ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical Analysis of the Democratic Argument for Teaching Science: The Case of Cell Phones
Author: Kaliampos, George
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Telecommunications,Handheld Devices,Democratic Values,Physics,Radiation,Science and Society,Citizenship Education,Foreign Countries,Public Health,Knowledge Level

A number of diverse arguments have been proposed by researchers of science education regarding the reason science should be taught in schools. These arguments inevitably play a crucial role in the curriculum designed by policymakers. The present study turns its attention to the democratic argument. It explores its validity through a special socio-scientific issue that citizens are likely to encounter in their everyday life, that of radiation emitted from cell phones. In particular, it tries to study the required knowledge of physics that will enable individuals to effectively deal with the emission of radiation from cell phones. Moreover, drawing from sharp conflicts that have arisen during the last years around the world between citizens and cell phone companies regarding the installation of cell towers within residential areas, it tries to record information about different places in the world where the cell phone controversy has made headline news.
The Sustainability Literacy of Students: A Comparative Study between Turkey and the UK
Author: Ozdemir, Oguz
Date: 2023-00-00
Type: Journal Articles
Subjects: Sustainability,Multiple Literacies,Comparative Analysis,Foreign Countries,College Students,Environmental Education,Student Attitudes,Student Behavior,Knowledge Level

In recent years, the sustainability literacy has become crucial for building more sustainable future. In this regard, a shift toward sustainability requires literate society on sustainability issues at global scale. Thus, the current study aims to detect the status of sustainability literacy of British and Turkish students. The study was conducted as a survey research with university students in the UK and Turkey within the context of a project that was supported by TUBITAK (Turkish Scientific and Technological Research Organization) and entitled &quot;Ecological literacy education&quot;. The participants (n: 1023) of the study are students attending several departments of Plymouth University in the UK and Mugla Sitki Kocman University in Turkey. The data were collected by using the Scala of Sustainability Literacy and analyzed using appropriate statistical tests at SPSS 22. The findings show that the participants' sustainability literacy varies significantly depending on their sustainability attitude (SA), sustainability behavior (SB), sustainability knowledge (SK). Besides, the results of t-test analysis indicate that the participants exhibit different tendencies depending on the variables nationality, gender and place. On the other hand, the results of One-way ANOVA-Test revealed that the participants' sustainability literacy varies depending on the department attended.
Foreign Language Speaking Anxiety and Its Link to Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency and Gender
Author: Okyar, Hatice
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Fear,Anxiety,Language Proficiency,Self Efficacy,College Students,Correlation,Oral Language,Gender Differences,Predictor Variables

This research study aimed to explore the speaking anxiety of Turkish learners of English as a foreign language (EFL) and its relation to EFL speaking self-efficacy, fear of negative evaluation (FNE), self-perceived English speaking proficiency, and gender. 293 (132 females, 161 males) university-level EFL students completed the EFL speaking anxiety scale, EFL speaking self-efficacy scale, and FNE scale. Four main findings were obtained as a result of the statistical analyses: (1) students' speaking anxiety had a negative relationship with both self-perceived oral English proficiency and speaking self-efficacy; (2) a positive relationship was determined between FNE and speaking anxiety; (3) EFL speaking anxiety was found to be lower in boys than in girls; and (4) speaking self-efficacy, FNE, and self-perceived oral proficiency were identified as meaningful predictors of students' EFL speaking anxiety. In light of these findings, the study offers some pedagogical implications.
Principal Mentoring in One Education District in the Western Cape: A Case Study
Author: Combrinck, Martin
Date: 2023-05-00
Type: Journal Articles
Subjects: Principals,Mentors,Professional Development,Management Development,Program Effectiveness,Educational Needs,Interpersonal Relationship,Foreign Countries,Elementary Secondary Education

The aim with this study was to investigate mentoring as a professional developmental strategy for principals and to establish whether there was a need for a formal mentoring programme for principals and circuit managers. An interpretive, qualitative case study approach was adopted, with 13 participants being selected for interview via purposive sampling. Data were generated from semi-structured interviews. The findings reveal that the professional developmental strategies to which principals are exposed are not sustainable. The findings also show that principals were exposed to informal mentoring practices but were never part of a formal mentoring programme, and that there was a need for such a programme. We, therefore, recommend that a mentoring programme for principals be developed and phased in accordingly, namely the connection between the mentee and the mentor, relationship building and implementation, assessment (reflection), and separation of the mentee and mentor from the mentoring relationship.
The Effect of an In-Service PE Teacher Training Programme on the Fitness Levels of Learners
Author: Van der Westhuizen, Stephan J.
Date: 2023-05-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Physical Education Teachers,Teaching Methods,Physical Education,Physical Fitness,Student Motivation,Self Determination,Psychological Needs,Personal Autonomy,Physical Activities,Psychomotor Skills,Motor Development,Comparative Analysis,Intervention,Program Effectiveness,Grade 7,Foreign Countries

Although physical education (PE) provides a school-based platform for the enhancement of learners' physical health, implementation challenges can have a detrimental effect on learners' motivation to participate in physical activities and their fitness levels. Within the framework of the Self-determination Theory (SDT), meeting learners' basic psychological needs of autonomy, competence and relatedness in the PE class, can promote their fitness levels by enhancing their intrinsic motivation to be physically active. The purpose with this study was to investigate the effect of an in-service PE teacher training programme including needs-support teaching strategies on the physical and motor fitness levels of the learners of the participating teachers. Using a pre- and post-test experimental design, the fitness of 1 control and 4 experimental groups were assessed using standardised tests before and after the intervention programme. The intervention included implementing the needs-support teaching strategies acquired by the teachers during the once-off, 5-day teacher training programme, for 4 months while receiving continued support from the instructors of the course during those 4 months. The results show that the programme had a positive effect on the fitness levels of the learners in most of the tested fitness components, warranting the recommendation of SDT-based in-service training of PE teachers to support learners' motivation towards physical activity and fitness.
Examination of Training on Pre-Service Science Teachers&apos; Views on Socio-Scientific Issues and Nature of Science
Author: Çam, Aylin
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Teacher Education Programs,Student Attitudes,Scientific Principles,Teaching Methods,Diaries,Reflection,Science Instruction,Case Studies,Scientific Research,Social Change,Science and Society,Outcomes of Education,Foreign Countries

Science continuously interacts with the social environment. Science develops with social needs, and society develops and changes with scientific advances. These changes and developments may cause dilemmas in society. Thus, the purpose of this study is to investigate the improvements among pre-service science teachers in terms of socio-scientific issues and nature of science after explicit theoretical and practical training. The participants in this case study were 16 voluntary pre-service science teachers. In-depth views of the pre-service science teachers on nature of science and socio-scientific issues were examined with open-ended questions and reflective diaries. After the training, the understanding of the pre-service science teachers for nature of science and socio-scientific issues was improved, and they learned various approaches for teaching nature of science and socio-scientific issues.
Navigating Secondary School: What Cushioned Adolescents in an Education Intervention in Urban Kenya
Author: Abuya, Benta
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Students,Comparative Analysis,Community Programs,Transformative Learning,Self Esteem,Transfer of Training,Intervention,Urban Areas,Foreign Countries,Program Effectiveness,Elementary School Students,Barriers,Well Being,Academic Achievement,Bullying,Sustainability,Socioeconomic Status,Homework,Digital Literacy,Enrollment,Parent Attitudes,Student Attitudes,Friendship,Peer Influence

This paper explains sustained effects and what worked for students in the Advancing Learning Outcomes and Transformational (ALOT Change III) program. Data comes from qualitative narratives from the baseline survey of the program collected by the African Population and Health Research Center (APHRC) between December 4, 2019, and January 31, 2020, using focus group discussions (FGDs) and dialogues. The analysis followed the Miles and Huberman (1994) framework to make comparisons and contrasts. Results showed that students transferred skills such as self-confidence from primary to secondary schools, enabling the adolescents to speak up and engage. This showed an effective implementation uptake. The implication of the study points to the efficacy of community-based programs in impacting behavior of adolescents beyond primary school.
Developing Teachers to Enhance Project Management Skills for Students
Author: Nukoonkan, Chawalit
Date: 2023-00-00
Type: Journal Articles
Subjects: Skill Development,21st Century Skills,Faculty Development,Online Courses,Secondary School Teachers,Research Methodology,Research and Development,Teacher Empowerment,Teamwork,Problem Solving,Leadership,Communication Skills

This study is an operation within the research project of &quot;Teachers' Development to Enhance Their Project Management Skills for Students,&quot; which is also one of the projects in the research plan or research project series regarding 21st-century skills. This project arose from an awareness of the opportunities from the knowledge-based society, as well as from the present digital society, and has processed different views related to project management, which have been published globally via the internet by applying the Research and Development Methodology so that an educational innovation could be created in accordance with the concept of &quot;Knowledge and Action are power.&quot; The aim was to empower the teachers' learning first and then to have them apply their learning outcomes to develop their students afterwards. Furthermore, it was believed that so long as teachers are stimulated and encouraged to apply their learning outcomes, then the teaching would become more efficient. As a result, an educational innovation called an &quot;Online Self-Training Program for Developing Teachers to Enhance the Project Management Skills of Students&quot; has been created. It was tested by the stakeholder teachers, who used the program, and was also tested through the process of experimental field research. Thus, it was determined to be efficient as it was hypothesized by showing the possibility of disseminating the program for the useful purpose of developing the teachers and then the students in the educational opportunity extension schools under the Office of the Basic Education Commission of the Ministry of Education, which is also the target population to whom the research results will be disseminated.
Postgraduate Students&apos; Perceptions of Supervisor and Qualifications That Is Sought in the Supervisor Selection
Author: Keskin, Ismail
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Supervisor Supervisee Relationship,Educational Quality,Teacher Qualifications,College Faculty,Teacher Student Relationship,Phenomenology,Universities,Communication Skills,Guidance,Entrepreneurship,Student Characteristics,Doctoral Students,Foreign Countries

In postgraduate education, the supervisor is a very important actor in terms of the quality of the education process. Therefore, how graduate students perceive supervisor is important in terms of the quality of the educational process. In this study, it was aimed to determine the postgraduate students' perceptions of supervisor and qualifications sought in the selection of supervisor. It is thought that determining how the supervising faculty members are perceived by postgraduate students and what the criteria are for the selection of supervisors may contribute to the field in terms of understanding the student and supervisor relationship on an academic basis in postgraduate education. This research is a qualitative study. The phenomenological design was used in the study. 51 postgraduate students studying in various departments at Dicle University, Institute of Educational Sciences participated in the study in the 2017-2018 academic year. As the data collection tool, a semi-structured interview form was developed by the researchers and used in the study. According to research findings, the criteria that graduate students want to consider in the selection of supervisors are seen as &quot;Having a good command of subject&quot;, &quot;Good communication skills&quot;, &quot;Guidance&quot;, &quot;Close to my field of interest&quot;, &quot;Openness to innovation&quot;, &quot;Having the knowledge of method&quot;, &quot;Entrepreneur&quot;, and &quot;Experienced&quot;. The findings of this research can be used in supervisor training programs to be organized in the field of graduate education. Research can be conducted to examine the expectations of the supervisor from the graduate students.
The Effect of Intrapersonal Intelligence of Sports Sciences Faculty Students on Metacognitive Awareness
Author: Kaya, Didem Gülçin
Date: 2023-07-00
Type: Journal Articles
Subjects: Interpersonal Competence,Metacognition,College Students,Athletics,Multiple Intelligences,Self Evaluation (Individuals),Knowledge Level,Gender Differences,Foreign Countries,Intellectual Disciplines

The aim of the research is to investigate the effect of intrapersonal intelligence profiles of students studying at Faculty of Sport Sciences on their metacognitive awareness levels. General screening and relational screening models were used. The research group consisted of 308 students studying at Afyon Kocatepe University Faculty of Sport Sciences in the 2021-2022 academic year. In the research, Intrapersonal Intelligence part of the &quot;Self-Assessment Inventory in Multiple Intelligence Domains&quot; and &quot;Metacognitive Awareness Inventory&quot; were used as data collection tools. Frequency values, percentage values, one-way variance analysis &quot;ANOVA&quot; test, Independent Samples t-test, and &quot;Tukey HSD test&quot; were used for data analysis. In addition, Correlation and Regression tests were applied to determine the relationships between intrapersonal intelligence and metacognitive awareness levels. In conclusion, significant differences were found between the students' intrapersonal intelligence and metacognitive awareness levels and the procedural knowledge sub-dimension, according to the gender variable. According to the department variable, there were found significant differences between the sub-scales of planning, monitoring, and managing knowledge and the intrapersonal intelligence means, however there weren't seen significant differences according to the branch variable. In the correlation and regression tests, it was seen a positive and significant relationship between the level of intrapersonal intelligence and the sub-scales of metacognitive awareness.
Evaluations of Class Teachers on Language, School Adaptation and Other Social Skills of Foreign National Children
Author: Çaliskan, Emre
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Students,Teacher Attitudes,Language Skills,Student Adjustment,Interpersonal Competence,Elementary School Teachers,Elementary School Students,Teacher Responsibility,Skill Development,Faculty Development,Barriers,Turkish

Considering it is important to what level foreign children who are included in the education system have some different skills in the educational environment, it is aimed to examine the opinions of teachers about the language, school adaptation and social skills of foreign children. In the research, qualitative research method depending on the situation pattern was used and the opinions of 20 classroom teachers on various skills of foreign children were taken. Interviews were conducted through a semi-structured interview form, and direct quotations were included in the study. Expert opinions on the relevant measurement tool were received and five questions were asked within the scope of the research. 20 classroom teachers working in primary schools in Antalya province were determined according to the criterion sampling method. Content analysis method was used in the analysis of the data. Content analysis; coding of the data, finding the themes, arranging the codes and themes, defining and interpreting the findings took place in four stages. According to the results of the research, most of the teachers stated that they saw themselves as inadequate in developing the social skills of foreign students. For this reason, it is recommended that all teachers be given in-service training on improving the social skills of foreign students. Teachers stated that they felt alone in the process of developing social skills of foreign students and that they did not know enough what to do. For this reason, it has been found important to provide the support of various institutions, organizations and individuals to teachers in this process. Teachers stated that the most important factor that negatively affects foreign students' language, school adaptation and social skills is not knowing Turkish. For this reason, it has been stated that in order to improve the social skills of foreign students, it is necessary to teach Turkish to all foreign students first, and then move on to other skills training.
Curriculum Integration of Physical Sciences, Engineering Science, Technology Subjects in Relation to the Technical Sciences Curriculum
Author: Moloi, Mabel Julia
Date: 2023-05-00
Type: Journal Articles
Subjects: Integrated Curriculum,Science Curriculum,Physical Sciences,Engineering Education,Technology Education,Interdisciplinary Approach,Scientific Concepts,Comparative Analysis,Secondary School Curriculum,Textbooks,Foreign Countries

The aim with this study was to analyse and explore how physical sciences, engineering science and technology subjects (technical electrical technology, technical civil technology, technical mechanical technology) can contribute to the alignment of the technical sciences curriculum. We used document analysis to collect data. An analysis of the curriculum and assessment policy statements (CAPS) for technical sciences, physical sciences, electrical technology, civil technology, mechanical technology, and textbooks for engineering science was done. The findings of the study suggest that the technical science curriculum is a replica of the physical science curriculum. We recommend that the technical sciences curriculum be reviewed such that relevant scientific concepts can be used to bridge the gaps identified in the curriculum. The implications are that a new, aligned technical sciences curriculum that is relevant for technology subjects must be developed.
Partnership as a Strategy to Overcome the Difficulties Associated with Policy Implementation: South African Teachers&apos; Views
Author: Teane, Florah Moleko
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Educational Policy,Policy Formation,Educational Change,National Curriculum,Curriculum Implementation,Science Curriculum,Secondary School Teachers,Teacher Attitudes,Biological Sciences,Science Instruction,Teaching Skills,Pedagogical Content Knowledge,Science Experiments,College School Cooperation,Science Process Skills

The purpose of the study reported on here was to investigate the role of partnerships in helping in-service teachers overcome the difficulties associated with performing practical work prescribed in the Life Sciences Curriculum and Assessment Policy Statement (CAPS), an educational policy intended to transform the South African school curriculum in the wake of the apartheid years. CAPS is the latest of a plethora of educational policies that have been introduced in post-apartheid South Africa. However, teachers have lamented the lack of skills and resources necessary for its effective implementation. With this study we investigated how partnership between schools and 1 university in South Africa helped teachers to acquire practical skills and techniques related to CAPS implementation. A qualitative research approach with purposeful sampling was used. Data were collected through focus-group interviews, document analysis and observations that entailed observing teachers performing the experiments prior to the training. Teachers from 22 secondary schools participated in this research. Collected data were analysed using Creswell's method of coding. Findings of this study indicate that partnership with the University helped equip teachers with the necessary skills and knowledge to perform science experiments, ultimately resulting in improved learner performance. Partnerships between schools and institutions of higher learning to enhance policy implementation are, therefore, recommended.
Popular Conceptions of Democracy in a Mathematics Teacher-Education Programme
Author: Olawale, Babawande Emmanuel
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Mathematics Education,Teacher Education Programs,Teacher Educators,Preservice Teachers,Knowledge Level,Beliefs,Experience,Democratic Values,Participative Decision Making,Participation,Freedom

While the meaning of democracy remains multi-faceted centuries after the concept was first conceived of and subsequently formulated, democratic principles have spread to the extent of bringing about democratisation in all fields of education. Thus, with this study we sought to examine the popular conception of democracy in mathematics-education programmes at South African universities. A qualitative research approach and a case study research design were used in this study. Six mathematics teacher educators and 75 second- to fourth-year mathematics education student teachers from 3 different universities constitute the sample for the study. The findings from the study revealed that participants had a contested notion of democracy, since the majority understood it as involving deliberative participation, a shared decision-making process, as well as freedom of expression. Based on the findings of the study, it was concluded that participants were aware of what democracy should look like and were willing to live according to democratic tenets. This understanding was, however, greatly influenced by their experiences and way of life in a democratic South Africa.