ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Views on Database Management Systems Course Designed According to Problem-Based Learning
Author: Uzun, Adem
Date: 2020-03-00
Type: Journal Articles
Subjects: Student Attitudes,Problem Based Learning,Database Management Systems,Teaching Methods,Foreign Countries,Group Activities,Problem Solving,Conventional Instruction,Instructional Effectiveness,College Students

The aim of this study was to design a learning environment supported by a problem-based learning method and to obtain students' views on this process. In this context, the Database Management Systems course was taught according to the problem-based learning method. The participants of the study consisted of 25 students from the 2nd-grade students studying in the Department of Computer Education and Instructional Technology in the spring semester of 2015 at Uludag University Faculty of Education. The research design of this study was the case study, which is one of the qualitative research designs. Data were obtained from the students via a semi-structured interview form. Descriptive analysis was applied to the data obtained from the interview. According to the results obtained from the analysis of the data, the students were generally satisfied with the problem-based learning practices. In addition, the students emphasized that it is important to have a sufficient level of necessary knowledge of the implementation of problem-based learning to design the classroom environment.
Why Some Religious Individuals Are Not Emotionally Smart? The Explanatory Role of Spirituality
Author: Ng, Hui Wen
Date: 2020-03-00
Type: Journal Articles
Subjects: Religion,Emotional Intelligence,Adults,Predictor Variables,Spiritual Development,Correlation

In two studies, we intend to investigate whether spirituality can explain the relationship between intrinsic religious orientation (IRO) and emotional intelligence (EI). Seventy-three worshipping houses-going adults, aged 18-56, had participated in the study. Data was collected by employing Intrinsic Scale of Religious Orientation Scale, Spirituality Assessment Scale, and the Schutte Self-Report Emotional Intelligence Test. Our first study discovered that IRO is not a significant predictor of EI. Nevertheless, Bootstrap analysis with 5000 samples and 95% interval confidence indicated that spirituality fully mediated the link between intrinsic religious orientation and emotional intelligence in our second study. In other words, without high level of spirituality one's religious orientation does not significantly predict their emotional intelligence. Limitation and suggestion are discussed at the end of the paper.
Islamic Economic Development in Indonesian Islamic Higher Education
Author: Hamzah, Hamzah
Date: 2020-03-00
Type: Journal Articles
Subjects: Islam,Community Change,Economic Development,Islamic Culture,Higher Education,Economics,Human Resources,Foreign Countries,Preferences,Social Change,Economic Change,Universities

This study aims to explore how changes in community preferences, shari'ah economic development through the tridharma of higher education and its contribution to the development of shari'ah economics. This study was conducted at the UIN Alauddin Makassar, South Sulawesi, Indonesia. This study applied library research. Data collection techniques in this study using discourse from books, articles, magazines, journals, and web (internet). Furthermore, the data were analyzed using the Miles and Huberman model, among others, data reduction, data display and conclusion. The results show that there is a change in community preferences caused by external factors (changes in the social and economic environment) and internal factors in higher education in responding to community dynamics. Higher education can be used as a vehicle in the development of shari'ah Economy through the application of higher education tridharma. Furthermore, higher education also takes a significant role in developing scientific aspects and human resources in the field of Sharia Economics in Indonesia.
Test, Measurement, and Evaluation: Understanding and Use of the Concepts in Education
Author: Adom, Dickson
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Evaluation Methods,Measurement Techniques,Test Construction,Achievement Tests,Test Items

Test, measurement, and evaluation are concepts used in education to explain how the progress of learning and the final learning outcomes of students are assessed. However, the terms are often misused in the field of education, especially in Ghana. The objective of the study was to thoroughly explain the concepts to assist educationists and researchers in the field of education to better apply them in educational discourses. The study also suggests best practices in setting test items in measuring students' learning outcomes while showing policy directions to assist educationists and researchers in the field of educational evaluation.
Teaching Workload in 21st Century Higher Education Learning Setting
Author: Ujir, Hamimah
Date: 2020-03-00
Type: Journal Articles
Subjects: College Faculty,Teaching Load,Teacher Effectiveness,Teacher Student Relationship,Student Evaluation,Evaluation Methods,Material Development,Blended Learning,Online Courses,Foreign Countries

A standard equation on teaching workload calculation in the previous academic setting only includes the contact hours with students through lecture, tutorial, laboratory and in-person consultation (i.e. one-to-one final year project consultation). This paper discusses teaching workload factors according to the current higher-education setting. Devising a teaching workload equation that includes all teaching and learning strategies in the 21st century higher education learning setting is needed. This is indeed a challenging task for the academic administrators to scrutinize every single parameter that accounted for teaching and learning. In this work, we have discussed the parameters which are significant in teaching workload calculation. For instance, the conventional in-person contact with the students, type of delivery, type of assessment, the preparation of materials for flipped classroom as well as MOOC, to name a few. Teaching workload also affects quality teaching and from the academic perception, the higher workload means lower-quality teaching.
Evaluation of Numerical Analysis Course Problem-Solving Processes of Engineering Students Based on Different Dimensions
Author: Cumhur, Meryem Gulyaz
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Engineering Education,Private Colleges,College Students,Foreign Countries,Student Attitudes,Knowledge Level,Mathematics Skills,Programming Languages,Mathematical Applications,Computer Centers

In this study, the aim is to evaluate the problem-solving processes in the understanding of problems and to determine and provide strategies, demonstration, expression and problem-writing dimensions in a numerical analysis course for engineering students. The quantitative data and qualitative data were interpreted using exploratory sequential method. The study group consisted of 20 students who took numerical analysis courses in the engineering faculty in a private university in Northern Cyprus. The data of the study were collected by means of an interview form consisting of common question problem solutions and open-ended questions that were asked to these students. The problem-solving processes of the students participating in the research were evaluated along with the solutions they derived for common problems and were analysed on the basis of the four different dimensions mentioned above. As a result of these analyses, it was concluded that the students understood the problems at an intermediate level and did not have sufficient infrastructure in the strategy determination, provision, demonstration and expression dimensions, and the majority could not write problems. In addition, in the light of the findings obtained from the interview form, it was emphasised that the numerical analysis course should be supported in the laboratory.
Literation Movement for Leading Schools: Best Practice and Leadership Power
Author: Nuryana, Zalik
Date: 2020-03-00
Type: Journal Articles
Subjects: Literacy Education,Foreign Countries,Best Practices,Middle Schools,Leadership Responsibility,Student Interests,Student Motivation,Creative Teaching,Program Effectiveness,Educational Resources

The school literacy movement is the first step of scientific development, aimed at enhancing science education. It has an important role in encouraging every citizen to have basic knowledge of the nature of science through active participation. This study aims to analyze the implementation of the School Literacy Movement program designated by the Ministry of Education and Culture due to the poor reading interest Indonesia students from several international surveys. The study was conducted at Al Mujahidin Muhammadiyah Middle School in Yogyakarta, using the qualitative method of data collection. The results show that the school literacy program is not only specific for reading and writing but for also other academics as activities such as numerals, science, digitalization, finance, culture, and citizenship. In conclusion, the implementation of a structured and systematic program positive impacts on the growth of literacy achievement for all school members from students, teachers, down to employees in Indonesia.
An Autobiographical Narrative Inquiry into the Experiences of a Vietnamese Mother: Living Alongside Children in Transition to Canada
Author: Tran, Hang Thi Thuy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Cultural Maintenance,Language Maintenance,Acculturation,Language Usage,Vietnamese,Mothers,Story Telling,Family Environment,Food,Music,Reading

Since my family came to Canada, family story nights have become our daily practice. Within such moments, I explore how I, as a mother, have been sustaining the Vietnamese language and traditions in my family and how, when transitioning to a new land, this has become the core of our familiar curriculum making (Huber, Murphy, &amp; Clandinin, 2011). As I share Vietnamese stories with my children, they reply to me in English. Also, they only have a distant understanding of Vietnamese culture and the intergenerational traditions of our great family back home. Acknowledging these transitional processes allows me to nurture their love and understanding of Vietnamese language, culture and traditions. As I inquire into my own experiences as a mother, I trace my ancestral heritage in my homeland, where, in Thúy's (2012) words, &quot;a country is no longer a place but a lullaby.&quot; Meaningfully, the following questions have shaped my research puzzles: (a) What are possible ways to build our familial curriculum in integration with our homeland language, culture, and traditions; and (b) How could I as a mother sustain these three essential areas in my children's lives in Canada? I embrace autobiographical narrative inquiry as the methodology for my paper. Narrative inquiry draws attention to story as both the phenomenon under study and narrative as the methodology for the inquiry (Clandinin &amp; Connelly, 1994). I will be living, telling, retelling, and reliving (Clandinin, 2013) my storied experiences and my children's in our familial curriculum making through cooking, reading, and painting. By attending to my daughters' experiences, I inquire into their transitions differently, that is to understand their own transitions narratively (Clandinin, Steeves &amp; Caine, 2013). Significantly, this paper will bring understandings on Vietnamese newcomer mother's and children's familial curriculum making as a way to sustain the homeland's language, culture, and traditions and to support the children in their transition to a new country as well as inform related realities, knowledges, and approaches in education.
Lifelong Learning Tendencies of Trainers in Adult Education
Author: Sentürk, Sener
Date: 2020-03-00
Type: Journal Articles
Subjects: Lifelong Learning,Adult Educators,Foreign Countries,Gender Differences,Persistence,Age Differences,Motivation,Personality Traits,Teacher Characteristics,Educational Attainment

Life-long learning competencies, skills and attitudes are of having significance for education processes. The study was designed based on the correlational survey model. Population consists of 354 trainers in Public Education Centers in Samsun. In terms gender, there was a significant difference in lack of regulation and lack of curiosity dimension in favour of females in terms of lifelong learning tendencies. It was found that as the age level increases, the tendency to persistence which is the sub-factor of lifelong tendencies increases. It was found that as the level of education increases, persistence level decreases and regulation skill increases. No statistically significant difference was found between the mean scores of lifelong learning tendencies in terms of professional seniority variable and mode of their work. It was seen that the trainers who did not receive pedagodical formation had higher tendency in the fields of motivation and persistence. It was found that there was a significant difference in the sub-dimension of lack of regulation of learning according to the existance of any curriculum related to their field of study in favour of saying &quot;no&quot;.
Early Career Teachers&apos; Experiences of Communicating with Families via Technology: Educatively Dwelling in Tension
Author: Reid, Nathalie
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Technology Uses in Education,Family School Relationship,Interaction,Beginning Teachers,Foreign Countries,Story Telling,Experience,Poetry,Parent Teacher Cooperation,Expectation,Collegiality

A variety of online programs, apps, and digital learning management systems currently &quot;provide teachers with a means to more easily communicate and share information with students and parents through discussion forums, social media, videoconferencing, email, grade books, and announcements&quot; (Howell &amp; O'Donnell, 2017, p.28). While technology is often seen as shaping positive shifts in teachers' and schools' abilities to communicate with families, we, the five co-researchers in the study &quot;Understanding the Interactions Between Early Career Teachers and Families,&quot; wondered how early career teachers were experiencing the use of technology to interact with families. During semi-structured interviews with each of the 20 teacher participants, we were awakened, for example, to tensions experienced by many of the teachers when expectations to communicate with families electronically conflicted with their longings for more relational and reciprocal interactions. Yet, we also came to see that the teachers were learning to dwell in these tensions in ways that opened potential for educative (Dewey, 1938) growth and movement toward the kinds of interactions with families they were imagining. This paper takes up technology as one of the resonant threads drawn from and across the teachers' storied experiences, and inquires narratively into the kinds of generative tensions that many of the teachers were experiencing and drawing on as they imagined increased relational and reciprocal ways of interacting with families, and then moves to wonder how dwelling in these tensions might shape preservice and in-service teacher education.
Exploring Teachers&apos; Experiences of Participating in Teacher Inquiry as Professional Learning
Author: Gillis, Eleanor
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Faculty Development,Self Evaluation (Individuals),Middle School Teachers,Teacher Attitudes,Teacher Participation,Leadership Responsibility,Expectation,Administrator Attitudes,Work Environment,Risk

Teacher inquiry is the intentional and methodical reflection on one's praxis that leads to action, and the resulting adjustments to one's teaching practice. While scholars identify the importance of supports to be in place to sustain engagement in teacher inquiry, the specifics of the supports have remained somewhat unidentified, and there is little documentation about what teachers experience as they engage in teacher inquiry as part of a school-wide professional learning initiative. This paper explores the experiences of three middle school teachers participating in a year-long, guided teacher inquiry as part of a school's professional learning plans. It is approached from an ethnographic, emic perspective. The challenges and supports teachers experienced when engaging in the inquiry process, as well as what they felt allowed honest dialogue, emerged as important aspects informing the results of this study. Participants identified that feeling safe influenced their ability to engage in teacher inquiry, and their willingness to address challenges associated with conducting research.
The Role of Self-Reflection in an Indigenous Education Course for Teacher Candidates
Author: Oskineegish, Melissa
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Self Evaluation (Individuals),Teacher Education Programs,Preservice Teachers,Indigenous Populations,Culturally Relevant Education,Social Attitudes,Consciousness Raising,Program Effectiveness,Foreign Countries,Canada Natives,Attitude Change,Knowledge Level

This paper explores the role of self-reflection in a teacher education program. In a mandatory Aboriginal Education course in northwestern Ontario, teacher candidates participated in a variety of self-reflection activities that included two reflection papers, non-traditional sharing circles, and lectures, and classroom discussions that challenged common myths, stereotypes, and prejudices about Indigenous peoples. In a survey with open-ended questions administered at the end of the course, 36 teacher candidates shared their perspectives about self-reflection at the end of the course. Findings from the survey were correlated with seven teacher candidates' reflection papers and with my personal reflections as a participant-as-observer in two of the mandatory courses. The themes that emerged from analysis were placed into three categories; these categories described the role of self-reflection as a process of (1) self-evaluation, (2) establishing personal connections with course theory, and, (3) developing a culturally inclusive pedagogy. The findings suggest that self-reflection in an Indigenous Education course can provide teacher candidates with an effective approach to uncover, identify, and examine internal biases that impact their understanding of teaching Indigenous students and integrating Indigenous content into the curriculum.
Examining the Relationship between the Attitudes towards Harmony Courses and Piano Playing Habits
Author: Bagci, Hakan
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Music,Student Attitudes,Foreign Countries,Music Theory,Musical Instruments,College Students

The primary problem of this study is to determine whether there is a significant relationship between the attitudes towards harmony courses and the piano playing habits of the students. In this study, a correlational survey model was employed. The population of this study consisted of students who are studying at music departments in Turkey during the academic year of 2019-2020 and the sample included 248 students from nine different universities and four different departments related to music (Music Education, Performance, Musicology and Turkish Music). For data collection purposes, the scale of attitudes towards harmony courses developed, the scale of piano playing habits developed and a questionnaire to determine the variables affecting students' habits and attitudes developed by the researcher were used. There is no significant difference found between the students' departments and their piano playing habits. The study revealed that students' piano playing habits varied according to their personal instruments.
Conceptual Model for Improving Quality of Teacher in Indonesian Vocational School
Author: Sasmito, Agung Panji
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Improvement,Teacher Effectiveness,Models,Vocational Education Teachers,Expertise,Self Efficacy,Transfer of Training,Teaching Experience,Skill Development,Teacher Competencies

Indonesia faces vocational teachers' shortage both in the quantity and quality. One of Indonesian goverments' efforts to overcome that problem is holding a Dual Expertise Program (DEP) to produce dual expertise teachers for vocational schools. However, the quality of dual expertise vocational teacher is still questionable. The purpose of this article is to give an idea related to the conceptual model framework for improving the quality of vocational teachers demonstrated by the teachers' achievements. The authors of this article discuss factors that have an impact on the quality of vocational teachers and describe a framework based on a literature review that might contribute to improving the quality of vocational teachers, especially dual expertise vocational teachers. Based on the results of the article found that to improve the quality of vocational teacher can be improved through increasing self-efficacy and transferable skills, in addition to pay attention to teacher's initial expertise and teaching experience.
Examining the Strategies Used by School Principals to Cope with Stress in an Istanbul Context
Author: Sayi, Aysin Kaplan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,School Administration,Coping,Stress Management,Public Schools,Private Schools,Social Support Groups,Positive Attitudes,Administrator Characteristics,Gender Differences,Age Differences,Educational Attainment,Tenure,Institutional Characteristics

The Turkish educational system has been constantly changing over time. New systems are frequently introduced and when the results prove to be unsuccessful, a reversion of the former system emerges. Moreover, in order to identify ways and strategies to do this, it is also important to see the situation clearly and to decide the structure of support systems for principals. Survey design is used in this study. The population consists of principals of schools in the city of Istanbul in the academic year 2017-2018. The sample group consists of 161 principals from various public and private schools located on the European side of the city. Data were interpreted by % (percentage), t-test, one-way analysis of variance and the Scheffe test. The results indicate that the coping strategies, most commonly preferred by principals, are spending time with loved ones, building an optimistic perspective, and avoiding circumstances causing stress in order of importance.
Increasing University Students&apos; Awareness about Winter Sports
Author: Eski, Tolga
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Physical Education,Athletics,Pretests Posttests,Foreign Countries,Recreational Activities,Higher Education,Cognitive Ability,Affective Behavior,Psychomotor Skills,Preservice Teachers,Athletic Coaches

The aim of this study is to determine awareness levels of university students attending School of Physical Education and Sports about winter sports and to examine the effects of the training program applied within the scope of the study on their cognitive, affective, psychomotor and overall awareness. The study used single-group pre-test and post-test experimental design, which is a quantitative research approach. The participants of the study were 21 students studying Kastamonu University School of Physical Education and Sports. The data collection tools used in the study were 'Personal Information Form', which includes questions to obtain data about their demographic information, and 'Winter Sports Awareness Scale'. The data collected was analysed by using SPSS 20 software. According to the results of the analysis, the changes in cognitive awareness, psychomotor awareness and overall awareness levels according to pre-test and post-test scores were found to be significant while affective awareness levels were not significant.