ethanporcaro/eric-fulltext-meta huggingface dataset:
The Study of Policy Implementation on Teaching Observation in Darasamutr School Sriracha, Chon Buri, Thailand
Author: Reyes, Joanna Krishna Q.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Observation,Foreign Countries,Elementary School Teachers,High School Teachers,Principals,Teacher Evaluation,Classroom Observation Techniques,Educational Change

This research aims to determine the level of policy implementation on teaching observation in Darasamutr School, Thailand. It likewise explored the factors affecting such level of implementation. Three population samples were considered for the study, namely elementary teachers, high school teachers and administrators. Perceptions among these sample groups on the level of policy implementation were statistically compared. Data collected from a total of 234 respondents revealed a consistent observation on the high level of policy implementation on teaching observation on the said campus. Significant differences however were noted along ethical protocols specifically between elementary teachers and administrators. The top three factors identified to be potently affecting the level of policy implementation were Teacher factor, Evaluation tool factor and Miscellaneous factor. Furthermore, some administrative challenges were identified by the administrator respondents. The study's conclusion points to some key areas along the implementation process needing review and revision. Relevant recommendations were then endorsed in order to facilitate optimal effectiveness and relevance of teacher evaluation. Finally, a concept map was drawn to highlight the proposed process flowchart for the campus implementation on teaching evaluation and observation.
Investigation of Story Writing Skills in Elementary School Students (4th-8th Grades)
Author: Aktas, Nurhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Improvement,Writing Evaluation,Story Telling,Elementary School Students,Secondary School Students,Instructional Program Divisions,Gender Differences,Paragraph Composition,Public Schools,Foreign Countries

The aim of this study was to examine elementary school students' story writing skills according to grade level within the framework of certain variables. The study was designed with a cross-sectional research model, one of the developmental research methods. The study group of the research consisted of 319 students attending 4th, 5th, 6th, 7th and 8th grades. A Story Writing Form developed by the researchers was used as the data collection tool in the research. In the data collection process, the students were given the story writing form and asked to write a story within a certain period by choosing one of the topics included in the form. To evaluate the stories written by the students, the 6+1 Analytic Writing and Assessment Scale was used. The research results revealed that the great majority of students used a title in their stories and that they created their stories with a single paragraph. On the other hand, it was seen that the grade level and gender variables had an effect on the quality of the stories. Generally, the quality of the stories improved as grade level increased, and girls wrote better quality stories than boys. However, this effect was not significant at every grade level.
Metaphoric Perceptions of Teachers and Parents Regarding the Concept of Specific Learning Difficulty (SLD)
Author: Ögülmüs, Kürsat
Date: 2021-00-00
Type: Journal Articles
Subjects: Figurative Language,Concept Formation,Attitudes toward Disabilities,Learning Disabilities,Students with Disabilities,Children,Teacher Attitudes,Parent Attitudes,Barriers,Negative Attitudes,Psychological Patterns,Special Education Teachers

The purpose of this study is to reveal the metaphorical perceptions of parents with children with SLD and teachers who work with the children who have SLD. The design of this study is phenomenology, which is one of the qualitative research designs. The data collected in the study were analyzed by content analysis method. A total of 218 participants, including 117 teachers and 101 parents, took part in the study. In the research findings, the number of metaphors produced by the teachers is 59, and the number of metaphors produced by the parents is 49. While the metaphor most used by teachers is &quot;the person who struggles&quot;, the metaphor most produced by the parents is &quot;maze&quot;. While the conceptual category in which teachers produced the most metaphors is &quot;a complex situation&quot;, the conceptual category in which parents produced the most metaphors is &quot;a situation in which progress is slow&quot;. When the conceptual categories obtained from the study were examined, teachers and parents produced six common categories. These are &quot;1) a complex situation,&quot; &quot;2) a situation that requires effort,&quot; &quot;3) a situation that makes you feel different from the others,&quot; &quot;4) a situation that creates a feeling of not knowing what to do,&quot; &quot;5) a challenging situation, and&quot; &quot;6) a situation where progress is slow.&quot; Except for these common categories, parents have also produced the category &quot;of a situation that feels desperate.&quot; When the metaphors produced are considered from both parent and teacher perspectives, it is seen that the perception about SLD is generally negative.
Tracing Cultural Values in Thai Students&apos; Dialogical Argumentation
Author: Phongphio, Tanyapon
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Values,Cultural Influences,Cultural Context,Religious Factors,Buddhism,World Views,Collectivism,Dialogs (Language),Persuasive Discourse,Emotional Response,Thinking Skills,Critical Thinking,College Freshmen,English (Second Language),Foreign Countries

Critical thinking and argumentation skills are crucial for developing responsible citizens and active participants in society. Indeed, reasoning and argumentation are known to be exercised differently in distinctive cultures. Historical, cultural and institutional contexts shape the way people in a society think, communicate and act. In this regard, the predominant Western assumption that reasoning should be detachable from emotion may not necessarily be accurate within the Thai cultural context. This paper highlights how different cultural assumptions were displayed in dialogical argumentation in English for fourteen, first-year undergraduates of the English Programme at a Thai university. The analysis of the argumentation data indicated that some participants presented their claims close to the end of their argumentative turns. In addition, personal experience was regularly employed as an argumentative strategy. Interestingly, there was also an absence of claims in some argumentative turns. The aforementioned findings and the themes derived from an analysis of the semi-structured interview data reflect some specific characteristics of Thai culture and values. They include indirectness and a desire for harmony, a subjectivity in argumentation and modesty.
Validating a Scale for Measuring Students&apos; Perspectives toward Global Citizenship: A Case at a Private University in Vietnam
Author: Nguyen, Minh Thanh
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Global Approach,Citizenship Education,Foreign Countries,Validity,Measures (Individuals),Context Effect,Social Responsibility,Cultural Awareness,Activism,Private Colleges,College Students

Globalization is one of the most significant phenomena of the 21st century, affecting many aspects of human society. In the wave of this influence, higher education institutions in many countries have adjusted themselves in order to prepare their students to be global citizens. However, research shows a need to evaluate whether the integration of global citizenship education is effective among different institutions and contexts. Many scholars are in favor of measuring students' perspectives as a solution. Additionally, although many organizations, such as UNESCO, and other researchers have investigated this issue, the measurement model is mainly designed for large-scale research. Therefore, this study aimed to validate a scale for measuring student perspectives toward global citizenship in a particular context of a university. Notably, the adopted scale measures global citizenship perspectives via three components: social responsibility, global competence, and global civic activism. In the study, each component was measured separately via three smaller measurement models. All the models were validated by using the PLS-SEM approach. The data for validating were collected from 171 students at a private university in Vietnam through an online survey. The result of data analysis suggested that the original scale (which was designed for the context of developed countries) could be employed in the context of developing countries. Nevertheless, some adjustments should be made in term of social responsibility and global competence.
Old and New Approaches to Animal Cognition: There Is Not &quot;One Cognition&quot;
Author: Bräuer, Juliane
Date: 2020-00-00
Type: Journal Articles
Subjects: Animals,Schemata (Cognition),Intelligence,Physical Environment,Social Environment,Perspective Taking,Biology,Comparative Analysis,Evolution,Animal Behavior

Using the comparative approach, researchers draw inferences about the evolution of cognition. Psychologists have postulated several hypotheses to explain why certain species are cognitively more flexible than others, and these hypotheses assume that certain cognitive skills are linked together to create a generally &quot;smart&quot; species. However, empirical findings suggest that several animal species are highly specialized, showing exceptional skills in single cognitive domains while performing poorly in others. Although some cognitive skills may indeed overlap, we cannot a priori assume that they do across species. We argue that the term &quot;cognition&quot; has often been used by applying an anthropocentric viewpoint rather than a biocentric one. As a result, researchers tend to overrate cognitive skills that are human-like and assume that certain skills cluster together in other animals as they do in our own species. In this paper, we emphasize that specific physical and social environments create selection pressures that lead to the evolution of certain cognitive adaptations. Skills such as following the pointing gesture, tool-use, perspective-taking, or the ability to cooperate evolve &quot;independently&quot; from each other as a concrete result of specific selection pressures, and thus have appeared in distantly related species. Thus, there is not &quot;one cognition&quot;. Our argument is founded upon traditional Darwinian thinking, which--although always at the forefront of biology--has sometimes been neglected in animal cognition research. In accordance with the biocentric approach, we advocate a broader empirical perspective as we are convinced that to better understand animal minds, comparative researchers should focus much more on questions and experiments that are ecologically valid. We should investigate nonhuman cognition for its own sake, not only in comparison to the human model.
Regularized Latent Class Analysis for Polytomous Item Responses: An Application to SPM-LS Data
Author: Robitzsch, Alexander
Date: 2020-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Classification,Intelligence Tests,Test Items,Computation,Responses

The last series of Raven's standard progressive matrices (SPM-LS) test was studied with respect to its psychometric properties in a series of recent papers. In this paper, the SPM-LS dataset is analyzed with regularized latent class models (RLCMs). For dichotomous item response data, an alternative estimation approach based on fused regularization for RLCMs is proposed. For polytomous item responses, different alternative fused regularization penalties are presented. The usefulness of the proposed methods is demonstrated in a simulated data illustration and for the SPM-LS dataset. For the SPM-LS dataset, it turned out the regularized latent class model resulted in five partially ordered latent classes. In total, three out of five latent classes are ordered for all items. For the remaining two classes, violations for two and three items were found, respectively, which can be interpreted as a kind of latent differential item functioning.
Interdisciplinary Learning in Mathematics and Science: Transfer of Learning for 21st Century Problem Solving at University
Author: Nakakoji, Yoshitaka
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,STEM Education,College Mathematics,College Science,Physics,Transfer of Training,21st Century Skills,Skill Development,Problem Solving,College Freshmen,College Faculty,Teacher Attitudes,Student Attitudes,Protocol Analysis,Metacognition,Foreign Countries

Transfer of learning, the application of learning to different contexts over time, is important to all learning for development. As 21st century skills specifically aim to be &quot;generic,&quot; there is an assumption that they can be transferred from context to context. We investigate the process of transfer in problem solving, with specific focus on mathematical problem solving tasks. Problem solving is highly valued in 21st century workplaces, where mathematical skills are also considered to be foundational in STEM and of paramount importance. This study examines the transfer of first semester mathematics learning to problem solving in second semester physics at university. We report on: (1) university students' (n = 10) &quot;think-aloud&quot; accounts of the process of transfer; and (2) students' (n = 10) and academics' (n = 8) perspectives on transfer processes and problem solving. Think-aloud accounts show students' recursive use of interpretation, integration, planning and execution thinking processes and highlight the meta-cognitive strategies used in transfer. Academics' and students' perspectives on transfer show disparities. Understanding these perspectives is important to current initiatives to integrate and optimise 21st century learning within universities. We argue that renewed attention on the concept of transfer is needed if the generic aims of 21st century skills are to be understood and promoted.
Implementation of Cloud Computing System in Learning System Development in Engineering Education Study Program
Author: Baharuddin
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Educational Technology,Technology Uses in Education,Internet,Foreign Countries,Information Storage,Access to Information,Online Courses,Computer Software,Higher Education

The development of technology demands a variety of activities that can be easily accessed regardless of space and time. The development of information technology has become an innovative, dynamic, and economically profitable solution. Information technology is the answer to the problems and challenges faced by the world of education. Cloud computing is changing the way information technology services are provided and distributed so that institutions have the opportunity to access the educational and scientific information. Cloud computing technology is a new paradigm in the delivery of computing services, which has many advantages compared to conventional systems. This study discusses cloud computing in general and some examples of the application of cloud computing services and their benefits in the Electrical Engineering Education Study Program environment. The case study taken is the application of cloud computing services in the Electrical Engineering Education Study Program, where cloud computing is a computing model, as resources such as processors or computing power, storage, networks, and software are abstracted and provided as services on a network or internet with using the remote access pattern. The purpose of this study was to determine whether cloud computing might be applied to learning, as well as the benefits provided by cloud computing in the development of learning systems. This study uses a qualitative descriptive method with data collection techniques in the form of literature studies. Based on the research conducted, the results show that the services provided by cloud computing have various benefits, namely increasing efficiency and effectiveness in the use of cloud computing-based technology in the learning process.
Predictive Power of 8th Grade Students&apos; Translating among Multiple Representations Skills on Their Algebraic Reasoning
Author: Cetin, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 8,Algebra,Mathematical Logic,Mathematics Instruction,Mathematics Skills,Foreign Countries,Graphs,Tables (Data),Mathematical Concepts,Concept Formation

The purpose of the present research is defining the direction and level of the relationship between 8th grade students' translating among multiple representations skills and their algebraic reasoning and revealing the predictive power on algebraic reasoning. The research was conducted in accordance with relational survey model, which is a quantitative research method, and the study group consists of the total of 188 students, who studied at 8th grade in state schools. The data of the research were collected with the Translating Among Multiple Representations Test (TAMRT) and Algebraic Reasoning Evaluation Tool (ARET). Data were analysed using Pearson correlation and multiple linear regression analysis. Findings revealed that there is a significant relationship between students' translating among multiple representations skills and their algebraic reasoning (r=0.59; p&lt;0.01). Predictive power of students' translating among multiple representations skill on their algebraic reasoning was found as 40%. According to the analysis on the each translating skill's prediction of the subscales of the algebraic reasoning, only translating to graph and table representation skills predict subscales of algebraic reasoning.
Improvement Efforts for Student Learning Outcomes and Motivation Using Edmodo during the COVID-19 Pandemic
Author: Restuati, Martina
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teaching Methods,Educational Technology,Technology Uses in Education,College Students,Student Motivation,Online Courses,Social Media,Accounting,Program Effectiveness,Foreign Countries

This study aims to improve students' motivation and learning outcomes by applying Edmodo-based e-learning model in the Biology Education Study Program of Medan State University. The research method used is class action research with the application of two cycles. The subjects of this study were 17 students who took basic accounting courses and research objects of activities that took place during the learning process. Data analysis techniques used are descriptive quantitative with percentages used to measure the level of motivation of students, for the results of learning is evaluated at the end of each learning. The results of class action research obtained by the application of Edmodo can improve students' motivation and learning outcomes. This is evident from the implementation of actions starting from pre-action, cycle I, and cycle II. Student learning motivation is said to succeed with an average of 75-100%. The results obtained in cycle action I were 84.11% and 88.11% in cycle II. While the percentage of student learning outcomes also increased. The increase in pre-action from 50.75 to 73.53 in cycle I increased by 22.77, from 73.53 to 87.35 in cycle II which means an increase of 13.82.
The Contribution of Empathy-Based Pedagogy in Global Citizenship Education: Kazakhstani Context
Author: Hanley, Natalya
Date: 2021-00-00
Type: Journal Articles
Subjects: Empathy,Teaching Methods,Global Education,Citizenship Education,Secondary School Students,Adolescents,Barriers,Perspective Taking,Critical Thinking,Learner Engagement,Discussion (Teaching Technique),Controversial Issues (Course Content),Cultural Context,Sex Education,Acquired Immunodeficiency Syndrome (AIDS),Foreign Countries,Emotional Response

This article is based on a research study that implemented an empathy-based pedagogy (EBP) in three schools in Kazakhstan with the aim of understanding how secondary school students can learn about global issues and what challenges the teachers faced. It reflects on findings which provide strong evidence that walking in the shoes of other people encouraged the students to participate in critical discussion, deepen their knowledge and become emotionally engaged with global issues. It also explores some of the challenges created by conceptual confusions related to the cultural features within Kazakhstani society.
Global Citizenship Education in Nepal
Author: Shah, Rabi
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Educational Policy,Foreign Countries,Textbooks,Educational Practices,Global Education,Content Analysis,Socialization,Educational History,Social Studies,Teacher Attitudes,Grade 5,Grade 6,Grade 7

The article explores how educational policy, curricula, textbooks and teaching have translated thinking about Nepal's relationship with the rest of the world into global education practice in Nepalese schools in contemporary classrooms. Drawing upon the framework of a policy cycle approach, the article addresses the following research questions: What are the key contemporary messages about global education in Nepal within the 'macro' context of policy influence? How is the theme of global education communicated through the content of Nepalese textbooks at the 'meso' context of policy text production? What are the perceptions of Nepalese social studies teachers with respect to teaching and learning about global education themes at the 'micro' context of practice? Qualitative content analysis of textbooks and documents was conducted, while thematic analysis of interview data was undertaken to understand policy objectives and recommendations related to global citizenship education in Nepal. The findings indicate that educational policies primarily aim to socialise and nurture responsible citizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge. Some recommendations are made as to how the curriculum, textbooks and pedagogical approaches might be adapted to better support Nepalese young people seeing themselves as global citizens.
Pedagogy of Hope: Global Learning and the Future of Education
Author: Bourn, Douglas
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Futures (of Society),Teacher Role,Barriers,Social Problems,Global Approach,Educational Philosophy,Positive Attitudes,Learning Processes,International Organizations,Student Empowerment,Foreign Countries,Critical Theory,Sustainable Development

Global events such as the COVID-19 pandemic, the climate emergency campaigns and the Black Lives Matter movements have recently posed challenges for educationalists about their role, particularly in relation to promoting positive visions of the future. Development education and global learning has a major contribution to make within these agendas, particularly if it brings into its practices the ideas of Paulo Freire and his concept of the pedagogy of hope. Hope can often be considered an idealistic and utopian term, but if it is grounded in real life issues and challenges, then it can provide a valuable approach to learning about global issues. Recent examples in the UK and the initiative by UNESCO on Futures of Education demonstrate ways in which questions can be posed about the future of education that can be empowering to all learners.