ethanporcaro/eric-fulltext-meta huggingface dataset:
Activity-Based Approach in Social Workers&apos; Professional Training
Author: Chuiko, Olena
Date: 2021-05-00
Type: Journal Articles
Subjects: Caseworkers,Social Work,Professional Education,Foreign Countries,Active Learning,Learning Activities,Social Theories,Teacher Role,Student Role,Interaction,College Faculty,College Students,Supervisors,Role,Employment Qualifications,Volunteers,Student Research,Social Problems,Graduate Students

Social work education in Ukraine has changed dramatically over the last decades. It has a strong connection with the evolution of social work education as a field of professional practice. Recent changes in Ukrainian social policy, in particular the implementation of professional education requirements, based on the competency-oriented approach, the implementation of professional standards for social workers, the distinction of social work in a separate field of science and the complexity of social practice require the creation of unified training curriculum that corresponds to social needs and practice requirements. Creating a meaningful learning environment and raising awareness of professional objectives would be achievable by applying an activity-oriented approach to the professional education of social workers. This means that knowledge could never be isolated from activity. Activity-oriented educational practices contain the core components of professional activities and concern different aspects of social work. Profession-oriented practice includes general (volunteer activities, research, social project design, organizational and management) and additional (communicative, play and game, teamwork) forms and technologies, which demand from students to accumulate their experience in obtaining the essential forms of professional activities. Professional practice encompasses a set of principles, based on the prioritization of the social work profession, individual activity, participation and reflection, which make possible the development of the student's personal maturity and independence.
Advantages and Disadvantages of Distance Learning in Universities
Author: Kotrikadze, Elena Vazhaevna
Date: 2021-05-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,Access to Computers,Internet,Educational Technology,Foreign Countries,Computer Mediated Communication

Distance learning has always been of interest to researchers and scientists since its inception. In the current environment of the modern world, this type of training is becoming increasingly popular despite the large number of its opponents. Of course, it can not be called absolutely perfect, because it requires the availability of impeccable technical equipment of educational institutions, uninterrupted internet, a perfectly working portal and an appropriate platform for such training. The article is devoted to the description of the advantages and disadvantages of learning in higher education. In the context of modern realities, distance learning is spreading faster and faster in all areas of our life, in particular in the educational process. However, it cannot completely replace traditional learning. There is no doubt that distance learning has a number of advantages, but in view of the lack of uninterrupted internet outside of large cities, and sometimes its complete absence, there are many problems regarding the organization of this type of training. It should also be noted that distance learning requires a lot of self-discipline of a person and the ability to independently study a particular subject. Therefore, before making a decision to completely replace traditional distance learning, it is necessary to weigh all the pros and cons, remembering that distance learning cannot be perfect enough and that it cannot be a worthy replacement for traditional learning.
Development of the Activity of Gifted Schoolchildren in Mastering Geometric Concepts in Figurative Structures
Author: Podaeva, Natalia G.
Date: 2021-05-00
Type: Journal Articles
Subjects: Learning Activities,Academically Gifted,Mathematics Achievement,Geometric Concepts,High School Students,Grade 10,Grade 11,Educational Technology,Mathematics Activities

Background: The relevance of developing mental activity for mastering geometric concepts relates to the change in paradigmatic foundations taking place in modern education. Such a change is associated with the recognition of a schoolchild as a subject of educational and cognitive activity, the initiator of own activity. Objective: The authors attempted to describe a model of a didactic system for developing active usage of geometric concepts in the process of teaching geometry to mathematically gifted schoolchildren in 10-11 grades. The authors also used the GeoGebra dynamic system as a component of the electronic educational environment (EEE). The objective is achieved by characterizing the architecture of the system model, which evokes active usage of geometric concepts within schoolchildren in learning situations; substantiating psychodidactic conditions for the effective development of this activity using the GeoGebra dynamic system; and defining levels, criteria, and indicators of development. Methods: A specially organized educational activity in EEE and a developed system of tasks within the framework of the elective course &quot;Problems of solid geometry and computer graphics&quot; for 10-11 graders represent a didactic means of developing the activities related to figurative-spatial methods of information coding. Findings: The authors described a didactic system model for mastering geometric concepts in figurative structures in the process of teaching geometry to 10- 11 graders using the GeoGebra dynamic system. Conclusions: Fostering schoolchildren's mastering of geometric concepts in figurative structures occurs under the direct influence of teaching. However, this process is complex and internally contradictory. The structure of this kind of activity contains actions of different nature.
Effectiveness of Mindfulness Intervention on Cognitive Functions: A Meta-Analysis of Mindfulness Studies
Author: Nazaribadie, Marzieh
Date: 2021-05-00
Type: Journal Articles
Subjects: Program Effectiveness,Metacognition,Intervention,Cognitive Processes,Meta Analysis,Executive Function,Short Term Memory,Attention Control

Background: The experience of cognitive deficits is common among patients with degenerative and psychiatric disorders. Objective: The present study aimed to evaluate the effect of the empirical literature of mindfulness intervention on cognitive functions. Methods: This study was conducted in June 2020 by using the scientific records were retrieved by a systematic search of several bibliographic databases on the Medline, Scopus, ISI Web of Sciences, Google scholar database from 2000 to 2020 for testing the effect of mindfulness intervention on cognitive functions. For data analysis CMA2 software were used. Heterogeneity was assessed by Cochran's Q statistics test. Publication Bias was assessed by Orwin fail safe N, Begg's method kendall's Tau, Egger's method intercept and funnel plot. Results: from 17 initial studies, 28 effect sizes were calculated. Among the 28 effect sizes, 6 indicators were negative and 22 indicators were positive. Key results from the meta-analysis, compared to healthy controls showed that people that received mindfulness intervention significantly improved in working memory and attention function, with the enhanced medium magnitude (Hedges' g = 0.32, 0.35 respectively, see Figure 2). There was no significant improvement by use mindfulness intervention on executive function. Conclusions: The results prove the initial evidence that mindfulness intervention can improve some neurocognitive processing such as attention function and working memory.
An Investigation into Weighting Problem in Norm-Referenced Grading System
Author: Öztürk Gübes, Nese
Date: 2021-00-00
Type: Journal Articles
Subjects: Grading,Raw Scores,Weighted Scores,Norm Referenced Tests,College Students,Foreign Countries

Purpose: In grading, one of the most common errors is made in combining two or more different test scores. This study aimed to investigate the agreement of grades calculated by weighting raw scores and standard scores. Research Methods: In this simulation study, data were simulated for midterm and final measurements. Nine conditions [3 (class level: poor, average, good) x 3 (standard deviation (SD) difference (0, 10, and 20 units)] were considered. The sample size for each measurement was taken as 60 and the replication number set to 100. The weight for midterm and final measurements was respectively taken as 40% and 60%. The students' norm-referenced grades were calculated in two ways: (1) based on T scores of weighted raw success scores (TWRSS); and (2) based on T scores of weighted standardized success scores (TWSSS). The agreement between TWRSS and TWSSS grades was calculated with the simple percentage agreement, extended (±1 grade) percentage agreement and kappa coefficient. The agreement between grades was compared by conducting two-way ANOVA. Findings: The results showed that the SD main effect was a significant effect on the agreement between grades. The maximum agreement was provided when midterm and final measurements had equal SD. The minimum was provided when the SD difference was at the highest level. Implications for Research and Practice: It was recommended that scores should be standardized before combined in the norm-referenced grading system. The effects of the shape of data (skewness or kurtosis) on norm-referenced grades could be investigated in the further studies. [This study was presented at the 6th International Eurasian Educational Research Congress in Ankara, 19-22 June, 2019.]
Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance
Author: Utami, Dyah Retno Fitri
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Teacher Attitudes,Administrator Attitudes,Principals,Interrater Reliability,Teacher Competencies,Teacher Effectiveness,Teacher Evaluation,Job Performance,Evaluation Criteria,Self Evaluation (Individuals),Foreign Countries

This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers' teaching competencies and performance. The study was designed under a quantitative approach using a survey. It implemented a non-probability sampling technique with purposive sampling. The sample of the population comprised of 173 kindergarten teachers and 101 principals in Semarang District, Indonesia, or a total of 274 respondents. The data were collected through a questionnaire and analyzed using Cohen's Kappa coefficient to measure the levels of agreement between raters and Pearson Chi-Square test was also utilized to determine the differences in perceptions among principals and teachers. The findings showed that the levels of agreement between raters were averagely in the no agreement category, implying the existence of differences in perceptions among teachers and principals. The involvement of a multi-rater strategy in such research is a rare effort, especially for the Early Childhood Education (ECE) level in Indonesia. Researches regarding teaching competencies and performance generally only involve single rater, either teachers or principals who judge themselves on their competencies and performance, thus the results tend to be subjective. In conclusion, the assessment of teaching competencies with the relation of cognitive abilities was conducted through a test that considered subjective questions and case analysis to evaluate the teachers' skills based on their performance and self-description. Both personal and social assessments utilized self-assessment forms or autobiographies, which were completed with specific themes. Meanwhile, the performance assessment was observed with the assessment rubric and comparison with the learning process performed by an individual educator.
Leadership Styles and School Performance: A Study Examining Factors Contributing to Education Success in Medan, Indonesia
Author: Gultom, Syawal
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership Effectiveness,School Effectiveness,Performance Factors,Predictor Variables,Communication Skills,Principals,Department Heads,Administrator Attitudes,School Administration,Junior High Schools,High Schools,Foreign Countries

Purpose: Leadership styles and school performance in educational sector are correlated in the sense that to improve the quality of education, there is a great need to develop the professional capabilities of school leaders-- the headmaster, head teachers and department heads, who are responsible for managing school resources effectively and efficiently. In Indonesia particularly, educational management through good leadership is one of the most required aspects to develop. Research Methodology: The study examines leadership styles of school heads from sample schools around Medan city in the Province of North Sumatra, Indonesia and critically analyze their performance styles in running schools. A correlational survey design was employed, which helped establish the relationship between leadership styles and management performance in schools. The study involved examining documentation, visiting schools, and holding discussions with various head teachers and department heads purposively to evaluate the current status of educational management in Indonesia. Findings: The findings revealed that good performance of a school depends on good governance and better leadership style of the school head, established as performance characteristics that every school leadership must possess. Implications: The present study will be a useful contribution to understand the leadership styles and school performance in the Indonesian education sector. It will provide useful insights of leadership styles as a crucial element in growth and development of the Indonesian education sector.
Determining the Influence of Teacher Quality toward Teacher Readiness in Implementing Indonesian Education Policy
Author: Pribudhiana, Ryke
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Competencies,Professionalism,Readiness,Curriculum Implementation,Educational Policy,Educational Quality,Correlation,Foreign Countries

Purpose: The Indonesian education system aims to produce a well-educated generation of young people to face the present and future challenges. This requires quality teachers who express a high level of readiness to implement the Indonesian education policies. A quality teacher with utmost readiness requires an uncluttered mind, ready to engage with the learning material in innovative ways. Research Methodology: This study investigates the correlation between teacher quality (as independent variable) and teacher readiness (as dependent variable) to test the hypothesis that teacher quality exerts a significant influence on teacher readiness in implementing education policy. Total respondents consisted of 250 teachers from Indonesian schools selected by simple random technique of sampling. Data was collected through observation, questionnaires, and documentation. Current study utilized the Partial Least Square Structural Equation Modelling (PLS-SEM) technique for the data analysis. This technique usually used for testing the hypothesis, numerical and statistical analysis. Findings: The results showed that: there is a significant influence of teacher quality toward teacher readiness in implementing education policy. Implications to Research and Practice: The study recommends that teachers must continue to develop their quality and prepare themselves to face future challenges; secondly, future research can explore how the quality of teachers and teacher readiness can be tested on specific qualities as well as specific policy formulations.
A Rasch Model Analysis of the Psychometric Properties of the Student-Teacher Relationship Scale among Middle School Students
Author: Alhadabi, Amal
Date: 2021-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Teacher Student Relationship,Rating Scales,Item Response Theory,Psychometrics,Middle School Students,Females,Student Characteristics,Test Items,Test Reliability,Test Validity

The current study investigated Student-Teacher Relationship Measure (STRM) psychometric properties using Rasch analysis in a sample of middle school female students (N = 995). Rasch Principal Components Analysis revealed psychometric support of two subscales (i.e., Academic and Social Relations). Summary statistics showed good psychometric properties. The category structure and individual statistics (i.e., items and person infit and outfit) were not ideal. Category structure showed that the distances between adjacent thresholds were lower than optimal criteria. Even though findings indicated that items mean square statistics (MNSQ) were optimal, standardized fit statistics (i.e., ZSTD) reflected many misfit persons and items in each subscale. After eliminating the misfit persons and items, the two subscales met the Rasch optimal criteria. The updated short 22-item scale had good psychometric properties, high item and person separation, and good item and person reliability for the two subscales and can be used as a reliable and valid scale.
Embedding Design Sprint into Industrial Design Education
Author: Soyupak, Ozan
Date: 2021-06-00
Type: Journal Articles
Subjects: Design,Industrial Arts,Technology Education,Workshops,Student Evaluation,Self Evaluation (Individuals),Creative Thinking,College Students,Foreign Countries,Manufacturing

Design Sprint is an intensive and innovation-focused framework based on Design Thinking principles. This study discusses the potential usage of the design sprint framework in industrial design education, and focuses on its strengths and weaknesses as an educational tool. Within this context, the study reports on a design sprint workshop involving twelve industrial design students in their fifth semester. The general process and outcomes of the design sprint workshop are critiqued along with the feedback of participant students. Design sprint in industrial education supports student ability to critique their own design and creative thinking, offers a new usage of prototyping as a testing material, and enables user-designer interaction, but also challenges the students with limited time and intensive workload. Design sprint can be a tool for carrying out multidisciplinary studies, reflecting the activities of professional practice, and accelerating project progress in design education.
Improving Social Science Learning Outcomes Using Guided Teaching Model in Indonesian Context
Author: Anugrah Putra, Chandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Sciences,Outcomes of Education,Teaching Models,Foreign Countries,Teaching Methods,Learning Activities,Validity

Purpose: This research aims at investigating the increase in teaching and learning activities by using guided teaching model and what effect it makes on the achievement on learning outcomes. Guided teaching facilitates teaching and decision-making abilities of the students. Research Methodology: The study was carried out on a sample of 290 students of class IX of the schools in Indonesia by using guided teaching model. This study has followed the questionnaires method to collect data and smart-PLS to examine the data. Findings: The findings reveal that the teaching and learning activities show a positive association with learning outcomes of the students. The guided learning model also significantly mediates among the nexus of teaching activities, learning activities and learning outcomes of the students. Implication for Research and Practice: The study recommends that teachers in schools should make use of appropriate learning models according to the material to be taught, because the use of the right learning model can improve student learning outcomes.
Development of Handbooks of Guidance and Counseling to Enhance Elementary School Teachers&apos; Competence in Cultivating Students&apos; Creativity
Author: Rahim, Maryam
Date: 2021-00-00
Type: Journal Articles
Subjects: Material Development,Faculty Handbooks,Teacher Role,Teacher Student Relationship,Elementary School Teachers,Elementary School Students,Teacher Guidance,Counseling Services,Teacher Competencies,Creativity,Creative Development,Creative Thinking,Expertise,Foreign Countries

Central to the creativity development in elementary schools are competent teachers. Enhancement of teachers' competence could be done through the provision of guidance handbooks for the teachers. As based on the problem statements, this research was aimed at developing handbooks of guidance and counseling that could improve teachers' competence in providing quality guidance and counseling services; the handbooks were expected to help teachers in cultivating the creativity of elementary school students. In this research and development study, the designed handbooks consisted of book 1 Guidance and Counseling Implementation Plan, Book 2 Service Materials, Book 3 Teachers' Guideline, and Book 4 Evaluation Guideline. The effectiveness of the handbooks was examined using a quasi-experimental method with one group pre-test and posttest. According to the results of experimental data analysis, the tcount and ttable arrived at 7.665 (significance level of 0.05 (14)) and 1.76, respectively, meaning that tcount &gt; ttable. This result signified that the handbooks were practical to build teachers' competence in providing quality guidance and counseling services, which was helpful in assisting the teachers in instilling the creativity of elementary school students. In brief, the handbooks are recommended to be used by teachers in promoting the creativity of elementary school students.
Do Coronavirus Confinement Measures Cause Anxiety, Stress and Depression in University Students?
Author: Escalera-Chávez, Milka Elena
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Anxiety,Stress Variables,Depression (Psychology),Mental Health,College Students,Foreign Countries,Gender Differences,School Closing,Online Courses,Distance Education

Though Coronavirus disease (COVID-19) is not a disease that directly affects people's minds, the confinement measures intended to prevent its spread have been taking a toll on mental health. The objective of this study is to evaluate the level of anxiety, stress and depression in university students of the Middle Zone Multidisciplinary Academic Unit of the Autonomous University of San Luis Potosí during the confinement caused by the presence of COVID 19 and to evaluate if these levels are different in men and women. The sample consisted of 180 university students enrolled in the semester between January and May 2020. The short version of the 21-item DASS questionnaire was used. The results give evidence that the level of depression, anxiety and stress in these university students is not high and there is not enough evidence to say that there is a difference between the level of depression, anxiety and stress in women and men.