ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review on Writing Metacognitive Awareness of Turkish Advanced Level EFL Learners
Author: Tosuncuoglu, Irfan
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Advanced Students,English (Second Language),Second Language Learning,Second Language Instruction,Literature,Foreign Countries,Writing (Composition),Student Attitudes,Writing Processes,Revision (Written Composition),Short Term Memory,Measures (Individuals),Writing Strategies,Word Processing,Undergraduate Students

The present study was undertaken to measure the metacognitive writing awareness of university-Flevel learners. The participants of the study are 101 students of English Language and Literature, enrolled at a state university in Turkey. The grade level of the students ranges from the first grade to the fourth grade. In order to collect data, a questionnaire, developed by Farahian (2017), was used. This questionnaire measures the awareness of metacognitive writing with regard to &quot;knowledge of cognition&quot; and &quot;knowledge of regulation.&quot; Knowledge of cognition is studied under the following sub-scales: (a) declarative knowledge (person), (b) declarative knowledge (task), and (c) procedural knowledge. Knowledge of regulation was studied in terms of (a) planning and drafting, (b) general online strategies (c) monitoring and revision. Descriptive statistics were used to analyse the data obtained and tentative results showed that students have a moderate level of writing awareness.
Developing Instruments for Student Performance Assessment in Physics Practicum: A Case Study of State Senior High School of Magelang
Author: Lutasari, Silvia
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Tests,Test Construction,Physics,Performance Based Assessment,Practicums,Secondary School Science,Foreign Countries,High School Freshmen

Assessment of practicum activities has not been performed maximally in which it is limited to unstructured observations without applying assessment instruments and it only covers some skills oriented aspects. For that reason, this research aimed to develop instruments for student performance assessment in physics practicum in State Senior High School of Magelang. This research development study was based on the Borg &amp; Gall model. There were three basic steps followed; Phase 1 (problematization), Phase 2 (product creation), and Phase 3 (product testing) that consists of a limited experiment and a large group experiment. In the study, Aiken formula was used for the validation purposes and the results showed that the instrument had a high degree of content validity with the Alpha coefficient value of 0.948. Based on the Total Variance Explained table, the component column showed that there were six factors representing the variables. Accordingly, the instrument of this research was found feasible to be used for high school student performance assessment in physics practicum.
E-Learning Uptake among Academicians and Students in Tanzanian Universities
Author: Kisanjara, Simeo B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,College Faculty,College Students,Adoption (Ideas),Student Attitudes,Teacher Attitudes,Access to Computers

The purpose of this study was to ascertain the extent of current e-learning uptake in Tanzanian universities. The quantitative approach involving survey design was adopted in the collection of data. Data were collected through a questionnaire survey of 400 respondents, with a rate of return 85.5%. The average reliability of variables 0.949 was determined using Cronbach's Alpha. Fuzzy Logic model and t-test were adopted for data analysis. The findings revealed that the average extent of current e-learning uptake among students and academicians were less than half of threshold amounting to 50% (i.e. level of awareness was 16%, availability was 20.6%, accessibility was 17%, attitude was 15% as variables used). There was no statistically significant difference in e-learning uptake among students and academicians as the value of p &gt; 0.05. The findings of this study established a base ground and guidelines to inform the e-learning stakeholders and policymakers to find and establish suitable policy as well as mechanism to adopt and encourage sustainable use of e-learning systems for life-long teaching and learning. The originality of this study is based on the addition of new variables and methodologies employed as empirical evidence based on the extent of e-learning uptake in Tanzanian universities.
Faculty Preparation to Work with College Students with Mental Health Issues
Author: Wiest, Lynda R.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Mental Health,Teacher Role,Barriers,Help Seeking,Adjustment (to Environment),Well Being,Counseling Services,Perception

In this paper, we provide general information about college student mental health, including common mental health issues, contributing factors, and barriers to help-seeking. We then suggest research-based practices college campuses at large, and specifically higher education faculty, may take to address student mental health concerns.
Roma and Non-Roma Views about Their Children&apos;s Learning Difficulties
Author: Ives, Bob
Date: 2018-00-00
Type: Journal Articles
Subjects: Migrants,Population Groups,Minority Groups,Migration,Migrant Children,Migrant Education,Foreign Countries,Social Bias,Equal Education,Learning Problems,Books,Academic Achievement,Parent Attitudes,Parent Participation,Public Schools,Social Services

Roma have been described as the most hated minority in Europe. Particularly in Southeastern Europe (SEE), this bias is reflected in how Roma children are treated and segregated in schools. Anecdotal evidence shows that Roma parents may give permission for their children to be included in segregated programs in order to benefit from payments, food and other compensations. This pattern may explain the overrepresentation of Roma children in segregated settings for children with disabilities in the region. In this analysis of parent survey data from ten SEE countries, with oversampling of the Roma minority, we found that Roma parents were no more likely to report that their children had learning difficulties than non-Roma parents. Instead, books in the home was the strongest single predictor of whether parents in either group reported that their children had learning problems.
Comparing Case Studies: Examining Stigma within the Family of a Child with Mental Illness
Author: Taylor, Shanon S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Bias,Mental Disorders,Parent Child Relationship,Case Studies,Parent Attitudes,Sibling Relationship,Family (Sociological Unit),Emotional Disturbances,Behavior Disorders,Children,Adolescents,Mental Health Workers,Comorbidity,Substance Abuse,Family Relationship,Health Services,Health Insurance

We will discuss how we found evidence of courtesy stigma in a early case study and through those parental interviews, determined that siblings have an important story of their own to share. The issues surrounding courtesy stigma are that the family members of the child with an E/BD feel diminished and de-valued by the very professionals that should be providing services and support to them.
Interplay of Germane Load and Motivation during Math Problem Solving Using Worked Examples
Author: Gupta, Udita
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Problem Solving,Demonstrations (Educational),Learning Motivation,Correlation,College Students,State Universities,Equations (Mathematics)

Out of all the measures of cognitive load, germane load is crucial in determining one's motivation towards learning. The dynamics between the two becomes even more important when individuals are required to grasp understanding of complex content such as the one presented by math. Current stud explores the relationship between the three facets of cognitive load-intrinsic, extraneous and germane along with surveying if there exists any correlation between germane cognitive load and motivation. Results indicated that germane cognitive load was positively correlated with intrinsic cognitive load and negatively correlated with extraneous load. Another interesting finding was positive correlation between germane cognitive load and interest subdimension of motivation.
Learning from Klein: Examining Current Interdisciplinary Practices within U.S. Higher Education
Author: Holley, Karri A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Higher Education,Educational Methods,Educational Research,Equal Education,Educational Technology,Blended Learning,Online Courses

In this article, I consider Klein's scholarship as a foundation to examine the realities of interdisciplinary practice in higher education institutions, including questions of who engages in interdisciplinary work, how interdisciplinary work is supported, and how interdisciplinary work is organized. In discussing each of these issues, I underscore elements of the higher education context, including funding, enrollment, and staffing. I identify areas that require future research regarding higher education and interdisciplinarity, specifically research engaging questions of inequality in access and outcomes and research examining educational delivery modalities such as hybrid and online learning and the effectiveness of interdisciplinary curricula and pedagogies in these environments.
Exploring Julie Thompson Klein&apos;s Framework for Analysis of Boundary Work
Author: Pohl, Christian
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Research,Cooperation,Sustainability,Water,Conservation (Environment),Foreign Countries,Expertise,Differences,Language Usage,Cooperative Learning,Participative Decision Making,Teamwork,Higher Education,College Faculty

Julie Thompson Klein's contributions to interdisciplinary and transdisciplinary research have enriched the way collaboration is discussed and handled by introducing concepts of boundary work and boundary crossing from the field of Science and Technology Studies. In recent years, she has been integrating those concepts into crossdisciplinarity, an effort culminating in the development of a framework for a forthcoming book (&quot;Beyond Interdisciplinarity: Boundary Work, Collaboration, and Communication in the 21st Century&quot;). With her permission, we have used an earlier version of her framework to analyze boundary work and boundary crossing in transdisciplinary sustainable water management projects in Australia and Switzerland. The aim of using the framework has been twofold: to explore and assess the heuristic value of the framework, i.e. how it improves our conceptualization of boundary work in the two projects, and to examine the framework itself, i.e. whether some of the seven concepts involved are hard to work with or should be further developed.
From Interdisciplinarity to Postdisciplinarity: Extending Klein&apos;s Thinking into the Future of the University
Author: Darbellay, Frédéric
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Higher Education,Teaching Methods,Innovation,Intellectual Disciplines,Knowledge Level,Models,Educational Research

Complexity is among the main drivers that justify and guide the genesis and establishment of multi-, inter- and transdisciplinary approaches to the production and application of knowledge. Complexity can be read in the relatively canonical taxonomy of these concepts that structure epistemological reflections on the dynamics of knowledge production lying between and beyond disciplinary boundaries, a taxonomy that Julie Thompson Klein and other leading interdisciplinarians have proposed. The introduction of the concept of postdisciplinarity into this conceptual evolution allows for further reflection on more or less likely scenarios for the development of university institutions, scenarios more or less transgressive of the disciplinary status quo. These possible epistemological and institutional mutations would require actors who are cognitively available and open to change, or even frankly &quot;undisciplined,&quot; with the goal of transforming academic institutions into the university of the future by fostering breakthrough innovation.
Imagination and Actionability: Reflections on the Future of Interdisciplinarity, Inspired by Julie Thompson Klein
Author: Keestra, Machiel
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Higher Education,Educational Research,Stakeholders,Knowledge Level,Action Research,Imagination

When introduced around 1925, interdisciplinarity, grounded in the notion of the unity of knowledge, was meant to reconnect the fragmented and specialized disciplines of academia. However, interdisciplinary research became more and more challenging as the plurality and heterogeneity of disciplinary perspectives and insights increased. Insisting on this divergence and diversity, Julie Thompson Klein has nevertheless contributed in important ways to convergence in interdisciplinarity with her work on the process of integration as interdisciplinarity's defining feature. Of course Klein is aware that the increasing inclusion of extra-academic stakeholders in &quot;trans&quot;disciplinary research constitutes a fundamental challenge to integrative interdisciplinarity. Along with academic contributions, experiential knowledge, interests, and norms must be recognized as valuable to the process, and stakeholder expectations of applicable results must be met. Exploring the future by extending this crucial development further, this article focuses on the actionability of knowledge as an additional criterion for effective interdisciplinarity and transdisciplinarity, as it is in Action Research. With action options for stakeholders being an important goal for such research, it is argued that joint deliberation about these options must be part of the process, aiming for reflective equilibrium. At the same time, an important role for imagination is defended, enabling adequate consideration of action options with their ramifications and implications. The future of interdisciplinarity, it is concluded, will entail an important role for the actionability criterion and for the related role of imagination of potential outcomes, much greater roles than these now have.
School Administrators&apos; Opinions Related to the Values That Should Be Gained to Classroom Teachers through In-Service Training
Author: Sezer, Senol
Date: 2020-00-00
Type: Journal Articles
Subjects: School Administration,Administrator Attitudes,Inservice Teacher Education,Elementary School Teachers,Professionalism,Principals,Personality Traits,Moral Values,Social Values,Ethics,Teaching (Occupation),Professional Development,Foreign Countries

Purpose: Social changes and developments in educational policies bring along changes in the values of the teaching profession. The changing values increase the in-service training needs of the teachers. Although it is aimed to gain prospective teachers the values of the teaching profession in the pre-service period, it is seen that the target is not sufficiently achieved. The present research aims to investigate administrators' opinions regarding the values that should be gained among classroom teachers through in-service training. Research Methods: This study was designed in a qualitative, case study pattern. The study group was 24 school administrators working in primary schools. The participants were determined using a criterion sampling method. The data were collected by a semistructured grid form developed by the researchers. Findings: The values to be gained during in-service training among classroom teachers were (i) personal values: openness to innovation, diligence, patience, awareness, honesty, politeness, empathy, consistency and reliability; (ii) professional values: communication, leadership, creativity, collaboration, solidarity and vision; (iii) universal values: love, justice, tolerance and humanism; and (iv) cultural values: patriotism, self-devotion and work selflessly. The personal values were in the first priority order of the values that should be gained class teachers through in-service training. Implications for Research and Practice: The findings reveal that classroom teachers should be trained with personal, professional, universal and cultural values in the in-service training process. The personal values should include the values, such as openness to innovation, diligence, patience, awareness, honesty, politeness, empathy; professional values should include the values, such as communication, leadership, creativity, collaboration, solidarity and vision.
Schooling Experiences of Disadvantaged Children in Preschool: Attitudes, Engagement and Interactions
Author: Arikan, Arzu
Date: 2020-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Preschool Children,Learner Engagement,Educational Experience,Childrens Attitudes,Preschools,Educational Quality,Stimulation,Parent Child Relationship,Foreign Countries,Family Environment,Student School Relationship,Play,Summer Schools,Gender Differences,Age Differences

Purpose: The research adopting children's perspectives about early care and education has flourished since the adoption of UNCRC; however, the studies investigating experiences of children from diverse backgrounds in the literature are still scarce. This study aims to describe disadvantaged children's experiences in a target preschool from their own perspectives. Research Methods: This study is part of a large-scale research project, and it focuses on disadvantaged children's perspectives using a case study design. The case of interest included a specific group of people associated with a unique preschool designed for the disadvantaged children. The data comes from 26 children and their parents for this study. Child interviews were the primary source of data. Parent interviews, observations and other documents supplemented data analysis. The data was analyzed using ATLAS.ti 7 Software. Findings: The basic dimensions of schooling experiences included children's attitudes toward school, engagement in daily activities, and echoes of school experiences at home. The findings suggest that access to resources does not mean quality educational experiences for all children, and there is room for improvement. Although disadvantaged children appeared to have positive attitudes toward school, their experiences involved limited engagement in certain activities. All children had inadequate stimulation and low-quality interactions with the parents at home regarding the school experiences. Comparing experiences based on gender, age, developmental milestones and family structure yielded some differences in children's experiences of schooling. Implications for Research and Practice: This study highlights the need for inclusive and enriched educational practices for disadvantaged children. Future research may investigate children's educational experiences in mixed schools and examine home-school connections.
Examining English Self-Efficacy Beliefs of University Preparatory Class Students
Author: Citil, Cansu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Self Efficacy,Beliefs,Student Attitudes,College Students,College Preparation,Self Concept Measures,Outcomes of Education,Scores,English Curriculum

Purpose: Students in Turkey have difficulty reaching fluency in English. Affective factors in teaching English are as important as cognitive factors. Perceived self-efficacy, an affective factor, is known to influence learning a second language. This study explores the effects of a university preparatory school's English curriculum on its students' self-efficacy beliefs to understand if the design, application and evaluation of the curriculum could be better suited to English language learners. Research Method: 426 students participated in the research, conducted with the cross-sectional survey design. An adapted psychometric scale was used to measure students' levels of English self-efficacy beliefs. In addition, an open-ended questionnaire was distributed to the participants to better understand their views on the sources of self-efficacy. The data were analyzed using paired samples t-test, percentages and frequency distributions. Findings: Findings revealed that preparatory class practices increased students' self-efficacy beliefs in all sub-dimensions. The fear of making mistakes, losing face, and not being able to express their opinions negatively affected students' self-efficacy beliefs. Applying the language in productive activities, showing effort to use English in daily life and taking responsibility within the context of the English curriculum, modelling after positive behavior of the teachers and friends, and encouraging expressions by the teachers positively affected students' self-efficacy beliefs. Implications for Research and Practice: To develop professional teacher training programs that apply more effective activities and provide better feedback and correction, it is imperative to establish better communication with the students and understand how to integrate technology in the language lessons.
Model of Performance Improvement of Certified Teachers in Private Vocational Schools
Author: Rusman, Ade
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Certification,Private Schools,Vocational Schools,Job Performance,Principals,Work Environment,Teacher Motivation,Foreign Countries,Performance Factors,Leadership Effectiveness,School Administration,Vocational Education Teachers,Teacher Administrator Relationship,Teacher Improvement

Purpose: This study aimed to investigate a performance development model of the certified teachers at private vocational schools through school principal leadership, working environment, and teachers' alleviating motivation. Research Method: This research was conducted using a descriptive correlation approach with a multiple regression analysis. The data were collected using a purposive random sampling technique with total respondents of 118 certified teachers from various private vocational schools in Tegal, Central Java, Indonesia. The data were gathered through questionnaires and then analyzed using SPSS 12. Findings: The regression analysis testing results indicated that (1) school principal leadership with the correlation coefficient of 0.83 positively and significantly influenced the performance of certified teachers by 82.8%, (2) working environment with the correlation coefficient of 0.877 positively and significantly influenced the performance of certified teachers by 87.7%, and (3) affiliating motivation with the correlation coefficient of 0.035 did not positively and significantly influence the performance of certified teachers by 3.50%. The results of multiple regression analysis showed that performance of certified teachers was influenced by school principal leadership, working environment, and teachers' affiliating motivation. Implications for Research and Practice: Based on the research results, it is suggested that the private vocational principals should continuously improve their leadership and create positive working environments as these variables positively influence teachers' performance, while teachers' affiliating motivation should also be considered.