ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of John Dewey&apos;s Conception of the School as a Special Environment of Formal Education: Its Relevance in This Era of Globalization
Author: Mangue, Célestine Laure Djiraro
Date: 2019-00-00
Type: Journal Articles
Subjects: Progressive Education,Educational Environment,School Role,Global Approach,Educational Philosophy,Ethical Instruction,Equal Education,Creativity,Student Development,Multicultural Education,Nontraditional Education

This study aims to analyze Dewey?s statement about the functions of school as a special environment of formal education in the context of globalization. This article focuses on the need to rethink about the most important functions assigned to the school. It highlights the necessity to improve and adapt the functions of school according to the issue of individual creativity and development in the context of mass education, multiculturalism, and the multiplication of training environment.
Bridging the Gap? The Impact of a Media Literacy Educational Intervention on News Media Literacy, Political Knowledge, Political Efficacy among Lower-Educated Youth
Author: Geers, Sabine
Date: 2020-00-00
Type: Journal Articles
Subjects: Media Literacy,Intervention,Program Effectiveness,News Media,Political Attitudes,Knowledge Level,Citizenship Education,Citizen Participation,Vocational Schools,Foreign Countries,Self Efficacy,Video Technology,Student Developed Materials,Competency Based Education,Credibility,Young Adults,Adolescents

Scholars generally agree that there is a gap between lower- and higher-educated citizens on civic competence, which solidifies during adolescence. This two-wave panel study examines how an educational intervention focused on media literacy influences civic competence among lower-educated youth (age 16 to 26). Additionally, the level of civic involvement among participants is tested on three measures of civic competence: news media literacy, political efficacy and political knowledge. The findings suggest that the educational program has influenced the level of political efficacy and news media literacy. Furthermore, participants with the most active involvement in the program, i.e. co-created the educational video material, also showed the strongest improvements of political efficacy and political knowledge.
Can Middle Schoolers Learn to Read the Web Like Experts? Possibilities and Limits of a Strategy-Based Intervention
Author: Kohnen, Angela M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Information Literacy,Technological Literacy,Grade 8,Internet,Intervention,Media Literacy,Protocol Analysis,Pretests Posttests,Information Seeking

This paper describes the strategies 8th graders used to evaluate the credibility of unfamiliar websites after a curricular intervention. Website topics were somewhat contested, and students could navigate the open web in order to assess the credibility of the sites. Findings reveal that students were more likely to leave the presented webpages and investigate the sources before making a credibility judgment after the curricular intervention. Furthermore, after the intervention students were more likely to prefer a more credible source of information over a less credible source when the two sources were presented. However, few students improved in their ability to assess a single deceptive website, despite applying several of the strategies taught in the intervention. We conclude that strategy- and skills-based information literacy instruction holds promise but must be paired with foundational knowledge about how the internet is structured and the kinds of online sources.
Early Adolescents&apos; Perceptions and Attitudes towards Gender Representations in Video Games
Author: Liu, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Gender Differences,Gender Issues,Video Games,Mass Media Effects,Gender Bias,Identification (Psychology),Grade 7,Grade 8,Middle School Students,Foreign Countries,Self Concept,Sex Stereotypes

This study investigated adolescents' perception and attitudes towards gender representation in video game covers, and the degree to which these depictions may influence their notions on gender and identification. Seventeen participants ranging from ages 12 and 13 participated in semi-structured interviews to explore this topic. This study's conceptual framework encompassed social cognitive theory, gender schema theory, and cultivation theory. Findings suggest that gender representation in video games does influence the majority of participants' notions of gender. However, there are differences between how males and females' approach, interpret, and respond to this type of media. Findings also showcased that evidence of implicit bias was detected in both male and female participants, demonstrated through inconsistencies in their responses. Finally, the findings revealed a significant lack of identification from the majority of participants with video game characters, as many participants were able to clearly distinguish between simulated and real-life experiences.
A &quot;Watershed&quot; for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
Author: Salmon, Gilly
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Teaching Methods,Intervention,Instructional Design,Foreign Countries,Action Research,Universities,Educational Improvement,Sustainability,Futures (of Society),Creativity,Performance Based Assessment,Strategic Planning,Accountability,Curriculum Development,College Faculty,Teacher Workshops,Teacher Attitudes,Teacher Collaboration,Student Needs,Faculty Development

This action research project describes the application of a large-scale collaborative learning design method to a major educational transformation programme at a South African university. Our findings determined that Carpe Diem learning design was an appropriate methodology for contributing to and creating key moments and movements (&quot;watersheds&quot;) in educational transformation in the South African context and beyond. We demonstrated that the impact of an original one-week collaborative intervention, covering all faculties and 10 major degree programmes, was sustained over the following three years. It created acceptance and strong interest across the campus in transforming learning and proved a fitting catalyst for programme renewal initiatives. It placed the university and the service to its students in a much stronger position in unexpected circumstances. We offer suggestions for those who would like to try a collaborative design approach for transformation.
Examining Curricular Coverage of Volume Measurement: A Comparative Analysis
Author: Hong, Dae S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometry,Comparative Analysis,Textbook Evaluation,Foreign Countries,Elementary School Mathematics,Mathematics Instruction,Mathematics Activities,Common Core State Standards,Measurement,Units of Study,Mathematical Concepts

In this study, we examined and compared volume and volume-related lessons in two common core aligned U.S. textbook series and Korean elementary textbooks. Because of the importance of textbooks in the lesson enactment process, examining what textbooks offer to students and teachers is important. Since different parts of a textbook provide potentially different opportunities to learn (OTL) to students, we examined exposition, worked examples, and exercise problems as these three areas potentially provide OTL to teachers and students. We paid attention to various OTL that textbooks provide to teachers and students, the number of volume and volume-related lessons, students' development, learning challenges in volume measurement and response types. Our results showed that both countries' textbooks only provide limited attention to volume lessons, learning challenges are not well addressed, conceptual items were presented as isolated topics, and students often need to provide just short responses. We also made recommendations to teachers and textbook authors.
The Effect of Task-Based Language Teaching in Learning Motivation
Author: Chua, Hui Wen
Date: 2020-00-00
Type: Journal Articles
Subjects: Task Analysis,Mandarin Chinese,Second Language Learning,Second Language Instruction,Learning Motivation,Teaching Methods,Comparative Analysis,Native Speakers,Linguistic Input,College Students,Student Attitudes,Foreign Countries,Time Management

This study examines the effects of Task-based Language Teaching (TBLT) in 52 non-native Mandarin learners of Mandarin beginning level learning motivation and the associated factors affecting their learning motivation. Mix method design was applied in the research. Quantitative questionnaire data were analyzed using paired sample t-test to examine the differences between pre-treatment survey and first cycle post-treatment survey, and between first cycle post-treatment survey and second cycle post-treatment survey. Semi-structured interview was conducted to 11 different grade-based learners among the 52 learners in the three stages of surveys to define factors affecting learning motivation. The findings reveal that there was nonstatistical decrement in learning motivation between pre-treatment survey and first cycle post-treatment survey (t(51)=1.04, p&gt;0.05), and statistical increment between first cycle post-treatment survey and second cycle post-treatment survey (t(51)=-3.52, p&lt;0.05). The findings of the interview show that learners? learning motivation is affected by the application of TBLT, busy schedule and support from Mandarin native speaker. As conclusion, the study indicates that TBLT can increase learners? learning motivation in long term application. The study also implicates that TBLT can perform well with sufficiency language input task and Mandarin native speakers? support before the output task.
Critical Thinking Skills in Asynchronous Discussion Forums: A Case Study
Author: Al-Husban, Naima Ahmad
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Discussion Groups,Asynchronous Communication,Integrated Learning Systems,Foreign Countries,College Students,Electronic Learning,English (Second Language),Second Language Instruction,Skill Development

This study investigated critical thinking indicators of students' postings on the asynchronous online discussion forums on the learning management system (LMS) at Arab Open University (AOU), Jordan. The models used to diagnose nineteen students' postings were Garrisons' (2001) thinking skills and Newman (1995). Results revealed that participants' postings reflected the critical thinking indicators proposed by Newman like relevance and importance, but students need to enhance skills like justification, and critical assessment. According to Garrisons' model, participants could identify, and explore problems, but they need support to evaluate the problem and integrate solutions into their existing knowledge. The findings reveal that participants acquire essential critical thinking skills, but they need to focus on higher order skills. Further research should be conducted using different courses issues to impart the critical thinking indicators that students need in higher institutions. In addition, instructors should be trained on how to formulate online tasks that stimulate high level of thinking.
The Impact of Tacit Knowledge Sharing on Job Performance
Author: Huie, Carol P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Job Performance,Knowledge Management,Cognitive Style,Organizational Culture,Trust (Psychology),Leadership Styles

The success or failure of an organization is dependent on its ability to manage and motivate its employees. It is widely accepted that knowledge management is a critical factor affecting an organization's ability to remain competitive in the global marketplace. It is also one of the major strategic uses of informational technology. However, despite the growth in easily using and accessing online information, employees must still rely on their co-workers for knowledge sharing to deal effectively with their work. The thorny form of knowledge sharing is tacit knowledge because it is an experience that is embedded in an individual. Organizations recognize this and must develop a mechanism for obtaining this collective intelligence and skills of its employees to create a greater organizational knowledge base. Using the literature, this study critically analyzes the impact of tacit knowledge sharing on job performance. The study will also briefly explore any likely interactions between tacit knowledge sharing and explicit knowledge sharing. The main research objective is to establish an understanding of the effect of tacit knowledge sharing on job performance. The essence is to understand how organizations can more easily communicate knowledge that will increase job performance, driven by an understanding of leveraging tacit knowledge.
Designing Effective Gamified Learning Experiences
Author: An, Yunjo
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Design,Competition,Game Based Learning,Instructional Effectiveness,Feedback (Response),Personal Autonomy,Rewards,Interpersonal Relationship,Learning Processes,Learning Motivation,Guidelines,Cooperation,Failure,Success

Gamification has been used in a variety of settings, including business, healthcare, and education. Although there are successful gamification examples, many gamification projects fail due to poor design. Despite the importance of thoughtful design of gamification, previous research on gamification in education has not paid sufficient attention to the design aspect, focusing on whether adding one or more game elements makes any difference. Based on comprehensive literature review and synthesis of gamification design guidance from various experts in the area, the author identified eight design considerations for creating effective gamified learning experiences, including: (1) meaning; (2) user-centered design; (3) challenges, personalization, and feedback; (4) choices and autonomy; (5) perils and advantages of extrinsic rewards; (6) social interaction and relatedness; (7) competition vs. cooperation; and (8) failure as an opportunity to learn. Thoughtful design is required to create effective gamified learning experiences. The novelty of using game elements in learning environments may draw students' attention, but poorly designed gamification can have negative effects on student learning and motivation. It is critical to understand that a game element that works in one condition may not work in another condition. Future research should pay more careful attention to design aspects, consider contextual factors, and contribute to developing research-based guidelines for designing effective gamified learning experiences that include both methods and situations.
Common Errors in Algebraic Expressions: A Quantitative-Qualitative Analysis
Author: Marpa, Eliseo P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Algebra,Learning Processes,Preservice Teachers,Mathematics Skills,Mathematical Concepts,Symbols (Mathematics),Difficulty Level,Error Patterns,Foreign Countries

Majority of the students regarded algebra as one of the difficult areas in mathematics. They even find difficulties in algebraic expressions. Thus, this investigation was conducted to identify common errors in algebraic expressions of the preservice teachers. A descriptive method of research was used to address the problems. The data were gathered using the developed test administered to the 79 preservice teachers. Statistical tools such as frequency, percent, and mean percentage error were utilized to address the present problems. Results show that performance in algebraic expressions of the preservice teachers is average. However, performance in classifying polynomials and translating mathematical phrases into symbols was very low and low, respectively. Furthermore, the study indicates that preservice teachers were unable to classify polynomials in parenthesis. Likewise, they are confused of the signs in adding and subtracting polynomials. Results disclosed that preservice teachers have difficulties in classifying polynomials according to the degree and polynomials in parenthesis. They also have difficulties in translating mathematical phrases into symbols. Thus, mathematics teachers should strengthen instruction on these topics. Mathematics teachers handling the subject are also encouraged to develop learning exercises that will develop the mastery level of the students.
Developing a Validated Test to Measure Students&apos; Progression in Mathematical Reasoning in Primary School
Author: Larsen, Dorte Moeskær
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Mathematical Logic,Thinking Skills,Elementary School Students,Test Reliability,Foreign Countries,Item Response Theory,Mathematics Achievement,Achievement Tests,Construct Validity

Not enough effort has been invested in developing reliable and valid assessment instruments to measure students' development of reasoning competences in mathematics. Previously developed tests rely mostly on standardized multiple-choice assessments, which primarily focus on procedural knowledge and rote learning and not on how students argue for and justify their results. This study reports on the process of developing a test to assess students' reasoning competence in primary school classes and on the statistical results of a verification study. The test is based on item response theory (Rasch model) and was used in a largescale mathematics intervention project about inquiry-based teaching. The data was collected from 5,516 primary school students in Denmark. Data analysis indicates the test has satisfactory validity and reliability, but the test was still unable to measure statistically significant progress at the intervention schools.
Influence of Classroom Environment on Senior Secondary School Students&apos; Academic Achievement in Mathematics in Calabar Nigeria
Author: Ndidi, Meremikwu Anne
Date: 2020-08-00
Type: Journal Articles
Subjects: Classroom Environment,Environmental Influences,Secondary School Students,Mathematics Achievement,Foreign Countries,Class Size,Instructional Materials,Educational Facilities

This study examined classroom environment and mathematics achievement of senior secondary school (SS2) students' in the Calabar Cross River State, Nigeria. Ex-post facto quasi-experimental research design was used to test two hypotheses on the influence of two classroom variables, class size and instructional materials on students' academic achievement in mathematics. A sample of 700 students was selected from public secondary schools for the study using stratified and simple random sampling procedures. Two instruments used for data collection were a questionnaire on classroom environment and test items on mathematics achievement. The reliability estimate of the instrument was established through Cronbach Alpha reliability estimate and Kuder-Richardson K-R-20 formula which gave the reliability indices to range from 0.75 to 0.78. Independent t-test was the statistical technique adopted to test the hypotheses at 0.05 level of significance. The result of the analysis revealed that class size and availability of instructional facilities significantly influenced students' academic performance in mathematics among SS 2 students in Calabar Nigeria. Based on this finding, increased government funding for provision of conducive classroom environment, with optimum class sizes is recommended. Instructional materials for teaching mathematics should be made available in public schools.
Performance Ranking in School Mathematics in Kenya: A Device That Conceals and Naturalizes Inappropriate Teaching Strategies
Author: Njiru, Samson Murithi
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Teaching Methods,Mathematics Teachers,Secondary School Teachers,Secondary School Mathematics,Secondary School Students,Ethics,Cheating,Performance,Mathematics Achievement,Educational Quality,Tutoring,Knowledge Level,Thinking Skills,Critical Thinking,Achievement Tests,Scores

Teaching strategies have a significant influence on students' academic performance. This paper presents results from a qualitative study that examined the effects that performance ranking in Mathematics has on teaching strategies employed in Mathematics classrooms. In particular, the paper demonstrates how performance ranking disguises and legalizes inappropriate Mathematics teaching strategies. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. Face-to-face semi-structured interviews and focus group discussions were employed in data collection. Results showed that due to competition by teachers to achieve a higher mean score, they engaged in examination malpractices such as leaking examination questions to students. Secondly, teachers' desire for excellence in their subjects, and achieving top rank to receive prizes was found to be another reason behind teaching students to pass examinations rather than for conceptual understanding. Additionally, the study revealed that performance ranking promoted private tuition to offer assistance to the weak students in Mathematics to improve performance in the subject. This paper recommends that the practice of ranking should be tailored to include all the aspects.
News Viewing and Interpersonal Communication of International Students in the 2010s in Japan
Author: Nakamura, Takashi
Date: 2019-00-00
Type: Journal Articles
Subjects: News Media,Interpersonal Communication,Foreign Students,Foreign Countries,Handheld Devices,College Students,Predictor Variables,Mass Media Effects,Interpersonal Relationship,Internet,Social Media,Study Abroad

This research examines the relation between interpersonal communication and news viewing of international students in Japan. In the 2010s, the new media, such as smartphones, have become widely diffused, and media environment has greatly developed around the world. Communications of international students should have been influenced by the development of media, and it is possible that the cross-cultural adaptation theory, which explains newcomer's transformation of communications from ethnic to host, has become inconsistent. To declare the relation, a survey was administered to international students at three universities in Japan (n=238). The analyses confirmed that news browsing was associated with international students' personal relationships and that host news viewing and native news viewing were correlated to each other. Furthermore, they also revealed that the reasons to consume news predicts social activities of international students and that news viewing with comparative perspective should enhance the relationships with host country friends.