ethanporcaro/eric-fulltext-meta huggingface dataset:
Factorial Analysis to Measure Anxiety towards Mathematics: An Empirical Study in High School
Author: Zamora-Lobato, Teresa
Date: 2019-00-00
Type: Journal Articles
Subjects: Factor Analysis,Mathematics Anxiety,Secondary School Mathematics,High School Students,Mathematics Instruction,Student Attitudes,Foreign Countries,Mathematics,Test Reliability,Test Items,Correlation

The aim of study focused in identify if there are a set of variables that explain the level of anxiety towards mathematics in Telebachillerato students. For this, the test designed by Muñoz and Mato-Vázquez (2007) was used. The test comprises by 24 items with 5 dimensions. In order to get data, were surveyed 201 regular students enrolled in the academic year 2018. The reliability and internal consistency of the instrument is a= 0.7921 in this study. The main findings show that the level of anxiety towards mathematics in the students is generated into the institution because the evaluations and their temporality are given precisely in the classrooms where numbers and mathematical operations are study.
&quot;66% of Literacy among the Male Population of School Age Brings It Closer to Common Education&quot; vs &quot;In the Largest Villages, It Was Difficult to Meet a Literate Person&quot;: The Main Statistical Indicators of Primary Education among Don Cossacks in the XIX Century. Part 1
Author: Peretyatko, Artyom Y.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Education,Educational History,Misconceptions,Foreign Countries,Government Role

The question about the degree of development of primary education in the Don in the XIX century remains controversial among historians. Archival documents and testimonies of contemporaries allow us to cover this question in completely different ways (both quotes in the title are taken from them). The article attempts to summarize statistical information about the development of primary education in the Don Cossack environment from 1799 to 1899. A number of myths prevalent in historiography (for example, about the significant role of zemstvos in the creation of new educational institutions in villages or about the crisis of Don education in 1880-1890) are debunked.
To Offer Dance as Aesthetic Experience and Communication among Elderly People: An Art-Based Study
Author: Almqvist, Cecilia Ferm
Date: 2019-06-07
Type: Journal Articles
Subjects: Dance Education,Older Adults,Workshops,Aesthetics,Participation,Design,Teacher Role,Human Body,Creativity,Self Expression,Interpersonal Communication,Health Promotion

As a contribution to the field of community dance, this article explores the teacher role in a setting where elderly people are offered to take part in a dance workshop. The aim of the study is to describe the role of the teacher when offering participation in dance as an artistic form among elderly people. The theoretical starting-point for the study is aesthetic experience and communication, based on a phenomenological philosophy, and the approach is arts-based research. The workshop series was observed and filmed. Written reflections were gathered and six of the participants were interviewed. The research material was analyzed in a phenomenological manner. The result shows that the choreographer influences possibilities for participation regarding: how workshops are &quot;designed&quot; and the &quot;inputs&quot; that are given, he &quot;atmosphere&quot; that is created, how the participants are to use their &quot;bodies,&quot; and how &quot;dance as an artistic form of expression&quot; is offered.
Profiles of Playful Men and Playful Women: Personality and Humor-Related Attributes
Author: Barnett, Lynn A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Personality Traits,Undergraduate Students,Gender Differences,Humor,Adults,Individual Characteristics,Play

Research about playfulness in adults has viewed it as something that emanates from personality and other individualized characteristics, and therefore many previous studies adopted a trait approach to predict playfulness, largely ignoring gender differences. The author conducted a facet-level analysis of the so-called big-five personality predictors and of four humor-related attributes and analyzed whether playfulness should be considered individually or compositely. She generated hypotheses from the extant literature and surveyed hundreds of undergraduates to discover characteristics distinctly different between the playfulness of young adult men and women.
Developing Necessary Leadership Characteristics Indicators of Secondary Basic School Administrators in Thailand
Author: Tanadka, Itsarapong
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Qualities,Administrator Characteristics,Secondary Schools,Principals,Knowledge Level,Employment Qualifications,Leadership Styles

This research aimed to develop the necessary leadership characteristics indicators of the secondary basic school administrators in Thailand. The samples were grouped into four including: (1) 10 specialists in the secondary educational administration, (2) 10 secondary school administrators of the educational quality assessment and its result with the best level, (3) 120 participants in the exploratory group and (4) 986 participants in the experimental group. The research instruments were the interview form and the questionnaires. The statistics for analyzing the data covered the descriptive statistics and the factor analysis. The exploratory factor analysis resulted in 5 factors and 51 indicators, as follows: 12 indicators of skills, 6 indicators of knowledge, 12 indicators of leadership, 11 indicators of characteristics, and 9 indicators of working style. A second order confirmatory factor analysis was administered using Mplus Version 7.2. The results showed that the construct validity of the factor analysis model was correlated with the empirical data at a relatively high level. Also, the necessary leadership characteristic having the highest factor value loading coefficient in decision making was leadership (ß =0.999), (R[superscript 2] = 0.998).
Decolonising the Higher Education Curriculum: An Analysis of African Intellectual Readiness to Break the Chains of a Colonial Caged Mentality
Author: Nyoni, Jabulani
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Intellectual Development,Foreign Policy,Discourse Analysis,Blacks,Curriculum Design,Curriculum Development,Foreign Countries,Educational Policy,Cultural Differences,Multicultural Education,College Students,College Curriculum

Background: Forging 'new' decolonial education curriculum policy reform with ill-conceived intents may lead to both socio-political and economic pathologies and failure. Aim: The aim of the social sciences meta synthesis done was to consolidate gathered evidence from published scientific articles on decolonial curriculum reform policies. It was critical during the process of synthesising to acknowledge the fact that Africans continue to experience multifaceted socio-political and economic shifts of being as influenced by a variety of global ideologies. Concerted decolonial efforts should be made to manage these matrices of material social constructs such that the contamination and decapitation of true African educational curricula, identities, cultures, values, ethos and principles are curtailed. Setting: The critical exploration of meta-data underpinned by a critical-dialectical perspective attempted to dig beneath the impact of coloniality of power on the conscious mind of an African intellectual. The critical social research analyses how the African colonised mind can effectively decolonise African university curriculum given their colonially captured mind. Method: An extensive search, guided by selected key words, yielded about 35 articles on decolonisation but were trimmed down to 15 as determined by my main focus thus: decolonial curriculum reform in post-colonial nation states. Results: Findings indicate that African scholars, political pundits and researchers tend to rely on the mentally embedded notion of caged colonial mentality (CCM) in advocating for decolonial curriculum reform, with little regard for the multifaceted seismic shifts that impact on the socio-politico-education life of post-colonial African existential Beings. Conclusion: I strongly advocate for the dismantling of systemic CCM and embrace those seismic shifts that incorporate contemporary decolonial projects when crafting the architecture for decolonial curriculum designs that build on appropriate knowledge, competences, skills, values, beliefs and practices from around the globe to buttress multiplicities of identities, while nevertheless retaining Africa's interests at the centre.
Barriers in Teacher Perception about the Use of Technology for Evaluation in Higher Education
Author: Romero Alonso, Rosita
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Barriers,Technology Uses in Education,Information Technology,Evaluation Methods,Student Evaluation,Competency Based Education,Online Courses,Graduate Students

This article describes barriers in higher education teachers' perceptions facing changes when innovating in their evaluation practices by integrating information and communication technologies (ICT) in a Chilean university. Forming and evaluating in a competency-based approach involves challenges for the teaching staff and changes in their role that are accepted or resisted. The same happens in the face of innovation processes with information and communication technologies (ICT) integration in teaching practices. The primary results show a relationship between pedagogical beliefs and evaluation which is consistent with adoption and assessment of the digital tool used. In addition, it reveals the role of beliefs as secondary barriers to change in the face of teaching practices with the use of technology (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, &amp; Sendurur, 2012). This study identifies the value of autonomy in student work and feedback as key beliefs in technology adoption.
Applying Ayittey&apos;s Indigenous African Institutions to Generate Epistemic Plurality in the Curriculum
Author: Eybers, Oscar O.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Indigenous Knowledge,African Culture,Culturally Relevant Education,World History,Relationship,Curriculum Development,Cultural Awareness,Humanities,Natural Sciences,Legal Responsibility,Commercialization

Background: South Africa's institutions of higher learning are currently experiencing a dispensation in which calls for curricula transformation and decolonisation reverberate. While the need for curricula evolution is generally accepted, there appears to be a lack of awareness of methodologies which are applicable to changing curricula. To this end the study proposed the incorporation of Ayittey's text Indigenous African Institutions into mainstream curricula for the following reasons: It is a rich source of indigenous African knowledge and includes history and information which relate to all disciplinary faculties and their areas of teaching. Aim: The following conceptual study aimed to highlight the value of George Ayittey's seminal text, &quot;Indigenous African Institutions&quot; of 2006, towards implementing curricula in South African universities that are epistemically diverse. Setting: This study is contextualised in higher learning spaces in the African context. Method: The methods of this study involved a textual probing of previous discourses on epistemic diversity in university curricula that value pre-colonial African history. The study also highlighted pre-colonial African modes of organisation as emphasised in Ayittey's texts, which are relevant epistemic sources for dissemination in contemporary, African scholarly. Results: The results of the study indicated that Africa's pre-colonial era contains rich sources of indigenous and epistemic knowledge required for social organisation during that era. Ayittey's text describes how African cultures gave form to relationships between families, communities, nations and the natural environment. This knowledge was seen as valuable for curriculum developers who aim to implement epistemically diverse curricula in mainstream African university modules. Conclusion: The study concluded by conceptually arguing for curricula that incorporate and draw on regional and global contexts. Ayittey's text is an enabling instrument in such a curricula model that aims to increase student awareness of indigenous African epistemic systems and modes of organisation, as related to the rest of the humanity. It was also argued that when juxtaposed with western epistemic modes in the curriculum, Africa's epistemologies may aid in creating inclusive learning experiences.
Student Perceptions of Higher Education and Apprenticeship Alignment
Author: Decker, Douglas
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Higher Education,Apprenticeships,Alignment (Education),Job Skills,Vocational Education,Two Year College Students,Student Interests,Labor Market,Access to Education,Technical Institutes

Since its inception in medieval Europe, apprenticeships have played a vital role in knowledge transfer from one generation to the next. In a mutually beneficial relationship, the master craftsman passes along years of skill and wisdom to the younger apprentice while gaining the youthful, energetic infusion of labor from the burgeoning new learner. In the 21st century, the concept remains largely unchanged, but after years of falling by the wayside, the United States is experiencing a renaissance in the apprenticeship movement. For generations, apprenticeships were marginalized in favor of a more traditional form of classroom-based education now termed Career and Technical Education. However, with economic changes activated by a national 'skills gap' and a retiring Baby Boomer generation, the country faces a potential crisis if a skilled workforce is not trained quickly. With just over 500,000 participants nationally, apprenticeship pales in comparison to the 17 million students currently enrolled in higher education. Some of the fastest growing sectors of the American economy such as Science, Technology, Engineering and Math (STEM), and healthcare, have only a few thousand apprentices each. The solution to this challenge lies with the alignment of both methodologies. This article explores the subject of integrating apprenticeship growth and the higher education sector.
Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills
Author: Arís, Nuria
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary Education,Secondary School Students,Robotics,STEM Education,Art Education,Teacher Attitudes,Secondary School Teachers,Student Attitudes,Foreign Countries,Teaching Methods,Technological Literacy,Computer Software,Creativity,Student Motivation,Problem Solving

Educational robotics (ER) is increasingly present in secondary education classrooms and has acquired greater projection, especially with the appearance of championships, such as FIRST® LEGO® League. These competitions are based on a globalizing focus of the different areas of the curriculum, therefore, we consider that it directly links with the achievement of STEAM (science, technology, engineering, arts, and mathematics) skills. We present a research study that provides objective data based on the opinions of teachers and students that participated in this championship during the course 2017/2018 about its impact in the learning process. To this end, Spanish students and teachers answered questionnaires to collect their perceptions and assessments just after their participation. The results obtained allow us to conclude that both teachers and students believe this project promotes interest and scientific curiosity, as well as social skills through teamwork.
On the Use of PDF-3D to Overcome Spatial Visualization Difficulties Linked with Ternary Phase Diagrams
Author: Vergara, Diego
Date: 2019-00-00
Type: Journal Articles
Subjects: Spatial Ability,Visualization,Visual Aids,Student Attitudes,Teaching Methods,Engineering Education,Educational Technology,Technology Uses in Education

Despite the interesting applications that the PDF-3D offers in teaching, especially for subjects related to spatial comprehension difficulties, such a didactic tool is not well known in the education sector. Thus, a proposal of using PDF-3D in engineering studies is presented in this paper, specifically, in the field of teaching ternary phase diagrams (TPDs). The didactic resource--easy to design and easy to use--allows students to overcome spatial visualization difficulties linked with TPDs. According to students' opinions, the PDF-3D is an effective tool to use in any topic related to spatial difficulties and, in addition, is a friendly and easy-to-use tool. This fact and the simplicity of designing a PDF-3D make it a useful tool for educational aims.
Impact of Mobile Learning on Students&apos; Achievement Results
Author: Klimova, Blanka
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Academic Achievement,Second Language Instruction,Computer Oriented Programs,College Students,English (Second Language),Foreign Countries

Today, mobile learning is a well-established methodology thanks to its countless benefits such as accessing learning content anytime and anywhere, adjusting the content to students' needs, and timely feedback. The purpose of this pilot study is to illustrate that foreign language learning supported by a personalized smartphone app can be effective in the enhancement of university students' performance by implementing smartphone app learning in a continuous assessment. The methodology is a case study analysis of students' needs, with statistical processing of the collected data. The results reveal that foreign language learning, particularly studying and revising English vocabulary and phrases via smartphones is effective in the enhancement of university students' performance. However, such learning must be designed around students' needs and continuously facilitated by a teacher. Only then can it contribute to positive learning outcomes. In addition, the results also confirm that mobile learning can serve as an appropriate complementary method to other forms of course delivery. Further research should extend the mobile app to the Apple platform and iOS.
The Influence of Teachers&apos; Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia
Author: Li, Shengru
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Technology Integration,Elementary School Teachers,Elementary Schools,Information Technology,Educational Change,Developing Nations,Educational Policy,Teacher Competencies,Cooperation,Educational Benefits,Professional Autonomy,Innovation,Professional Recognition,Program Implementation

This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country's context.
Teacher Beliefs and Emotion Expression in Light of Support for Student Psychological Needs: A Qualitative Study
Author: Jiang, Jingwen
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Response,Emotional Response,Psychological Needs,Self Determination,Teacher Student Relationship,Trust (Psychology),Caring,Power Structure,Student Evaluation,Student Behavior,Behavior Problems,Middle School Teachers,Foreign Countries,Interpersonal Communication,Inhibition,Teacher Role

This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings; teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation; teacher beliefs about closeness to students reflected caring for students; teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers' faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.
Understanding Cellular Respiration through Simulation Using Lego® as a Concrete Dynamic Model
Author: Dam, Michiel
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Teaching Methods,Manipulative Materials,Program Effectiveness,Relevance (Education),Student Attitudes,Concept Formation,Biology,Scientific Concepts,Student Interests,Models,Foreign Countries,Secondary School Students,Secondary School Science,Science Instruction,Simulation

Out of all the complex systems in science education curricula, cellular respiration is considered to be one of the most complex and abstract processes. Students are known to have low interest and difficulties in conceptual understanding of cellular respiration which provides a challenge for teaching and learning. In this study, we took literature about modelling and teaching and learning cellular respiration as a starting point for the design of a concrete dynamic model in which students (n = 126) use Lego® to simulate the process of cellular respiration. Students used the simulation embedded in the context of finding the efficiency of a sediment battery as a future source of green energy and we tested the effects on conceptual learning and situational interest in an experimental study. Results on conceptual learning show that both experimental and control groups had comparable results in the test. The questions that students in the experimental group asked during enactment, however, gave notice of a focus on both isolated component parts as well as modes of organization at higher organizational levels which is linked to how biologists mechanistically understand complex systems. Both groups report a similar high measure to which the topic is meaningful in real life (situational interest value), whereas the enjoyment (situational interest feeling) was significantly increased in the experimental group. Furthermore, students report specific advantages (e.g., I now understand that one acid chemically changes into another and they do not just transfer atoms) and disadvantages (e.g., time issues).