ethanporcaro/eric-fulltext-meta huggingface dataset:
SFL-Driven Analysis of English Reading Materials within the Textbooks for High School Students in Indonesia
Author: Djatmika, Djatmika
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbooks,English (Second Language),Second Language Instruction,Foreign Countries,High Schools,Elementary Secondary Education,Textbook Content,Linguistic Theory,Reading Materials

English textbooks play a pivotal role as the primary sources of English input for Indonesian students. Hence, this textbook analysis study aimed to investigate the conformity of English textbooks' reading materials to the K-13's genre-based materials. Also. It aimed to evaluate the quality of reading material presentation in the English textbooks in support of English acquisition as informed by the comprehensible input theory. The analysis framework was designed resting upon the systemic functional linguistic theory. The analysis incorporated five English textbooks designed for senior high school students in Indonesia as the analysis objects. Thirty reading passages were selected purposively from the five textbooks as the representatives of analysis objects. The study's trustworthiness was maintained seriously. The findings demonstrated that the English textbooks' reading materials, in general, were aligned with those of the K-13. Nevertheless, the textbooks presented few text types not recommended by the K-13 manual, and one compulsory text type was absent. This study endorsed the comprehensible input theory to provide a positive and constructive criticism to English textbook developers in order to make proper revisions of the materials supporting students' ease of English acquisition and teachers' ease of material delivery. Implications, limitations, and suggestions for future's research are given in the end.
Teachers Enacting Complementation and Compensation in a Practice under Strain -- Policy and Practice in Swedish School-Age EduCare
Author: Lager, Karin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Change,Professional Personnel,Interviews,Educational Practices,Educational Cooperation,Children,Educational Experience,Interpersonal Relationship,Individual Needs

The aim of this study is to explore the way teachers enact policy regarding the tasks of complementation and compensation in Swedish School-Age Educare. As a result of numerous policy changes, school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational objectives, and content. In this paper, we investigate how these policy changes have transformed the everyday practice for staff working in these settings. We base our analysis on policy enactment theory, focusing on the way policy is transformed into practice. The research material consists of group interviews with 53 staff members interviewed in twelve focus groups, representing twelve different settings. The results highlight that enacting policy in Swedish school-age educare involves multiple interpretations of these concepts, being constrained by materiality in several ways, representing a mix of discourses in both policy and practice regarding the tasks of complementation and compensation.
Activities and Values in School-Age Educare Mathematics
Author: Wallin, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Activities,Mathematics Instruction,Foreign Countries,Educational Policy,Educational Practices,Child Care,After School Programs,Teaching Methods,Earth Science,Student Interests

Based on an empirical study of policy enactment and mathematical enculturation in Swedish school-age educare, a conceptualization of mathematics as the assemblage of &quot;activities&quot; and &quot;values&quot; is proposed. Observations were analysed using policy enactment theory and the lens of mathematical activities. The result shows that making creations, describing relationships and addressing problems are mathematical activities evident in the practices of school-age educare. Values of plausibility, critical stance and connectedness are evident. This alternative conceptualization of mathematics offers possibilities for respecting a balance between education and care in practice. The result opens for alternative ways of thinking about mathematics as a complementing and compensating area that resists the tendency towards &quot;schoolification&quot; in educare.
Examining Children&apos;s Peer Play-in-Action: Micro Dramas and Collaborative Play Performances
Author: Evaldsson, Ann-Carita
Date: 2021-00-00
Type: Journal Articles
Subjects: Play,Peer Relationship,Foreign Countries,Games,Elementary School Students,Ethnography,Interaction,Language Usage,Video Technology,Cooperation,Imagination,Power Structure,Sex Stereotypes,Video Games,Student Behavior,Ethics,Social Influences

In this study, particular focus is on micro-ethnographic studies of children's peer play-in-action and how children create shared peer cultures through their collaborative performances in situated game activities. It will be shown how children create micro dramas in play that serve as cultural frameworks to i) dramatize and transform experiences from the outside world; ii) playfully subvert hierarchies and gendered orders; and iii) comment upon and unravel controversial issues in their social life. The data are drawn from three sets of video-recorded data of children's everyday play activities collected during fieldwork in separate school and after-school settings located in middle-class and low-income multiethnic suburban areas in Sweden.
Extended Education in Germany between Complementation and Compensation: An Analysis of Extracurricular Primary School Offerings with Regard to Content, Frequency, and Range, in Connection with the Composition of the Student Body
Author: Lilla, Nanine
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extended School Day,Extracurricular Activities,Homework,Remedial Instruction,Athletics,Art Activities,Music Activities,Student Characteristics,Student Needs,Socioeconomic Status,Immigrants,At Risk Students,Disadvantaged Youth,Elementary Schools,Enrichment Activities,Recreational Activities,Second Language Instruction,Humanities

All-day schools, the most common school form with extended education offerings in Germany, are expected to complement regular hours of school instruction with a wide array of offers and to compensate for origin-related educational gaps by providing specific offerings for disadvantaged students. Complementation and compensation can only be achieved by providing extracurricular offerings within the all-day school program suitable for the respective student body. This study empirically investigates the extracurricular offerings at 300 German primary schools with regard to their content, frequency, and range, in connection with the composition of the student body. Descriptive findings show high prevalence of homework assistance, remedial teaching, sports, and music/art. Conducting latent profile analysis, three distinct profiles of extracurricular school programs were identified depending on the extracurricular offerings provided. Schools with a student body with lower levels of linguistic competence and higher amounts of immigrant students were more likely schools providing homework assistance and a broad range of offerings. Our results suggest that offerings partially meet the specific needs of the student body, but that the potential is not yet fully exploited in order to bring about complementation and compensation.
Supporting &quot;Slow Renewal&quot;: Developments in Extended Education in High-Poverty Neighbourhoods in England
Author: Kerr, Kirstin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty Areas,Educational Change,Family Environment,Community Change,Outcomes of Education,Community Involvement,Extended School Day,Elementary Secondary Education

This paper explores how a small but growing number of schools in England are gradually extending their roles to act as, what I term, agents of &quot;slow renewal&quot;: supporting long-term change in children's complex family and community environments, through a series of strategically-aligned, small-scale, locally-bespoke actions, intentionally planned to bring about incremental change. An empirical illustration of one such school is presented and its core features explored via four core concepts: socio-ecological perspectives on children's outcomes, soft-systems change, assets-based development, and liminal space. Through this, the paper contributes a set of integrated conceptual principles on which schools working to support slow renewal can act and which challenge the values of market-driven education systems more generally.
To Teach Undercover: A Liberal Art of Rule
Author: Holmberg, Linnéa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Children,Childrens Attitudes,Teachers,Teacher Attitudes,Academic Freedom,Play,Socialization

School-age educare centres in Sweden have previously not engaged in teaching guided by objectives, but since 2016 there has been a legal requirement to do so as part of an assignment to complement the knowledge requirements in school. Through focus group discussions with children and school-age educare teachers this study explores &quot;how&quot; it is possible to teach in a voluntary educational programme such as school-age educare. The analysis problematises the voluntary nature of school-age educare in relation to the requirement to teach by using the concept &quot;liberal arts of rule&quot; while asking &quot;what&quot; can be governed and how one can govern in these centres. The results show that the children willingly participate in school-age educare since they experience themselves to be free and with great opportunities to play when in the centres. At the same time, the teachers fulfil the complementary assignment by disguising learning while teaching undercover.
Pre-Service Teachers&apos; Perceptions of Preparedness and Self-Efficacy in Instructing Students from Diverse Cultural and Linguistic Backgrounds
Author: Adegbola, Babafunso
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Career Readiness,Self Efficacy,Minority Group Students,Student Diversity,Cultural Differences,Language Usage,Teacher Education,Culturally Relevant Education

This study aims to determine a connection between the pre-service teachers' perception of preparedness and their self-efficacy in instructing students from culturally and linguistically diverse backgrounds. The researcher was guided by three research questions: 1) What are preservice teachers' perceptions of their abilities to teach culturally and linguistically diverse students? 2) To what degree do pre-service teachers believe their teacher education program prepared them to teach culturally and linguistically diverse students? 3) To what extent do preservice teachers' self-efficacy influence culturally and linguistically diverse students? Participants were pre-service teachers (education undergraduates in their last year or last semester of graduation), community colleges, and university faculty in the North Texas area. A total of sixty-three participants participated in the study by completing a Teacher Demographic Questionnaire (TDQ) and the Culturally Responsive Teacher Self-Efficacy scale (CRTSES) (Siwatu, 2006). Also, ten faculty participants participated in the study by completing a Faculty Member Questionnaire (FMQ). None of the faculty member participants expressed an interest in participating in the follow-up interviews. Demographic and preparedness questions from the TDQ were selected to identify similarities and differences. CRTSES data were totaled by the question, ranked based on mean score, and then grouped by means. Results of the study indicated many pre-service teachers feel a significantly strong and positive perception of their abilities to instruct culturally linguistically diverse students, a high degree of preparedness received from their program (cultural awareness of the needs of CLD students), and more confidence (self-efficacy) in instructing students from culturally and linguistically diverse backgrounds. The findings of this study are insightful for teacher preparation programs, faculty members in colleges and universities, coordinators and directors of field experience at the university level, and anyone tasked with mentoring and guiding pre-service teachers.
The Transformational Leader in Nursing Practice -- An Approach to Retain Nursing Staff
Author: Reinhardt, Anita C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Nursing,Labor Turnover,Work Environment,Nurses,Leaders

Transformational leaders have been shown to influence positive work environments and support the retention of nursing staff. While exemplars have been found in upper-level management, the implementation of these characteristics in unit-based leaders is less explained. The elements of the transformational leader on followers and the organization--individual consideration, individual stimulation, inspirational motivation, and idealized influence--can engage nursing staff to remain in an organization which will promote positive patient outcomes. This article will review the elements of the transformational leader and share two exemplars of the transformational metanarrative as demonstrated in nursing care units. Both exemplars demonstrate how the transformational leader can influence the retention of nursing staff and support unit level change to support positive patient outcomes.
Comparison of Individual and Collaborative Game-Based Learning Using Tablet in Improving Students&apos; Knowledge in Primary Classroom Environment
Author: Azhar, Sheikh Ahmad Firdaus Jamil
Date: 2022-01-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Elementary School Students,Program Effectiveness,Game Based Learning,Video Games,Cooperative Learning,Group Discussion,Knowledge Level,Retention (Psychology),Problem Solving,Grade 5,Foreign Countries

In the 21st century, mobile games have become a growing interest among children, including primary school students. This can be a great opportunity for instructors to utilize mobile games approaches and students' interest in games for education teaching and learning purposes, specifically in the primary classroom environment. However, there is no study yet considering the effect between individual and collaborative game-based learning (GBL) on students' knowledge. Experimental research was conducted in a public primary school to address the issue. The present study successfully determined the effectiveness of individual and collaborative GBL using tablets in improving students' knowledge in a primary classroom environment. Three groups of Standard Five students were given a pre-test before the intervention, followed by each group were taught using different approaches of conventional learning, individual and collaborative GBL, respectively. Subsequently, the students were given a post-test after the intervention. The test of homogeneity results indicated that the model was normally distributed and could be used for the intervention. The results of analysis of covariance (ANCOVA) on students' post-test scores show the collaborative GBL had the highest mean, which was 9.324 at Day 4. Additionally, the collaborative group also had the highest mean of trials and success rate during intervention among the three groups as the days increased, which were 3.8 and 0.6, respectively. The collaborative GBL was the most effective among three different approaches. The students had a group discussion to share and organize ideas and critical thinking between their group members on what they have learned from previous intervention days into the current intervention session. The major findings of the present study revealed the potential of collaborative GBL using the tablet in the primary classroom environment in improving students' understanding, knowledge, problem-solving, communications and critical thinking skills.
Trends and Challenges: Chinese Students Studying at South Korean Universities
Author: Lee, Andrea Rakushin
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Educational Trends,Social Differences,Barriers,Cultural Differences,Politics,Social Integration,Intercultural Communication,Bias,History,Adjustment (to Environment),Cultural Awareness,Higher Education

South Korea is a popular destination for Chinese students studying overseas. Prior to the pandemic, Chinese students comprised the largest percentage of foreign students in South Korea. This paper provides insights into major trends germane to Chinese students studying in South Korea. In addition, it explores challenges that Chinese students encounter while studying in South Korean universities, which include socialization problems, Korean and English language barriers, academic difficulties, and discrimination and prejudice. It also examines historical and political issues that have an impact on Chinese people living in South Korea. Strategies for improving successful integration are discussed. These include having effective academic and social support systems, promoting intercultural communicative competence, advanced preparation before leaving China, mutual adjustment activities that enhance understanding and awareness between different cultural groups, reflective practice and quality improvement, and exposure to diverse viewpoints. Finally, practical implications, which could improve the overall adaptation of Chinese students in South Korean universities are discussed.
Knowledge and Perspective of Students towards Biodiversity and Its Conservation and Protection
Author: Coracero, Ericson E.
Date: 2022-01-00
Type: Journal Articles
Subjects: Knowledge Level,Student Attitudes,Biodiversity,Conservation (Environment),Conservation Education,College Students,Foreign Countries,Gender Differences

The study aimed to assess the students' extent of knowledge and identify their perspectives towards biodiversity and its protection and conservation. A total of 268 randomly selected students at Aurora State College of Technology were involved in the study. Survey questionnaires were used to obtain data and information which were subjected to statistical tests. The students had a moderate knowledge level on biodiversity with a mean score of 6.65 out of 10 items (SD = 1.50). Their perspective on biodiversity was leaning toward its protection and conservation, with a mean score of 7.2 out of 10 items (SD = 1.29). Factors affecting the students' knowledge were gender (p =0 .003) and academic department (p = 0.003). Females and those associated with the Department of Forestry and Environmental Sciences and Department of Industrial technology were found to have more knowledge than the others. Males, on the other hand, were found to have more positive perspectives towards biodiversity. Knowledge and perspective had a weak correlation with r = 0.39. Students were not well-aware, but were in support of the Philippines' biodiversity-related laws, which could help shape their mindset and actions towards biodiversity conservation and protection. Thus, the college administration must revisit the curricula of all degree programs and ensure that students from each degree program are environmentally educated, emphasizing biodiversity conservation.
The Role, Experience, and Challenges to Headmasters of Indigenous Primary Schools Amid COVID-19 in Malaysia
Author: Lopez, Jessica
Date: 2022-01-00
Type: Journal Articles
Subjects: Administrator Role,Experience,Barriers,Principals,Indigenous Populations,Elementary Schools,COVID-19,Pandemics,Foreign Countries,Administrator Attitudes

The purpose of this study was to explore the role, experiences, and challenges of principals in Orang Asli primary schools during the Covid-19 pandemic. The study is a qualitative study using purposive sampling to select the informants. The data was gathered from in-depth semi-structured interviews with the principals. &quot;Roles and responsibilities,&quot; &quot;challenges during the Covid-19 epidemic,&quot; and &quot;strategies and expectations&quot; were the three primary themes discovered throughout the analysis. The findings of the study emphasized the critical role of principals in managing their schools, especially during unprecedented situations such as the Covid-19 pandemic. By identifying these emerging themes, principals and educational policy-makers can focus on their current efforts while facilitating and accommodating the needs of their workforce, families, and students. This study also contributed to the body of knowledge regarding the importance of leadership in school organizations.
Teachers&apos; Perspective of Effective Use of Teaching and Learning Materials in Basic School Integrated Science Lessons
Author: Osei-Himah, Valentina
Date: 2022-01-00
Type: Journal Articles
Subjects: Science Instruction,Teacher Attitudes,Instructional Materials,Integrated Activities,Foreign Countries,Preservice Teachers,Teaching Methods,Constructivism (Learning),Elementary School Teachers,Tutors,Student Attitudes,Preservice Teacher Education

Teaching and Learning of science in basic school is recommended to be interactive in enhancing students' conceptual understanding. For science lessons, the importance of teaching and learning materials (TLM) cannot be overemphasized. This research explored perceived effective use of TLM in science lessons among teachers categorised as; supervisors, mentors, and mentees in teacher education on three factors. Using a cross-sectional survey design, 252 teachers were selected through multi-face sampling techniques to respond to a 40-item questionnaire. The responses obtained were analysed using exploratory factor analysis and one-way ANOVA. It was revealed that there were no differences existed between supervisors, mentees, and mentors on the effective use of TLM in science lessons. Implications of the findings of the research for science teacher preparation and policy are discussed.
Leading Teaching and Learning in the Era of Education 4.0: The Relationship between Perceived Teacher Competencies and Teacher Attitudes toward Change
Author: Kin, Tai Mei
Date: 2022-01-00
Type: Journal Articles
Subjects: Teacher Competencies,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Educational Technology,Technology Uses in Education,Educational Change,Technological Literacy,Self Management,Research Skills,Teacher Leadership,Problem Solving,Predictor Variables,Interaction,Teaching Methods,Educational Psychology,Student Evaluation

The objective of the survey was to examine the relationship between perceived teacher competencies in the era of Education 4.0 (TCEdu4.0) and teacher attitudes toward change (TATC) in Malaysian secondary schools. A total of 1,293 teachers from 80 secondary schools that were chosen using disproportionate stratified sampling method completed the questionnaires with valid data. The results demonstrated that, i) there was a significant, positive and strong correlation between TCEdu4.0 and TATC; and ii) except &quot;Functional and Research Competency,&quot; &quot;Self-Management and Interactive Competency,&quot; &quot;Leading Learning and Mentoring,&quot; &quot;Problem Solving, Technological and Digital Competency,&quot; and &quot;Pedagogical Psychology and Assessment&quot; were the five predictors of TATC that contributed 49.20% to the total variation. The study re-affirms the practicality of the competency and planned behavioural theories, provides evidence that teacher's individual factor is a major determinant of attitudes toward change. Moreover, it expands the understanding among educational practitioners regarding the interplay between these two variables and is a significant resource for Institut Aminuddin Baki in developing future training programmes for school leaders in enhancing TCEdu4.0 and TATC. In summary, the study offers valuable insights for driving school change effectively that sustainable school change is correlated to individual factors.