ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiences from COVID-19 and Emergency Remote Teaching for Entrepreneurship Education in Engineering Programmes
Author: Lambert, Chris G.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Emergency Programs,Distance Education,Electronic Learning,Engineering Education,Entrepreneurship,Student Attitudes,Teacher Attitudes,Undergraduate Students,Teamwork,Affordances,Barriers,Foreign Countries

Education systems and institutions, often historically considered to be resolute, slow-moving entities transformed virtually overnight during the earlier stages of the COVID-19 pandemic, demonstrating nimbleness in adversity. This paper describes the first-hand experiences of teaching staff and students from a UK university which pivoted to emergency remote teaching for a core second-year module in engineering, focused on entrepreneurship. A range of methods are used including self-reflection, summative, formative, and focus-group student feedback. The paper provides an insight for readers who may be interested in the practical challenges associated with moving from an academic module typically delivered in a face-to-face learning environment accommodating a large student cohort (n = 177), to one that exists entirely in the digital domain. Our results show learning outcomes were fully met despite stark differences in quality of learning environments amongst students. Students reported benefits to remote learning because it offers a blended approach of both asynchronous content and synchronous sessions, with the latter enhancing engagement and providing structure to working weeks. Issues of presence emerged amongst group work: whilst it might be easier to confront some individuals for lack of contribution, it is also easier for those individuals to disengage. There was widespread support for the Microsoft Teams platform amongst students and staff but the former group reported this lacked a social environment in which relationships amongst team members could be nurtured informally, such as was experienced via social media.
A Study on the Counselors&apos; Levels of Professional Pride and Job Satisfaction According to Certain Variables
Author: Yildirim-Kurtulus, Hacer
Date: 2021-12-00
Type: Journal Articles
Subjects: School Counselors,Public Schools,Elementary Schools,Secondary Schools,Counselor Characteristics,Counselor Attitudes,Counselor Training,Professional Identity,Job Satisfaction,Predictor Variables,Educational Attainment,Masters Degrees,Work Experience,Occupational Information,Foreign Countries

The study examines whether counselors' levels of professional pride and job satisfaction significantly differ according to gender, education level, receiving supervision for individual counseling, receiving supervision for group counseling, seeing university education as adequate, the job title used, and seniority. The study group consisted of 661 counselors. Of the participants, 71.6% are female (n=473) and 28.4% (n=188) are male; and as for their age ranges, 71.3% (n=471) are between 21-30 years, 20.0% (n=132) are between 31-40 years, 7.6% (n=50) are between 41-50 years, and 1.2% (n=8) are between 51-60 years of age. The &quot;Professional Pride Scale&quot;, the &quot;Job Satisfaction Scale&quot;, and a &quot;Personal Information Form&quot; were used to collect the study data. Data analysis was based on MANOVA, Games-Howell Test, Scheffe Test, and Discriminant Analysis. The results demonstrate that the counselors' mean scores in professional pride and job satisfaction do not significantly differ according to gender and receiving supervision for individual and group counseling. On the other hand, significant differences were found between the counselors' mean scores in professional pride and job satisfaction according to education level, seeing university education as adequate, and the job title used. As for seniority, the counselors' mean score in professional pride significantly differed, while their mean scores in job satisfaction did not significantly differ according to seniority. The study results are discussed in light of the literature and certain suggestions are made accordingly.
Improving the Speaking Skill of Primary School Students Instructed in a Multigrade Class through Cartoons
Author: Duran, Ceren
Date: 2021-12-00
Type: Journal Articles
Subjects: Elementary School Students,Cartoons,Teaching Methods,Mixed Age Grouping,Grade 3,Grade 4,Speech Skills,Foreign Countries,Language Skills,Instructional Effectiveness,Psychological Patterns,Communication Skills,Grammar,Spelling,Motion

In the current study, it is aimed to improve the speaking skill of primary school students instructed in a multigrade class through cartoons. The current study employed the action research design. Participants of the study are 3rd and 4th grade primary school students instructed in a multigrade class in a village school in the city of Kahramanmaras in Turkey in the 2019-2020 school year. The data in the study were collected through observations, interviews and documents. A program consisting of 7 applications in which cartoons are used for students with speech problems was prepared and applied within the scope of the language teaching course. The application continued for four weeks until the students' speech problems were reduced to a certain level and they achieved some improvement in speaking. Plans were prepared every week in line with the opinions of the field experts and the development status of the students in speech was evaluated. At the end of the study, the students' opinions about the application were taken through semi-structured interviews. At the end of the study, it was observed that the speech errors of the students decreased. At the same time, it was determined that there was an increase in the speaking time of the students and the number of words and sentences they used. The most important and positive change occurred in the psychological dimension of speech. Students' motivation increased and they started to behave more comfortably when speaking. In this direction, their anxiety decreased and their desire to speak increased. Furthermore, positive changes occurred in the students' adjustment of their tones and sound intensities. The words spoken by the students became more comprehensible.
Impacts on Head Start Dual Language Learning Children&apos;s Early Science Outcomes
Author: Rumper, Brooke
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Bilingual Education,Preschool Children,Science Achievement,Outcomes of Education,Language of Instruction,Language Dominance,Language Usage,Student Evaluation,Hispanic American Students,Spanish,English (Second Language),Second Language Learning,Federal Programs,Low Income Students

The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children's language dominance, teacher quantity of English and Spanish, and teachers' academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children's science scores. Teachers' use of Spanish academic science language impacted children's performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction.
An Observational Narrative of Student Reaction to Video Hooks
Author: McCauley, Veronica
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Integration,Secondary School Science,Student Attitudes,Science Instruction,Learner Engagement,Science Education,Multimedia Instruction,Physics,Middle School Students

Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12-15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.
An Analysis of Elementary Teaching Undergraduate Program in Terms of 21st Century Skills
Author: Kanmaz, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Undergraduate Students,Teacher Education Programs,21st Century Skills,Teacher Competencies,Student Attitudes,Foreign Countries,Program Evaluation

21st century skills emerge is one of the most crucial competencies that need to be considered in teacher education. With this in mind, the fundamental objectives of this study is to analyze the pre-service teachers' competencies and perceptions of 21st century skills that are effectively present in today's world. Explanatory mixed method was applied in this study. The aim of the study is to reveal the adequacy of the undergraduate elementary teaching program in the acquisition of 21st century skills from the perspective of pre-service teachers. In the study, quantitative data was collected through descriptive screening method, and qualitative data was collected through phenomenological analysis. 21st century skills scale was utilized to collect quantitative data, and semi-structured interview form was used to collect qualitative data. The sample of the study consists of 411 pre-service elementary teachers studying at a state university. According to the findings obtained, preservice teachers perceived themselves quite sufficient in terms of &quot;21st century skills&quot;. Given the qualitative findings, pre-service teachers reported that the learning-teaching processes were ineffective in the context of achieving 21st century competencies. As a matter of fact, 21st century skills are defined as skills that should be acquired within the scope of the elementary teaching undergraduate program. Failure to teach these skills emerges as the most significant limitation of the program. In particular, these skills and evaluations should be incorporated into the curricula content of faculties of education.
A Comparative Evaluation of Undergraduate Programs of Arabic Translation and Interpreting Departments in Turkey
Author: Çilek, Ersin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Semitic Languages,Translation,Second Languages,Departments,Universities,Interpretive Skills,Second Language Instruction,Courses,College Second Language Programs

It is seen that the importance and need for Arabic have been increasing in Turkey in recent years, and the variety and number of programs for the Arabic language in higher education institutions are also increasing. It is noteworthy that the Arabic Language and Literature and Arabic Language Teaching departments, which have a long history, and the Arabic Translation and Interpretation departments, have been increasing in the state and private universities in recent years. In this study, the undergraduate programs of the Arabic translation and interpretation departments in the first three universities, which currently accept students from state universities, were examined from various perspectives. In these universities, the number of courses of Arabic Translation and Interpretation departments, the courses and the intensity of the translation field according to the semesters were evaluated. As a result of the study, it draws attention that there are differences between the programs. The differences observed in the undergraduate programs of these departments, which were opened for the same purpose, suggest that a common program should be created between the departments. In this context, some suggestions have been made regarding the current status of Arabic translation and interpretation undergraduate programs at universities.
An Investigation of Prospective Teachers&apos; Use of the Turkish Language in Social Media
Author: Karali, Yalçin
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Usage,Turkish,Social Media,Grammar,Gender Differences,Foreign Countries,Punctuation,Spelling

Purpose: Not only in daily conversations, official correspondence, and educational settings but also on social media platforms, the correct usage of language by prospective teachers has become a necessity of the age. Twitter, which is used by many people to express their feelings, opinions, etc., is used actively by prospective teachers as well. The present study aimed to investigate the grammatical errors in prospective classroom teachers' tweets. Method: The study employed the case study method, one of the qualitative research methods. The data were analyzed through the document analysis method. A total of three hundred tweets posted by 30 prospective teachers were analyzed. Descriptive analysis was used to analyze the data. The grammatical errors to look for in the tweets were determined based on the learning outcomes related to grammar rules specified in the Turkish Language Curriculum designed for primary schools (2019). Findings: Considering the overall results, the vast majority of tweets contained grammatical errors. It was also determined that the grammatical errors were similar in terms of their types. Punctuation errors, inverted sentences, spelling errors, and capitalization errors were some common grammatical errors. On the other hand, misspelled numbers, incorrect abbreviations, and the use of 'reinforced words' (words with a prefix to add emphasis) were rare grammatical errors. When the results were analyzed according to genders, it was found that males' tweets contained more grammatical errors than those of females. In both genders, punctuation errors, inverted sentences, misspellings, and incorrect capitalization were common grammatical errors. On the other hand, misspelled numbers, incorrect abbreviations, and the use of 'reinforced words' (words with a prefix to add emphasis) were rare grammatical errors. In conclusion, it can be said that a majority of tweets posted by prospective teachers contained grammatical errors and these grammatical errors were similar in terms of their types. Implications for Research and Practice: Also, similar studies can be carried out on the use of written language on other social media platforms such as YouTube, WhatsApp, Instagram, and Facebook, which also have millions of users.
An Investigation of the Digital Gaming Attitudes of the Faculty of Sports Sciences Students
Author: Öntürk, Yavuz
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Video Games,Student Attitudes,College Students,Physical Education,Attitude Measures,Scores,Gender Differences,Age Differences,Parent Background

Nowadays, digital games have become a part of the daily lives of individuals, and accordingly, the virtual world phenomenon, especially in the young population, has emerged. This phenomenon causes digital game users to experience other worlds as well as their real lives. The experiences of individuals through games in the virtual environment, on the one hand, provide link and communication, on the other hand, they distance them from concrete concepts of the real world. This study aimed to examine the digital game-playing attitudes of students studying at the faculties of sports sciences. The research group consisted of 911 students (415 females, 45.6%; 496 males, 54.4%) studying at the faculties of sports sciences in Konya Selcuk University, Ankara Gazi University, and Istanbul University-Cerrahpasa. This study conducted in the period of November-December, 2019, and all students voluntarily participated in the study. The &quot;Digital Gaming Attitude Scale (DGAS)&quot; developed by Tekkursun Demir and Mutlu Bozkurt (2019) was used to collect data in the study. This scale consists of 18 items and three sub-dimensions (cognitive, affective, and behavioral). Descriptive statistics (frequency, arithmetic mean, standard deviation), independent sample t-test, one-way analysis of variance (ANOVA), and Tukey multiple comparison tests were used in the analysis of the data. The arithmetic mean of the sub-dimensions was 15.41 ± 3.38 for cognitive, 15.72 ± 3.74 for emotional, and 23.58 ± 7.34 for behavioral. Statistical analysis of the data was made through the SPSS 19.0 program and the significant difference level of the values was accepted as p &lt;0.05. The analysis results showed that when the digital gaming attitude scale was evaluated according to gender, the mean score scores of male students in all cognitive, affective, and behavioral sub-dimensions were significantly higher than female students.
Building Community Using Experiential Education with Elementary Preservice Teachers in a Social Studies Methodology Course
Author: Speicher, Stephanie
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Experiential Learning,Social Studies,Methods Courses,Social Justice,Self Efficacy,Readiness,Practicums,Group Membership

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential methodologies that can prepare preservice teachers to teach for social justice, particularly within a social studies context. The study focused on two research questions: (1) How do preservice elementary teachers in a social studies methods course conceptualize teaching for social justice within an experiential framework?; and (2) In what ways did preservice teachers operationalize teaching for social justice in the practicum classroom? Also examined was how the development of community in a social studies methodology course fostered the understanding of teaching for social justice. The findings highlight how preservice teachers were able to conceptualize building communities with experiential methods to teach for social justice and how doing so created an effective learning community. Although the preservice teachers valued the implementation of experiential methods to foster the teaching of social justice, difficulties were expressed in their incorporation of experiential methods in the practicum environment due to a lack of confidence, teaching competence, or collegial support.
Developing Cultural Intelligence: Experiential Interactions in an International Internship Program
Author: Lambert Snodgrass, Lisa
Date: 2021-12-00
Type: Journal Articles
Subjects: Cultural Awareness,Experiential Learning,Program Design,Study Abroad,Internship Programs,International Education,Foreign Countries,Job Skills,College Students,Learning Theories,Reflection,Measures (Individuals),Scores,Pretests Posttests,Comparative Analysis,21st Century Skills,Program Descriptions,Food,Popular Culture,Spanish,Second Language Learning,Second Language Instruction,International Trade,Business Administration Education,Likert Scales,Student Attitudes

In recent years, the demand for more culturally competent candidates has risen as employers seek workers highly adaptable to the global marketplace. Study abroad internship programs offer a rich training ground for college students to gain valuable international and intercultural career experience. This study examined the effects of experiential program design on the cultural intelligence of participants in an international internship program. College students from a large Midwestern university were enrolled in an international internship program in Amsterdam, Netherlands; Lima, Peru; or Seoul, South Korea. The program design incorporated principles of Kolb's Experiential Learning Theory (ELT) to increase student reflection on their experience and engage them in the ELT cycle. Participants were scored on the Cultural Intelligence Scale (CQS) before and after the internship, and pre-test and post-test scores were compared and analyzed. Findings indicated significant growth in participants' cultural intelligence. The intentional incorporation of experiential learning principles in the design and implementation of internship abroad programs has clear potential to increase participant' intercultural competence and develop their skills for the 21st century workplace.
LCT in Developing, Lower and Middle Income and Developed Countries
Author: Shah, Rajendra Kumar
Date: 2021-06-00
Type: Journal Articles
Subjects: Developing Nations,Developed Nations,Student Centered Learning,Student Centered Curriculum,Curriculum Implementation,Educational Policy,Educational History,Educational Research,International Organizations,Educational Innovation,Elementary Secondary Education

LCT has been a recurrent theme in many national educational policies in the global South and has had wide donor support through aid programs and smaller projects and localized innovations. However, the history of the implementation of LCT in different contexts is riddled with stories of failures, grand and small. This article provides an overview of the four major topics-context of LCT, LCT in lower and middle-income countries, LCT in the developing and LCT in the developed countries. The major aim of the article is to explore the status of LCT in underdeveloped, to develop and developed countries. For this purpose, I searched scholarly and online databases (Google Scholar, JStor, Proquest) that focus on LCT and related policies, trends, and issues in various countries. I used search terms associated with the various LCT topics in lower and middle-income countries, LCT in developing countries, and LCT in the developed countries. LCT is a traveling policy that has been endorsed by international agencies, national governments, and local innovators. As a globally traveling policy and practice, prescriptions and innovations regarding LCT are often found in contexts where it is culturally new and where the realities of educational governance and resources for schools have not historically accommodated it. Though there are several successful LCT projects, these are too few compared to the magnitude of the failures of the approach in developing countries. In a number of these countries, attempts at transforming traditional classrooms into LCT classrooms have failed. In a recent analysis of the research on LCT implementation, it was evident that the history of the implementation of LCT in different contexts is riddled with stories of failures, grand and small. Across a wide range of developing country contexts, the reports of tissue rejection as teachers and learners struggle to make the paradigm shift far outnumbered the stories of successful transitions from the pedagogies in place towards LCT.