ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Indonesian Language Learning Obstacles in Primary Schools
Author: Al Farizi, Muhammad Fathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Indonesian Languages,Language Acquisition,Native Language Instruction,Native Language,Barriers,Case Studies,Conventional Instruction,Memorization,Learning Processes,Teaching Methods,Lecture Method

Learning Indonesian in elementary schools can help students get to know themselves, their culture and other cultures, express ideas, participate in society, and discover and use the analytical and imaginative abilities that are present in them. In the implementation of Indonesian language learning there are many gaps, so it is less able to achieve the specified learning objectives to the maximum. This research was conducted in class 5 of Totosari Elementary School No. 102 Surakarta, Indonesia. The purpose of this research is to explore obstacles in the process of learning Indonesian in elementary schools. This research uses a case study approach. Data collection was carried out by observing the Indonesian learning process, interviewing, and examining the average student test scores. The collected data were analyzed using interactive analysis according to Miles and Huberman. The results of his research are 1) The teacher has not used the media in the learning process especially Indonesian Language learning; 2) Learning is carried out is still conventional; 3) Students in learning tend to memorize subject matter. Through learning innovations that are in accordance with the characteristics of elementary school students are expected to be able to create meaningful learning.
Digital Competencies and Professional Attitudes as Predictors of Universities Academics&apos; Digital Technologies Usage: Example of Al-Hussein Bin Talal
Author: Jwaifell, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Computer Uses in Education,Teacher Attitudes,Computer Literacy,Computer Attitudes,Predictor Variables,Differences,Higher Education

Information Communication Technologies (ICT) has experienced remarkable development and changes provoked by the spread of digitization and the rise of electronic technologies. Those changes raised the significance of understanding academics' perceptions and professional usage of those technologies in higher education. To understand the academics' perception of digital technologies in higher education, we have conducted this study in Al-Hussein Bin Talal University (AHU) as an example of academics' digital competencies, professional attitudes, and professional application of digital tools, in addition to exploring the possibility of predicting the degree of applying digital tools through examining the degree of academics' competencies and professional attitudes. This study as carried out in Ma'an, a poor-environment area of Southern Governorate in Jordan, with 107 academics who work in AHU as instructors, aimed to explore how they perceive new digital technologies. The most important result of the study showed that academics' competences, attitudes, and their usage of digital technologies tools are in average level. Moreover the study showed that the degree of using digital technology tools can be predicted through the degrees of the academics' competences and attitudes. Recommendations were included in this study.
Adaptation of the Test Developed to Measure Mathematical Knowledge of Teaching Geometry in Turkey
Author: Esendemir, Ozan
Date: 2019-00-00
Type: Journal Articles
Subjects: Knowledge Base for Teaching,Mathematics Instruction,Knowledge Level,Geometry,Test Construction,Test Validity,Psychometrics,Test Reliability,Turkish,Foreign Countries,Elementary School Teachers

&quot;Mathematical knowledge for teaching&quot; is a concept indicating the requirement for a specific kind of knowledge required to teach mathematics. Mathematical knowledge for teaching necessitates a more complex structure than what is required to carry out mathematical tasks and the knowledge to do that. The purpose of this study is to realize the adaptation of &quot;Mathematical Knowledge for Teaching--Geometry (MKT-G)&quot; Test that was initially conceived in English to Turkish (or to Turkish culture). During the adaptation process; after the translations of the items, focus group interviews were held with a group consisting of mathematics teacher educators and experienced mathematics teachers, and then the data from 243 elementary mathematics teachers was analyzed via Item Response Theory (IRT). As a result of the analysis of the test items, psychometric values of the test items indicated that the items in the test performed well in Turkey. Besides, validity and reliability arguments were also tested. As a result, the Turkish version of the MKT-G test is highly reliable and valid to measure the teachers' knowledge of teaching geometry.
Bahamians as International Adult Learners Determined for Academic Success: Challenges and Required Support System
Author: Hunter-Johnson, Yvonne
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Students,Nontraditional Students,College Students,Latin Americans,Foreign Countries,Student Experience,Paying for College,Cultural Differences,Student Adjustment,Family Influence,Teacher Student Relationship,Mentors,Friendship,Social Support Groups,Foreign Students

The purpose of this study is to explore the factors that impact the experience of Caribbean nontraditional adult learners encounter while pursuing higher education in the United States and perceived support systems needed by Caribbean adult learners to be successful. On this premise, this qualitative study was conducted. A total of 15 Bahamian students participated. Data was collected via semi structured interviews and analyzed utilizing open coding. The major themes that emerged with regards to influential factors that impacted their experiences were: (a) financial constraints, (b) lack of support, and (c) cultural differences and adaptation. As it relates to support systems needed by Caribbean students, the major themes that emerged were: (a) family, (b) faculty/mentors, and (c) a network of friends.
Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition
Author: Clements, Douglas H.
Date: 2019-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Achievement,Mathematics Instruction,Geometric Concepts,Sequential Learning,Developmentally Appropriate Practices,Student Characteristics,Outcomes of Education,Public Schools,Puzzles,Manipulative Materials,Intervention,Learning Processes,Educational Strategies,Preschool Children

Although basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of a LT approach--that instruction should be presented (only) one LT level beyond a child's present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirically validated LT. The counterfactual (skip-levels) group received an equal amount of instruction focused only on the target level. At posttest, children in the LT condition exhibited significantly greater learning than children in the skip-levels condition, mainly on near-transfer items; no child-level variables were significant moderators. Implications for theory and practice are discussed. [For the corresponding grantee submission, see ED594902.]
Investigation of Teacher Candidates&apos; Competence Perception and Attitude towards Teaching
Author: Kaya, Erdi
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Student Attitudes,Teaching (Occupation),Gender Differences,Academic Achievement,Athletics,Age Differences,Departments,Income,Student Participation,Competence,Foreign Countries,Universities

In this research, it was aimed to investigate the self-competence perception and attitudes towards teaching profession of teacher candidates' who study in different universities in terms of universities. It was observed that the level of self-competence perception of the students participating in the study did not differ statistically significantly (p&gt;0,05), and the attitude levels related to teaching profession differed statistically significantly based on the universities they studied (p&lt;0,05). The data collected within the research were analyzed using SPSS 22 software. Mann Whitney U test was used to compare scale scores of university students participating in the study according to gender, academic success level and sports activities while Kruskal Wallis H test was used to compare scale scores according to their age groups, universities, departments and income status. According to the results of the study, it was observed that the attitudes of university students participating in the study towards teaching profession and their competence perception levels related to themselves did not differ statistically significantly according to their sports habits. Upon examination of it is observed that the level of self-competence perception of the university students participating in the study did not differ statistically significantly, and their attitude levels related to teaching profession differed statistically significantly based on their income levels. In the attitude towards teaching profession, the attitude level of students with average income levels are statistically significantly higher than the attitude level of students with higher income levels.
International, Inaccessible, and Incomplete: A Texas Case Study of International Student Websites
Author: Taylor, Z. W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Web Sites,Public Colleges,Access to Information,Translation,Readability,Undergraduate Students,College Applicants

As the number of international students attending U.S. higher education institutions has declined 2 consecutive years (Saul, 2018), several institutions are exploring ways to increase international student interest. In Texas, the sociopolitical climate has become increasingly anti-immigrant (Watkins, 2017), leading many international students to question whether study in the US is feasible and safe. As institutional websites have been found to be important sources of international student information (Huang &amp; Bilal, 2017; Taylor &amp; Bicak, 2018), this study examines international student information on all public, 4-year institution websites in Texas. Findings suggest international student materials are difficult to read, are rarely translated, and lack basic information such as cost and housing information. Implications for future research and practice are addressed.
Life outside Your Comfort Zone: The Power of Reflection for Cultural Adjustment
Author: Sy, Jobila
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Reflection,Adjustment (to Environment),Higher Education,Cultural Differences,Foreign Countries,Barriers,Minority Groups,Religious Factors,Race,Faculty Mobility,Personal Narratives,Overseas Employment,Teacher Attitudes

This reflective article explores the different experiences of two higher education professionals who utilized intentional reflection to help with the transition to new countries and cultural environments. Both stories focus on how these higher education professionals grappled with challenges of being members of majority and minority groups within the racial and religious contexts of their new environments. The article concludes by sharing recommendations for how other higher education professionals can utilize reflection to help with transition and cultural adjustment.
A Phenomenological Investigation with Prospective Teachers of Special Education: If It Was Me!
Author: Bolat, Yavuz
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Phenomenology,Special Education Teachers,Students with Disabilities,Special Education,Teacher Education Programs,Content Analysis,Student Centered Learning,Teaching Methods,Foreign Countries,Problems

The main purpose of this research was to reveal the opinions of prospective teachers of special education teacher education program about special education schools and the special education field. This study was used the phenomenological designed. It involved 14 special education teachers of Harbiye Selman Nasir Eskicak Secondary School. The collected data were subjected to data mining by content analysis. Some results had been obtained regarding the dreams and problems and solutions proposed by prospective teachers in a special education institution and special education. It had been found out that prospective teachers design student-centered and differentiate the disability differences among individuals-oriented design when designing special education schools. In addition, they pointed out that there were some problems related to teachers, teaching environment, curriculum, legislation and parents in the field of special education. It had been seen that prospective teachers who produce solutions to these problems have awareness about the field. With the help of the results obtained from the study, suggestions about the special education field were developed.
Child-Friendly Schools: An Assessment of Kindergartens
Author: Cobanoglu, Fatma
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Environment,Student Rights,Kindergarten,Program Effectiveness,School Effectiveness,Equal Education,Relevance (Education),Student Centered Learning,Student Diversity,Cultural Pluralism,Teacher Improvement,Family Involvement,Child Development,Foreign Countries,Teacher Student Ratio,Educational Facilities,Instructional Materials,Educational Resources,Gender Differences,Inclusion,Foreign Students,Socioeconomic Status,Health,Hygiene,School Safety,School Security

Child Friendly School (CFS) is a democratic environment based on children's rights, where all students are accepted, teaching-learning processes are organized according to children's interest needs, health, safety and protective measures are taken for children and gender-based discrimination is not provided. Preschool education institutions, which are considered to be very effective on the future of the child and the society, should be child friendly in this way. The aim of this study is to identify the teaching-learning environment of independent kindergartens in the context of a child-friendly. The data of the study was obtained from the independent kindergarten in different socioeconomic environments with &quot;CFS Diagnostic Form&quot;. According to the results, it was seen that in terms of effectiveness, the physical areas and materials of the schools were sufficient, but the places and qualifications that increase the effectiveness of teaching were insufficient; in terms of inclusiveness, all children attend school without discrimination in terms of inclusiveness, but female students have low access to school; in terms of democratic participation, means are used to ensure communication with the environment, in terms of healthy, safe and protective environment, physical requirements are fulfilled, necessary measures are taken, but ventilation and out-of-school safety measures are not sufficient and in terms of gender sensitivity, there is no discrimination based on gender. It has been concluded that the independent kindergartens are largely child-friendly, despite some inadequacies.
Academic Stressors as Predictors of Achievement Goal Orientations of American and ESL International Students
Author: Lin, Xi
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Goal Orientation,Stress Variables,College Students,Student Diversity,English (Second Language),Second Language Learning,Foreign Students,Prediction,Cultural Differences,Social Support Groups,Correlation,Student Attitudes,Comparative Analysis,Peer Relationship,North Americans

This study explores academic stressors and achievement goal orientations of college students, and the relationship between these variables using academic stressors as predictors. As the number of English as a Second Language (ESL) international students has increased rapidly in the US, students' status (American or ESL international) was also examined. A total of 715 students participated in the study from two universities in the US. Results show that ESL international and American students have different achievement goal orientations and academic stressors. Additionally, student status and academic stressors predict college students' various goal orientations. The implications provide useful suggestions to higher education professionals in order to better understand and assist diverse students to succeed in academia.
Analysis of Social Adjustment Factors of International Students in Turkey
Author: Gündüz, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Adjustment,Social Adjustment,College Students,School Safety,Psychological Patterns,School Counseling,Friendship,Teacher Student Relationship,Social Life,Social Bias

International student mobility is an important issue in many countries. In 2016, the number of international students reached 5 million worldwide. Turkey has attracted international students since the 1990s; however, the influx of such students has increased notably since 2009. In this study, we analyze factors affecting the social adjustment of international students studying at Usak University in Turkey. Participants' questionnaire responses were grouped via factor analysis, and pertinent factors affecting social adjustment were revealed through logistic regression analysis. Results indicate that feeling safe and communicating with counseling services and university lecturers can facilitate international students' social adjustment at Usak University.
Academic Reading and Writing Challenges among International EFL Master&apos;s Students in a Malaysian University: The Voice of Lecturers
Author: Singh, Manjet Kaur Mehar
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Language,English (Second Language),Second Language Learning,Second Language Instruction,Academic Achievement,Literacy,Barriers,Masters Programs,Graduate Students,College Faculty,Teacher Attitudes,Foreign Countries,Language Proficiency,Plagiarism,Translation,Cheating,Reading Materials,Difficulty Level,Course Content,Teaching Methods,Content Area Reading,Content Area Writing,Language of Instruction

Focusing on the perspective of lecturers, this qualitative research investigated the academic reading and writing challenges faced by international English-as-a-foreign language master's students at a Malaysian university. Data was collected through semi-structured, in-depth, one-on-one interviews with 16 lecturers who taught international students from various graduate programs. The findings from the lecturers' perspectives indicate that the students faced acute challenges in their academic reading and writing practices such as adhering to academic writing conventions and interpreting text in an English language instructional setting. This study suggests policies and programs to overcome the challenges of the international EFL students' academic writing and reading practices to ensure their academic success in as they learn in graduate programs.
An Inventory of International Student Services at 200 U.S. Universities and Colleges: Descriptive Data of Pre-Departure and Post-Arrival Supports
Author: Madden-Dent, Tara
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Foreign Students,Colleges,Universities,College Students

During the spring semester of 2018, a survey of international student support services was conducted on 200 randomly selected U.S. universities and colleges using the International Student Support Services Index. Survey results identified the most and least commonly provided international student support services in addition to common patterns of institutional practices around international student support across the US. The research results are complimented by researcher notes and observations in addition to school administrator quotes. This article concludes with recommendations and implications for practice. Colleges and universities wanting to recruit and retain culturally and academically prepared international students may benefit from learning how other institutions offer integration support services.
International Muslim Students: Challenges and Practical Suggestions to Accommodate Their Needs on Campus
Author: Chen, Bateer
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Muslims,College Students,Student Needs,Cultural Differences,Student Adjustment,Social Isolation,Religious Factors,Student Attitudes,College Administration,Foreign Countries,Barriers,Dietetics,Drinking,Clothing,Holidays,Social Bias,Cultural Awareness,Counseling Services,Chinese,Second Language Learning

In recent years there has been an increase in the enrollment of Muslim international students in higher education institutions in China. This research provides a brief overview of the issues that international Muslim students face during their campus life, such as adopting a new culture, lack of understanding from the broader university community, poor cultural or religious-responsive education, lack of accommodation for religious practices, and social isolation. This qualitative study also highlights some information about the unique needs of the Muslim students on campus and identifies areas for improvement. To overcome these issues, specific practical suggestions are given to the university administration, faculty, and staff to meet the needs of Muslim students, not only academically, but also socially and culturally.
Experiential and Real-World Learning for Teachers in the Billion Oyster Project and Curriculum and Community Enterprise (BOP-CCERS) for the Restoration of New York Harbor with New York City Public Schools Program
Author: Birney, Lauren B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Public School Teachers,Science Teachers,Environmental Education,Teacher Workshops,Faculty Development,Relevance (Education),Urban Schools,Inservice Teacher Education,Teacher Attitudes,Program Effectiveness

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) seeks to integrate harbor restoration activities with science teachers in order to provide their students with experiential learning through environmental impact in New York City with the vision that public school students in New York City can benefit from environmental science and experiential learning work through authentic research, data collection, and experimentation. The purpose is to engage science teachers with experiential learning opportunities in the New York Harbor that helps them create engaging lessons for their own students. It was found that teachers responded most positively to workshops that included hands-on activities, specifically the oyster restoration station trainings, classroom oyster tank setups and activities with scientists. Teachers reported that the BOP-CCERS program prepared them to support student learning of the program content and scientific research activities. Students who engage in real-world science are more likely to see the relevance of science and see themselves working toward a career pathway in STEM.