ethanporcaro/eric-fulltext-meta huggingface dataset:
The Learning Trajectory of Number Pattern Learning Using &quot;Barathayudha&quot; War Stories and Uno Stacko
Author: Risdiyanti, Irma
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Instructional Design,Learning Processes,Numbers,Mathematical Concepts,Educational Games,Foreign Countries,Clubs,Graduates

In recent years, several researchers have tried to use stories and games as a starting point for learning mathematics. This is allegedly able to increase students' mathematical abilities and make learning mathematics more enjoyable. Therefore, this research is aimed to design a mathematics learning trajectory in pattern number using &quot;Barathayudha&quot; War Stories and Uno Stacko games as a starting point or context in the learning process with the Indonesian Realistic Mathematics Education (IRME) approach. The research method used is a design research that contains three stages, preliminary design, teaching experiment, and retrospective analysis. The result of this research is the learning trajectory design of number pattern learning using &quot;Barathayudha&quot; war stories and Uno Stacko. The design consists of four activities, which is a detective of &quot;Barathayudha&quot; war; rebuilt &quot;Abimayu&quot; fortress at the battlefield of &quot;Kurusetra&quot;; find the unique secret number code of &quot;Abimayu&quot; fortress; and built another fort using number pattern. The results showed &quot;Barathayudha&quot; war stories and Uno Stacko can stimulate students to understand their knowledge of pattern number concept which is the stages in the learning trajectory of student have an essential role in understanding the concept.
Designing Online-Based Independent Learning Network for the Development of Arabic Language Research Methodology (ALRM) at State University of Malang, Indonesia
Author: Ainin, Moh.
Date: 2019-00-00
Type: Journal Articles
Subjects: Semitic Languages,Language Research,Action Research,Networks,State Universities,Instructional Materials,Electronic Learning,Computer Software,Films,Animation,Outcomes of Education,Student Attitudes,Second Language Learning,Second Language Instruction,Foreign Countries,Independent Study,Assignments,Feedback (Response),Language Tests,College Students,Online Courses,Management Systems

The objective of this study is to describe the development of online-based independent learning of Arabic Language Research Methodology (ALRM) subjects through a learning network (&quot;sistem pembelajaran dalam jaringan&quot;) at Arabic Literature Department, Faculty of Letters, Universitas Negeri Malang (ALD FL UM). This research used Research and Development (R &amp; D) design approach. The output of this research are (a) e-learning ALRM teaching materials through the &quot;sistem pembelajaran dalam jaringan&quot; is in the form of pdf, PowerPoint, film, and animation, (b) elearning structured assignments and feedback, (c) conducting test with multiple choices form. The material developed is the material of Research and Development and Classroom Action Research. The research results show that the ALRM subjects development based on online learning through learning network is very effective both from the quality of the product and from the aspects of the process and learning outcomes. The main factor that causes the effectiveness of this product is the flexibility of time and place which can psychologically create a condition of student affection filters to be low or loose. The relaxation of the affection filter is marked by a sense of pleasure, excitement, and comfort in learning. The implication of this online-based learning system is that teaching materials that are equipped with specific and measurable indicators, assignments and tests are more easily understood by students.
What Is an Internship Report? Contributions to the Construction of Its Meaning
Author: Santos, Ana Isabel
Date: 2019-00-00
Type: Journal Articles
Subjects: Internship Programs,Reports,Student Evaluation,Performance Based Assessment,Content Analysis,Text Structure

The internship report is one of the prime elements to train and assess the student, usually in the final stage of a study cycle; it consists of placing the student in a context that is similar to a professional situation. This is a work of description and theoretical reflection, methodologically oriented towards the activities developed in the context of an internship in organisations. It is necessary to distinguish the internship report from an undergraduate thesis or dissertation that focuses mainly on the formal investigation component. However, even while respecting the specific features of each training context, as well as each scientific area, there are various interpretations of what an internship report is/should be, both in terms of its form and content. The internship report may be viewed as a theoretical and methodologically oriented work of description and reflection on the activities carried out within the scope of an internship in organisations. This critical essay seeks to provide insights into the process of developing an internship report.
Advancing Arts Education in Arizona
Author: Foley, Catherine
Date: 2020-01-00
Type: Journal Articles
Subjects: Art Education,Elementary Secondary Education,Educational Policy,State Policy,Equal Education,Access to Education,Advocacy,School Community Relationship,State Departments of Education,Community Organizations,Partnerships in Education

While many states, like Arizona, have specific requirements for K-12 arts education either in statute or administrative code, data show serious gaps in policy implementation by schools and school districts. Complicating the situation is the lack of enforcement authority by either the Arizona Department of Education or the gubernatorially appointed Arizona State Board of Education. Arizona is addressing challenges to equal access and equity in arts education for all K-12 students through initiatives by the Arizona Department of Education (ADE) and the Arizona Commission on the Arts (ACA) and through their expanded grassroots advocacy in partnership with Arizona Citizens for the Arts (AzCA). In addition to increasing equity and access to arts education, these initiatives intend to demonstrate to the Arizona State Board of Education, local school districts, and other policymakers that arts education provides real benefits to all students and that there are ways to make arts education available to all students even in the face of resource scarcity. ADE and ACA also have expanded their own efforts to provide federal, state, and local resources to support curricula, arts-based partnerships, program evaluation, and training and development for educators. This article shares three key examples that illustrate how these efforts are encouraging arts education offerings, as well as developing a larger portfolio of Arizona-based research about the impact of arts education.
Arts in Turnaround Strategies
Author: Norville, Valerie
Date: 2020-01-00
Type: Journal Articles
Subjects: Art Education,School Turnaround,Educational Change,Teaching Methods,Interdisciplinary Approach,Principals,Leadership Responsibility,Specialists,Art Teachers,Teacher Role,School Community Relationship,Parent Participation,Community Involvement,Strategic Planning,Professional Development,Educational Environment,Networks,Program Effectiveness

Every student deserves arts instruction for its own sake, as an essential ingredient to a well-rounded education. Yet arts education adds value for a whole host of other educational purposes: among them, enhanced writing and reading, ability to retain information, problem solving, and critical thinking. Interest in models of whole-school reform that focus on integration of the arts across content areas, now in place in a handful of schools, is being bolstered by evidence that students at lower achievement levels appear to benefit from it the most. This article presents two such programs: (1) Turnaround Arts--a pilot launched in eight schools in 2012 by the President's Committee on the Arts and the Humanities and now run by the John F. Kennedy Center for the Performing Arts. Running in 79 Title I schools in 17 states and the District of Columbia, the program is designed to turn around low-performing schools: to improve school climate, culture, and academic achievement and to deepen instruction and engagement with students and parents; and (2) A+ Schools Networks--the longest-running model of whole-school reform that embraces arts integration as a lever. A+ Schools was born in North Carolina in 1995 and now in place in 180 schools, with networks in Arkansas, Louisiana, and Oklahoma, and pilot schools elsewhere. Like Turnaround Arts, schools adopting this model make commitments that go beyond adding arts integration. A+ Schools commit to essential elements in the areas of daily arts planning, instruction, and integration; curriculum; multiple learning pathways; experiential learning; enriched assessment; collaboration; school climate; and infrastructure, which encompasses leadership support, resources, time, and space.
Students&apos; Positioning and Emotions in Learning Geometric Definition
Author: Daher, Wajeeh
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometric Concepts,Geometry,Grade 7,Student Attitudes,Emotional Response,Educational Technology,Technology Uses in Education,Early Adolescents,Group Dynamics,Student Leadership,Interpersonal Communication,Language Usage,Interaction,Cooperative Learning,Student Role

The purpose of the present paper is to study the positions and emotions of grade 7 students who work with technology to learn geometry. This consideration of students' emotions is socially based, which makes it necessary to use a socially-based theoretical framework in order to study them. One such theory is the discursive analysis framework suggested by Evans, Morgan, and Tsatsarony, which is utilized in the present paper to analyze the positioning and emotions of fifteen groups of grade seven students who utilized technology to investigate the circle topic. The findings show that the group leaders took their positions through knowledge, action, initiation, persistence and meta-processes, while the followers of directions took their positions by accepting the group leader's requests. What most distinguished the collaborator was the communication with the other members of the group. Furthermore, the insiders used pronouns that indicated their inclusion. The results show that technology nurtured students' positive emotions as a result of nurturing their positioning throughout the investigation of the circle topic.
Implementation of REACT Strategy to Develop Mathematical Representation, Reasoning, and Disposition Ability
Author: Sari, Delsika Pramata
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematical Logic,Mathematics Skills,Learning Strategies,Grade 8,Junior High School Students,Program Effectiveness,Student Attitudes,Foreign Countries,Problem Solving,Learning Activities

The purpose of this study was to describe how to implement the REACT [Relating, Experiencing, Applying, Cooperating and Transferring] strategy to develop students' mathematical representation, reasoning, and disposition ability. This research was a descriptive study with a qualitative approach. The subject of this study was grade 8 junior high school student in Bandung. Data collection techniques in this study with observations, interviews, and documentation. Based on data analysis results, it could be concluded that REACT strategies can be applied to develop a mathematical representation, reasoning, and disposition ability that engages students actively. Implementation of the REACT strategy runs smoothly and gets enthusiastic responses from students. The application of REACT strategies should be undertaken sustainably so that the learning objectives can be achieved by integrating various mathematical skills that were capable.
Designing PISA-Like Mathematics Task Using Asian Games Context
Author: Putri, Ratu Ilma Indra
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics Education,Teaching Methods,Middle School Students,Foreign Countries,Cooperative Learning,Mathematics Achievement,Athletics,Competition,Communities of Practice,Educational Technology,Technology Uses in Education,Problem Solving,Student Attitudes,Student Motivation

This study aimed to produce a set of valid, practice and had potential effects of PISA-like mathematics tasks using Asian Games context to support students learning. Design research and lesson study were used as the method both during the design and implementation stages. Target users are 15th years old middle school students from PMRI pilot schools in Palembang. Results show that a set of PISA-like problems on uncertainty and data content are valid, practical, and had a potential effect. Students were doing mathematics in a collaborative, and the learning process becomes meaningful and easily.
Data Analysis: Strengthening Inferences in Quantitative Education Studies Conducted by Novice Researchers
Author: Abulela, Mohammed A. A.
Date: 2020-01-00
Type: Journal Articles
Subjects: Educational Research,Educational Researchers,Novices,Data Analysis,Statistical Inference,Research Problems,Validity,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Reliability,Evidence,Models,Measurement

Data analysis is a significant methodological component when conducting quantitative education studies. Guidelines for conducting data analyses in quantitative education studies are common but often underemphasize four important methodological components impacting the validity of inferences: quality of constructed measures, proper handling of missing data, proper level of measurement of a dependent variable, and model checking. This paper highlights these components for novice researchers to help ensure statistical inferences are valid. We used empirical examples involving contingency tables, group comparisons, regression analysis, and multilevel modelling to illustrate these components using the Program for International Student Assessment (PISA) data. For every example, we stated a research question and provided evidence related to the quality of constructed measures since measures with weak reliability and validity evidence can bias estimates and distort inferences. The adequate strategies for handling missing data were also illustrated. The level of measurement for the dependent variable was assessed and the proper statistical technique was utilized accordingly. Model residuals were checked for normality and homogeneity of variance. Recommendations for obtaining stronger inferences and reporting related evidence were also illustrated. This work provides an important methodological resource for novice researchers conducting data analyses by promoting improved practice and stronger inferences.
The Effect of Mobile Learning on Learning Performance: A Meta-Analysis Study
Author: Talan, Tarik
Date: 2020-01-00
Type: Journal Articles
Subjects: Correlation,Meta Analysis,Telecommunications,Handheld Devices,Learning Processes,Databases,Teaching Methods,Effect Size,Academic Achievement,Elementary Secondary Education,Higher Education

The importance of mobile technologies in the educational process has directed the attention of many researchers to this field and has created an important body of academic research. The main purpose of this study is to determine the effect of mobile learning on students' learning performance. In this study, the meta-analysis method was employed. The literature was reviewed through different databases in order to access the relevant researches within the scope of the study. After reviewing the literature, study aspects and inclusion criteria were applied. The studies to be included in the meta-analysis were examined, and 104 studies conducted between the years of 2009 and 2019 that met the inclusion criteria were subjected to a meta-analysis. Education level, course/subject and the implementation period of the studies were determined as moderating variables. The sample of the study consists of 7,568 participants. As a result of the analysis performed according to the random effects model, the mean effect size value was calculated as 0.85 with an error of 0.07. It was determined that there was no publication bias in the meta-analysis. According to the results of the moderator analysis, it was found that the effect of mobile learning on the learning performance of the students did not change according to the education level and the implementation period, but it changed according to the course/subject. In addition to the aforementioned research results, this article also contains descriptive analysis of the results of the studies included in the meta-analysis.
Organizational Culture and Educational Innovations in Turkish Higher Education: Perceptions and Reactions of Students
Author: Caliskan, Aysun
Date: 2020-01-00
Type: Journal Articles
Subjects: Correlation,Organizational Culture,Higher Education,Educational Innovation,Student Centered Learning,Student Attitudes,Cooperative Learning,Educational Technology,Universities,Teaching Methods,Instructional Innovation,Comparative Analysis,Institutional Characteristics,Financial Support,Foreign Countries,Undergraduate Students,Teacher Education Programs,Instructional Leadership,Participative Decision Making

With the enormous scientific and technological developments, higher education institutions are facing rapid structural, social, technological changes. Because they are considered as an important center of talent development and knowledge production and sharing for countries. To fulfill their educational, social and economic needs, higher education institutions need to respond to changing education needs, to adopt the more flexible modes of organizational culture. Organizational culture is a promotive environment which influences values, assumptions and beliefs. In an innovative culture, people can easily develop new ideas and exhibit collaboration. Therefore, this paper examines the relationship between the organizational culture features and the perceptions and student reported implementation with regard to student-centered learning, collaborative learning and use of innovative educational technologies in Turkish higher education. Four universities were involved, and 894 students responded to a questionnaire comprising three groups of questions. The three groups of questions capture (i) demographic characteristics, (ii) student perceptions of organizational culture, (iii) students' perceptions of and responses to educational innovations comprising the following scales in a survey study. The results show that features of organizational culture affect students' perceived need for innovation, their views about innovative approaches to instruction, responsiveness to instructional innovations and the perceived implementation level of educational innovations. In addition, differences among the institutions were examined and discussed. The study concludes that hierarchical structure, lack of open communication and autonomy, workload, lack of financial resources and support are main barriers for educational innovations in Turkish universities. It also implies to understand the link between organizational culture and educational innovations in Turkish higher education context.
Intercultural Perspective on Impact of Video Games on Players: Insights from a Systematic Review of Recent Literature
Author: Shliakhovchuk, Elena
Date: 2020-01-00
Type: Journal Articles
Subjects: Video Games,Cultural Awareness,Intercultural Communication,Cooperation,Behavior Change,Literacy,Sociocultural Patterns,Metacognition,Cultural Differences,Teaching Methods,Computer Games,Databases,Classification,Research Reports,Course Content,Learning Processes,Knowledge Level,Empathy,Racial Bias,Stereotypes,Outcomes of Education

The video-game industry has become a significant force in the business and entertainment world. Video games have become so widespread and pervasive that they are now considered a part of the mass media, a common method of storytelling and representation. Despite the massive popularity of video games, their increasing variety, and the diversification of the player base, until very recently little attention was devoted to understanding how playing video games affects the way people think and collaborate across cultures. This paper examines the recent literature regarding the impact of video games on players from an intercultural perspective. Sixty-two studies are identified whose aim is to analyze behavioral-change, content understanding, knowledge acquisition, and perceptional impacts. Their findings suggest that video games have the potential to help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces, to reinforce or weaken stereotypes, and to some extent also facilitate the development of intercultural skills. The paper provides valuable insights to the scholars, teachers, and practitioners of cultural studies, education, social studies, as well as to the researchers, pointing out areas for future research.
Comparison of Multiple Intelligence Areas of Hearing and Visually Impaired Individuals in Terms of Age, Gender and State of Doing Sport
Author: Keskin, Deniz Özge Yüceloglu
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Multiple Intelligences,Scores,Hearing Impairments,Visual Impairments,Kinesthetic Perception,Team Sports,Measures (Individuals),Adults,Gender Differences,Interpersonal Competence,Age Differences,Mathematics Skills,Music,Athletics,Foreign Countries,Adolescents

The purpose of the study is to review the multiple intelligence domains of the individuals belonging to two different disability groups (hearing impaired and visually impaired). The study comprises of 63 adults in total, 34 hearing impaired and 29 visually impaired. In order to obtain data, &quot;Multiple Intelligence Inventory&quot; developed by Gülsen (2015) was applied to the respondents as well as the descriptive questions. In the study, t test and Mann Whitney U, and Kruskal Wallis and One Way ANOVA were used. When the multiple intelligence score averages were compared according to the gender variable, the interpersonal intelligence score averages of the females were found to be significantly different than that of the males (p&lt;0.05). It was determined that the naturalistic intelligence score averages of the individuals at the age of 35 or above were significantly higher when the score averages of multiple intelligence domains were compared in terms of age variable and the bodily -- kinesthetic intelligence of the individuals doing sports was seen to be significantly higher than those who did not do any sports (p&lt;0.05). When the average scores of multiple intelligence domains were compared in regard to the state of disability variable, the mathematical-logical intelligence of the hearing impaired was found to be significantly higher than the visually impaired (p&lt;0.05). The visual-spatial intelligence of the hearing impaired was observed to be significantly higher than the visually impaired (p&lt;0.05). The musical intelligence of the visually impaired was found to be significantly higher than the hearing impaired (p&lt;0.05). The intelligence score averages of the visually impaired were determined to be significantly higher than the hearing impaired for the interpersonal intelligence domain (p&lt;0.05). It was found that the intrapersonal intelligence of the hearing impaired was higher than the visually impaired (p&lt;0.05). The less developed intelligence domains of the impaired can be worked actively and improved by making regulations in a way that the impaired can involve more in the social life and by allowing them to be exposed to environmental warnings more.