ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Using Simulation on Developing Students&apos; Character Education in Learning Economics
Author: Amri, Fahimul
Date: 2020-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Simulation,Vignettes,Student Development,Values Education,Moral Values,Ethics,Economics Education,High School Students,Student Attitudes,Grade 10,Foreign Countries

This research aims to explain the effect in using simulation to develop students' educated character in learning economics. The quantitative analysis uses pre- and post-test experimental design, while descriptive analysis is completed with percentage analysis and the category of the mean score. Instruments of data collection use observation rule and questionnaire by using four scale assessments start from very good/strongly agree until very bad/strongly disagree. The result of the research shows that there are different characters in education development before and after implementation simulation in learning economics. The use of simulation in learning economics has an effect on the development of student character education. The simulation in learning economics can develop the students' character with very good category, with a total percentage that shows the number of good at 56.29% and very good at 42.71%. Through simulation, learning economics conducted is easier to develop the very important character education in students' life. The simulation which presents the real situation in learning economics improves the students' learning experience in economics field, so that the students can feel that real condition, especially for learning activity to do the economical activity by implementing good characters (by using good ways) and avoids the bad ways which can be harmful for others.
The Effect of English Teacher&apos;s Instructional Management Skills on Beginner Students&apos; Achievement and Perception
Author: Yasin, Burhanuddin
Date: 2020-10-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Classroom Techniques,Academic Achievement,Student Attitudes,Instructional Effectiveness,Foreign Countries,Student Evaluation of Teacher Performance,Gender Differences,Individual Differences

Instructional management and instructional quality are two key factors for successfully teaching a language. This study was aimed at finding any correlation between instructional management skills and instructional quality, in addition to any correlation between instructional management skills and the achievements of the students in the relevant subject. The data for this correlational study was obtained from 30 English teachers and 531 students in the province of Aceh, Indonesia. The data was collected using two questionnaires, one for each teacher's self-reported instructional management skills, sourced from Martin and Sass (2010) and the other for their instructional quality as perceived by their students sourced from Voss, Kunter, and Baumert (2011, p. 960). The internal consistency of both questionnaires was satisfactory, viz: 0.75 and 0.70 respectively. A total number of 509 students were given a language test to test the quality of their achievements. The correlations between the variables were calculated by using Spearman's rank correlation, with a level of significance of 0.1 and 0.05. After the data were separated based on sex and years of instruction, the results showed that only two components of instructional quality were significantly correlated to some instructional management skills. No statistical evidence was found for any correlation between the instructional management skills of the teachers with the achievements of their students.
How Do Italian Teacher Trainees Conceive Assessment?
Author: Pastore, Serafina
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Educational Assessment,Accountability,Alignment (Education)

Nowadays, educational research points how teaching-learning quality is interwoven with teachers' conceptions of teaching, learning, curriculum, and assessment. Given this assumption, the present papers reports a study aimed to analyse teacher trainees' conceptions of assessment. On the backdrop of review of main international studies on teachers' assessment conceptions, this paper focuses on the Italian teacher trainees' conceptions of assessment. Data from 409 teacher trainees on Conceptions Of Assessment (COA) inventory were analysed in a MANOVA design. Differences and similarities between the current results and the COA model are highlighted: even though the Italian teacher trainees generally agreed with the assessment as a lever to improve teaching and learning, it is evident that they conceive assessment as misaligned from the accountability system. The implications of results for assessment education and training are also discussed.
The Student Ability in Graph Understanding for Mastering Natural Science Concepts through the Process Skills Approach
Author: Roslina
Date: 2020-10-00
Type: Journal Articles
Subjects: Graphs,Science Process Skills,Scientific Concepts,Concept Formation,Mastery Learning,Ecology,Teaching Methods,Secondary School Students,Grade 8,Science Teachers,Teacher Attitudes,Student Attitudes,Difficulty Level,Outcomes of Education,Foreign Countries

The graph understanding for mastering the natural science concepts through the process skills approach aims to improve student ability in lower secondary school. In this study, we conducted a series of quasi-experiments for participants by using pre-test and post-test. The research instruments consisted of two tests and the questionnaires. After learning through the process skills approach, the post-test was used to evaluate the graph understanding and the mastery of natural science concepts. The aspects of written communication, interpretation, conclusion, and prediction were evaluated for the graph understanding while the aspects of knowledge, comprehension, application, analysis, synthesis, and evaluation were evaluated for the mastery of the concepts. The data were analyzed quantitatively by average scores and level categories. The t-test formula was used with a 5% significance level for the treatment effectiveness. The results showed that the enhancement of graph understanding can increase the concept mastery. The difficulties in understanding the graphs were closely related to the student mastery of prerequisite skills such as the basic concepts of mathematics. Then, the prerequisite skills are very important to improve their knowledge.
Scaffolding Oral Fluency Mediating the Target Language in ELT to Tertiary-Level Students: A Follow-Up Scheme
Author: Abugohar, Mohammed Abdulgalil
Date: 2020-10-00
Type: Journal Articles
Subjects: Oral Language,Language Fluency,Case Studies,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Check Lists,College Students,College Faculty,Higher Education,Language Teachers,Communicative Competence (Languages),Scaffolding (Teaching Technique),Student Attitudes,Foreign Countries

One of the tasks for language teachers is to create an interactive environment to help learners communicate globally in the 21st century. Employing a case-study design, this research is aimed to explore how far using the target language (L2), as the main language of classroom interaction, can affect students' oral fluency through the technique of Challenge, Action, and Result. Attempting to accomplish the assigned purpose, this study was carried out for four weeks to obtain qualitative data using an observation checklist in following 31 students at the university level. Through this paper, we share our experience to provide instructors in higher education with one of the solutions to learners' oral inefficiency. The study findings proved that there was a remarkably positive influence of mediating English in classroom interaction on improving learners' fluency. Implications of the research are further discussed in the conclusion section.
The New Practitioner: Transcending Disciplinary Boundaries
Author: Baracskai, Zoltán
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Degrees,Standards,Problem Solving,Interdisciplinary Approach,Reflection,Knowledge Level,Doctoral Programs

In this opinion paper we introduce a school-wide concept at doctoral level aimed at professional practitioners, who wish to stay in their respective areas of work. The rationale behind this school-wide concept is that in Hungary, where its implementation is currently in progress, gaining a PhD automatically means becoming an academic. However, there is a significant demand amongst high-performing professional practitioners, who are not inclined to become academics, for further learning opportunities at the highest level. They are our target market. We also wish to respond to one of the current challenges the academy is globally facing globally, namely to maintain the highest scholarly standard while achieving high relevance for practice. The school-wide concept that can adequately engage with both of these problems is naturally a work-based one. Thus what we outline here is a professional doctorate in a school-wide context. We frame this new approach based on three principles: Popper's tentative problem solving process, Nicolescu's method of transdisciplinarity, and Bourdieu's approach to reflexivity. From these three principles we have synthesised a transdisciplinary tentative process of creative problem solving, which is both reflexive and reflective. We bring this process into the foreground and build a knowledge landscape in the background. The taught components (content) of the knowledge landscape are delivered by the disciplines involved in the form of high-level meta-knowledge. Since there are two focal dimensions of the programme content, we label it bifocal. The enquiring practitioners, who are also passionate learners, will make their journey through the professional doctoral school. They will follow their own transdisciplinary tentative processes of creative problem solving in this bifocal knowledge landscape, which is composed of taught components and additional elements that are to be discovered or created in the community of New Alexandrians.
Competing Values: How Viable Are Collaborative Partnerships in the Competitive Environment of England&apos;s Education System?
Author: Bain, Richard
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Competition,Administrator Attitudes,Principals,Educational Change,Institutional Cooperation,College School Cooperation,Vocational Education,Secondary Schools,Program Effectiveness,Barriers,Power Structure,Social Influences,Moral Values,Government Role,Trust (Psychology),Integrity,Money Management,Governance,Accountability,Capacity Building

This paper is a study of collaborative partnerships in education. It uses qualitative research methodology to explore case studies of three partnerships within a British city. Written from the 'insider' perspective of a headteacher, it uses personal reflection to make sense of experience in relation to a context of unprecedented change in education (Greany, 2015, p. 19), which is driven by 'technologies of power' (Ball, 2003, p. 215), especially market forces, performativity and managerialism. These technologies of power have established a new moral environment (Ball, 2013, p. 25) which is at odds with the values of moral purpose (Fullan, 2005, p. 68). From analysis of interviews with school leaders the paper describes the benefits and drawbacks of partnership working in terms of collective power and collective impotence. It proposes a framework for what makes partnership succeed or fail, but with the major proviso that the most apparently secure partnership can be swept aside by the whims of government.
Achievement Emotions in Mathematics: Design and Evidence of Validity of a Self-Report Scale
Author: Gómez, Olimpia
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Test Construction,Measurement Techniques,Problem Solving,Mathematics Activities,Psychological Patterns,Construct Validity,Content Validity,High School Students,Grade 9,Predictor Variables,Foreign Countries

The Inventory of Emotions Experienced by Adolescents when Solving Mathematical Tasks (INETAM, for its acronym in Spanish), measures four influential emotions related to Math performance: Enthusiasm, Frustration, Enjoyment, and Boredom. Content validity, construct validation and item calibration analyses were performed to obtain evidence of its validity, using a sample of 448 adolescents enrolled in ninth grade. Factor analysis showed adequate reliability coefficients and fit indices. Calibration analysis showed that the items are highly informative and discriminate between response levels. Regression analysis indicated that emotions are predictors of math achievement. INETAM is solid psychometrically, suitable for measuring academic emotions of adolescents, and can contribute to improve our understanding of their influence on academic achievement in mathematics.
Towards Improving the Critical Thinking Skills of Pre-Service Teachers in Indonesia
Author: Syahrial
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,Preservice Teachers,Critical Thinking,Inquiry,Teaching Methods,Elementary Education,Program Effectiveness,Constructivism (Learning)

Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
Remote Education during a Nationwide Pandemic: Teaching and Learning (Dental Teachers and Students) during COVID-19
Author: Mansoor, Jamshaid
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Dental Schools,Medical Education,Foreign Countries,School Closing,Educational Technology,Technology Uses in Education,Distance Education,Videoconferencing,Medical Students,Student Attitudes

In the past few months, a viral pandemic has spread worldwide and continues to disrupt the everyday life of the whole population. The action plans: During this time, dentistry in the U.K. has suffered and the majority of dental care has ceased, with only some centres being able to offer emergency care for patients. Live education: The education of our dental students has been considered and modified to offer continuation of teaching and learning in a remote fashion, given the current conditions. Discussion: This format of teaching and learning has identified new possibilities relating to what is possible in dental education in the U.K., with the adequate organisation, dedication and flexibility that some of the electronic applications within remote education allow. Conclusion: The success of such a format lacks any published evidence, but the initial feedback from our dental students has been grossly positive, and; combined with such multiple benefits, may suggest a role for different formats for dental education in the future.
The Career Development of the International Students from the Countries of the Belt and Road Initiative: A Study Based on Grounded Theory
Author: Peng, Qiaoyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Career Development,College Students,Career Education,Curriculum Development

Focusing on the phenomena of low person-post matching, professionalism mismatching and talents potential deficit emerging in the development process of the international students from the countries of the Belt and Road Initiative, this paper adopted the Grounded Theory as the research method and investigated the employment units along the routes, the employed international students who returned homeland as well as those who stayed in in China. Subject analysis, open coding and selective coding were applied as analysis methods to construct the mode of factors affecting career development of the international students in China. Based on the results, the author suggested that universities and colleges attach greater importance to career education of &quot;the Belt and Road Initiative&quot; international students in China, explore and set up a career development education system and occupational exploration platforms for countries along the route, develop a curriculum platform closely combined with Chinese culture, and build up a practical platform suitable for international students.
Exploring the Use of ESL Composition Profile for College Writing in the Indonesian Context
Author: Setyowati, Lestari
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Evaluation,Scoring Rubrics,Writing Teachers,Profiles,Evaluators,Essays,Correlation,Teacher Education Programs,Language Teachers,Foreign Countries,Writing (Composition),College Students

Assessing writing is a demanding task. If a lecturer of writing is not prepared with a reliable scoring rubric, the students' real performance might not be known. One of the well-known English as a second language (ESL) writing rubric is the Jacobs ESL Composition Profile which was developed by Jacobs, Zingraf, Wormuth, Hartfiel, &amp; Hughey in 1981, known as Jacobs ESL Composition Profile. This scoring rubric is popular among writing teachers and researchers to score students' composition. The present study is intended to 1) find out the internal consistency between raters who use the scoring rubric to assess the students' essay, and 2) describe the level of the students' writing performance when assessed by using Jacobs ESL scoring rubric, and 3) describe the raters' opinion when using the profile. The study uses descriptive quantitative design. The instruments to collect the data are documentation and interview. The data were collected in three months, from February to April 2020. The subjects of the study were two writing lecturers who taught English as a foreign language (EFL) and became raters for a research grant. The raters were asked to score 37 essays of the fourth-semester students. The result of the study shows that there is internal consistency between rater 1 and rater 2 when scoring the students' essay by using Jacobs ESL Composition Profile is high (r. = 0.674, [alpha] = 0.00 &lt; 0.05). The Cronbach alpha analysis also shows 0.722 which indicates a strong and high level of consistency. The students' writing performance fall in the average -- good (moderate) level (49%), very good (high) level (40%), and only five students (11%) fall in the below-average -- poor (low) level category. The result also reveals that Jacobs ESL Composition Profile is considered reliable to score essays even though it requires skills and practice because of its detailed description.
Sociolinguistics Perspectives on Gender Patterns in Instagram
Author: Yuliani, Sri
Date: 2020-02-00
Type: Journal Articles
Subjects: Sociolinguistics,Gender Differences,Social Media,College Students,Foreign Countries,Need Gratification,Language Usage,Sharing Behavior,Computer Mediated Communication

This article focused on the the gender patterns that were found in the social media Instagram based on the sociolinguistics point of view. There were two research questions were arisen what types of the gender patterns that were found in the social media Instagram based on the sociolinguistics and the factors of the difference language used based on gender in social media Instagram. Uses and Gratifications Theory (UGT) was used to analyze the data. The data was taken from all of component of the sociolinguistics aspect in social media network especially for gender patterns that existed on the social media Instagram college students' users id in Pekanbaru. The writer took 30 Instagram users id as sample. The study found that two types of gender patterns, first; gender in writing and second; gender in profile photo, thus there were five main assumptions that caused the differences language in gender in social media Instagram, namely: (1) an audience is active and goal-oriented in their media consumption; (2) media are used for gratifications; (3) media are in competition with other means of need satisfaction; (4) people understand their personal media use, interests, and motives enough to communicate with researchers about their choices; and (5) the audience members are the only people who can make judgments regarding the value of the media content. The study recommends that sociolinguistics is an interesting topic to be researched thus future field of study concerns with the rapid changing phenomena in social media.
The Contribution of Placement School Experiences to Prospective Teachers&apos; Multicultural Competence Development: Ethiopian Secondary Schools in Focus
Author: Melesse, Solomon
Date: 2020-02-00
Type: Journal Articles
Subjects: Practicums,Preservice Teachers,Teacher Competencies,Cultural Awareness,Cultural Pluralism,Student Diversity,Secondary Schools,Program Effectiveness,Interaction,Skill Development,Student Centered Learning,Foreign Countries,Student Teaching

This study was designed to examine the contribution of placement school experiences to prospective teachers' multicultural competence development in Ethiopia. The major sources of data were prospective teachers of the three randomly selected Teacher Education Institutes who took their placement school experiences at the respective secondary schools. Two hundred and forty prospective teachers were selected from five hundred and seventy three prospective teachers of the 2011/2012 academic year cohort using a proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers were also selected for interview using purposive sampling technique. Data were collected through questionnaire and interview. The data collected through the questionnaire were analyzed using percentage and one sample t-test. Interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that collaboration among prospective teachers, staffs of placement schools, and students' parents have brought the required multicultural knowledge, attitude, and skill to prospective teachers. However, the findings noted that learner-centered knowledge construction philosophy is at its infant stage at the placement schools. In light of these findings, relevant recommendations have been made in the paper.