (2-tailed) &lt;0.05 which is 0.000. It means that there is an influence in the form of an increase in the PjBL model's use of the writing skills of science teaching materials for elementary teacher students. This study recommends that the PjBL model can be used as an alternative learning model to improve the writing skills of teaching materials for students.
The Impact of the EIN Supported Math Education on Students&apos; Achievement and Opinions in 5th Grade Geometry Teaching
Author: Aksu, Hasan Huseyin
Date: 2020-12-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Teaching Methods,Achievement Tests,Mathematics Tests,Mathematics Achievement,Comparative Analysis,Pretests Posttests,Secondary School Students,Test Validity,Test Reliability,Feedback (Response),Student Attitudes,Information Systems,Educational Technology,Foreign Countries

The aim of this study is to observe the effect of Education and Informatics Net (EIN) supported math teaching on students' success in geometry teaching 5th grade level and to observe students' comments on EIN. This study was conducted in the 2nd term of 2018-2019 school year. Both qualitative and quantitative research methods were implemented. Pre-test and post-test controlled grouped quasiexperimental design was used in the research's quantitative part. While 5th grade geometry subjects were taught via course books and concrete materials to one group, the other group was exposed to EIN supported math teaching methods. The research sample is limited, comprising Giresun city, 34 secondary school students, of whom 17 each were for the experimental and control group. An achievement test consists of 25 questions was developed by the researcher and its validity and reliability were checked by experts in the field. The achievement test was implemented through both groups as pre-test, post-test and permanency test after 8 weeks. The collected data was administered through SPSS 24.0 package program. Paired t-test and unpaired t-test were used to analyze the collected data. Students were asked to answer the beforehand prepared feedback form that consists of questions about the use of EIN in the qualitative part of the research. When the quantitative data results are analyzed, both of the groups had succeeded in learning 5th grade geometry subjects. However, it is seen that experimental group students are more successful than the ones in control group. Permanent learning happened in both of the groups. In addition, it is clear that students have positive attitudes towards EIN according to qualitative data results.
Improvement of Creative Thinking Ability of Elementary Teacher Education Students in Utilizing Traditional Games in Social Studies Learning
Author: Arga, Hana Sakura Putu
Date: 2020-08-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Social Studies,Teacher Education Programs,Preservice Teachers,Games,Teaching Methods,Cultural Maintenance,Outcomes of Education,Instructional Effectiveness,Comparative Analysis,Elementary School Teachers,Pretests Posttests,Foreign Countries

Creative thinking skills of elementary teacher education students' needs to be improved in a fun social studies learning process. One of the lessons that can make learning a pleasant atmosphere is to apply knowledge by applying traditional games. This research aims to increase the creativity of elementary teacher education students in utilizing traditional games to preserve the nation's culture. The research method used was a quasi-experimental design with a nonrandomized pretest-posttest control group. The instrument used in this study was a tablet-shaped observation instrument. This research shows that learning science by applying traditional games can improve elementary teacher education students' creative thinking skills. It can be seen from the learning outcomes of elementary teacher education students social studies using traditional games that are better than conventional learning.
The Effect of VBA for Microsoft Excel as Teaching Material to Improve Prospective Elementary School Teachers&apos; Mathematical Conceptual Understanding
Author: Ruqoyyah, Siti
Date: 2020-08-00
Type: Journal Articles
Subjects: Computer Software,Spreadsheets,Programming Languages,Technology Integration,Instructional Effectiveness,Preservice Teachers,Mathematical Concepts,Concept Formation,Elementary Education,Instructional Materials,Learning Motivation,Active Learning,Private Colleges,Foreign Countries

This research is motivated by the low ability to understand mathematical concepts possessed by prospective elementary school teacher students. This study aims to see the achievement and improvement of students' mathematical understanding abilities that use Microsoft Excel-based VBA teaching materials with those using conventional learning. This study uses a quasi-experimental method with a non-equivalent pre-test and post-test control group design. This study's population were all second-semester elementary school teacher candidates in one private university in West Java, Indonesia. The sample in this study was 70 prospective 2nd-grade elementary school teacher candidates. The instrument used in this study was a test of understanding mathematical concepts. The results showed: 1) learning using VBA Microsoft Excel as a teaching material was able to improve students' ability to understand mathematical concepts; 2) learning using Microsoft Excel VBA as teaching material is better than conventional learning; and 3) students can be enthusiastic, active and motivated in learning mathematics with VBA Microsoft Excel.
Leveraging Reflective Practice to Advance the Field and Enhance Impact: Learning from Failure and Missteps in Community-Engaged Scholarship
Author: Kuban, Adam J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Community Involvement,Faculty Development,Reflective Teaching,Scholarship,School Community Relationship,College Faculty,Service Learning,Spanish,Second Language Instruction,Hispanic Americans,Youth Programs,American Indians,Experiential Learning,Leadership Training,Drug Abuse,Intervention,Extension Education,Taxes,Health Promotion,Mental Health,Administrator Role,Teacher Role

The purpose of this reflective essay is to encourage the discussion of community-engaged scholarship (CES) that does not progress as planned. Insufficient attention is given to lessons gleaned from missteps and outright failures experienced by scholars in the field, which results in a paucity of documented cases and recommendations for improvement. To address this gap in the literature, this article features vignettes from scholars in the field whose experiential wisdom may inform practice for individuals as well as institutional strategies. The authors discuss implications for practice informed by their experience in developing community-engaged scholars and the shared wisdom of the contributors whose experience and failures provide insight for emerging scholars. The essay concludes with recommendations for future research related to how we experience and learn from failure in CES.
Campus Classification, Identity, and Change: The Elective Carnegie Classification for Community Engagement
Author: Saltmarsh, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Classification,Institutional Characteristics,Community Involvement,School Community Relationship,Organizational Change,Educational Innovation,School Policy,Educational Practices,School Culture,Higher Education

To receive the Carnegie Elective Classification for Community Engagement, campuses must provide extensive documentation indicating a commitment to institutionalizing community engagement. When they do so, the Carnegie Foundation recognizes community engagement as part of the institutional identity of the campus. The Community Engagement Classification was designed to augment the basic classification (which all campuses receive) in a way that encouraged campus innovation and change. Based on our review of hundreds of applications for the classification, we propose that the Carnegie Foundation was not only encouraging campus change, but that the design of the classification suggests a theory of how institutionalization of community engagement happens. When working with campuses applying for the classification, we have found that understanding the theory of change implied by the classification has helped focus attention on the importance of locating community engagement in the core academic cultures, policies, structures, and practices of the campus.
Developing Engaged Scholars through Glocal Learning: A Case Study of the Thailand Global Citizenship and Civic Engagement Initiative
Author: Areesophonpichet, Sornnate
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,International Cooperation,Non Western Civilization,Foreign Countries,Global Approach,Community Involvement,Citizenship Education,Social Differences,Citizen Participation,Sustainability,Graduate Students,Knowledge Level,Partnerships in Education,Program Descriptions,College Faculty,Indigenous Knowledge,Service Learning,Professional Identity,Ethics,Justice,Environmental Education

With the development of Thailand 4.0, it is critical for engaged scholars to address the role of higher education in Thailand's social and economic development with an understanding of how local histories (local) and economic globalization (global) shape their work. We discuss the Thai context for community engagement, then describe the purpose and learning goals for the Global Citizenship and Civic Engagement (GCCE) initiative, as well as the methodological approach used to assess the initiative's impact and long-term sustainability. The findings highlight how glocal learning fostered Thai and U.S. graduate students' valuing local knowledge and linking economic inequality to environmental injustice. Students transformed in their understanding of the need to revitalize marginalized knowledge and include experiences of other-than-human beings. The findings contribute valuable non-Western perspectives on how international partnerships between universities prepare graduate students as engaged scholars for a sustainable world.
Did Federal Policy on Postsecondary Service-Learning Support Community Social Capital?
Author: Dahan, Thomas A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Service Learning,Social Capital,Higher Education,Citizen Participation,Financial Support,Federal Aid,Retrenchment,Program Evaluation

Community social capital is an important mechanism for collective efficacy and civic engagement to address problems of public concern. Using panel data from four periods spanning nearly 20 years, this study investigated the effects of a federal policy supporting service-learning in higher education on community social capital as measured by an index adapted from multiple indicators. Membership in Campus Compact, a national organization of college and university presidents who have committed their institutions to public and community service, served as a proxy for grantees of the service-learning policy and for comparing variation related to institutional members of Campus Compact and other postsecondary institutions in these communities. Results point to positive contributions of the engaged institutions consistent with a policy feedback mechanism followed by a modest decline in community social capital related to the elimination of federal funding for service-learning through Learn and Serve America Higher Education in 2011.
Effectiveness of a Precollege STEM Outreach Program
Author: Zhou, Bin
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,STEM Education,High School Students,Outreach Programs,Predictor Variables,Summer Programs,Individual Differences,Intervention

Workforce shortages in the field of science, technology, engineering, and math (STEM) have led to an increasing need for STEM outreach programs for high school students. This article presents an integrated approach to such efforts; government agencies, the host university, and local professional associations play meaningful roles in program design and implementation. This article also evaluates program effectiveness in increasing high school students' likelihood of studying STEM in college. Opening and end-of-program surveys, coupled with demographic data, provided rich information on participants' backgrounds and their responses to STEM exposure and intervention. A discrete choice model discovered participants' differential valuation of program effectiveness and quantified the factors that influenced participants' pursuit of STEM college education due to program participation. In addition to demographics and family culture, overall program experience is critical to the perceived benefits of STEM exposure. Findings can help educators and outreach program directors develop appealing STEM outreach curriculum.
Tailoring Bankruptcy Insolvency Education to Ensure Solvency Literacy
Author: McGregor, Sue L. T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Debt (Financial),Teaching Methods,Credit (Finance),Recidivism,Counseling,Literacy,Consumer Economics,Financial Needs,Rehabilitation,Foreign Countries,Financial Problems,Federal Legislation

This position article proposes that bankruptcy counseling and education should be tailored so that bankrupts and consumer debtors can attain &quot;solvency literacy,&quot; a new construct developed for this initiative. They need to (a) handle their financial affairs &quot;during&quot; the insolvency process while (b) concurrently striving for a fresh start, rehabilitation (financial health), and reduced recidivism after discharge. Each of the Canadian and American insolvency education and counseling curricula is described with attendant discussions of financial education (literacy), consumer education (literacy), and credit education (literacy). Intending to keep bankruptcy insolvency education relevant and effective, a specially tailored curriculum is tendered for consideration. The curriculum represents a hybrid of consumer, financial, and credit education. It is relevant to immediate, situation-specific financial needs anticipating that people can strive for more generic consumer and financial literacy after they have attained solvency literacy.
The Utilization of Robo-Advisors by Individual Investors: An Analysis Using Diffusion of Innovation and Information Search Frameworks
Author: Fan, Lu
Date: 2020-00-00
Type: Journal Articles
Subjects: Investment,Innovation,Information Seeking,Financial Services,Automation,Computer Use,Adoption (Ideas),Age Differences,Attitudes,Individual Characteristics

This study examines the roles of internal and external search characteristics and attitudinal factors in investors' decisions to utilize robo-advisor-based platforms. Using the 2015 state-by-state National Financial Capability Study and Investor Survey, this study finds that the need to free up time, higher risk tolerance, higher subjective financial knowledge, and higher amounts of investable assets were positively associated with individual investors' adoption of robo-advisors. Additionally, the results from the interaction model indicates that individuals under 65 with a higher risk tolerance and greater perceived investment knowledge were more likely to use robo-advisors. Implications of the key findings for scholars, practitioners, and industry leaders are included.
Empowering Higher Education Extension Workers for Community Engagement: The Case of a Certificate Course Offered by a Comprehensive University in Manila
Author: Abenir, Mark Anthony D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Community Involvement,Course Descriptions,Universities,Course Content,Foreign Countries,Faculty Development,Grades (Scholastic),Certification,Participant Characteristics,College Faculty,Outcomes of Education

Even though community engagement is an important function of higher educational institutions (HEIs), many HEI personnel across the world are in need of training in this area. In the extant literature, trainings for community engagement in an HEI context are well studied in countries of the Global North. However, there seems to be a dearth of literature about this field in the Philippines. Our research addresses this gap by delving into the certificate course on community engagement and organizing offered by the University of Santo Tomas (UST) in Manila. Specifically, this study describes the content and conduct of the course, presents the satisfaction evaluation results of course participants, and examines their learnings and insights. This study contributes to the literature by documenting efforts made by HEIs in the Philippines in mainstreaming community engagement in the fabric of academic life.
Three Decades of the &quot;Journal of Financial Counseling and Planning&quot;
Author: Xiao, Jing Jian
Date: 2020-00-00
Type: Journal Articles
Subjects: Periodicals,Money Management,Teaching Methods,Databases,Trend Analysis,Research Reports,Finance Occupations,Counseling,Planning,Consumer Economics

This article describes the current status and trends in the past three decades (1990-2019) of the Journal of Financial Counseling and Planning (JFCP). Since its first issue published in 1990, JFCP has become a major research outlet in consumer finance. The journal publishes cutting-edge, peer-reviewed, original research papers on consumer financial counseling, planning, and education that have broad impacts on both academic research and business practices in the field of consumer finance. It is included in many major indexes such as Scopus, Emerging Source Citation Index, EconLit, among others. It has published influential papers on consumer financial well-being, financial capability, financial education, financial counseling, financial planning, retirement planning, risk tolerance, and financial behavior change.