ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring ESL Learners&apos; Blended Learning Experiences and Its Effectiveness through Web-Based Technologies
Author: Ramalingam, Sangeeth
Date: 2021-12-00
Type: Journal Articles
Subjects: English (Second Language),Blended Learning,Web Based Instruction,Computer Assisted Instruction,21st Century Skills,Undergraduate Students,Accounting,Cooperation,Creativity,Critical Thinking,Foreign Countries,Soft Skills,Video Technology,Second Language Learning,Student Experience,Instructional Effectiveness,Technology Uses in Education,Student Attitudes,Communication Skills

The inability to gain employment among the Malaysian graduates became a critical issue due to lack of 21st century skills. Higher learning institutions are urged to play their significant roles in producing graduates who have subject knowledge and relevant 21st century skills. There are many teaching strategies which are currently in practice at tertiary institutions, however more efficient approach is needed to produce well-balanced graduates. This present research proposed a promising approach which is blended learning with web-based technologies to improve students' 21st century skills. Current literature indicated blended learning has not been sufficiently explored in English as Second Language (ESL) context. Thus, this study aimed to explore ESL learners' blended learning experiences using innovative web-based technologies and to examine the effectiveness of the blended learning strategy in improving the learners' 21st-century skills. Qualitative data were collected through phone call interviews with the participants and analyzed through thematic analysis. Working with a sample of bachelor degree students at a tertiary institution revealed the participants' blended learning experience exceptionally improved their 21st-century skills in various ways. The result of this study contributes to the pedagogical aspects of ESL teaching and learning and the improvement of 21st century skills among the students.
A Comparison of Metaphors Created by Teachers about eTwinning in Turkey and Abroad
Author: Çelebi, Celalettin
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Technology,Electronic Learning,Shared Resources and Services,Partnerships in Education,Figurative Language,Elementary School Teachers,Secondary School Teachers,International Cooperation

It is highly important that teachers have the necessary professional knowledge, skills and attitudes for the efficiency of the teaching and learning process, which has an important role in gaining the required qualifications to individuals. One of the educational platforms that can be used for teachers to develop both their personal and professional skills is the eTwinning platform. It offers various opportunities for both teachers and students. Literature review has shown that the number of researches on eTwinning, which is used by more and more teachers in Turkey, is insufficient in number. The participants of this research, which aims to compare metaphors created by teachers in Turkey and abroad, consist of 224 teachers. In the study, the content analysis method has been adopted, and the data have been collected through a fixed form questionnaire. According to the results of the research, it has been found out that eTwinning projects have mostly been carried out by teachers working at primary schools. The metaphors produced by teachers for eTwinning projects have been grouped under 8 different categories. Lastly, teachers also use various tools while carrying out their projects.
Factors Affecting Students&apos; Choice of Educational Administration Major: Why Do Students Join the Program?
Author: Wardaya, Didik
Date: 2021-12-00
Type: Journal Articles
Subjects: Majors (Students),Educational Administration,Intention,Factor Analysis,Structural Equation Models,Student Attitudes,Predictor Variables,Foreign Countries

The study examined factors affecting Behavioral Intention (BI) regarding students' choice of educational administration as their major. Samples were taken from Indonesian students. The process was begun with the adaptation of survey instruments from previous studies validated through content validity. In testing the normality, Skewness and Kurtosis values were computed. Reliability assessment was applied through Cronbach's alpha. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were both conducted for the constructs. In examining the relationship, Structural Equation Modeling (SEM) analysis using AMOS 23.0 was applied to 257 responses. The findings informed that two relationships were significant while the other two are insignificant. Perceived Behavioral Control (PBC) and Attitude (AT) significantly predicted BI, while Subjective Norm (SN) and Facilitating Condition (FC) did not significantly predict BI. The current study can expand an in-depth contribution and reference for further researchers as a basis of the empirical evidence in relation to the validated survey questionnaire. Access to the questionnaire may contribute to educational stakeholders establishing policies to improve students' interests in studying in an educational administration study program.
Factors Affecting Teacher Performance
Author: Kanya, Nita
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Influences,Leadership,Organizational Culture,Teacher Competencies,High School Teachers,Foreign Countries,Predictor Variables

This study aimed to see whether there is an influence of school principal leadership, organizational culture, and teacher competence on teacher performance. Another aim was to see how much influence these factors have on teacher performance either partially or simultaneously. The research used a quantitative approach with survey methods. Analysis of the data used was multiple regression. Participants involved in the study were 385 teachers in Bandung high school by using proportional stratified random sampling. The results of the study showed that there was a significant influence on the school principal leadership variables, organizational culture, and teacher competence on teacher performance. Statistically the amount of contribution from all independent variables was 68.12%, so the remaining 32.88% was determined by other variables not measured in the study. This research was also useful to find out the factors that can improve teacher performance, so that it is expected to be a theoretical or practical consideration in schools in order to improve the quality of teachers and schools.
How an Impartial Education Liaison Service Helps Education Leaders Effectively Manage Special Education-Related Conflict
Author: Settles, Rhea
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Responsibility,Conflict Resolution,Students with Disabilities,Parent School Relationship,Special Education,Facilitators (Individuals),Educational Legislation,Equal Education,Federal Legislation,Individualized Education Programs,Principals,Administrator Role

This article presents some conflict-related issues that school leaders encounter in resolving disagreements and misunderstandings between parents of students with disabilities and school representatives. Two examples of special education service disagreements are employed to illustrate how a trained and impartial education liaison representative can facilitate conflict resolution.
Fostering Creativity for Students with Special Needs through Innovative Learning Environments
Author: Acharya, Nisha
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Special Needs Students,Educational Innovation,Educational Environment,Elementary Secondary Education,Special Education,Special Education Teachers

The purpose of this article is to address the urgency of creating an innovative learning environment in marginalized K-12 special education classrooms in the United States. This article considers the following topics: (a) the definition of creativity and innovation; (b) the importance of innovative learning environments, (c) key conditions and resources needed for innovation to occur; and (d) the impact of fostering creativity in learning environments.
An Analysis of Cartoons in Terms of Values Education in Turkey
Author: Aktepe, Vedat
Date: 2021-12-00
Type: Journal Articles
Subjects: Cartoons,Preschool Education,Values Education,Altruism,Intimacy,Cooperation,Aesthetics,Empathy,Knowledge Level,Self Control,Civil Rights,Behavior,Foreign Countries,Television,Child Development,Citizenship Education,Social Development,Affective Behavior,Daily Living Skills,Responsibility,Self Esteem,Family Relationship,Health

Cartoons are important for equipping preschool children with values. Therefore, it is necessary to be careful and sensitive about the cartoons that children watch. The aim of this research was to determine the values implicitly included in the preschool education program and to investigate the occurrence of these values in 6 cartoons Piril, Canim Kardesim, Kare, Kukuli, Elif'in Düsleri and Maceraci Yüzgeçler. In the research, content analysis was used. Preschool education program and cartoons were analyzed descriptively. The data obtained through descriptive analysis were analysed and presented in detail. Random sampling was used while selecting 5 episodes of the cartoons investigated in the study. The study identified 27 values that were implicitly in the preschool education program. In these cartoons, the values of love, cooperation, kindness, being scientific and benevolence were covered most frequently and the values of aesthetics, empathy, knowing and protecting their rights, saving, self-control, courage and obeying the rules were covered less frequently. Values of self-respect, freedom and patriotism were not mentioned in any of the cartoons. It was found that most of the values that are implicitly included in preschool education program were covered in the cartoons analysed. [The publication month on the PDF is incorrect. This article was published in the December 2021 issue.]
Special Educator at the Helm: Tips for Training and Supervising a Team of Assistants
Author: Guard, Meghan
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Job Training,Supervision,Teacher Aides,Guidance

Teaching assistants (TAs) play a large role in the delivery of special education services for students with disabilities in the United States (Brock &amp; Carter, 2015; Stockall, 2014) and &quot;there is undoubtedly a place for well-conceived paraprofessional supports in special education&quot; (Suter &amp; Giangreco, 2009). The sheer number of TAs in U.S. classrooms has increased dramatically in recent years (Reddy et al., 2020): their ranks now outnumber special educators (Suter &amp; Giangreco, 2009). Alongside the boost in numbers, TAs have also experienced a shift in terms of their responsibilities largely moving away from non-instructional and clerical tasks to teaching, implementing behavior plans, recording data, and other complex assignments that require specialized training and knowledge (Sauberan, 2015 and Wallace, Shin, Bartholomay, &amp; Stahl, 2001). Moreover, although TAs are often tasked with educating the students with the most complex learning needs, the majority are not trained in &quot;evidence-based&quot; strategies (Brock &amp; Carter, 2013). Researchers like McGrath and colleagues (2010), thus conclude that TAs do not receive adequate guidance and that the nature of the tasks they are asked to do often is not appropriate given their level of preparation. Research also suggests that paraprofessionals, themselves, feel ill-equipped to carry out their duties (Brown &amp; Stanton-Chapman, 2017). As for the special educators who are charged with supervising TAs, the majority (88%) report relying on real life experiences rather than pre-service training or district-level support to make decisions about how to work with paraprofessionals and many wish more formal training was available (Biggs, Gilson, Carter, 2018). The problem is two-fold: TAs themselves tend to be insufficiently trained and the special educators who would theoretically be positioned to provide supervision and training don't have the knowledge or resources to do so. This article addresses the second part of the equation, providing practical suggestions for special educators who have TAs in their classrooms.
How Relationships Impact Teacher Job Satisfaction
Author: O'Shea, Cailen
Date: 2021-12-00
Type: Journal Articles
Subjects: Job Satisfaction,Predictor Variables,Teacher Surveys,Administrator Surveys,Middle School Teachers,Teacher Student Relationship,Anxiety,Coping,Faculty Mobility

This study aimed to extend the knowledge of teacher job satisfaction by specifically examining predictors at the teacher level. Several components of job satisfaction were examined for their hypothesized impact, including the focused predictor of teacher-student relations. Based on the United States sample in the Teaching and Learning International Survey (TALIS) 2018 data, the author explored this issue utilizing responses from 2,560 lower secondary school teachers nested within 166 schools. Using the transactional model of stress and coping (Lazarus, &amp; Folkman, 1984) as a framework, the study found that teacher-student relationships are a positive and significant predictor of teacher job satisfaction. After controlling for relevant predictors, teacher relationships with their students were the strongest predictor of their job satisfaction present in the study. Discussions and implications are presented.
How Well Do First Grade Students, Learning to Read and Write by Distance Education during the Pandemic Period, Write?
Author: Aktas, Nurhan
Date: 2021-12-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 1,Reading Instruction,Writing Instruction,Distance Education,COVID-19,Pandemics,Writing Achievement,Handwriting,Writing Skills,Error Analysis (Language),Gender Differences,Foreign Countries

The aim of this study was to examine the handwriting legibility and writing errors of first grade primary school students who were learning early literacy through distance education during the pandemic period, according to various variables. The research was designed according to the survey method, and the study group consisted of 211 students studying in the first grade of primary school. The &quot;Multidimensional Legibility Scale&quot;, &quot;Writing Errors Form&quot;, &quot;Dictation Text&quot; and &quot;Copying Text&quot; were used as data collection tools in the research. For the analysis of the research data, the legibility of the first grade primary school students' handwriting was analysed according to the &quot;Multidimensional Legibility&quot; scale. According to the results of the research, female students wrote more legibly than male students. Students made more writing errors in the dictation writing task than in the copying writing task. Students at state schools made more errors in their writing than students at private schools. Considering that the distance education process will also be a part of education life in later periods, research studies on the adequacy of the distance education process for fostering basic skills can be included in order to advance this process more beneficially, especially in primary school. The effect of distance education on handwriting legibility and writing errors at other grade levels can be investigated. Within the framework of the results obtained, different activities can be designed for writing skills in distance education.
University Students&apos; Views on Distance Learning
Author: Kurnaz, Ahmet
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Distance Education,COVID-19,Pandemics,Social Life,Socioeconomic Influences,Independent Study,Student Motivation,Academic Achievement,Student Adjustment,Homework,Educational Technology,Internet,Handheld Devices,Computers,Educational Resources,Access to Education

This study aims to examine distance education practices of universities in Turkey during coronavirus (COVID-19) pandemic according to views of undergraduate students. The method of this study is designed in the survey model. The study group consists of 1561 students studying at 44 universities. Simple random sampling method was used while selecting the study group. The data were collected by the researchers, with the 'Scale of Distance Education Views of University Students' which was developed within the scope of the study. Study data were analyzed with descriptive tests, t-test, and ANOVA tests. The findings of this research show that there is a significant difference in the university students' positive views about distance education in terms of their social lives, socio-economic factors, ability to learn independently, making themselves willing to learn, their willingness to go to school, adaptation to the lesson plan, school performance of the students, before and after course studies, devices they use for the education, the internet connection quality they have, their capability level to use the technology, access to course resources and the system of the university they are studying at. The findings of this study provide an important insight into the factor affecting students' views on distance learning, which need to be considered in the future conceptualization of such provision.
The Relationship between Middle School Students&apos; Digital Literacy Levels, Social Media Usage Purposes and Cyberbullying Threat Level
Author: Seçkin-Kapucu, Munise
Date: 2021-12-00
Type: Journal Articles
Subjects: Middle School Students,Technological Literacy,Social Media,Bullying,Telecommunications,Interpersonal Relationship,Interaction,Technology Uses in Education,Correlation,Victims,Foreign Countries,Interpersonal Communication,Problem Solving

The study aims to reveal the relationship between middle school students' digital literacy levels, social media usage purposes, and the frequency of experiencing cyberbullying. A relational model was used in the research. The sample of the study consists of 476 middle school students between the ages of 10-13. &quot;Digital Literacy Scale,&quot; &quot;Social Media Usage Purposes Scale,&quot; and &quot;Cyberbullying Threat Level Scale&quot; were used to obtain the data. T-test (Mann Whitney U), ANOVA (Kruskal Wallis), and correlation analysis were used in the study. The findings showed that students' digital literacy and the use of social media for interpersonal interaction and lesson preparation were moderate and their witnessing, exhibiting, and exposure to cyberbullying was very low. Finally, there were moderate positive relationships between middle school students' digital literacy levels and social media usage for interpersonal interaction and lesson preparation purposes. In addition, digital literacy had a weak positive relationship with being exposed to and witnessing cyberbullying.
The Effects of Integrated Mathematics and Life Sciences Teaching on Primary School Students&apos; Value Acquisition
Author: Bas, Murat
Date: 2021-12-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Mathematics Instruction,Biological Sciences,Science Instruction,Elementary School Students,Values,Grade 3,Ethics,Intimacy,Helping Relationship,Program Effectiveness,Values Education,Foreign Countries,Altruism

A subject worth examining was the interdisciplinary approach's planning and application of two distinct disciplines and investigating the value acquisition inclinations of students who participated in the multidisciplinary approach. In this context, the problem sentence of the research is that: Does integrate mathematics and life sciences teaching have an effect on primary school 3rd-grade students' acquisition of honesty, respect, love, and helpfulness values?&quot;. The impact of integrated Mathematics and Life Sciences teachings in third grade on students' honesty, respect, love, and helpfulness value dispositions was studied using a quasi-experimental method with a pretest-posttest control group and the theme of &quot;tolerance.&quot; As the data collection tools of the research, the &quot;Honesty Value achievement Scale,&quot; &quot;Love achievement Scale,&quot; &quot;Respect achievement Scale,&quot; and &quot;Helpfulness achievement Scale&quot; was applied to the students in the sample. This research was conducted in three stages: preliminary preparations before application, integration of disciplines, lesson plan preparation, and actual application. There was a significant difference in favor of the experimental group when comparing students taught integrated mathematics and life sciences versus retrained students using a Ministry of National Education-approved course and workbook. In addition, there was a significant difference in favor of the post-test between the pretest-posttest scores of the honesty, respect, love, and helpfulness values belonging to the students in the experimental group taught integrated mathematics and life sciences.
Factors Influencing Poor Academic Performance among Urban University Students in Bangladesh
Author: Shahjahan, M.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Academic Achievement,Low Achievement,Gender Differences,Grade Point Average,Attendance,Parent Background,Educational Attainment,Fathers,Family Income,Parent Participation,Social Media,Friendship,Leisure Time

Poor academic performance is challenging for students, parents, and teachers. This cross-sectional study aimed to determine the factors associated with the poor academic performance of 661 undergraduate students who scored CGPA [less than or equal to]2.5 from a selected private university of Dhaka City, Bangladesh, using a simple random sampling technique. Data were collected using a pretested and self-administered questionnaire. Of the study participants, male preponderance (88.4%) was found, and 77.9% of them selected the study programs by themselves. Poor academic performance was found significantly correlated with irregular class attendance (p=0.003), father's low education level (p&lt;0.003), partial family cooperation (p=0.020), use of social media (p=0.006), and excessive time spent for gossiping (p=0.030). There is a need for implementing an appropriate counseling strategy to follow up the academic performance of the poor performing students.
Improving Teaching Effectiveness through Transformational Leadership and Integrity
Author: Ahmad, Masduki
Date: 2021-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Transformational Leadership,Integrity,College Faculty,Foreign Countries,Instructional Improvement

The study aimed to determine the impact of transformational leadership and integrity on the performance of a company. The research sample was 123 lecturers at As-Syafi'iyah Islamic University, Indonesia. The analysis model of this study was a path analysis. Observation and questionnaires were used to obtain the research data. Teaching effectiveness measures how well educators' instruction aligns with learning objectives and provides the best possible outcomes for students who are taking the course. Hypothesis testing was performed using the t-test. The SPSS software version 25 was applied in statistical calculations. The results showed that transformational leadership and integrity have direct and positive impact on the teaching effectiveness. Transformational leadership has a direct and positive impact on the integrity. It is suggested to implement the better transformational leadership to achieve the better the teaching effectiveness.