ethanporcaro/eric-fulltext-meta huggingface dataset:
Primary School Students&apos; Creative Thinking Skills in Mathematics Problem Solving
Author: Yayuk, Erna
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Creative Thinking,Problem Solving,Thinking Skills,Grade 5,Children,Foreign Countries,Mathematics Achievement,High Achievement,Low Achievement,Mathematics Skills

This study aims to analyze students' creative thinking skills in answering the problem-solving questions. This study employs qualitative design, involving 110 fifth graders in Malang Municipality and Regency as the subjects. The obtained data were analyzed using the descriptive-explorative approach. The findings reveal that the high-achievers in Mathematics showed good skills in the aspects of fluency and flexibility, but were still struggling in the novelty aspect. The average-achievers showed good skills in flexibility aspects but were lacking in the fluency and novelty aspects. They showed an understanding of Mathematics problems but found it difficult to decide the solving strategies, and thus their answers were lacking in structure and less systematic. When solving a problem, the calculation made seemed rushing, was less careful, and frequented with trial and error strategy. The low-achievers showed difficulties in understanding the problems. Their answers were not systematic, not well-structured, and not detailed. This indicates that the low-achievers had not shown creative thinking skills in fluency, flexibility, and novelty aspects.
Students&apos; Approaches toward the Visual Arts Course Using Elements of Popular Culture
Author: Erim, Gonca
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Arts,Popular Culture,Grade 7,Academic Achievement,Secondary School Teachers,Art Teachers,Foreign Countries,Student Motivation,Student Participation,Teaching Methods,Teacher Attitudes

This study aims to identify students' approaches toward courses lectured by visual arts teachers with elements of popular culture with a view to enabling students to attain 7th grade targeted achievements. To this end, the multiple-case design, one of the qualitative research methods, was utilized in the study. The sample of the study comprised 11 visual arts teachers working at secondary schools located in three central districts of the Bursa province of Turkey. As the data collection tools, two interview forms and document review were used. The obtained findings were evaluated through the thematic analysis technique and were compiled under the theme of 'implications on students'. As per the research results, it was discerned that there were certain differences in the students' approaches toward the course along with employment of elements of popular culture in the visual arts course. It may be alleged that, of these differences, the primary ones were attraction of students' attention to the course, active participation into the course and facilitation of comprehension.
Relationship between World Assumptions and Resilience in Psychological Counsellors: The Mediating Role of Self-Orientations
Author: Cinar, Seval Erden
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,World Views,Resilience (Psychology),Counselors,Counselor Attitudes,Self Concept,Foreign Countries,Psychological Characteristics,Interpersonal Relationship,Professional Personnel,Cultural Context

The purpose of the study was to examine the mediating role of self-orientations in the relationship between resilience and world assumptions of psychological counsellors. A total of 321 psychological counsellors, were recruited and 211 of them were women and 110 of them were men. The ages of the participants ranged from 23 to 52. The Brief Resilience Scale, World Assumptions Scale, and Balanced Integration-Differentiation (BID) Scale were used as data collection tools. In the analysis of the data, descriptive statistics, Pearson Correlation Coefficient, as well as the Bootstrap method was used to analyze the mediation effects. The findings showed that the assumptions of benevolence, randomness, self-worth, and justice and self-orientation were positively related to psychological resilience. Results of the mediation analysis revealed that self-developmental and interrelational orientations had mediation effects on relationships between world assumptions and resilience as in the proposed model. Findings for the model tested in the study were discussed with the literature and the implications were given to field experts, researchers, and psychological counsellors.
The Process of Structure Sense of Group Prerequisite Material: A Case in Indonesian Context
Author: Junarti
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prerequisites,Mathematics,Algebra,Mathematical Concepts,Recognition (Psychology),Students

This study was to support the understanding of the set structure, binary operations, and their properties as a prerequisite of group theory material categorized as 9 structure senses. This study aimed at investigating the process of students' structure sense in recognizing the structure of mathematical properties or objects as a prerequisite of group theory material. A task-based case study by exploring 9 categories of structure senses through three integrated process frameworks in the questionnaire was employed in this study. It involved 26 students who had obtained a prerequisite of group theory material and would take abstract algebra course. The choice of subjects was determined based on the results of the questionnaire, in which it identifies the type of structure sense processes. There were 6 out of 26 subjects were chosen. The 6 subjects consisted of 2 subjects from the first path process, 2 subjects from the second path process, and 2 subjects from the third path process. Then, the 6 subjects were interviewed. The choice of 2 subjects for each path process was because it used a fixed comparison theory. Then, the data were validated by using triangulation methods by comparing the students' work on assignments and questionnaires as well as audio recordings of interviews. The results show the tendency of the process of structure sense was more dominated by students from the second type of path process, in which the subjects still depend on the well-known structure of the properties or mathematical objects in the form of sample questions. The subjects were unable to understand definitions in order to construct structures of properties or mathematical objects.
The Effectiveness of Learning Models on Written Mathematical Communication Skills Viewed from Students&apos; Cognitive Styles
Author: Chasanah, Chuswatun
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Writing Skills,Mathematics Skills,Communication Skills,Instructional Effectiveness,Mathematics Instruction,Problem Solving,Foreign Countries,Elementary School Students,Direct Instruction,Grade 5,Public Schools,Concept Teaching

This research aims to test: (1) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on written mathematical communication skills; (2) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills; (3) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on the written mathematical communication skills from each cognitive style; and (4) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills from each learning model. This quantitative research employed a quasi-experimental method. The research sample consisted of 240 fifth-grade elementary school students in Jebres District, Surakarta, Indonesia. Data collection techniques included tests of written mathematical communication skills and cognitive styles. The data were analyzed using prerequisite (normality, homogeneity, and balance), hypothesis, and multiple-comparison tests. The findings prove that: (1) PP model with Indonesian realistic mathematical education approach is more effective than the PP and direct instruction models; (2) field-independent cognitive style is better than field dependent; (3) PP with Indonesian realistic mathematical education is as effective as the PP model, but more effective than the direct instruction model, and the PP model is more effective than the direct instruction model in each cognitive style; and (4) in the PP learning model with Indonesian realistic mathematical education approach, field-independent cognitive style is same skill as with field-dependent, but field-independent is better than field-dependent cognitive style in the PP and direct instruction learning models.
Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities
Author: Brock, Matthew E.
Date: 2020-09-00
Type: Journal Articles
Subjects: Feedback (Response),Video Technology,Evidence Based Practice,Paraprofessional School Personnel,Students with Disabilities,Severe Disabilities,Elementary Education,Training,Program Implementation,Fidelity,Cues,Prompting,Positive Reinforcement,Delay of Gratification,Staff Development,Coaching (Performance),Program Effectiveness

Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. [For the corresponding grantee submission, see ED602802.]
The Effectiveness of New Inquiry-Based Learning (NIBL) for Improving Multiple Higher-Order Thinking Skills (M-HOTS) of Prospective Chemistry Teachers
Author: Mitarlis
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Thinking Skills,Instructional Effectiveness,Skill Development,Preservice Teachers,Student Attitudes,Organic Chemistry,Scientific Concepts,Mastery Learning,Science Teachers,Critical Thinking,Creative Thinking,Foreign Countries

New Inquiry-Based Learning (NIBL) was developed to improve students' multiple higher-order thinking skills (M-HOTS), such as thinking critically, analytically, creatively, and practically (CACP). This study aimed to examine the increase of students' M-HOTS ability, their perceptions of the NIBL model, and the contribution of the NIBL model to the learning outcomes. A quasi-experiment of the nonequivalent control group design was implemented in this study. Research subjects were university students majoring in chemistry education and enrolling in the Organic Chemistry course. The experiment and the control groups consisted of 34 and 32 students, respectively. The collected data were analyzed by using t-test and ANCOVA procedures. N-Gain scores were calculated to measure the differences in the increase in learning outcomes. Eta square values measured the contribution of NIBL. The results of this study revealed that there were differences in the learning outcomes of the experiment and control group. The CACP thinking skills and the mastery of organic chemistry concepts of the experiment group increased significantly. The N-Gain scores of practical thinking skills aspect were on medium category, and for critical, analytical, and creative thinking, as well as for mastery of organic chemistry concepts were on high categories. For the control group, the N-Gain scores of all categories were on low or medium categories. The NIBL model effectively improved the prospective chemistry teachers' M-HOTS in terms of CACP thinking skills and contributed significantly to the increase in the students' mastery of organic chemistry concepts.
The Effect of Principals&apos; Leadership towards Effective Learning at an Indonesian Secondary School
Author: Indra, Ristapawa
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Leadership Responsibility,Secondary Schools,Foreign Countries,Leadership Styles,Correlation,Administrator Behavior,Administrator Characteristics,Secondary School Students,School Effectiveness

The study aims to investigate the evaluation model of professional leadership and the characteristics of successful principals at an Indonesian secondary school. It is to further realize the effective learning and to produce instruments that meet the validity and reliability tests. It also aims to discover the correlation and the significance of the independent variables on the dependent variables, and the percentage of influence on the indicators in shaping the model of principals' leadership. Quantitative data were obtained by distributing questionnaires to 100 students. The number of respondents was determined using a simple random sampling technique. The research findings showed that there was a significant correlation among the principals' leadership, characters, and effective learning. It indicated that leadership evaluation influenced the school leadership and the principals' characters on effective learning. The results of the measurement on formative relationships showed that the indicators of behaviour and actions of school principals who manage the teachers to conduct learning activity seriously in the classroom became a determining factor in shaping the effective learning paradigm in secondary schools.
Promoting Extended Student Talk in an EFL Classroom
Author: Gümüsok, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,College Students,Teaching Methods,Classroom Communication,Discourse Analysis,Audio Equipment,Sequential Approach,Foreign Countries,Language Fluency,Private Colleges,Listening Skills,Speech Communication

This study aims to analyze the way one EFL teacher maintains and promotes extended student talk in an EFL Listening and Speaking Course at tertiary level via conversation analytic perspective. Promoting extended student turns is one of the main goals of meaning and fluency contexts in language classroom discourse (Seedhouse, 2004), thus, it is of quite importance to study extended student talk in a micro-analytic and detailed way. The data were collected from an EFL class at a private university in Turkey. Listening and Speaking course was audio-recorded for nine classroom hours over five weeks. The data were transcribed using Jefferson transcription system (Jefferson, 2004). The study revealed that the participants systematically follow an organized sequential path leading to extended learner turns. The sequential unfolding of eliciting extended student talk involves alternative questions as a sequence opener and elaboration questions as follow-ups. When students initiate word search sequence, the teacher addresses students' emergent word searches and withholds evaluation turn via minimal response tokens. In addition, on-the-spot decision making such as providing planning time stimulates extended learner talk in subsequent turns. The findings offer some suggestions for the practitioners who would like to promote extended student talk and facilitate learning opportunities in their language classes and contribute to the EFL classroom interaction research.
The Effects of Differentiated Instruction on Turkish Students&apos; L2 Achievement, and Student and Teacher Perceptions
Author: Yavuz, Ahmet Cihat
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Individualized Instruction,Teaching Methods,Outcomes of Education,Foreign Countries,Comparative Analysis,Academic Achievement,Private Schools,High School Students,Multiple Intelligences,Constructivism (Learning),Achievement Tests,Teacher Attitudes,Student Attitudes,Essays,Turkish,Student Interests,Diaries,Reflection,Time Management,Faculty Development,Language Teachers

Endeavors have been invested to account for inefficient instruction, which is frequently attributed to disregarding learner idiosyncrasies. As a matter of course, differentiated instruction has begun to receive scholarly and professional attention in the hopes of ameliorating learner outcomes through learner-aware teaching. Despite a great deal of recorded research, little is known about how differentiated instruction is prepared and operationalized. This study, conducted at a private high school in Istanbul, Turkey, investigated the impact of differentiated instruction on Turkish L2 learners' L2 achievement along with the perceptions of learners and teacher. Two intact classes were selected as control (N=14) and DI group (N=8). The control group was exposed to traditional instruction, while the DI group received differentiated instruction guided by the principles of constructivism, multiple intelligence theory (Gardner, 1993), and the differentiated instruction framework of Tomlinson (1999). Data collected by means of L2 achievement tests revealed that DI group outperformed the control group in overall L2 achievement. Learner reflective essays revealed that Turkish L2 learners found differentiated instruction as distinctive, entertaining, engaging, instructive, and interest-related, while teacher reflective journals raised the issues of time constraints, needs for learner awareness and training about differentiated instruction.
The Role of Ideal L2 Self in Predicting L2 Willingness to Communicate inside and outside the Classroom
Author: Sak, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Self Concept,Communication (Thought Transfer),Undergraduate Students,Foreign Countries,Correlation,Teaching Methods,Student Attitudes,Language Usage,Language Attitudes,Predictor Variables

This study reports on findings of an investigation into the relationship between ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) in and outside the classroom. Participants were a total of 90 university students majoring in English as a foreign language (ELF) at a foundation university in Ankara, Turkey. Data were collected using the Ideal L2 Self measure and the Willingness to Communicate questionnaire. Findings showed that 28% of the participants had high L2 WTC outside the classroom whereas 24% had high L2 WTC inside the classroom. The findings also indicated that there was a significant link between the ideal L2 self and L2 WTC both inside and outside the classroom and that the ideal L2 accounted for 13% of the variance in total L2 WTC scores. Based on the findings obtained, the study concludes by outlining pedagogical implications and recommendations in relation to instructional practices in L2 classrooms.
Virtual Mathematics Kits (VMK): The Value of Spatial Orientation on It
Author: Pradana, Lingga Nico
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Technology,Technology Uses in Education,Spatial Ability,Elementary School Students,Intervention,Problem Solving,Program Effectiveness,Age Differences,Geometric Concepts,Foreign Countries,Teaching Methods

The purposes of the current study were to develop students' spatial orientation skills using Virtual Mathematics Kits (VMK) and to evaluate VMK as a form of digital media in terms of spatial orientation. This study involved 42 lower-class and 47 higher-class elementary school students as the intervention group and 36 lower-class and 41 higher-class students as the control group. The intervention group was administered spatial orientation activities for 10 weeks. These activities were performed using a VMK to facilitate solving spatial problems. In the end of activities, spatial orientation instruments administered to compare spatial orientation ability on each group. The findings of this study, spatial orientation activities using a VMK improved students' spatial orientation skills. More specific, VMK provides more significant effect on higher-class students. Finally, VMK allows students to explore many ideas and perspectives to solve various spatial problems. VMK can be used as a digital media that helps students to develop spatial reasoning.
Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence from New Orleans
Author: Weixler, Lindsay
Date: 2020-09-00
Type: Journal Articles
Subjects: Enrollment,Information Dissemination,Parents,Telecommunications,Communication Strategies,Administrators,Barriers,Educational Policy,Low Income Groups,At Risk Students,Eligibility,Audits (Verification),School Registration,Program Effectiveness,Access to Information,Knowledge Level,Early Intervention,Preschool Education

Enrolling in publicly funded early childhood education involves searching for programs, applying, verifying eligibility, and registering with the program. Many families do not complete this process, despite demonstrated interest. In this study, we assessed support for families as they verify eligibility as a means for increasing enrollment completion rates. Working with district administrators, we randomly assigned families to receive either (a) the district's usual, modest communications; (b) the usual communications plus weekly text message reminders with a formal tone; or (c) the usual communications plus weekly personalized, friendly text message reminders. Text message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. Exchanges between parents and administrators revealed the obstacles parents confronted.
The Effects of Intelligence, Emotional, Spiritual and Adversity Quotient on the Graduates Quality in Surabaya Shipping Polytechnic
Author: Puspitacandri, Ardhiana
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intelligence Quotient,Emotional Intelligence,Religious Factors,Problem Solving,Persistence,Personality Traits,Student Characteristics,College Students,Vocational Education,Technical Institutes,Resilience (Psychology)

This research aims to analyze the effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on the graduates quality of vocational higher education. Data were collected from 217 cadets at Surabaya Shipping Polytechnic who already took an internship as respondents using stratified cluster random technique. This is a correlational and quantitative study using a questionnaire developed from several existing scales and analyzed using Structural Equation Models (SEM) to determine the path of effects and to create the best structural model of intelligence-based graduates quality (IESA-Q). The results indicate that there are direct and indirect effects of intelligence quotient, emotional quotient, spiritual quotient, and adversity quotient on graduates quality, meaning that each quotient has a positive effect on graduate's quality. The process to create the professional and ethical quality of Surabaya Shipping Polytechnic graduate is dominated by Emotional Quotient (25,2%) and Spiritual Quotient (21,4%), while Intelligence Quotient (IQ) becomes the support as it effects the development process of all quotients, Emotional Quotient (EQ), Spiritual Quotient (SQ), and also Adversity Quotient (AQ). Therefore, based on the findings of this study, the student acceptance requirements are emphasized on IQ and EQ as a basis to develop other quotients in order to generate graduates with good quality. Learning is designed on IQ, EQ, SQ, AQ to control and to evaluate process and product outcomes.