ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Technology Supported UbD Based Instructional Design Training on Student Teachers&apos; Technological Pedagogical Content Knowledge and Learning -- Teaching Conceptions
Author: Uluçinar, Ufuk
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Instructional Design,Student Teachers,Pedagogical Content Knowledge,Technological Literacy,Student Attitudes,Teaching Methods,Self Efficacy,Constructivism (Learning),Student Experience,Psychological Patterns,Lifelong Learning

The present study aimed to improve student teachers' technological pedagogical content knowledge (TPACK) and learning and teaching conceptions through technology supported UbD-based instructional design training. It employed an action research design that comprises quantitative and qualitative research processes. In the study, 215 student teachers in 25 different groups participated in UbD-based instructional design training that includes poetry design, PowerPoint design, video research and asking questions, scenario-based visual aided learning activity design, and UbD unit design tasks by Google Classroom. As data collection tools, TPACK self-efficacy beliefs scale and learning and teaching conceptions scales, and collective written diaries were used. Statistical findings showed that UbD-based instructional design contributed to a significant improvement in student teachers' TPACK and constructivist teacher conceptions while a decrease in behaviorist teacher conceptions. Content analysis results pointed out that the experiences and effects of UbD on student teachers were discovered under five themes: development of (a) TPACK, (b) constructivist teacher understanding, (c) lifelong learning experiences, (d) emotional orientation (e) the restrictions of UbD based instructional design. Within the professional development program's scope, it is suggested that the researchers should conduct projects, workshops, and research courses on the development of student teachers' competencies in UbD-based instructional design studies.
Influence of Characteristics of Work-Life Balance on Teachers&apos; Levels of Job Satisfaction in Public Secondary Schools in Nairobi, Kenya
Author: Mathews, Odisa Alfred
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Work Relationship,Job Satisfaction,Quality of Working Life,Secondary School Teachers,Public School Teachers,Principals,Teacher Administrator Relationship,Teacher Attitudes,Influences,Teacher Characteristics,Correlation,Foreign Countries

Work-life balance has always been concerned with those interested in the quality of working life and its relation to broader quality of life. This study sought to establish the influence of characteristics of work-life balance on teachers' levels of job satisfaction in public secondary schools in Nairobi County, Kenya. The purpose of this study was to determine the influence of supervisor support and gender on the teachers' levels of job satisfaction. The study used Stacy Adams' equity theory of which holds that individuals compare their ratio of inputs and outcomes to the input-outcomes of other individuals. This study was a descriptive survey design. The target population was 83 public secondary schools and 1759 public secondary school teachers' with 67 principals and 670 teachers sampled. Data were collected using an interview schedule and questionnaires. Descriptive statistics was performed to analyze quantitative data. Pearson Product Moment Correlation Coefficient was used to determine the linear correlation between the independent variables and the dependent variable. Using null hypotheses, multiple regression analysis was done. The key findings were that the principals were supportive to their teachers especially in terms of readily giving them permission to attend to their personal needs and training opportunities. There was no statistically significant difference in teachers' levels of job satisfaction between male and female teachers. The study recommends that the Teachers Service Commission should formulate policies that are specifically geared towards enhancing teachers' work-life balance. Comparative studies should be carried out in the rural areas.
Developing the Program to Strengthen Working Achievement Motivation Competencies of Welfare School&apos;s Teachers
Author: Weerason, Suraphan
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Development,Teacher Motivation,Achievement,Low Income Students,Teacher Competencies,Foreign Countries,Elementary School Teachers,Secondary School Teachers

This research aimed: 1) to investigate the components and indicators of working achievement motivation competencies of welfare school's teachers; 2) to examine the needs to develop working achievement motivation competencies of welfare school's teachers; and 3) to develop the program to strengthen working achievement motivation competencies of welfare school's teachers. The mixed methods research was employed by divided into three phases. Phase one, investigated the components and indicators of the working achievement motivation competencies. Components and indicators were verified by 7 experts. Phase two, examined the needs to develop working achievement motivation competencies of welfare school's teachers. The respondents were 340 welfare school's teachers. Phase three, to develop the program to strengthen working achievement motivation competencies of welfare school's teachers and verified the program by 9 experts. The research instruments were the components and indicators evaluation form, the existing and desirable situations questionnaire of working achievement motivation competencies, and the program evaluation form. Statistics used in analyzing data were mean, standard deviation and priority needs index modification. The research findings were: 1) The components and indicators of working achievement motivation competencies of welfare school's teachers were categorized into 6 components and 32 indicators; 2) The needs to develop working achievement motivation competencies of welfare school's teachers were ranked from high to low: creativity, performance commitment, performance evaluation, flexibility, the quest for information, and development of operational competence; and 3) The program to strengthen working achievement motivation competencies of welfare school's teachers consisted of rationale, objectives, content, model and methods, 6 modules of program structure, and application and evaluation.
Developmental Changes in Metacognitive Strategy in Japanese Elementary School Children
Author: Okada, Ryo
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Longitudinal Studies,Learning Strategies,Elementary School Students,Foreign Countries,Correlation,Child Development,Measures (Individuals)

This study investigated developmental changes in metacognitive strategies during elementary school years and examined the effects of intrinsic motivation on metacognitive strategies. A total of 113 Japanese elementary school children participated in a three-year longitudinal survey with eight times measurement occasions. Multilevel modeling analyses showed that metacognitive strategies would linearly increase over three years. Intrinsic motivation was also related to metacognitive strategies in two ways: the initial status of intrinsic motivation was associated with the average level of metacognitive strategies. Further, the deviations from the baseline of intrinsic motivation were related to changes in metacognitive strategies. This suggests that intrinsic motivation impacts the development of metacognitive strategies.
Evaluating Experiential Learning Approaches for Asian Students at North American Universities
Author: Feng, Chen-Yu
Date: 2021-00-00
Type: Journal Articles
Subjects: Experiential Learning,Teaching Methods,Instructional Effectiveness,Barriers,Adoption (Ideas),Preferences,Positive Attitudes,Cognitive Style,Undergraduate Students,Foreign Students,Asians,Business Administration Education,Foreign Countries,Universities

In recent years, experiential learning modality has become an integral part of business education in international programs. Although extensive research has been conducted in the experimental learning arena, the research regarding international students, especially the rapidly growing number of Asian students, with a significant percentage from China, is still limited. This study utilized a mixed-methods design using Kolb Experiential Learning Theory (ELT) to investigate the preferred experiential learning (EL) pedagogical practices for Asian students while studying at North American universities. This study revealed that students with a positive attitude toward EL could fundamentally strengthen their learning outcomes. In contrast, well-balanced learning styles should be emphasized instead of ranking the priority of learning preferences or taking only one learning approach. The limitations of the study and the future direction of related research are also presented.
Art and Design Education in the Times of the Coronavirus (COVID-19) Pandemic in Turkey
Author: Caglayan, Evrim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Art,Education,Design,Educational Technology,Technology Uses in Education,Distance Education,Student Attitudes,Program Effectiveness

The Coronavirus (COVID-19) pandemic, which started in the People's Republic of China in December 2019, spread to the entire world at the beginning of 2020 and affected all areas of social life. Under the measures were taken by governments; education in countries was stopped temporary and art and design education were carried to the computer environment. This research aims to determine the students' opinions about the art and design education are made through distance education during the Covid-19 pandemic. A descriptive research method was used to determine the current situation. The data required for the research were collected with a data collection tool developed by the researcher. The obtained data were analysed using frequency (f) and percentage (%) and the results of the research are revealed. As a result of the research, it has been found that following art and design education with a distance education model was not convenient for the majority of students. In addition to this result, it has also been found that 224 of 326 students felt that they could not achieve the aims of practical courses in the distance education model. From all these mentioned results, it may be recommended that additional measures should be taken to transfer the aim of practical courses to students in distance education.
Views of Academic Staff on Physical Education and Sports Teaching Undergraduate Program
Author: Karakoc, Berna
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Physical Education,Athletics,Undergraduate Study,College Faculty,Evaluation,Program Evaluation,Program Effectiveness,Courses,Intellectual Disciplines,Knowledge Level,Elective Courses

The general purpose of this study is to find out the views of academic staff working in schools of Physical Education and Sports or faculties of Sports Sciences regarding the physical education and sports teaching undergraduate program. While finding out the views of academic staff, the physical education and sports teaching undergraduate program was examined within 5 different themes under the titles of general evaluation of the program, evaluation of the learning-teaching process, advantages of the program, disadvantages of the program and recommendations relating to the program. Under the theme general evaluation of the program, 4 different sub-themes were examined separately as evaluation of applied courses, evaluation of courses on teaching profession, evaluation of courses on content knowledge and evaluation of general culture and elective courses. The most frequently used qualitative research method, interview technique, was used in the study. A total of 12 academic staff were interviewed. The interviews were voice recorded and transcribed. The transcribed data were evaluated with descriptive analysis method and coded. Interpretations were made by using codes. As a result in general the academic staff stated their views the need to increase the number of applied courses, opening new applied courses, increasing the number of field-specific theoretical courses and updating the program and also their views that vocational courses were sufficient and physical infrastructure was insufficient.
Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities
Author: Nobel, Kerstin
Date: 2021-00-00
Type: Journal Articles
Subjects: Prompting,Writing Improvement,Writing Instruction,Instructional Effectiveness,Progress Monitoring,Writing Processes,Students with Disabilities,Learning Disabilities,Elementary School Students,Grade 4,Preadolescents,Special Schools,Suburban Schools,Foreign Countries

The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.
The Importance of Preparing Creative Music Activities for Pre-School Period
Author: Sökezoglu Atilgan, Duygu
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Preschool Children,Creative Activities,Music Activities,Skill Development,Preschool Education,Preschool Teachers,Teacher Attitudes,Teacher Competencies,Barriers,Games,Musical Instruments,Singing

Music education provided in the pre-school period serves many purposes such as distinguishing sounds, using their voice correctly, expressing themselves, let children get familiar with different musical cultures, gaining a sense of music and rhythm, and supporting the creativity of children. Developing all these skills is only possible by making music enjoyable and productive and offering various music activities to children. In this study, it is aimed to design creative activities in order to enhance the musical skills of pre-school children and promote their musical acquisitions in different ways. Accordingly, different activities were prepared for pre-school music education in line with the general objectives of pre-school education set by MEB (Ministry of National Education). Opinions of the pre-school teachers were received on issues such as the implementation of musical activities prepared within the scope of this study in the classroom, the competencies of pre-school teachers related to the music lesson, and the contribution of these activities to pre-school children and teachers. In line with the opinions received, it was concluded that pre-school teachers find themselves sufficient in the field of music, but they encounter various problems while implementing musical activities, and that the activities prepared will benefit pre-school teachers and children.
Pedagogical Analysis of the Baroque Period Piano Repertoire: Example of Italy
Author: Yücetoker, Izzet
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Musical Composition,Music,Teaching Methods,Universities,Museums,Libraries,Musical Instruments,Evaluation Methods,Foreign Countries

The aim of this study is to access editions of Italian Baroque works in place; to examine the availability of these works in terms of gaining techniques for playing in piano education, to gain new works aimed at different pedagogical stages in the field and to acquire new but unknown works in piano education repertoire. This research was carried out with the literature review model. During the first three months of the research, 158 baroque period composers were found among 2173 Italian composers. 50 composers composing on keyboard instruments were reached among 158 baroque composers. For this research study, the library of Dipartimento delle Arti dell'Universita di Bologna the Sala Borsa library, the Giovanni Martini Conservatory library and international museum and library of music in Bologna were visited and the works of composers made on the keyboard instruments were found. The number of works performed by composer on keyboard instruments is quite high. However, according to the objective of the project, it is aimed to perform pedagogical analysis by selecting one work from each composer. For analysis, created to the work evaluation forms prepared by the researcher. 50 works analyzed according to this form. While 48 Italian works can be used in piano education, 6 Italian works are not suitable for piano education. However, in order to use these works in piano education, these must be arranged from organ to pianoforte. An example of this is presented in this study.
Study on Internationalization Strategy of China&apos;s New Business Education in the Background of Digital Economy
Author: Xie, Jia
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,International Cooperation,International Educational Exchange,Educational Development,Higher Education,Business Administration Education,Strategic Planning,Government Role,Interdisciplinary Approach,Role of Education,Economic Development,Influence of Technology,Foreign Countries

As the global economy is undergoing transformation and upgrading in the background of the digital economy, it leads to a reformation of business education in the new context, which brings the concept of new business education in China. One of the significant features of the new business education is multidisciplinary teaching and learning. Meanwhile, it is closely related to strategic decision-making in disciplinary program design, research design, faculty recruitment, teaching models, and international strategies. Benefited from the internationalization of higher education in past years, traditional business education has gained an advantage in introducing international students, teachers, and resources and building global cooperation platforms, including international visits and multiple studies in an international context. However, it cannot meet the demand for cultivating talents in the era of the digital economy. This paper starts with the connotation and feature of new business education, discussing internationalization strategy with a fresh perspective and unique positioning. Meanwhile, it aims to provide a theoretical and practical value for China's business schools with internationalization strategy making in the background of the digital economy.
The Relationship between Turkish Teachers&apos; Self-Efficacy and Grammar Self-Efficacy Perceptions
Author: Kaplan, Kadir
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Attitudes,Grammar,Turkish,Language Teachers,Correlation,Foreign Countries,Gender Differences,Public School Teachers,Language Skills,Teacher Competencies

Self-efficacy is people's belief in themselves for a goal they want to achieve. When both the relevant literature and the course contents of the education faculties in Turkey are examined, it is seen that grammar is an important area of competence in terms of teaching Turkish. This study focused on the relationship between Turkish teachers' self-efficacy and grammar self-efficacy perceptions. A mixed-methods research design was used in the research. The quantitative dimension consists of two scales, and the qualitative dimension is conducted with an interview. TSES and GSES questionnaires were applied to 404 participants who work as Turkish teachers in public schools in Turkey and agreed to participate in the research voluntarily. In order to examine the data obtained from the questionnaires in depth, a focus group interview was conducted with 6 participants who worked as Turkish teachers in public schools in Turkey and voluntarily agreed to participate in the research. According to the findings obtained from the research, a significant and positive relationship is observed between Turkish teachers' self-efficacy and grammar self-efficacy perceptions. It is shown that both self-efficacy and grammar self-efficacy perceptions of the participants did not differ significantly according to the gender variable.
Who Is a Good Preschool Teacher? Perceptions of Kindergarten Administrators, Preschool Teachers, Prospective Preschool Teachers and Parents on the Characteristics of a Good Preschool Teacher
Author: Gündogdu, Serhat
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Characteristics,Teacher Competencies,Kindergarten,Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Preservice Teachers,Foreign Countries,Teacher Student Relationship,Student Centered Learning,Teaching Skills,Preservice Teacher Education,Parent Teacher Cooperation

The present study aims to investigate perceptions of kindergarten administrators, preschool teachers, prospective preschool teachers and parents on the characteristics of a good preschool teacher. The phenomenology was used in the study as a qualitative research design. 11 kindergarten administrators working in kindergartens in a city center located in the Central Anatolia Region, 17 preschool teachers, 21 prospective preschool teachers continuing their training in the same city and 21 parents whose children attend kindergarten participated in the study. An interview form consisting semi-structured interview questions was used as a data collection tool. The data were analyzed by descriptive and content analysis methods. Findings of the study revealed participants' expressions regarding their perception about a good preschool teacher's personal characteristics, professional characteristics and approaches towards the child. Participants stated that the rationales for being a good teacher are to have a child-centered approach as well as the professional characteristics and the experience. In order to be a good preschool teacher, participants suggested that professional development opportunities should be provided to teachers, the teachers should have a child-centered approach, teacher's personal characteristics should be taken into account, pre-service education should be efficient, attention must be paid to teacher's professional attitudes and a cooperation with the parents should be established.