ethanporcaro/eric-fulltext-meta huggingface dataset:
Including Diversity Awareness, Anti-Violence and Vocational Skills in Language Learning: An Evaluative Study to English Textbook in Indonesia
Author: Widayanthi, Desak Gede Chandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Second Language Learning,Second Language Instruction,English (Second Language),Prevention,Violence,Ethnic Groups,Educational Quality,Instructional Materials,Vocational High Schools,Content Analysis,Diversity,Teaching Methods,Inclusion,Grade 10,Foreign Countries

As the government of Indonesia is implementing a program of Vocational School Revitalization, improving the quality of instructional material, including the quality of textbooks. This study aims at analyzing how the English textbook for grade X of vocational high school has included diversity awareness, anti-violence, and vocational skills in their content. Diversity awareness, anti-violence, and vocational skills are important to be presented in the textbook in Indonesia because Indonesia has more than 300 ethnic groups, or in exact number, there are 1340 ethnics spreading all over the islands. This awareness is important in order to build tolerance among others and also anti-violence habit. As the textbook plays an important role in Indonesian education, this action on building diversity awareness could be assisted through the inclusion in the textbook. The textbook being evaluated in one published by the Ministry of Education and Culture of Indonesia. The research conducted as a descriptive, evaluative study, through content analysis data collection method. In general, it is found that textbook being evaluated has including diversity awareness, anti-violence, although it is found that there is one picture that may promote violence. However, the textbook has not sufficiently facilitated the development of vocational skills since the materials are more based on General English instead of English for Specific Purposes.
Parental Involvement in a Program for Preschoolers Learning a Foreign Language
Author: Korosidou, Eleni
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent Child Relationship,Second Language Learning,Second Language Instruction,Kindergarten,Preschool Children,Foreign Countries,Program Descriptions,Inclusion,Literacy,Parent School Relationship,Researchers,Family Environment,Instructional Materials,Parent Attitudes,Teacher Attitudes,Oral Language,Educational Technology

The role of parental involvement in the sense of home-based or school-based programs for supporting children's early literacy development and education in the Greek state school context has not been well established. The &quot;PIECE&quot; (Parental Involvement for the Engagement, Cooperation and Empowerment) program is a novel inclusion program implemented for a school year in a kindergarten in Northern Greece, which aims at enhancing parental involvement in a preschool foreign language learning setting. It targeted parents by including both school and home components with the ultimate purpose to support their role in improving preschoolers' early foreign language (FL) literacy. This type of involvement was operationalized as partnership among the researchers, the school and the parents. More specifically, they were involved in school activities and meetings, while they also spent quality time with their children at home doing activities and utilizing digital educational materials to support preschoolers' learning. The results obtained from questionnaires distributed to parents, the teacher/researcher's journal and the focus group discussions indicated the importance of &quot;parental&quot; involvement for effective FL learning in the early years. Concluding, the findings suggest that parental involvement in early language learning projects contributes to the enhancement of young children's oracy and literacy skills.
Path-Goal Theory and the Application in Educational Management and Leadership
Author: Olowoselu, Abdulrasheed
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Administration,Leadership Styles,Administrator Behavior,Theories,Leadership Responsibility,Administrator Effectiveness,Motivation,Job Satisfaction,Goal Orientation,Participative Decision Making

This study focuses on Path-Goal theory and application in educational management and leadership, which is categorized under contingency approach of leadership. The theory proposed that the behaviour of leaders' can be exercised through different approaches, times, and situations by the same leader. The purpose of this paper is to highlight path-goal leadership theory. An important aspect of this paper hinges on the application of path-goal theory in an educational institution using leadership approaches in terms of supportive, directive, achievement-oriented, and participative behaviour on subordinate in achieving task completion. It is concluded that education leaders should put in use the path-goal leadership approaches in their daily dealings with their subordinate in their various educational institution.
Development of Two-Tier Multiple Choice Test to Assess Indonesian Elementary Students&apos; Higher-Order Thinking Skills
Author: Rintayati, Peduk
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Thinking Skills,Multiple Choice Tests,Test Construction,Test Items,Test Validity,Test Reliability,Difficulty Level,Elementary School Teachers,Teacher Attitudes,Scientific Concepts,Physics

Assessment of higher-order thinking skills (HOTS) provides few opportunities for students to develop more in-depth knowledge, serving students' ability to identify and solve their problems. One type of instrument for measuring HOTS objectively is the two-tier multiple-choice test (TTMCT). This research is part of the research and development stage, which is the implementation phase of the TTMCT instrument as a developed product. The objective of the study was to determine the feasibility of the TTMCT instrument developed to assess Indonesian elementary students' higher-order thinking skills (HOTS) on learning science in the concept of force, motion, and energy This study used to research and development method with collection technique using a questionnaire, test, and interview. The subjects in this research were 227 students, 65 teachers, 5 principals, 8 lectures. The results of the study show that TTMCT worthy development results were 25 items, had good content validity, &quot;very high&quot; reliability, &quot;quite difficult&quot; level of difficulty, and &quot;very good&quot; difference power. TTMCT applies to Indonesian Elementary School with high and medium criteria. This study concludes that the TTMCT instrument developed is considered feasible by senior teachers and users to measure higher-order thinking skills in the concept of force, motion, and energy in elementary schools.
Educational Imitation of Basic Job Function Using the Knowledge of English among Technical Major Students
Author: Kotlyarova, Irina
Date: 2021-01-00
Type: Journal Articles
Subjects: English for Special Purposes,Job Skills,Language Skills,College Students,Aerospace Education,Interdisciplinary Approach,Foreign Countries,Documentation,Instructional Effectiveness

This study explores how English for specific purposes can be effectively introduced into the training of technical major students to form profession-related skills. Students were provided with an opportunity to introduce acquired language skills into their future professional career when performing such professional task as the development of design and technological documentation which is a real and basic job function. The course was developed on the basis of the interdisciplinary approach to improve the level of integrated knowledge and skills to perform the stated job function. Five groups of fourth-year students consisting of 110 people of Aerospace faculty in South Ural State University took part in the experiment. The course includes interdisciplinary tasks and practice. Before and after the implementation of the course students were assigned the same test and their level of integrated knowledge and skills was measured. A statistical method of applying the Rosenbaum Q criterion to compare and evaluate the data was used. Results show that the level of 3 out of 5 types of integrated knowledge and skills has risen significantly which indicates students' readiness to perform the stated job function. The suggested course can be introduced into an educational process teaching technical major students.
Teacher Professional Development Program (TPDP) for Teacher Quality in STEAM Education
Author: Morales, Marie Paz E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Teacher Effectiveness,Art Education,STEM Education,Higher Education,Action Research,Participatory Research,Teacher Empowerment,Teacher Collaboration,Material Development,Peer Evaluation,Communities of Practice,Models,Curriculum Development,Learner Engagement,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries

The study implemented and evaluated a TPDP for the sampled 106 STEAM (science, technology, engineering, agri-fisheries, mathematics) teachers. The study used participatory action research (PAR) as a methodological framework. Results reveal that in all phases of the TPDP, three key points emerged: power, product and process. Power emphasized equitable participation dislodging imbalance of power, while process highlighted PAR cycle: planning, acting, reflecting and discussing. Finally, the product: co-learners, and emancipated participants who co-developed lesson exemplars in STEAM. Results further reveal that the participants successfully crafted Lesson Exemplars in their chosen STEAM topic exemplifying the principles of TPCK (technological, pedagogical, content knowledge). Pilot tests (using Action Research) show how the STEAM teachers highly engaged the learners. As TPDP, PAR may achieve teacher quality and quality STEAM education in the country and may adapt micro-credentialing to fully structuralize capability building programs.
Strengthening the Quality of Graduates in Dealing with the Asian Economic Community and Demographic Bonuses
Author: Malau, Waston
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Preservice Teacher Education,Teacher Education Programs,Curriculum Development,Standards,Technological Literacy,Interpersonal Competence,Knowledge Base for Teaching,Anthropology,Curriculum,College Graduates

The purpose of this article is to describe the learning outcomes that graduates needed to face AEC and demographic bonuses. The data used in this article from the research result held in the Department of Anthropology Education of Universitas Negeri Medan. This research was conducted in the Sociology Subject Teachers' Meeting. This research is descriptive using data collection techniques through Forum Group Discussion (FGD). Mapping the ability of teachers needed by the graduates of the Department of Anthropology Education in dealing with the Asian Economic Community (AEC) and demographic bonuses. The graduates need to master two things in dealing with AEC, namely mastery of technology and mastery of knowledge.
Effects of Infographics on Developing Computer Knowledge, Skills and Achievement Motivation among Hail University Students
Author: Ibrahem, Usama M.
Date: 2021-01-00
Type: Journal Articles
Subjects: Visual Aids,Teaching Methods,Knowledge Level,Computer Literacy,Student Motivation,Foreign Countries,College Students,Electronic Learning,Gender Differences,Instructional Effectiveness,Academic Achievement

The study aims to explore the difference between static infographics (SIs) and animated infographics (AIs) for developing e-learning and computer skills as well as increasing achievement motivation in students enrolled in e-learning and computer skills course in the second term of 2018/2019 at the Preparatory Year Program at the University of Ha'il (UoH). The study sample of 80 male and female students were involved into 4 experimental groups. 40 students in group 1 and 2 studied the content through SIs while the other 40 students in group 3 and 4 studied the content through AIs. The independent variables in this research consisted of SIs and AIs embedded learning content while achievement of e-learning and computer skills and achievement motivation were the dependent variables being observed. Pre-tests and post-tests results showed that the learning materials positively influenced the students' computer skills, e-learning, achievement motivation. This study revealed that the use of SI had a greater effect on female student learning while AI was found more effective for male student learning. We believe that the current study might contribute particularly to the use of infographics for defining clear educational goals and curriculum reforms reflecting students' needs, ability, gender, age and the context.
&quot;Not Just for Us Nerds&quot;: Examining Elementary Teachers&apos; Perspectives of Contemporary Children&apos;s Nonfiction
Author: Hartsfield, Danielle E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Childrens Literature,Nonfiction,Books,Layout (Publications),Reading Instruction,Learner Engagement,School Libraries,Reading Material Selection,Instructional Material Evaluation

Children's nonfiction once had a reputation as a lackluster genre. However, the nonfiction books published today are noteworthy for their appeal and quality. This study's purpose was to examine contemporary teachers' perceptions of recent children's nonfiction. Fourteen elementary teachers shared their opinions of contemporary nonfiction for children in written reflections, which were inductively analyzed using qualitative content analysis. The teachers addressed the following themes in their reflections: (1) presentation of the books, (2) the potential of books to support elementary readers, and (3) ways books could support learning opportunities. The findings indicate these teachers had a positive response to contemporary nonfiction, but they suggest there is still work to be done to ensure elementary students? access to a diverse array of nonfiction books.
Bibliometric Analysis of Studies Conducted between 2015-2019 on the Flipped Classroom Model
Author: Çakir, Recep
Date: 2021-00-00
Type: Journal Articles
Subjects: Bibliometrics,Flipped Classroom,Active Learning,Periodicals,Content Analysis,Educational Technology

One of the reflections of technology to education is the flipped classroom model. In The Flipped Classroom model, the lecture process on a subject is delivered at home, while the application process that is related to the subject is in the class. The purpose of this study is to examine the trends in recent years via bibliometric results of articles on the use of flipped classrooms in education. For this aim, we investigated a total of 2955 publications on the flipped classroom obtained from the Web of Science database. Then, a bibliometric analysis of the publications was carried out in this study of qualitative research method. The publications have been examined in terms of some bibliometric variables and are presented descriptively. We performed a content analysis using tables and the VOSviewer program. According to the results, the most commonly used keywords in the research are the &quot;flipped classroom learning&quot; and &quot;active learning&quot;, and the publication language is generally English. The most common types of documents are papers and articles. Valencia Polytechnic University is the most contributing institution in its field of study. The most active countries in terms of the number of studies are the USA and China.
The Effect of Reciprocal Peer Tutoring Strategy Assisted by GeoGebra on Students&apos; Mathematical Communication Ability Reviewed from Gender
Author: Lestari, Laras
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Teaching,Cooperative Learning,Mathematics Instruction,Grade 10,Secondary School Mathematics,Teaching Methods,Conventional Instruction,Interpersonal Communication,Gender Differences,Interaction,Foreign Countries,Mathematics Achievement,Communication Skills,High School Students,Computer Software,Educational Technology,Technology Uses in Education

The purpose of this study is to examine the effect of reciprocal peer tutoring strategy assisted by geogebra on students' mathematical communication ability reviewed from gender. The method in this study is the experimental method. The sample was consisted of 72 tenth grade students of SMAN 11 Medan and drawn using simple random sampling technique. The instrument has consisted of a prior mathematics knowledge test and mathematical communication ability test. Treatment consisted of teaching equations and inequalities learning the material to the experimental group using reciprocal peer tutoring strategy assisted by geogebra, while the control group was taught using expository strategy. The data analysis is done by using Analysis of Covariance (ANCOVA). The results show that: (1) reciprocal peer tutoring strategy assisted by geogebra affects students' mathematical communication ability significantly, (2) gender doesn't affect students' mathematical communication ability significantly, (3) There is no interaction between strategy (reciprocal peer tutoring strategy assisted by geogebra and expository strategy) and gender (male students and female students) on mathematical communication ability.
Formative Assessment as a Predictor of Mathematics Teachers&apos; Levels of Metacognitive Regulation
Author: Wafubwa, Ruth Nanjekho
Date: 2021-01-00
Type: Journal Articles
Subjects: Formative Evaluation,Predictor Variables,Mathematics Teachers,Metacognition,Secondary School Teachers,Foreign Countries,Structural Equation Models,Learning Strategies,Feedback (Response),Peer Evaluation

This study investigated the relationship between mathematics teachers' perceived use of formative assessment strategies and their levels of metacognitive regulation. The study employed a descriptive cross-sectional survey design using a sample of 213 (male=138; female=42) mathematics secondary school teachers from 50 randomly selected secondary schools in Kenya. The Teacher Assessment for Learning Questionnaire (TAFL-Q) was used to measures the mathematics teachers' perceptions of formative assessment whereas the Metacognitive regulation Inventory for Teachers (MAIT) scale was used to measure mathematics teachers' levels of metacognitive regulation. The relationship between the two scales was modeled using structural equation modeling and path analysis in AMOS graphics software. The measurement model fitted the data well with acceptable fit indices. The results of the model show that teachers evaluating skills are positively predicted by learning intentions, success criteria, and peer assessment. Monitoring skills are positively predicted by classroom discussion and peer assessment. Planning skills, on the other hand, are positively predicted by feedback, peer assessment, and success criteria. This study contributes to the limited literature regarding the relationship between formative assessment and metacognition. Teachers' understanding of this relationship will help in modeling learning strategies and skills in the learners.
Implementation of C-Map Application to Improve Students&apos; Understanding of Work and Energy Matter
Author: Suprapto, Nadi
Date: 2021-01-00
Type: Journal Articles
Subjects: Teaching Methods,Concept Mapping,Computer Software,Comparative Analysis,Grade 10,High School Students,Foreign Countries,Pretests Posttests,Energy,Scoring Rubrics,Student Evaluation,Science Instruction,Worksheets,Concept Formation,Instructional Effectiveness

The aims of the study were analyzing students' understanding and skills to make concept mapping in work energy matter through C-Map application software. True experimental method with randomized control group pre-test and post-test design was utilized in the research method. The research involved 72 public high school students from second semester, 10th grade in Indonesia, composed of 36 students in an experiment group (EG) and 36 students in control group (CG). Data were collected by giving a test of work and energy to evaluate students' understanding through C-Map application during Spring Semester 2019. A specific rubric from the previous researchers was used to evaluate students' skills in developing concept map. Analysis of data used independent t-test and normalized gain (Ngain). The independent test revealed the implementation of C-Map application affected in improving students' understanding of work and energy. Students' understanding of these concepts performed that EG higher than CG. It was supported by the obtained of normalized gain (N-gain). The N-gain of EG and CG was 0.39 and 0.26, respectively. Students' skill to make concept mapping in the topic of work and energy through C-Map application achieved 81.36 of 100 with a very good category. C-Map application guide students to arrange the hierarchical structure concept of work and energy, construct concept from focus question and see how the concept related with another concept.
Implementation of Project-Based Learning Model and Workforce Character Development for the 21st Century in Vocational High School
Author: Sudjimat, Dwi Agus
Date: 2021-01-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Vocational High Schools,High School Students,Engineering Education,Teaching Methods,Values Education,Public Schools,Private Schools,Program Development,Syntax,Program Implementation,Lesson Plans,Reports,Learning Processes,Vocational Education Teachers,21st Century Skills,Foreign Countries,Teacher Attitudes,Education Work Relationship

This study examines the implementation of the Project-based learning model (PjBL) model and 21st-century workforce character development in Vocational High School (VHS). It is based on the Mechanical Engineering Expertise Program as part of revitalization proposed by the Presidential Instruction Number 9 in 2016. The study used both quantitative and qualitative techniques with a sequential explanatory strategy in eleven public and private VHSs in East Java, Indonesia. Vocational teachers were used as the primary data sources. The quantitative study described the planning of the project and the implementation of the PjBL model, as well as its evaluation using structured and unstructured questionnaires. The qualitative analysis deepened and detailed the quantitative findings on the project planning process and implementation syntax. This was achieved through in-depth interviews, observation of the learning process and analysis of various learning documents, including: lesson plans, job sheets, project proposals, and student reports. The results showed that the project is planned by vocational teachers starting with simple to complex workpieces. Also, the implementation can be classified into three, including the pre-PjBL, the PjBL with a simple project, and the model with a real or complex project. The evaluation includes process and product assessment. There are ten 21st century workforce characters developed and integrated into the implementation of the model.