ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Performance Feedback for Effective Use of Digital Badges
Author: Besser, Erin D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Recognition (Achievement),Mastery Learning,Formative Evaluation,Higher Education,Teacher Education,Educational Trends,Outcomes of Education

A recent educational trend has been the increasing focus on validating and credentialing learning taking place outside of traditional academic settings. Digital badges have the potential to address various concerns within formal education settings. Digital badges have been heralded for having the ability to show mastery of content, and more accurately reflect the actual knowledge and skills of learners (Mehta, Hull, Young, &amp; Stoller, 2013). Digital badges have been shown to increase motivation (Light &amp; Pierson, 2014; Lin et al., 2013), increased student learning outcomes (Newby &amp; Cheng, 2019; Wonder-McDowell et al., 2011), and overall comprehensiveness of learning (Mettler, Massey, &amp; Kellman, 2011). Formative assessment through instructor feedback is crucial to mastering content and displaying achievement. Feedback delivers important information regarding desired learning and perceived learning and affords opportunities to decrease that gap. A common misconception is that all digital badges are automated, however, in many teaching and learning settings, feedback is provided by instructors. The authors provide a set of optimal feedback suggestions to aid in Mastery Learning and digital badge instruction and consider the implications these actions in education.
Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers
Author: Yeboah, Rita
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Classroom Techniques,Teacher Attitudes,Knowledge Level,Student Centered Learning,Graduate Students,Public Schools,Private Schools,High School Teachers

This study was designed to examine Ghanaian teachers' knowledge and usage of the flipped classroom instructional strategy. A survey of 109 teachers who pursued a master's degree in education during the 2018/2019 academic year was used for the study. The instrument used for collecting data was a structured questionnaire. The result of the study was analysed using descriptive statistics (frequency, percentages) and inferential statistics (T-test). The results established that majority of the teachers acknowledged the importance of student-centred instructional strategy like the flipped classroom approach, however, majority of these teachers were of the view that they have not experienced or been introduced to this instructional strategy. It was, therefore, not surprising that most of the teachers attested to the fact that they are not using the flipped classroom instructional strategy. The results from the study also revealed that there was no significant difference between school type (public and private) and teachers' knowledge and usage of the flipped classroom instructional strategy. The results from the study attest to the fact that the flipped classroom instructional strategy has not been conceptualised into the Ghanaian classroom. The researchers, therefore, recommend that there is the need for professional development training for teachers on the use of the flipped classroom instructional strategy and sensitisation workshop for students on the use of the flipped classroom instructional strategy and its relevance.
Teacher Induction Pathway of Physical and Health Education: A Case Study
Author: Rivard, Marie-Claude
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Health Education,Beginning Teachers,Physical Education Teachers,Self Efficacy,Teacher Motivation,Job Satisfaction,Teacher Student Relationship,Collegiality,Experienced Teachers,Substitute Teachers,Academic Freedom,Teacher Persistence,Teaching Conditions,Foreign Countries,Job Security,Elementary Secondary Education

This article aims to describe teacher induction (TI) with reference to two physical and health education (PHE) teachers based on three variables: 1) self-efficacy, 2) motivation and 3) satisfaction. Our case study relies on individual telephone interviews conducted during each teacher's first five years of teaching and allows for describing the perceptions of these two teachers who persevered in the profession. The findings reveal that self-efficacy relates above all to harmonious relations with students and teaching colleagues, an experienced teacher in particular, and evolves over the course of TI through a process of introspection undertaken by the new teacher. A surprising observation is that, despite the difficult conditions of substitute teaching during TI, teachers maintain that it offers diverse contexts and opportunities for learning about the profession; thus, substitute teaching appears to positively impact self-efficacy. The relatively high motivation fluctuates over time, based on whether it is approached positively in terms of professional relations, or negatively in terms of job insecurity. The same holds true for satisfaction, which alters over the years, either upwards if based on positive contact with students or downwards if based on difficult hiring conditions. During the induction process, satisfaction evolves towards the quest for academic freedom and an awareness of the teacher's impact on his or her students. The conclusion explains how a strong feeling of self-efficacy can contribute to perseverance in the profession during the TI phase, even in the presence of difficult job conditions.
Understanding Informal Jewellery Apprenticeship in Ghana: Nature, Processes and Challanges
Author: Baidoo, Mohammed Kwaku
Date: 2020-04-00
Type: Journal Articles
Subjects: Informal Education,Apprenticeships,Foreign Countries,Educational Finance,Vocational Education,Experiential Learning,Skilled Occupations,Situated Learning

Context: The processes of acquiring education in jewellery in Ghana has been dominated by the informal apprenticeship system and it forms the backbone of the workforce of the jewellery industry in Ghana. However, the patronage of informal jewellery apprenticeship in Ghana in recent times has been on decline even though it has the potential of training human resources to transform Ghana's precious mineral resources sector. This is based on the belief that jewellery trade and its training are shrouded in secrecy, in other words, the jewellery trade is considered to be a sacred profession where information on its operating systems are not allowed to be shared easily. It is believed to be associated with cult and magic, hence the reluctant to admit people who are from outside the family of particular jewellery enterprise. This study is sought to bring to fore the understanding nature, processes and challenges of the informal jewellery apprenticeship in Ghana. Approach: The study adopted the descriptive and phenomenology research designs (qualitative research methods). Jewellers who own a jewellery business and who are training other people through apprenticeships as well as people who are trained are observed and interviewed. A sample size was selected through purposive and convenience sampling techniques from four jewellery enterprises in Accra, Ghana. A thematic analysis plan was adopted to generate findings of the study. Findings: The results show that for a person to train as a jeweller, s/he has to enrol by going through induction, furthermore fees (money and perishable items) are to be paid. The training content is driven by orders received by the master jeweller, thereby making it unstructured and lacking criteria for assessing the performance and progress of apprentice jewellers. Teaching and learning methods are usually on-the-job training that rely on demonstrations and observation. Conclusion: Informal jewellery apprenticeship in Ghana uses a flexible, cost-effective approach for transferring jewellery making skills from masters to apprentice jewellers, and it has substantial potential for improving skills training in the country. Sometimes the reluctant of some jeweller to train others is to keep the trade to family members only.
Do Saudi Learners of English Recognize the Benefits of Consciousness-Raising Tasks and Communicative Tasks?
Author: Mukhrib, Adnan
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Sociolinguistics,Foreign Countries,Consciousness Raising,Secondary School Students,Language Proficiency,Collaborative Writing,Speech Communication,Task Analysis,Individual Differences,Intervention,Teaching Methods,Outcomes of Education,Language Fluency,Accuracy,Group Dynamics,Metalinguistics,Student Attitudes,Educational Benefits

This study examined perceptions of students of the benefits of consciousness-raising tasks (CRT) and communicative tasks (CT) when compared with actual learning outcomes in a Saudi secondary school context. Qualitative data were collected from 60 Saudi speaking learners of English, at various proficiency levels, who had engaged in a sequence of collaborative speaking and writing tasks. The results showed the value of the TBL approach which was not in question but makes a significant contribution regarding the importance of the role of interaction in mixed ability groups. The findings indicate that there was a variation in outcomes particularly in terms of how the students perceived the benefits and contribution of the intervention type to their learning. In addition, there was a further impact from the sociolinguistic context of the interaction, which indicates the role of group dynamics and individual variations of Saudi learners. This implies that fluency and accuracy during sociolinguistic interaction is influenced by a wide range of features than cannot be assessed through traditional fluency measures alone. The findings therefore lend support for a TBL approach to maintain the development of fluency, accuracy, and learning.
Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers
Author: Alharbi, Aisha T.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Teachers,Teaching Methods,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Females,Private Schools,Teacher Behavior,Motivation Techniques,Foreign Countries,Teacher Attitudes,Public Schools,Correlation,Instructional Materials,Learning Motivation,Textbook Preparation

This study looked into Saudi female English as a Foreign Language (EFL) teachers' perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from &quot;very important&quot; to &quot;not important.&quot; Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools' teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that &quot;teachers' proper behavior&quot; is the most significant motivational strategy while &quot;having an encouraging environment&quot; in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers.
Where I Sleep: The Relationship with Residential Environments and First-Generation Belongingness
Author: Garvey, Jason C.
Date: 2020-00-00
Type: Journal Articles
Subjects: On Campus Students,First Generation College Students,Sense of Community,College Housing,Correlation,Resident Advisers,College Environment,Social Environment,Resilience (Psychology),Academic Achievement,Minority Group Students,College Freshmen,Public Colleges,Physical Environment,Access to Information,Student Characteristics,Student Adjustment

Sense of belonging contributes to academic success, persistence, and self-efficacy among students, and is especially poignant for first-generation students who are less likely to engage socially, intellectually, and academically. Residential spaces provide the ideal environment to examine belongingness among first-generation students because of the intersections of academic and social spaces. In our study, we utilized regression analysis supplemented by an analysis of open-ended responses to explore belongingness among first-generation students in residential spaces using Strayhorn's (2012) sense of belonging model. Our findings suggest that residential advisors, residence hall facilities and programming, and multiple identities contribute to first-generation student belongingness.
Examination of Teachers&apos; Perceptions of Individual Values in Their Workplaces: A Case of Burdur Province
Author: Erdogan, Barbaros Serdar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Values,Discipline,Teacher Responsibility,Trust (Psychology),Ethics,Gender Differences,Interpersonal Relationship,Marital Status,Altruism,Prosocial Behavior,Teacher Characteristics

The purpose of the research is to reveal the individual values perceptions of the teachers working in the Burdur Provincial Directorate of National Education operating under the body of the Ministry of National Education. Participants comprised 131 male and 169 female teachers. When the mean and standard deviation values regarding the teachers' perceptions of individual values in their workplaces were examined, it was seen that they agreed with the discipline and responsibility dimension, they were undecided about the trust and forgiveness dimension, and they agreed with the honesty and sharing dimension as well as the respect and truth dimension. When perceptions were examined according to range values for the respect and truth dimension, there were significant differences the trust and forgiveness dimension and the sharing and respect dimension. Accordingly, male teachers' perception levels in the trust and forgiveness dimension were significantly higher than the levels of the female teachers. On the other hand, the perception levels of the female teachers in the sharing and respect dimension were significantly higher than the levels of the male teachers. The perception levels of the single teachers in the trust and forgiveness dimension were significantly higher than the levels of the married teachers. On the other hand, the perception levels of the married teachers in the sharing and respect dimension were significantly higher than the levels of the single teachers. According to the results that we evaluated by the task type variable, a significant difference between groups was observed only in the trust and forgiveness dimension. Accordingly, the perception levels of the contracted teachers in the trust and forgiveness dimension were significantly higher than the levels of the permanent teachers.
The Role of the Addressee and Gender Diversity in Greeting Behavior in the Saudi Context
Author: Almushayqih, Huda A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Interpersonal Competence,Foreign Countries,Gender Differences,Role Perception,Parent Child Relationship,Grandparents,Siblings,Peer Relationship,Social Behavior

The current paper investigates verbal and nonverbal greeting behaviors in the Saudi context. The study aims to identify how Saudi males and females greet their parents, grandparents, siblings, and friends, and what role the addressee plays on the performance of the greeting behavior. The study further distinguishes the similarities and differences between Saudi males and females in their greeting behavior. This study is a mixed method study that adopts qualitative and quantitative methodologies. The participants of the study are 72 Saudi adults, 50 females and 22 males. The findings show that Saudis accommodate their greeting behavior according to their addressee's gender, age, social (familial) status, and social distance. Moreover, the findings revealed that males and females vary in the way they greet their relatives and friends. This variation is interpreted in the light of previous studies. This study provides some practical implications for the successful and meaningful greeting as well as successful interactions.
YouTube Videos on EFL College Students&apos; Listening Comprehension
Author: Chien, Chia-chi
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Internet,English (Second Language),Second Language Learning,Listening Comprehension,Supplementary Education,Foreign Countries,Multimedia Materials,College Students,Pretests Posttests,Student Attitudes,Electronic Learning,Computer Assisted Instruction,Student Motivation

This paper aimed to explore the effect of using YouTube as a supplementary material with EFL college students. The research intended to reveal the improvement of the students' listening comprehension after the 5-week treatments--students participating in this study are all Taiwanese, age from 18-20, with a high intermediate level of proficiency in English. They were all in the same class and were exposed under the multimedia (YouTube) learning environment. However, students were obliged to finish the pre-test and post-tests. Moreover, the questionnaire was offered to them in order to know the perceptions and reflections of students with integrating YouTube into courses as well. In this research, paired T-Test was used to find out if there was a significant difference that exists before and after the treatments, also validate the pre-specified result. It was suggested that after training in the combination of the computer-assisted learning technique and traditional pedagogy, students performed better on the listening comprehension test than without the treatment before.
Adopting an SFL Approach to Teaching L2 Writing through the Teaching Learning Cycle
Author: Nagao, Akiko
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Linguistics,College Freshmen,Language Proficiency,Grammar,Vocabulary Development,Language Usage,Essays,Writing Instruction,Writing (Composition),Writing Evaluation,Evaluators,Scoring Rubrics,Guidelines,Foreign Countries,Literary Genres,Comparative Analysis

This study applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year university students in two different English proficiency groups improved their lexicogrammatical choices and metafunctions for writing analytical exposition essays during a 15-week course. To explore how &quot;the teaching learning cycle&quot; influences students' understanding of the target genre essay, a survey was conducted; furthermore, to explore changes in students' understanding of metafunctions (ideational, experiential, and textual meanings) of the target genre essay, students' pre- and post-essays were scored by raters using the SFL framework rubric. Then, six students with lower rating scores at the pre-essay stage from both English proficiency groups were selected to explore how they progressed differently in the target linguistic resources. The results demonstrated that applying an SFL framework of writing assessment to English students' understanding of essay writing can be used to explicitly examine their improvements.
A Study on Digital Games Internet Addiction, Peer Relationships and Learning Attitude of Senior Grade of Children in Elementary School of Chiayi County
Author: Tsai, Shu-Min
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Games,Internet,Addictive Behavior,Peer Relationship,Student Attitudes,Elementary School Students,Foreign Countries,Correlation,Factor Analysis,Individual Differences,Grade 5,Grade 6,Multiple Regression Analysis

The study explored the relationships between digital games internet addiction, peer relationships, and learning attitudes through questionnaire survey in senior grade of elementary school children in elementary school in Chiayi County. Taking 735 students as the research object, SPSS 22.0 as a quantity research analysis instrument was applied to launch descriptive statistics, t-test, and single factor variation analysis, Pearson Product Difference Correlation Analysis, and Stepwise Multiple Regression Analysis. The research results found that 93.2% of high-grade students in Chiayi County played digital games 2 to 3 times a week, and those who took less 1 hour to play digital games. The addiction level of digital internet games for schoolchildren, peer relationships and learning attitude ranked upper-middle level. There are obvious differences in digital gaming internet addiction, peer relationships, and learning attitudes among various background variables such as &quot;school location&quot;, &quot;weekly use&quot; and &quot;daily use time&quot;. Gaming internet addiction has a low degree of negative correlation in both peer relationships and learning attitudes, while the peer relationships has a moderately positive relation with learning attitudes. Peer-to-peer relationships may be highly predictive of learning attitudes. This research focuses on the educational problems of digital game internet addiction that primary school teachers are most likely to face. It explores the relationship between peer relationships and learning attitudes, fills in the current lack of research, and draws the above important findings. It is suggested that it can be used as an important reference for teachers, parents and follow-up researchers, and contribute to the academic research of primary education in Taiwan.
The Effect of the Positive and the Negative Evidences in Learning English &apos;to&apos; with Manner-of-Motion to Goal Constructions by L1 Saudi Arabic Speakers
Author: Kabli, Hanan Mohammed
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Comparative Analysis,Decision Making,Task Analysis,Pretests Posttests,Teaching Methods,Form Classes (Languages),Item Analysis,Foreign Countries,Grammar,Verbs,Interlanguage,Transfer of Training,Instructional Effectiveness,Contrastive Linguistics,Sentence Structure,Video Technology

The present study investigates the effect of the first language (L1) on learners by using the negative and the positive evidence in the classrooms while teaching English directional prepositions such as 'to' and 'into'. It is assumed that Arabic has two versions of 'to'. It has the directional interpretation without boundary-crossing which is equivalent to the English 'to'; whereas, it also denotes a similar interpretation to English directional preposition 'into' which is unavailable in Arabic and involves boundary-crossing. The study considers two groups to examine the effect of the overlaps, who are at an intermediate stage of development; the experiment group (E.G.) and the control group (C.G.). The control group is the base to measure the effectiveness of the treatments on the experiment groups' judgments. Hence, an Acceptability Judgment Task is devised to elicit participants' judgments on the task items in the pretest and the posttest. Results show clear advantage of the negative evidence in the experiment group's performance in the posttest in learning 'to' with and without boundary-crossing. There is a difference in the experiment group's performance in the posttest in learning 'into' with the boundary-crossing event after receiving the positive evidence. Similarly, a difference was observed in the experiment group's judgment with those of the control group in the comparison between 'to' and 'into' with the boundary-crossing event in the posttest.