ethanporcaro/eric-fulltext-meta huggingface dataset:
The Predictive Effect of Some Variables on Fifth and Sixth Grade Students&apos; Scientific Process Skills
Author: Tosun, Cemal
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Process Skills,Grade 5,Grade 6,Elementary School Science,Elementary School Students,Predictor Variables,Academic Achievement,Science Laboratories,Informal Education,Foreign Countries,Science Instruction

The aim of this research was to investigate whether there was a predictive effect of the frequency of laboratory use of students, their academic success and attending various opportunities to learn science outside the classroom on the fifth and sixth grade students' scientific process skills performance (SPSP). Also, it was investigated whether there was a significant relationship between the students' SPSP and the grade level in which the concepts included in the test items were appropriate. The quantitative research methods were used in this study. Data were collected from 458 fifth and sixth grade students. Regression analysis was conducted to determine the effects of the frequency of laboratory use of students, their academic success and attending various opportunities to learn science outside the classroom on students' SPSP. As a result, it was determined that students' academic success was important predictor variables that affect the fifth and sixth grade students' SPSP. It was also determined that the frequency of laboratory use of students had an important predictive effect on students' causal scientific process skills performance (C-SPSP). Additionally, it was determined that various opportunities to learn science outside the classroom such as attending in science fairs and reading scientific journals had an important predictive effect on students' SPSP. Although, it was also determined that the students' SPSP differs according to the grade level, statistically significant relationship was not found between the students' SPSP and the grade level in which the concepts included in the test items were appropriate.
Cultivating a Blended Community of Practice to Promote Personalized Learning
Author: Azukas, M. Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Blended Learning,Communities of Practice,Faculty Development,Self Efficacy,Elementary School Teachers,Secondary School Teachers,Curriculum Implementation,Teacher Competencies,Public Schools,Program Effectiveness

The purpose of this mixed-methods case study was to examine the effectiveness of a blended learning community of practice model in providing professional development to improve K-12 teacher's self-efficacy in the implementation of personalized learning. Eighteen teachers participated in a nine-month professional development program focused on personalized learning. Participants took pre and post self-efficacy tests based on nine personalized learning constructs. Qualitative data was collected from feedback surveys, online postings, and individual interviews. Teachers demonstrated greater levels of self-efficacy with regard to the implementation of personalized learning after their participation in the professional development community. They reported increased confidence with regard to personalized learning in the areas of planning, risk-taking, implementation, continuous improvement, and sharing their knowledge with others. Teachers developed additional competencies such as an increased knowledge of their students and skills related to technology, design, problem-solving, and facilitation. Teachers developed new dispositions such as flexibility and open-mindedness. Teachers found that elements of personalized learning could be implemented without technology, but recommended the integration of technology to effectively implement personalized learning across all nine constructs. The online components of the blended design, enhanced the teachers' sense of community and helped to facilitate collaborative, interdisciplinary work.
Teaching Politeness for Primary School Students in Indonesia: Mediating Role of Self Efficacy and Self Esteem of Learners
Author: Muidiono, Alif
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Self Efficacy,Structural Equation Models,Factor Analysis,Foreign Countries,Emotional Intelligence,Teacher Student Relationship,Self Esteem,Interpersonal Competence,Teaching Methods,Student Attitudes

Emotional intelligence has been an emerging concept which refers to the capability and skill of a person to control one's emotions and to have good interpersonal relationships with other people. This aspect is very closely related to education and educational environment. Teachers are the pillars of any educational institute and emotional intelligence of the students really depends upon their attitude and teaching behavior. The teaching behavior must be polite and full of learning and knowledge so that the self-efficacy and self-esteem of the students may flourish and enhance. The main motive on which the whole study is based is the impact of teaching politeness on the level of emotional intelligence of the learners in Indonesia along with two mediating factors i.e. self-efficacy and self-efficiency. The data for analysis in the current scenario was effectively collected from 301 students of different educational institutes of Indonesia. Confirmatory factor analyses as well as structural equation modeling approaches have been used by the author in order to study the impacts of different variables in detail. The results have accepted the significant impact of teaching politeness on emotional intelligence. In addition, the mediating role of self-efficacy and self-esteem has also been accepted as significant between the above mentioned two variables.
Experiences with Personalized Learning in a Blended Teaching Course for Preservice Teachers
Author: Arnesen, Karen T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Blended Learning,Preservice Teachers,Elementary Secondary Education,Instructional Effectiveness,Preservice Teacher Education,Student Attitudes,Electronic Learning,Asynchronous Communication,Synchronous Communication,Teacher Competencies,Self Efficacy

In this study, we explored the experiences of preservice teachers as they learned about and experienced personalized learning in a one-credit class designed to introduce students to four core competency areas in K-12 blended teaching contexts: online integration, data practices, personalization, and online interactions. The course included online synchronous, online asynchronous, and in-person class meetings. Using both quantitative and qualitative methods, we examined students' pre and post readiness surveys, activity data, and reflections on their experiences in the course. We found that through course readings; creation of an online module based on blended learning pedagogies, which included personalized learning experiences; and participating in parts of the course that were personalized, preservice teachers felt more prepared to engage in personalized learning at the end of the course than they did at the beginning. Their attitudes generally became more positive and confident as they learned about and experienced personalized learning in the course. They felt they had tools they could use in personalizing their future classrooms and had learned to value the role personalization could play in student growth and motivation.
Human Agency as a Self-Cognition of Human Autonomous Learning: A Synthesized Practical of Agentic Approach
Author: Alfaiz
Date: 2019-00-00
Type: Journal Articles
Subjects: Independent Study,Individual Power,Personal Autonomy,Self Concept,Social Cognition,Well Being

This research aims to describe the personal and social cognition in human learning, analyze human agency as a self-cognitive strength to establishing adequate autonomous learning, explain a relationship between personal agency and human autonomy in a social system, and synthesize an agentic approach to shape self-cognition of human autonomous learning process. Data was obtained using the critical analysis literature method and it was gathered that agentic with a cognitive and behavior domain often show proactive, adaptive, and purposeful behavior to achieve goals in social life. The result of the study shows that human agency was integrated into the intentional, forethought, reactive, and reflective processes, and also has a relationship with human autonomous behavior in the social system by acting as an autonomous agent in choosing and considering an action. Moreover, in response to contemporary issues, human agency is synthesized and developed as an agentic approach to shape autonomous learning in counseling manner.
Language Analysis of Convention on the Rights of the Child to Enhance Societal Awareness on the Issue
Author: Atabekova, Anastasia A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Children,Childrens Rights,Foreign Countries,International Law,Treaties,Discourse Analysis,Semantics,Audiences,Social Work,Caseworkers,Teacher Attitudes,Counselor Attitudes,Lawyers,Language Usage,Text Structure,Content Analysis,Computational Linguistics,Stakeholders,Social Services,Secondary Education,Higher Education,Psycholinguistics

The research aimsto explore the cognitive-semantic structure of the above child rights phenomenon through the language analysis, and compare the perceptions of different stakeholders as target audiences with regard to diverse formats of the Convention contents and its essence representation. The research data combines academic literature on the topic, the text of the Convention on the rights of the child, its child friendly version as the background material for empirical study, and the data from the open-ended questionnaire. The research sample includes social workers, teachers, and lawyers who deal with children's rights issues. The research methods integrate theoretical analysis of relevant literature, textual analysis of the Convention text (including content analysis, manual and automated coding, distributional analysis), and open-ended questionnaire of the experts in the field under study. SPSS was used for statistical data processing. The research findings show that the linear enumeration of rights through the Convention articles leads just to the same linear perception of the above. Meanwhile, schematic verbal-visual representation of the Convention as a cognitive-semantic macrostructure provides grounds for synergetic interpretation where not just the rights, but the stakeholders, the scope and specifics of their duties and obligations, societal contexts of their activities and measures to ensure child's rights can be explicitly introduced. The findings lead to the conclusion that the interpretation of the Convention text through its cognitive-semantic structure can contribute to enhancing public awareness and education on the child's rights within social care, legal, secondary and higher education settings. The research results cast new light on the potential of discourse analysis for the Convention interpretation within legal, educational and academic contexts.
Emotive Behavior Control to Reduce Intolerance and Depression among Secondary School Students in Tulungagung Indonesia
Author: Sokip
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Control,Self Efficacy,Secondary School Students,Depression (Psychology),Factor Analysis,Foreign Countries,Mental Health,Validity,Structural Equation Models,Therapy,Behavior Modification,Measures (Individuals),Well Being,Health Promotion

The present study attempts to examine the impact of emotive behavior control in determining self-efficacy among students through mediating role of depression and intolerance in students. Following the quantitative approach, the primary data has been collected through purposive sampling from the 307 students of the educational institutions of Indonesia. Data has been analyzed with AMOS and SPSS. Several tests were applied including descriptive analysis, Confirmatory factor analysis, convergent and discriminant validity and structural equation modeling to test the hypothesized relationships. The results show significant differences in direct and indirect effects. The direct effects indicated that emotive behavioral control techniques are the significant and positive drivers of self-efficacy among secondary level students. While the indirect effects show that depression and intolerance do not act as a significant mediator between emotive behavioral control and self-efficacy. Also, the study embraces several theoretical, practical and policy-making implications for the practitioners of mental health and academicians to promote self-efficacy and emotional wellbeing among students. In addition, the findings elaborated the mechanism of behavioral control and highlighted the associated outcomes which can be used for designing the emotional control curriculum. In the last, various limitations have been given along with the recommendations for in-depth findings by future researchers.
The Achievement of Entrepreneurship Competence and Entrepreneurial Intentions: Gender Role, Attitude and Perception of Entrepreneurship Controls Mediation
Author: Daliman
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Competence,Sex Role,Intention,College Students,Student Attitudes,Academic Achievement,Gender Differences,Student Characteristics

The purpose of this study is to investigate the different models on the factors that influence achievement of entrepreneurial competence and entrepreneurial intentions, between male and female students, which is mediated by attitudes and control perceptions of entrepreneurship. The participants of this study included 192 students who took entrepreneurship courses in various study programs at Universitas Muhammadiyah Surakarta in the even semester of 2015-2016 academic year. Entrepreneurial intentions, entrepreneurial attitudes, perceptions of entrepreneurial control, and achievement of entrepreneurial competencies data were obtained using questionnaires, while the student gender information was gathered from the university database. Data analysis was performed using Structural Equation Modeling (SEM) statistics through Partial Least Square (PLS) in multiple group analyses with the help of Smart PLS 3.1.7 software. The results stressed that the students' achievement of entrepreneurship, after completing entrepreneurship subject, did not have direct effect to their entrepreneurial intentions. Furthermore, the achievement of entrepreneurial competence had a significant positive effect on entrepreneurial intentions by mediating a combination of attitudes and perceptions of entrepreneurial control in male students with a t-statistic of 4.401, at p &lt; 0.05 and in female students with a t-statistic of 5.072 at p&lt;0.05. The model difference test results obtained were t-statistics of 0.913, with p&gt;0.05, which suggest that there is no significant difference in the model of the effect of achievement of entrepreneurial competence on entrepreneurial intentions, between male and female students, which is mediated by entrepreneurial attitudes and perceptions of entrepreneurial control.
A Batch of One: A Conceptual Framework for the Personalized Learning Movement
Author: Lokey-Vega, Anissa
Date: 2019-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Individualized Education Programs,Definitions,Teaching Methods,Student Centered Learning,Individual Power,Time Factors (Learning),Mastery Learning

Variation in definitions and models of personalized learning has created confusion and disagreement among practitioners and scholars. However, personalized learning continues to be broadly promoted and funded within schools. This paper offers an inclusive definition of what is happening within the personalized learning movement and aims to be inclusive of diverse epistemologies and cultures. To do this, we revisit the seminal metaphor of the factory model of schooling and follow contemporary changes seen in manufacturing to highlight similar trajectories seen in both fields and justify this new definition, which states that personalized learning is the mass customization of learning through a unique combination of automated and student-centered pedagogies. We then propose the Personalized Learning Continuum Framework (PLCF) as a conceptual framework for this movement to help practitioners and researchers describe the relationships between various models as a function of Academic Learning Time, pedagogical methods founded on contrasting philosophical traditions, and the distribution of power in learning.
Literature and Cinema: Ways of Interaction in the 21st Century
Author: Zinnatullina, Zulfia
Date: 2019-00-00
Type: Journal Articles
Subjects: Films,Literature,Correlation,Role,Authors,Art,Literary Genres

The research is based on the analysis of interaction of different forms of art: cinema and literature. Cinema is in very close connection with literature since the moment of emergence. In spite of this various discussions about the literature and cinema's interaction continue. There is no consensus about the status of film adaptation, its fidelity approach or the influence of film to the text reception. It is possible to speak about the variety of types of relationship existing today between cinema and literature. For a long time, it was considered that cinema plays a secondary role in comparison with literature. The only possible algorithm of interaction between these types of arts is &quot;literary work-scenario-screen version&quot;. However, there is a strong tendency towards the impact of cinema on setting new trends in literature. Along with the traditional &quot;literary work -- scenario -- screen version&quot; algorithm we also consider &quot;literary work -- scenario -- screen version -- literary work&quot; (when details which appeared in the screen version influence the following parts of a literary work) or &quot;scenario -- movie -- literary work&quot; (when a literary work is created on the basis of the original scenario or the movie). Today writers and directors look for new ways of transferring of one art form's peculiarities into another. As a result, we can speak about the existing interdependence between them.
Activities and Projects Aimed to Promote Reading in Yelabuga (the Republic of Tatarstan) and Pilsen (the Czech Republic)
Author: Frolova, Galina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Reading Programs,Reading Habits,Adolescents,Youth Clubs,Reading Interests,Reading Attitudes,Literary Genres,Preferences,Secondary School Students,Reading Material Selection,School Libraries,Users (Information)

The democratic society of the 21st century requires a person to possess advanced communication standards. The article sets tendencies to develop reading culture among teenagers by means of events and projects aimed to support reading. The Yelabuga Institute of Kazan (Volga Region) Federal University hosts the following projects: &quot;The Festival of School Teachers&quot;, &quot;Books for Hospitals&quot;, &quot;University Parnassus&quot;, &quot;Yelabuga Parnassus&quot;, &quot;Biblionight&quot;, &quot;Living Book&quot;, the literature club &quot;The Planet of the Writer&quot;, &quot;University for Children&quot;, &quot;Intel Summer&quot;, the festival of schools of Russia, &quot;I Am a Poet, They Say&quot;, &quot;Sunday Quests&quot;, &quot;One Book Museums&quot; and others. The issue of reading is also relevant in Pilsen, the Czech Republic. The following projects aim to develop a literate reader: &quot;Bibliotherapy&quot;, &quot;Mutual Reading&quot;, &quot;Train Reading&quot;, &quot;Books Fair&quot;, &quot;Reading before Hollywood&quot; and others. A survey among teenagers aimed to determine readers' preferences was conducted both in the Czech Republic and the Republic of Tatarstan. The survey involved 900 respondents. It can be argued that modern schoolchildren tend to read; however, the generation of the late 20th and early 21st centuries fails to read enough. Thus, currently, parents of 11-15-year-olds have little authority with them, while teachers lack time and motivation to follow current works of literature, due to the educational crisis. In such a way, schoolchildren acquire works of literature, which are not high-quality ones, through peers and the Internet. The article outlines some ways to solve the issue.
Exploring Excellency-Based Curriculum for Indonesian Primary Schools in Relation to the Social Community Environment
Author: Ilyasin, Mukhamad
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Education,Elementary Schools,Educational Quality,Curriculum Development,Science Education,Religion,Student Development,Elementary School Curriculum,Religious Factors,Curriculum Evaluation,Competition,Principals,Assistant Principals,Elementary School Teachers,Community Needs

The purposes of this study are to see the vision and community needs of the excellency-curriculum of the primary Islamic schools, the curriculum integration between sciences and religious values for the primary Islamic schools, and to see continuous development maintained in the primary Islamic curriculum in East Kalimantan. This research uses a qualitative case study with a multi-site approach. The study assigned three Islamic primary schools SDIT (Integrated Islamic Primary School) Borneo 1, SDIT Borneo 2, and SDIT Borneo 3 in Samarinda, East Kalimantan Indonesia as the sites. This study involved 40 respondents, each school of which was selected 10 respondents, comprising one principal, two vice principals, and seven teachers. Respondents were selected using purposive sampling techniques. The results showed that excellency-based curriculum management increases the competitiveness within SDIT Borneo 1, SDIT Borneo 2, and SDIT Borneo 3. This works in several ways: an environmental analysis to determine the vision of the institution, a curriculum design that meets the needs of the community, the integration of science and religion, the strengthening of religious values, the development of life skills and students' personal development, and continuous improvement as an instrument in evaluation.
Architecture + Design as a Means for Constructing an Experiential &amp; Democratic Learning Environment in the Social Studies Classroom
Author: Tannebaum, Rory P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Democracy,Citizenship Education,Architecture,Design,Preservice Teachers,Preservice Teacher Education,Classroom Environment,Physical Environment,Elementary Secondary Education,Educational Facilities Design

The purpose of this conceptual work is to explore ways in which K-12 classrooms can be used as a physical and abstract model for society in which students can practice becoming effective, participatory citizens. The authors framed this manuscript around ways in which the K-12 learning environment can be transformed into &quot;a miniature community -- an embryonic society&quot; as envisioned by John Dewey (1916). More specifically, the authors seek to use this scholarship to address a gap in the literature between the field of architecture + design and the broad aims of education that often connect to principles of democracy and citizenship. Following a discussion on the intersection of architecture + design and the social studies, the authors present a lesson for how to effectively teach preservice social studies teachers about ways to both think about and manipulate their classroom for the benefit of their students as well as recommendations for the field going forward in this area of scholarship.