ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Learning Outcomes Achieved through Pedagogical Competencies Acquisition Programme in the Republic of Croatia
Author: Burai, Renata
Date: 2022-04-00
Type: Journal Articles
Subjects: Outcomes of Education,Foreign Countries,Teacher Competencies,Lifelong Learning,Preservice Teacher Education,Preservice Teachers

Education has long been recognized as the key to the survival -- not only of the individual -- but of society as a whole. A number of challenges emerged and one is required to master certain new knowledges and skills. The key role in training an individual to be able to readily tackle the challenges of the 21st century is one played by the education system, i.e. teachers. The importance and necessity of teacher training has been recognized in numerous European and Croatian documents and in recommendations based on various scientific research. The aims of this paper are to single out the key teachers' competencies and to analyse the learning outcomes of lifelong learning programmes that focus on acquisition of pedagogical competencies in the Republic of Croatia with both qualitative and quantitative research method. The conducted analysis showed that no programme with its compulsory part ensures the acquisition of the necessary key teachers' competencies but also seeks to provide them with the elective part of the programme. This means that acquisition of key pedagogical competencies is left to the volition of students who may or may not enrol in certain elective courses. The obtained results indicate there is a need to design and prescribe a single programme at the national level, one that would be certain to ensure that all the teachers acquire key pedagogical competencies through the completion of the programme.
The Contribution of Professional Learning Community of Pedagogical Instructors, Training Teachers and Teaching Students within a Clinical Model for Teacher Education to Their Professional Development
Author: Murad, Tareq
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Education,Faculty Development,Teacher Educators,Preservice Teachers,Foreign Countries,Cooperative Learning

The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.
Hack Days as a Method to Increase Interdisciplinary Knowledge and Collaboration Skills of College Students in STEM Fields
Author: Pakpour, Nazzy
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Knowledge Level,Interdisciplinary Approach,Cooperation,Extracurricular Activities,College Students,Innovation,Student Projects,Cooperative Learning,Problem Solving

Providing college students with learning experiences that account for the interdisciplinary nature of most STEM professions has proven challenging. STEM educational practices typically follow a more scripted process designed to build important foundational skills. In contrast, most STEM professions are interdisciplinary and collaborative in nature. Thus, a gap in experience is created that needs to be addressed if we desire our students to be successful. One potential solution is to hold extra-curricular events, such as a hack day, to provide students with collaborative interdisciplinary learning experiences. We held two such hack day events and found that these events were a highly effective at increasing both the interest and interdisciplinary knowledge of undergraduates.
Parental Involvement and Self-Regulated Learning: The Case of Arab Learners in Israel
Author: Saa'da, Nabil
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Independent Study,Parent Child Relationship,Arabs,Adolescents,Correlation,Predictor Variables,Middle School Students,Cultural Context,Generalizability Theory,Non Western Civilization,Cultural Background,Socioeconomic Background

Parental involvement is a reliable predictor of students' school behavior. Findings indicate that the relationship between parental involvement and self-regulated learning is mediated by cultural and socio-economic background. Most studies in this area come from anglophone countries. The current study examined the generalizability of the correlation between the two concepts in a non-Western culture. Survey data from 312 Arab adolescent learners in Israel revealed that students who reported experiencing PI also reported engaging in SRL. The findings indicated that emotional/motivational support and parenting behaviors related to schooling are strong predictors of SRL. The results underpin parents' importance in the middle-school age and support previous evidence for the significance of PI in students' SRL in all cultural contexts.
The Impact of Evolutionary Education on Knowledge and Understanding the Evolution
Author: Martincová, Romana
Date: 2022-00-00
Type: Journal Articles
Subjects: Evolution,Knowledge Level,Science Education,High School Graduates,Foreign Countries,Misconceptions

Evolution is one of the most difficult and controversial topics. Scientific knowledge of evolution should belong to general knowledge of people, it should be the part of their natural science knowledge or biological education because it is the basis for accepting or refusing of other important topics such as genetical modification, global climatic change and others. Our aim was to analyse the inclusion of evolution in the teaching process in Slovakia in the subjects of history and biology and the associated potential threats to the formation of misconceptions. We measured the level of knowledge and understanding of evolution and evolutionary processes among high school graduates (N = 200). In doing so, we hypothesized that graduating high school students who have received evolutionary education achieve higher levels of both knowledge and understanding of evolutionary processes compared to those who have not received such education. We hypothesized that interest in science and acceptance of evolution would also positively influence levels of knowledge about evolutionary phenomena and understanding of evolutionary processes. Having used research, we claimed the impact of interest in natural science. We suggest to include the evolution as a main topic of biology into education through exploration-oriented teaching.
Understanding Gratitude, Curiosity and Life Satisfaction in College
Author: Biber, Duke D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Personality Traits,Life Satisfaction,Undergraduate Students,Correlation,Well Being,Gender Differences,Student Characteristics

The purpose of this study was to examine the relationship between curiosity, gratitude, and life satisfaction in undergraduate college students. It was hypothesized that there would be a significant relationship between gratitude, curiosity, and satisfaction with life. College students from a southeastern college were recruited via email, in-class announcements, and throughout campus via QR codes to participate in the study. A total of 300 undergraduate students consented to participate in the research study and 231 completed the surveys. Participants completed surveys assessing curiosity, gratitude, and satisfaction with life. Data was analyzed using descriptive statistics, Pearson's r correlations, and separate one-way ANOVAs to determine group differences in gratitude, curiosity, and satisfaction with life. Hedge's g effect sizes were calculated as well. Gratitude was positively related to curiosity (r = 0.20), and satisfaction with life (r = 0.36). Furthermore, women exhibited greater gratitude as well as satisfaction with life when compared to men, [F(2,230) = 14.40, p &lt; 0.001]. These results are consistent with the hypotheses and will be discussed in regard to previous research and future application.
Twenty-First Century Essential Employability Skills for English as a Foreign Language Undergraduates in a Context of the Mekong Delta
Author: Phan, Van Thi Tuyet
Date: 2022-00-00
Type: Journal Articles
Subjects: Employment Potential,English (Second Language),Second Language Learning,Undergraduate Students,Foreign Countries,Employer Attitudes,Student Attitudes,Self Esteem,Nonverbal Communication,Feedback (Response),Job Skills

This study aimed to investigate essential employability skills for English as a foreign language (EFL) students in the Mekong Delta for the context of the 21st century. It was also to determine the similarities and differences between the important employability skills from the perspectives of the employers and EFL students. In this study, a questionnaire was delivered to EFL students who were juniors and seniors at a university in the South of Vietnam, majoring in English Education and English Studies (English Interpreter). At the same time, interviews were realized on both EFL students and employers. The findings showed that both EFL students and employers highlighted the attributes of self-confidence, receptiveness to feedback, and the use of body language in communication. The types of employability skills are similarly recognized among employers and EFL students in the same fields of employment. However, a significant difference was also found among employers on different job-specific skills. The results also indicated that EFL undergraduates were all highly aware of preparing the employability skills for their future professions.
Reading Fluency: A Source of Insight in a Test-Optional World
Author: Paige, David D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Instruction,Reading Achievement,College Admission,Reading Tests

The task of college admissions officers is to identify applicants who are likely prepared to succeed at their institution. While student preparation is the domain of the continually changing K-12 educational landscape, it is left to college admission officers to evaluate the extent of that preparation on a student-by-student basis. In the effort to identify qualified applicants, particularly for less selective institutions where the percent of those admitted exceeds the national average of 68% (Clinedinst, 2019), the ability to read and understand college-level texts is still an expectation of professors and has been identified as important to the applicant's success (ACT, 2006; MacPhail, 2019). In this paper, the authors offer a perspective on the essential role of reading and how institutions might consider it in a mix of indicators predicting student success.
Validating Students&apos; Green Character Instrument Using Factor and Rasch Model
Author: Sukri, Akhmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Conservation (Environment),Caring,Content Validity,Construct Validity,Test Reliability,Factor Analysis,Item Response Theory,Scores,Rating Scales

Many researchers have separately developed instruments to measure environmental characteristics such as attitudes, values, and knowledge. However, there is no instrument used to measure all these aspects in one comprehensive instrument. This study is meant to develop and validate a green character instrument which reveals student behavior and awareness of the environment. The instrument consists of 40 statement items consisting of 5 aspects, namely private pro-environmental behavior, public pro-environmental behavior, environmental knowledge, environmental values, and environmental attitudes. It was implemented on 1,398 students from 15 universities in Indonesia. The instrument content validation was analyzed by three experts using content validity index (CVI). The construct validity was analyzed using exploratory factor analysis, confirmatory factor analysis, and RASCH analysis. The content validity results obtained CVI scores ranging between 0.8 and 0.9 with a good category, while item reliability was in a fairly good category with a high level of separation index. Construct validation resulted in 34 items (4 items were eliminated after Exploratory and Confirmatory Factor Analysis, and 2 items were eliminated after RASCH analysis) spread over five constructs, namely environmental behavior, environmental knowledge, environmental values, environmental attitudes, and environmental habits. The resulting instrument has a good level of item difficulty, with a well understood response set which can be understood easily by respondents, and without bias. Therefore, it can be used to measure the students' green character on both male and female.
GED Completion, Philosophy, and Learning Support: A Holistic Approach to Juvenile Correctional Education
Author: Lollar, Jonathan
Date: 2020-00-00
Type: Journal Articles
Subjects: Equivalency Tests,High School Equivalency Programs,Credentials,Juvenile Justice,Correctional Education,Holistic Approach,Recidivism,Prevention,Pilot Projects

Studies have found that educational credential attainment could reduce recidivism-- committing a criminal offense after being released from incarceration--by a significant amount (Davis et al., 2013; Lee College, 2019; Northwestern, 2020). Therefore, the philosophy department needed to create a program that would increase high-school-equivalency certification (GED, HiSet, etc.) attainment. The study of philosophy has shown high correlation with improved test scores and higher averages for writing and quantitative/ verbal reasoning (Topping &amp; Trickery, 2007 and Education Testing Service, 2020.). A university held an event that focused on local community activism. One dialogue covered assistance programs for juveniles who are incarcerated or paroled. A local juvenile detention center leader approached a philosophy graduate student at the university, and plans for a philosophy-focused learning support pilot for juveniles began. As members of the philosophy department and in conjunction with the juvenile detention center, developed and led the pilot with a goal of (a) reducing recidivism and (b) increasing program completion and college interest.
Video Lectures in Online EFL Flipped-Classroom: Effectiveness, Students&apos; Evaluation and Experiences
Author: Purwanti, Indah Tri
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Flipped Classroom,Online Courses,Active Learning,Video Technology,Undergraduate Students,English (Second Language),Second Language Instruction,Program Effectiveness,Student Attitudes,COVID-19,Pandemics,Foreign Countries

The online flipped classroom has become increasingly applied to provide students with active learning. This search aimed to investigate the effectiveness of video lectures in an online flipped learning on students' learning outcomes, students' video evaluation, and their experience in an online flipped classroom. This study employed mixed-method research implementing a quasi-experimental design using quantitative and qualitative data collection: pre-test and post-test, a questionnaire and interview. The participants were 78 Indonesian undergraduate students taking English as a foreign language (EFL) content course at one of the universities in Indonesia. The findings revealed that the students' learning outcomes in the flipped classroom outperformed those in the control group. The students' evaluation of the video lectures was high, and their evaluation was consistent with how they positively perceived the video lectures in the flipped classroom. This investigation showed the roles of video lectures on the students' participation and active learning in the flipped classroom during Coronavirus disease (COVID-19) pandemic time.
Supporting Graduate Students through the Use of Graduate Student Organizations
Author: Jarrett, Stephanie M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Organizations,Academic Persistence

In the United States, graduate education has become necessary to maintain a stable economy (Pascale, 2018). According to Torpey and Watson (2014), jobs requiring a master's degree or higher represent the fastest growing employment opportunities and are expected to increase by 18% by the year 2022. Despite this growing need for universities to produce graduate students, as many as 50% of graduate students leave prior to earning their degree (Nettles &amp; Millet, 2006). In this article, the author suggests that the positive relationship found between academic success and undergraduate involvement in student organizations may be assumed for graduate students as well. With the implementation and research of graduate student organizations (GSOs), universities can seek to improve the likelihood of graduate student success and retention to prepare for future economic needs.
Implementing Collaborative Mock Exam Review
Author: Abraham, Nisha
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Review (Reexamination),Test Coaching,Tests,Academic Support Services

Exam reviews are a common offering within and across courses, often supported by departments, learning centers, and success centers. However, the majority of typical exam review formats follow the lecture or direct-teach format, with instructor-centered re-teaching or problem-solving as the mode of review. In lieu of this traditional and more passive offering, Balch (1998) found that students of all academic ability benefitted from active practice exam reviews and outperformed those who participated in typical exam reviews. This article shares an example of a new type of the active practice exam review--collaborative mock exam. The authors saw positive student feedback on both the implementation and the structure of the collaborative exam review, with about 60% of enrolled students participating in all three collaborative mock exam reviews. Encouraged by these results, the author's future plans include quantitative and qualitative analysis to understand impacts of the collaborative mock exam reviews on students' grade outcomes, as well as students' motivations for and perceptions of participating in the collaborative mock exam reviews.
Flipped Classroom Effects on Grade 9 Students&apos; Critical Thinking Skills, Psychological Stress, and Academic Achievement
Author: Atwa, Zaher
Date: 2022-04-00
Type: Journal Articles
Subjects: Flipped Classroom,Grade 9,Secondary School Students,Critical Thinking,Thinking Skills,Psychological Patterns,Anxiety,Academic Achievement,Foreign Countries,Single Sex Schools,Predictor Variables

Flipped classroom is a recent trend in educational technology that tends to improve students learning. The purpose of this study is to examine the effectiveness of flipped classroom on grade 9 students' critical thinking skills, psychological stress and academic achievement in four subjects: Science, Math, IT and English. Quasi-experimental method was used in this study with pretest- posttest design for quantitative data, and the thematic analysis approach for qualitative data. The respondents are 16 teachers and 385 students from 4 public male and female schools. The study was conducted during the second semester 2019. The video lessons that developed or selected from internet were presented on closed Facebook group per subject for students to view and prepare before coming to classroom session. Seven research tools were prepared: open questionnaire tool for teachers and six research tools for students were prepared and conducted twice for experimental and control groups: before and after flipped classroom implementation. The tools were critical thinking skills test, psychological stress questionnaire and academic achievement test per subject. Descriptive and inferential analyses were used. The flipped classroom implementation results in statistically significant difference at the level of significance ([alpha] &lt;0.05) between controlled and experimental groups in favor of the latter one in critical thinking skills, Math achievement and psychological stress.
Campus Safety and Student Success: York College of Pennsylvania Case Study
Author: Santos, Jasmin A.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Safety,Correlation,College Environment,College Students,Crime,Success,Academic Persistence,Grade Point Average

According to Abraham Maslow's hierarchy of needs, safety is the second most basic need, before love and belonging, esteem, and self-actualization, that humans require in order to be motivated. When this theory is placed within the context of higher education, one could argue that in order to reach their full potential, students must first feel safe in their environment. If students feel unsafe, they will not feel motivated to achieve personal or academic success. It should be noted that the concept and measurement of student success is an integral aspect of higher education and student affairs. In this context, student success will not only refer to retention rates and grade point averages, but also other factors such as campus involvement, activeness, and overall happiness/satisfaction. This study examined the relationship between campus safety and student success at York College of Pennsylvania. In order to assess how physically safe the campus was, we gathered crime rate data from various national and institutional resources. Student success was determined by the institution's retention rates and overall grade point average over a time frame of 16 years. There was a strong negative correlation between crime rates and overall grade point average, meaning as crime rates decrease on campus, the overall grade point average of students increases. These findings suggest that there is a relationship between campus safety and student success. However, all data in the present study is correlational and therefore, further research needs to be conducted in order to determine causation.