ethanporcaro/eric-fulltext-meta huggingface dataset:
The Instrument Development to Evaluate Local Curriculum in Indonesia
Author: Andrian, Dedek
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Curriculum,Culturally Relevant Education,Test Validity,Test Reliability,Curriculum Evaluation

The purpose of this research is to develop an instrument to evaluate local curriculum developed by the local government. Local curriculum is to preserve the uniqueness or culture of the Region. With a well-run educational system, students as young people can develop local or regional uniqueness. Type of this research is a research and development consisting of four phases: 1) initial investigation phase, 2) design phase and 3) expert validation phase, and 4) trial phase. From the initial investigation obtained 3 components of the evaluation that is: 1) resources component; 2) process component; 3) output component. The design phase is done by studying the theory and developing the instrument in the form of the questionnaire as many as 60 items. Expert validation phase is done by 2 evaluation experts, 1 measurement expert, and 8 practitioners. The results were analyzed using Aiken's validity. The trial phase is done 2 times in small scale and large-scale trials. The small-scale trial was analyzed by confirmatory factor analysis and Cronbach's Alpha reliability. The large-scale trial was analyzed by confirmatory factor analysis and construct reliability. From the results of validity and reliability obtained 50 items of the instrument is valid and feasible to be used to evaluate local curriculum developed by local government. The instrument is effective in evaluating the local curriculum.
Teachers&apos; Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments
Author: Anagün, Sengül S.
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Constructivism (Learning),Educational Environment,Problem Solving,Critical Thinking,Cooperation,Communication Skills,Creativity,Elementary School Teachers

The purpose of this study is to examine the associations between the perceptions of primary school teachers about their proficiencies in terms of 21st century skills and their perceptions in relation to managing constructivist learning environments by means of structural equation modeling (SEM). The sample of the study included the classroom teachers from the province of Eskisehir. One hundred eighty-four females and 88 male teachers participated in the study. 21st century skills scale and [The Constructivist Learning Environment Scale] TCLES were used to derive teacher perceptions regarding their proficiencies in 21st century skills and their use of constructivist approaches in the classrooms. The results revealed that 21st century skills were positively related to teachers' perceptions of the constructivist learning environment. Based on these results, a simple implication could be that when the teachers possess strong perceptions in relation to problem solving, critical thinking, cooperation, communication and creativity, they may appear to provide their students with learning environments that are more open to students' inquiry and investigation and that are thus more conducive to positive student attitudes.
The Strengths and Weaknesses of Cooperative Learning and Problem-Based Learning in EFL Writing Class: Teachers&apos; and Students&apos; Perspectives
Author: Ghufron, M. Ali
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Teaching Methods,Problem Based Learning,English (Second Language),Second Language Learning,Writing Instruction,College Students,College Faculty,Writing Teachers,Self Esteem,Student Motivation,Psychological Patterns,Student Responsibility,Barriers,Independent Study

This study was aimed at evaluating the strengths and weaknesses of cooperative learning and problem-based learning in EFL writing classes. This study employed a case study method. The respondents of the research were 2 EFL writing teachers and 60 students who took EFL writing course in English Education Department of a private university in East Java, Indonesia. The respondents were chosen based on purposive sampling technique. The data was gained through questionnaires, in-depth interview, and observation. After analyzing the data descriptively, the results show that raising student' self-confidence and motivation, reducing students' nervousness, raising students' responsibility in learning, and making the students easier to learn are the strengths of Cooperative Learning (CL). On the other hand, the weaknesses of CL are that it needs much more time to implement, it needs active participation from both teachers and students, it is difficult to manage, and it needs more preparation. While in Problem-based Learning (PBL), problem solving skills, self-directed learning skills, reducing students' nervousness, raising student' self-confidence and motivation, raising students' responsibility in learning, easily sharing and exchanging ideas among students, making the students more active in learning, making the students explore many learning sources to solve the problems, and making the students have positive attitude to learning were classified into the strengths of PBL.
An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College
Author: Vincente, Erin
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Part Time Faculty,Adjunct Faculty,Teaching Experience,Private Colleges,Liberal Arts,Teacher Attitudes,Social Exchange Theory,Faculty Development,Teacher Administrator Relationship,Interpersonal Relationship,Collegiality

Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Current literature and research has yet to truly explore what contingent faculty are experiencing (Meixner et al., 2010). In order to equip institutions with the necessary understanding of contingent faculty, and practices and policies that provide institutional support systems for their contingent faculty, more qualitative studies that explore the experiences of an individual institution's contingent faculty, are needed. This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty's experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution's cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty.
Translation Strategies Used in Behaviourist, Cognitive, and Constructivist Approaches to Translation Instruction
Author: Pourfarhad, Minoo
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Translation,English (Second Language),Second Language Learning,Language Skills,College Students,Majors (Students),Problem Solving,Behaviorism,Cognitive Processes,Constructivism (Learning)

The present study was an attempt to investigate the strategies emerging in the translation classes instructed through different approaches, namely behaviourist, cognitive and constructivist. One hundred twenty homogeneous senior students at upper-intermediate level of proficiency studying English Translation in the Iranian context took part in the study. The selected participants were randomly divided into four groups. Oxford Placement Test, pre- and post-tests of translation performance, and portfolios were used as instruments for collecting the data. The participants went through the processes of pretesting, intervention, and post testing. Analysis and categorization of the strategies learners employed to translate more creatively and appropriately revealed that a) focusing on the diction of the words, b) concentrating on the complex structures used by different writers, and c) making use of the equivalents they became interested in or found suitable, were the most frequently referred to strategies used by the learners. The findings of the descriptive analysis revealed that Iranian EFL students majoring in English translation enjoy high potential to initiate specific strategies to solve their problems in developing their translation ability. The findings of the study could be employed by translation community members and EFL instructors in Iranian schools, universities, and language institutes.
Android-Assisted Mobile Physics Learning through Indonesian Batik Culture: Improving Students&apos; Creative Thinking and Problem Solving
Author: Shabrina
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Physics,Science Instruction,Secondary School Science,High School Students,Creative Thinking,Problem Solving,Culturally Relevant Education,Educational Technology,Technology Uses in Education,Instructional Effectiveness

This study produced an Android-assisted mobile physics-learning program to increase high school students' abilities in creative thinking and problem solving. The learning materials were based on local batik-making culture and included physics material on heat. The Research and Development (R &amp; D) method was based on the 4D model-define, design, develop, and disseminate-with a experimental and control groups pretest-posttest design. For the operational field testing, the participants were 60 students. The non-test research instruments included product and material validations, and the test instruments included pre and post-tests. The data analysis techniques included descriptive statistics, N-Gain analysis, Hotelling's Trace multivariate statistical test, and analysis of effect size. The results showed that Android-assisted mobile physics learning, supported by local batik culture, is feasible for high school physics learning. Furthermore, based on the assessment by experts, teachers, and their peers, it lies in the &quot;very good&quot; category. The program was significantly effective in improving students' creative thinking and problem-solving abilities based on gain scores of 0.81 and 0.96 in the &quot;high&quot; category and on effect-size analysis with scores of 0.268 and 0.269, interpreted as &quot;large&quot; effect sizes.
The Practicality and Effectiveness of Collaborative Creativity Learning (CCL) Model by Using PhET Simulation to Increase Students&apos; Scientific Creativity
Author: Astutik, Sri
Date: 2018-10-00
Type: Journal Articles
Subjects: Cooperation,Creativity,Junior High School Students,Cooperative Learning,Science Instruction,Foreign Countries,Natural Sciences,Program Effectiveness,Computer Simulation,Interaction,Educational Technology,Technology Uses in Education

Using Collaborative Creativity Learning (CCL) model that is integrated with PhET simulation, this study aims to improve students' scientific creativity in natural science lesson. This research is an experimental study. The sample in this study is 144 junior high school students. The practicality and effectiveness of CCL model that is integrated with PhET simulation was measured by using practical learning observation sheet, scientific creativity test sheet, and student response questionnaire. The data was analysed using t-test, descriptively and qualitatively. The CCL model that is integrated with PhET simulation to improve students' scientific creativity has been proven to be: (1) Practical (applicable in learning and practical and reliable category) and (2) Effective includes--(a) a significant increase in students' scientific creativity at a = 5%, (b) the average n-gain of students' scientific creativity was medium, and (c) the student's response to each component of learning was very positive. The implication of this research is that the CCL model that is integrated with PhET simulation can be used as a solution to improve students' creativity in a natural science lesson.
Intrinsic Motivation and 21st-Century Skills in an Undergraduate Engineering Project: The Formula Student Project
Author: Talmi, Iris
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Motivation,Engineering Education,Student Projects,Active Learning,Skill Development,Competition,Student Participation,Independent Study,Planning,Program Implementation,Design,Student Developed Materials,Motor Vehicles

The 21st century is characterized by new technological developments and a rapid pace of change, challenging the academy to educate students for a future employment market characterized by change and uncertainty. This market requires practitioners to develop a broad set of skills, so-called &quot;21st-century skills,&quot; along with more focused practices within traditional disciplines. The present study explores the mutual relationship between intrinsic motivation and the expression of 21st -century skills among students participating in the Formula Student project -- an international competition in which participants design and build a racecar while facing challenges such as independent learning, planning, and execution. We found that students' participation in the Formula Student project enables them to practice 21st -century skills that they will need in their future workplace; this experience, in turn, helps them meet the psychological need for autonomy, competence, and relatedness which are the basis for intrinsic motivation.
Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL)
Author: Irwanto
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Problem Solving,Skill Development,Preservice Teachers,Elementary School Teachers,Teaching Methods,Inquiry,Active Learning,College Students,Experimental Groups,Control Groups

In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: (1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and (2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of 0.88 and 0.89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman's rho correlation at the significance level of 0.05. The results show that: (1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and (2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students' higher-order thinking skills by using POGIL.
Disappearing Feminists: Removing Critical Voices from Academe
Author: Martin, Jennifer L.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Women Faculty,Feminism,Bullying,Teaching Experience,Inclusion,Power Structure,Collegiality

As more and more women are being employed as faculty in institutions of higher education, tenure track positions are declining and most of the positions women find themselves in are clinical non-tenure track or part-time adjunct positions. With less traditional academic positions available and more women in the field the result is increased intense competition and rivalry among women. Because of the lack of tenured positions, women may not be as cooperative with other women competing for the same positions and may trigger behaviors conducive to harassment, bullying, and sabotage. This paper utilizes feminist standpoint theory to interrogate the personal oppressions and open hostilities that critical social justice intersectional feminists can face in academe. Looking specifically at academic mobbing, or tactical maneuvers used to discipline and/or punish successful scholars, particularly those possessing critical perspectives, and woman-to-woman bullying, we interweave narrative compiled through personal interviews with theory. We found that bullying and harassment are not uncommon for professors who are women, particularly if they are outspoken, critical, interested in justice and fairness--seeking it for themselves and others. It also must be stated that these experiences are compounded by multiple minority statuses such as race, sexual orientation, and language prejudice. The paper concludes with strategies to help novice critical scholars navigate issues such as academic mobbing and bullying in order to combat the practices of exclusion that are ever present within higher education.
Food for Thought: Food Insecurity in Women Attending Community Colleges
Author: Spaid, Robin
Date: 2018-00-00
Type: Journal Articles
Subjects: Food,Hunger,Females,Two Year College Students,Community Colleges,Success,Student Needs,Attention,Energy,Grade Point Average,Gender Differences,Grants,At Risk Persons,Age Differences,Poverty,Student Characteristics,Parents,Minority Group Students,College Administration

To investigate food insecurity in community college students, our research team developed a mixed methods study. For the first phase, we interviewed 16 Maryland community college administrators to determine which community colleges had food banks or food pantries. The second phase involved gathering in-depth information from 6 community college leaders who have food pantries on their campuses, about food insecurity and student success. Phase 3 consisted of surveying 200+ community college students in Fall 2017, using a survey that measured food insecurity and student success, defined as what students must do to successfully complete their college program. For this project, student success includes two elements that can lead to completion -- concentration levels and energy levels, and one traditional metric of success, grade point average (GPA). Our research validates earlier studies and highlights the particular problem areas for women students in community colleges. We found that they are more likely to be food insecure than men attending community colleges. In addition, the most food insecure students in our research were single parents and minority women. Moreover, using a Pell Grant to pay for school was a predictor of food insecurity for women in general. Finally, women over 20 were almost three times more likely to be food insecure than younger women.
Pocket Book Based on Comic to Improve Conceptual Understanding of Child Sex Abuse (CSA): A Case Study of Elementary School
Author: Winarto
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Cartoons,Grade 5,Elementary School Students,Program Effectiveness,Child Abuse,Sexual Abuse,Books,Student Attitudes

The purposes of this research were (1) to produce a pocket book based on comic to be called BUSAPAKSA; (2) determine the appropriateness and quality of pocket book based on comic that had been developed; and (3) to describe the improvement in learning conceptual understanding after using pocket book. The present research employs a Research and Development (R&amp;D) method by developing a model proposed by Borg and Gall (1983). The product was validated by a psychologist, an instructional media expert, and elementary teachers. The product was performed through preliminary, limited, and broader test. The broader testing used one shot case study. The research subjects were 360 fifth grade elementary school students in Brebes, Tegal, and Banyumas regency and Tegal city. The data collection was conducted by using a questionnaire and conceptual understanding test. Results of the study indicated: (1) BUSAPAKSA was a pocket book based on comic that could be used for learning; (2) BUSAPAKSA was quite viable as learning media and of very good quality; (3) The learning conducted using BUSAPAKSA could improve the students' understanding. The results showed that the students' average gain score was classified into medium category.
Satisfaction of Academic Specialization among Students of the Department of Educational Sciences and Its Relation to Self-Esteem
Author: Alsalkhi, Mahmoud
Date: 2018-10-00
Type: Journal Articles
Subjects: Student Satisfaction,Self Esteem,Foreign Countries,Specialization,Correlation,Self Concept Measures,Females,College Students,Grade Point Average,Academic Achievement

This study aimed at knowing the level of specialty satisfaction and its relation to the self-esteem of the students in the Department of Educational Sciences of the University of Petra. In order to accomplish the objective of this study, a specialty satisfaction scale was established covering 30 items. Also, Rosenberg scale of 10 items was used to measure self-esteem. Both scales were applied on a study sample of 182 female students. The study results showed a high level of female students' satisfaction with their academic specialty. In addition, statistical indicative differences were observed in the satisfaction levels due to the specialty variable and in the interest of the child education specialty. Also, similar differences were shown attributed to the GPA of the scale points and in the interest of the excellent average. However, the study results showed no statistical indicative differences in the satisfaction level due to the academic level variable. Additionally, the students in the Department of Educational Sciences have positive levels above average on the scale of self-esteem, and the results showed the existence of the positive relation between specialty satisfaction level and self-esteem.
Teacher-vs. Peer-Mediated Learning of Grammar through Dynamic Assessment: A Sociocultural Perspective
Author: Khanahmadi, Farid
Date: 2018-10-00
Type: Journal Articles
Subjects: Teaching Methods,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Instructional Effectiveness,Pretests Posttests,Retention (Psychology),Sociocultural Patterns,Peer Relationship,Teacher Student Relationship

Mediation in general, and teacher and peer mediation in particular, whose genesis are Vygotsky's sociocultural and Feuerstein's mediated learning experience theories, is a novel approach aimed at teaching low level learners by an experienced instructor or peer. The main objectives of the present study, however, were to investigate the effects of teacher and peer mediation on EFL learners' grammar learning (active vs. passive voice) at pre-intermediate level. In addition, the focus was on the effectiveness of two strategies of mediation on the grammar learning and retention of target forms. To this end, a sample of 45 EFL learners at the age range of 14 to 19 was selected from among 68 low-intermediate learners of a private language institute in Khoy, Iran. A homogeneity test, pretest, immediate and delayed posttests were used as data collection tools. The results revealed that teacher mediation was more effective than the peer mediation and traditional group in improving the learning of active vs. passive voice in both the short-run and the long-run.