ethanporcaro/eric-fulltext-meta huggingface dataset:
Religious Education for &quot;Aliran Kebatinan&quot; Community in Contemporary Indonesia
Author: Lubis, Dahlia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Islam,Ethnic Groups,Religious Cultural Groups,Social Discrimination,Civil Rights,Federal Government,Government Role

This paper is a literature review of the fulfillment of the rights of &quot;Aliran Kebatinan/Kepercayaan&quot; followers, or &quot;Penghayat Kepercayaan,&quot; to obtain religious education in Indonesia. &quot;Aliran Kebatinan&quot; or &quot;Kebatinan&quot; is a religious community that has been discriminated since the Independence of Indonesia. Up to these days, &quot;Kebatinan&quot; has not been recognized as one of the official religions in Indonesia. Specifically, this study examines two issues, namely; the discrimination experienced by the &quot;Kebatinan&quot; followers in Indonesia, and the fulfillment of the rights to religious education in accordance with the beliefs of &quot;Kebatinan&quot; followers. This study revealed two findings; first, &quot;Kebatinan&quot; still becomes a marginalized minority community in Indonesia even though the followers of this belief is quite large. The followers of &quot;Kebatinan&quot; had continuously been discriminated until 2017 when the Constitutional Court of the Republic of Indonesia recognized their rights. Second, since the Independence of Indonesia until 2016, the &quot;Aliran Kebatinan&quot; community was &quot;forced&quot; to learn other religious education such as; Islam, Christian, Hinduism, Buddhism or Confucianism at schools even though they were not the adherents of one of these six official religions. In 2006, the Government of the Republic of Indonesia through the Ministry of Education and Culture issued a regulation on religious education in formal education institution. Finally, the students who are the followers of &quot;Kebatinan&quot; were given religious education named &quot;Religious Education&quot;. Thus, the Government of Indonesia began to have a commitment to provide religious education services for adherents of &quot;Kebatinan&quot; in Indonesia.
The Implementation of Tariqa Naqshbandiyah&apos;s Sufism Values in South Celebes
Author: Hadarah, Hadarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Muslims,Religious Education,Islam,Religious Factors,Geographic Regions,Religious Cultural Groups,World Views,Spiritual Development

For Muslims, particularly those interested in Sufism, the existence of the Naqshbandiyah Sufi order has a peculiar position. It is because of, among others, the considerable effect of Sufi order's tenet on the Islamic world, particularly in Indonesia, India, China, and Middle East countries. In Indonesia, the impact of Sufi order tenet has been distributed to nearly entire areas, including in South Celebes area. Even for South Celebes people, the existence of Naqshbandiyah Sufi order plays an important part because its existence is attributed with the great teacher in this area, Sheikh Yusuf al-Makassari. Sheikh Yusuf was believed as the first one to introduce Naqshbandiyah sufi order in Indonesia. This research aims at studying how the method to obtain fundamental values is developed in the Naqshbandiyah sufi order. Mainly, this research would like to explore the tenets practiced by South Celebes people. Also, to be discovered in this research are its actual plot in South Celebes, and the practical benefits it has that affect the social life of South Celebes people, particularly from their ibadah and muamalah aspects.
After the Content Course: An Expert-Novice Study of Disciplinary Literacy Practices
Author: Kopish, Michael A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Social Studies,Expertise,Novices,History Instruction,Curriculum Development,United States History,Methods Courses

This manuscript presents findings and implications from a multiple case study of how teacher candidates in secondary and middle childhood programs learn specialized knowledge, skills, and expertise from disciplinary experts in content courses and enact practices of disciplinary literacy in field placements. An expert-novice framework was employed to explore the pedagogical content knowledge of experts (professors of economics and history) and novices (middle childhood and secondary social studies teacher candidates) who taught history and economics during their clinical internships. Data were analyzed from participants' think-aloud and card sort activities, semi-structured interviews, classroom artifacts, and classroom observations. The findings provide key insights in the preparation of teacher candidates in social studies.
How Could Management of School Environment Improve Organizational Citizenship Behaviors for the Environment? (Case Study at Schools for Specifics Purposes)
Author: Sari, Eliana
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Environment,Job Satisfaction,Foreign Countries,School Culture,Work Attitudes,Teaching Conditions,Teacher Behavior,School Administration,Organizational Climate,Attitude Change

Organization citizenship behavior for the environment is needed in schools for specifics purposes in order to provide a safe and comfortable learning environment with the same quality of education as in regular schools. This study aims to estimate the effect of school environment, work engagement, and job satisfaction on organizational citizenship behavior for the environment. The sample of this study was 306 teachers from 24 School for specifics purposes spread across 5 regions of Indonesia capital, Jakarta, which were taken a proportionally random sampling. This research design using Structural Equation Modeling (SEM) with seven hypotheses developed. Data was collected through questionnaires with a Likert scale, and processed using Wrap Pls 6.0 and the Sobel test. The results of this study show that there are a positive effect school environment, work engagement, and job satisfaction on organizational citizenship behavior for the environment. The school environment was found to have the strongest positive effect on organizational citizenship behavior for the environment. The results of this study show that work engagement and job satisfaction are the important factors that must be considered in improving organizational citizenship behavior for the environment. We discuss the findings of this study and we convey the managerial implications that are beneficial for the managers of schools for specifics purposes.
Problems of Choosing the Main Language in a Bilingual Society of National Regions
Author: Salimova, Daniya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,Bilingual Students,Language Usage,Turkic Languages,Russian,Cultural Influences,Individual Characteristics,Gender Differences,Family Influence,Cultural Awareness

The article deals with the problems of bilingual education in the Republic of Tatarstan and the peculiarities of bilingual students' linguistic consciousness. On the basis of socio-psycholinguistic experiments, surveys conducted over several years, conclusions were drawn about the language preferences of young students. The authors of the article analyze the causes of the imbalance of Tatar-Russian bilingualism in the Republic and suggest ways of promoting the Tatar language as a systemic approach that reflects the specificity of a multicultural mobile multilingual society. Systematic and consistent questioning of bilinguals and monolinguals allows saying that the linguistic consciousness of bilingualism in the Republic is determined by a complex of linguistic and extralinguistic factors. There are also several factors, which are undoubtedly influenced by factors of a personal nature. Thus, the basic constant and variable parameters of the personality (nationality, gender, education, specialty, family traditions, etc.) play a huge role in creating a general picture of linguistic consciousness, and, most importantly, form a behavior model of a bilingual, including speech and not only, in a multicultural society, which is today any state in the essence. Language education should meet the challenges of the time and prepare the younger generation for successful socialization and integration. The authors believe that the basis of bilingual education should be an ethno-oriented approach to teaching the language as a non-native (another native) one and the education of a bilingual person from childhood, at school and the development of this system for the university.
Personality, Grit and Organizational Citizenship Behavior at Vocational Higher Education: The Mediating Role of Job Involvement
Author: Arifin, M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Vocational Education,Higher Education,Industrial Education,College Faculty,Foreign Countries,Predictor Variables,Prosocial Behavior,Personality Traits,Persistence,Job Performance,Technical Institutes,Industrial Psychology

The purpose of this paper is to investigate the influence of personality and grit on the Organizational Citizenship Behavior (OCB) of lecturer, and if this relationship is valid whether this relationship is mediated by job involvement or not. A case study research with quantitative approach was used in this study. The sample size consists of 132 of lecturers at the industrial vocational higher education of the ministry of industry in Indonesia were selected by using multi-stage sampling procedure. Data were collected by using questionnaire at a single point in time and analyzed with SEM-PLS. The findings revealed personality and grit were the predictors for the Organizational Citizenship Behavior of lecturers and job involvement mediated partially the causal relationship between personality and grit to OCB, although it was in the indirect effect with enough strength. The finding had contributed for ensuring the position of job involvement as a mediating variable in the relationship between personality and grit on OCB, which in the previous studies were not explicitly placed as a mediating variable.
TechnoWellness and Its Relationship with Happiness and Optimism among University of Jordan Students
Author: Shawaqfeh, Baha'
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Wellness,Undergraduate Students,Correlation,Psychological Patterns,Gender Differences,Psychology,Mental Health,Information Technology,Computer Use,Personality Traits,Internet,Quality of Life,Educational Technology,Social Media,Life Style,Student Attitudes

The purpose of this study is to investigate the levels of TechnoWellness, happiness and optimism among bachelor's degree students at the University of Jordan, possible relationships between these factors, and possible differences according to gender and university faculty. Using a quantitative approach, 450 participants were selected by stratified random sampling from undergraduate students registered in the 2017/2018 academic year at the University of Jordan and measured on scales of TechnoWellness, happiness and optimism. Their levels of TechnoWellness and happiness were found to be average and their level of optimism high, with a statistically significant positive correlation between the variables. The results also revealed a statistically significant difference according to gender in TechnoWellness levels but not in happiness or optimism levels. Finally, there were no statistically significant differences according to faculty for any of the three variables.
Transforming Learning Spaces for Elementary School Children with Special Needs
Author: Baharuddin
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Special Needs Students,Students with Disabilities,Physical Disabilities,Elementary School Teachers,Foreign Countries,Student Needs,Needs Assessment,Inclusion,Educational Technology,Technology Uses in Education,Databases,Access to Information,Intervention,Program Effectiveness

The study aims to develop a prototype eLearning system and to gather feedback from teachers on the developed prototype to demonstrate its effectiveness. The study uses a four-phase iterative process to develop and analyze a prototype eLearning system: understanding the problem, designing the system, developing the system, and gathering user feedback. Seventeen teacher who teach physically disabled children in five schools in Banjarmasin South Kalimantan Indonesia were involved in setting up the operating procedures, working on the development of the school, and involved in the user feedback sessions varied among the schools. Results reveal that this prototype significantly helps teachers of children with special needs. It is recommended that the authorized body considers developing a policy for all schools for children with special needs, especially schools that support physically disabled learners, to implement this eLearning system.
The Response of &quot;Pesantren&quot; Community toward the Ideology of Islamism: A Study of &quot;Pesantren&quot; Teachers&apos; Perception in North Sumatra
Author: Jamil, M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Boarding Schools,Teacher Attitudes,Ideology,Islam,Religious Education,Adoption (Ideas),Women Administrators,Geographic Regions

This study is a qualitative research aimed to see the response of &quot;pesantren&quot; teachers in North Sumatra, Indonesia toward Islamist ideology. Specifically, this study attempted to find out the perception of &quot;pesantren&quot; teachers toward the ideas of Islamic country, Jihad, non-Muslim leaders and women as leaders. The teachers interviewed are those who teach Qur'an, &quot;Hadith,&quot; and &quot;Fiqh&quot; classes. The data were analyzed by using the data analysis model proposed by Miles and Huberman. The results indicate that the majority of &quot;pesantren&quot; teachers consider that the establishment of an Islamic country and the implementation of Islamic law are important, but they oppose women and non-Muslims as leaders of Muslim communities or a country. According to Bassam Tibi's theory of Islamism, the response of these &quot;pesantren&quot; teachers can be categorized as moderate Islamism, not radical because they support the establishment of Islamic state and Islamic law, yet object to violence to achieve the goals.
Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners&apos; Vocabulary Development: A Current Review of the Most Recent Research
Author: Karami, Amirreza
Date: 2019-00-00
Type: Journal Articles
Subjects: Audiovisual Aids,Video Technology,Incidental Learning,Vocabulary Development,Learning Strategies,Second Language Learning,English (Second Language),Second Language Instruction,Computer Assisted Instruction,Language Acquisition,Outcomes of Education,Teaching Methods,Layout (Publications),Electronic Journals,Television Viewing

Vocabulary teaching and learning has always been a difficult task for both language teachers and learners since every language learner needs to learn a large number of words for successful communication in the target language. To alleviate the vocabulary learning process, teachers and researchers are looking for new vocabulary learning strategies not only to teach vocabulary easily but also to enhance language learners' vocabulary knowledge as well. Audio-visual materials, as an incidental vocabulary learning strategy, seem to be beneficial in second/foreign language classrooms. The current literature review focuses on audio-visual materials and their effects on vocabulary learning by reviewing the most recent research studies carried out to investigate the effects of this strategy on the enhancement of vocabulary knowledge of the second/foreign language learners. To do this, three 2018 research studies from different international, peer-reviewed journals--Computer Assisted Language Learning, Language Learning &amp; Technology, and Studies in Second Language Acquisition - were selected and discussed. The results of this literature review highlighted the positive effects of implementing audio-visual materials on vocabulary learning. The results also showed that audio-visual materials can help language learners to improve their vocabulary knowledge of the target language. The vocabulary knowledge of the second/foreign language learner can be enhanced incidentally through watching videos and hearing words in meaningful contexts and communication. A brief summary of each research study as well as some guidelines for future research were provided.
Understanding Racial/Ethnic Diversity Gaps among Early Career Teachers
Author: Redding, Christopher
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Diversity (Faculty),Race,Ethnicity,College Graduates,Whites,African Americans,Hispanic Americans,Longitudinal Studies,Bachelors Degrees,Teaching (Occupation),Career Choice,Education Majors

The growing evidence on the importance of teacher representation points to the need to better understand the factors shaping the lack of racial/ethnic diversity in the teacher workforce. In this study, we examine the extent to which college major choice explains racial/ethnic gaps in teaching. Drawing on data from the Baccalaureate and Beyond Longitudinal Study, we find that White college graduates are close to twice as likely to major in education compared to Black, Latinx, and other graduates of color. Even among college graduates, respondents who identify as White are 5 percentage points more likely to enter teaching than respondents who identify as Black and 2 percentage points more likely to enter teaching than graduates who identify as Latinx. Regression and decomposition analyses demonstrate that the observed racial/ethnic gaps in entry to teaching can largely be explained by whether a graduate studied education in college.
Participation in Georgia&apos;s Pre-K as a Predictor of Third-Grade Standardized Test Scores
Author: Early, Diane M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Standardized Tests,Scores,Preschool Education,Low Income Students,Correlation,English (Second Language),Family Environment,Language Usage,Predictor Variables,Early Intervention,Academic Achievement,Achievement Gap,Language Arts,Mathematics Achievement,Science Achievement,Social Studies

Propensity score matching was used to compare third-grade test scores in English language arts, mathematics, science, and social studies for children who had and had not participated in Georgia's Pre-K 4 years earlier. After matching, each group included 46,262 children (mean age 8.36 years in third grade). In all subject areas, children who had participated in Georgia's Pre-K scored significantly higher (Cohen's D = 0.06 to 0.09), and pre-K participation was associated with an 11% to 17% increase in the odds of scoring proficient or above. Among children enrolled in free or reduced-price lunch, participation in Georgia's Pre-K was associated with higher test scores and greater likelihood of scoring proficient or above; however, the opposite was true for children not enrolled in free or reduced-price lunch. Associations between pre-K participation and math scores were stronger for children whose home language was not English as compared to those whose home language was English.
Resisting Commodification in Honors Education
Author: Meadows, Jodi J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Resistance to Change,Commercialization,Honors Curriculum,Higher Education,Learner Engagement,Independent Study,Academically Gifted,Elementary Secondary Education

The commodification of education is an increasing threat to university honors programs. In honors, we seek to unpack this transactional model of education and uncover the inherent joy of learning. Honors professionals can challenge the commodification of education by helping students contextualize their educational experiences and by facilitating joyful, self-directed learning. Framed by research of both gifted K-12 students and college honors students, this article explores specific conversations and course designs that may combat a commodification culture and foster self-reflection and self-direction in honors students.
Negotiating Trust, Power, and Culture in a Research-Practice Partnership
Author: Denner, Jill
Date: 2019-00-00
Type: Journal Articles
Subjects: Research and Development,Theory Practice Relationship,Partnerships in Education,Power Structure,Nonprofit Organizations,Youth Programs,Hispanic Americans,Entrepreneurship,STEM Education,Young Adults,Technological Literacy,Skill Development,Rural Areas,Organizational Culture,Race,Researchers,Access to Computers

This article describes the role of culture and power in building a research-practice partnership (RPP). The original aims that drove the building of the RPP were to generate and use research to inform the programs and services provided by the youth-serving organization to Latinx youth and to use the findings to inform research on how to broaden participation in computing. In this article, we describe how the RPP evolved. Data include documentation from meeting notes, e-mails, and observations as well as interviews with practitioners. The results suggest that the research goals and process changed when the partners began to critically analyze and discuss the role of power and culture, and adjustments to the methods and theoretical grounding of the research were made as a result. The lessons learned are summarized in terms of their implications for generating research that has both theoretical and social justice implications.
Coviewing Educational Media: Does Coviewing Help Low-Income Preschoolers Learn Auditory and Audiovisual Vocabulary Associations?
Author: Samudra, Preeti G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Media,Low Income Students,Preschool Children,Vocabulary Development,Auditory Perception,Visual Perception,Child Development,Outcomes of Education,Parent Child Relationship,Interaction

Coviewing media is a practice commonly recommended to parents of young children. However, little is known about how coviewing might scaffold the vocabulary learning of low-income preschoolers. The present study focused on how coviewing educational media influences children's learning of two different vocabulary associations--auditory-only and audiovisual vocabulary associations. We additionally studied whether children with weaker baseline vocabularies might particularly benefit from coviewing. One hundred twenty-eight low-income preschoolers viewed five educational media clips either with an adult coviewer or alone. Audiovisual and auditory vocabulary associations were then assessed. Results show that coviewing did not support vocabulary learning overall but did specifically support the development of auditory-only vocabulary associations for children with weaker baseline vocabularies. This suggests that coviewing may not provide a ubiquitous benefit but rather predicts learning in the mode of coviewer input (auditory) specifically for the children who need additional supports the most.