ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Variables Predicting Attitudes towards Teaching Profession of Preservice Classroom Teachers
Author: Sarikaya, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Native Language,Foreign Countries,Teaching (Occupation),Biological Sciences,Mathematics Instruction,Science Instruction,Statistical Analysis,Student Surveys,Native Language Instruction,Language Arts,Literature,Correlation,Turkish,Attitude Measures

This research is conducted to find out whether the attitudes of preservice classroom teachers towards mother tongue, life science, mathematics and science teachings predict their attitudes towards teaching profession or not. Research is conducted in pursuant of relational screening model, which a nonempirical design is belonging to the quantitative research approaches. The sample of the research is comprised of 231 senior class students who are educated in four different state universities on classroom teaching program. Data is collected by using attitude scale towards teaching profession, attitude scale towards Turkish/Turkish language and literature teaching, life science teaching attitude scale, mathematics teaching attitude scale and the attitude scale of science teaching for classroom teachers. By the research it is found out that the attitudes of mother tongue, life science, mathematics and science has a medium-level and meaningful relation with attitudes toward teaching profession. By paying regard to relative importance level, it is concluded that attitudes towards mother tongue, life science, mathematics and science teaching respectively are the significant predictors for attitudes toward teaching profession.
Examination of the Relationship between Job Satisfaction and Job Stress of Physical Education Teachers
Author: Dogan, Pinar Karacan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Stress Variables,Physical Education Teachers,Likert Scales,Statistical Analysis,Correlation,Factor Analysis,Participant Characteristics

The aim of this study is to examine the relationship between the job satisfaction and job stress of Physical Education teachers working in the Western Black Sea Region of Turkey. This research also investigates whether there is a significant change between job satisfaction and job stress in terms of the demographic features of these teachers. The study was carried out in 2015-2016 academic year with 236 Physical Education teachers who were working in the Western Black Sea Region. The datas of this research gathered through personal information form, Minnesota Job Satisfaction Scale and Job Stress Scale. In the analysis of the data, descriptive statistics, difference tests and correlation coefficient were calculated. The results of this study indicate that the job satisfaction and job stress of Physical Education teachers are in a moderate level, and their points of satisfaction and stress vary regarding some demographic features. As a result of the this study, it has been determined that there is only a low level negative correlation between the job satisfaction and the job stresses of the Physical Education teachers.
Examining Beliefs of Preservice Teachers about Epistemology and Life-Long Learning Competency via Canonical Correlation Analysis
Author: Aydin, Serhat
Date: 2018-00-00
Type: Journal Articles
Subjects: Beliefs,Preservice Teachers,Epistemology,Lifelong Learning,Multivariate Analysis,Foreign Countries,Preservice Teacher Education,Statistical Analysis,Rating Scales

In this study canonical correlation between preservice teachers' life-long learning beliefs and epistemological beliefs were investigated. Canonical correlation analysis might explain the relationships between two data clusters containing more than one variable (Tatlidil, 1996) and from that aspect, it is more advantageous than simple correlation tests that explain the relationship between two variables or multiple correlation or regression techniques that explain the relationships between a dependent variable and several independent variables (Temurtas, 2016) because each of the beliefs being examined in this study consisted of subdimensions (factors). The findings of the study demonstrated that there is a significant canonical correlation between epistemological beliefs and life-long learning competency beliefs with an effect size of 34%. In conclusion, epistemological beliefs predict life-long learning competency beliefs. &quot;Effort&quot; dimension of epistemological beliefs is the single most powerful predictor of life-long learning competency beliefs.
Mothers and Sisters
Author: Boblett, Nancy
Date: 2013-00-00
Type: Journal Articles
Subjects: Mothers,Siblings,Caregivers,Family Relationship,Females,Family Characteristics

MCA focuses on central categories in talk-in-interaction. It involves enumerating the activities, attributes, and inferences (&quot;category-bound predicates&quot;) associated with a category, and, based on the category and its category-bound predicates, makes a connection with a social action. In this short paper, I will focus on the categories of 'mother' and 'sister' and the standardized relational pairs (SRPs) 'mother-child' (in this case, a young adult child) and 'older sister-younger sister.' I will now turn to a two-part excerpt which exemplifies what Stokoe (2012) calls &quot;going categorical,&quot; a term used when interlocutors explicitly name a category and, in some cases, its attributes. In the excerpt below, two categories are named: 1) 'mother' (also called 'mom'); and 2) 'older sister,' a sub-category of 'sister.' Also, two attributes (obligations/rights) of 'mother' are named: 1) 'caregiver,' the person who does/takes care of &quot;everything&quot; for others; and 2) 'order giver,' the person who orders someone under her care to do something.
The Effect of University Education on Lifelong Learning Tendency
Author: Tezer, Murat
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Higher Education,College Faculty,Preservice Teachers,Lifelong Learning,Foreign Countries,Universities,Likert Scales,Statistical Analysis,Content Analysis,Factor Analysis

In this study, the effects of university education on lifelong learning tendencies of teachers and preservice teachers by some variables were aimed to analyse. In this study, survey model was used. The population of the study consists of the teachers serving in Turkey and the preservice teachers having been studying at Faculty of Arts at a university in 2016-2017 academic year and its samples consist of the first and second grade teachers and 3rd-4th grade preservice teachers. The effect of university education on lifelong learning tendency scale developed by researchers was used in this study. The findings obtained at the end of the study indicate that teachers have better lifelong learning tendency level than those of preservice teachers; there is a significant difference on behalf of females by just sex variable among age, professional seniority, branch variables.
Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
Author: Lew, Adrienne Wai Man
Date: 2013-00-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Bilingualism,Educational Research,Educational Theories,Research Methodology,Individual Characteristics,Context Effect,Social Influences,Interaction

Posited as a &quot;holistic&quot; approach to the study of multilingualism and multilingual competence in educational contexts, &quot;Focus on Multilingualism&quot; (Cenoz &amp; Gorter, 2011) attempts to bring together the fields of (1) second language acquisition (SLA), and (2) bilingualism/multilingualism studies--both in (a) theory and (b) research methodology. It has even been argued--from a language ecological perspective--that there is more validity to this new approach than its traditional counterparts, given its proximity to the way languages are used in a social context. Specifically, FOM differs from SLA and bilingualism in that it takes into consideration the individual roles as well as the interplay of (i) the multilingual speaker, (ii) the entire linguistic repertoire (i.e., the multiple languages spoken by the learner), and (iii) the context, such as seeing the linguistic landscape as an additional source of language input (see, for example, Cenoz &amp; Gorter, 2008). While this emphasis on the interconnectedness and mutual support across the learner's different subsystems during the course of development and social interaction may appear somewhat in spirit with the sociocultural and/or complex systems approaches to SLA, FOM apparently gets ahead in that it avoids comparing the competence of multilingual speakers against the benchmarks of the native speaker of the target language(s). As will be illustrated below, while FOM has the potential to supplement current approaches to SLA in certain aspects of theory and research, it unavoidably also has its limitations.
Conceptual Dynamics in Multilingual Competence
Author: Saez, Natalia
Date: 2013-00-00
Type: Journal Articles
Subjects: Multilingualism,Language Skills,Interlanguage,Language Usage

&quot;Mulitlingualism&quot; represents the capacity of linguistic communities and individuals to regularly use more than one language on a daily basis (Franceschini, 2011). Recently, mounting theoretical and empirical studies on multilingualism have emerged within the field of applied linguistics. Among such analyses, there has been much attention on the notion of &quot;multicompetence&quot;, which places a psycholinguistic/cognitive lens upon the study of multilingual minds (e.g., Bassetti &amp; Cook, 2011; Brown &amp; Gullberg, 2012). This piece will briefly explore multicompetence with regards to the influence of language(s) on the conceptual structures of multilingual speakers. In relation to this, a brief discussion on the &quot;dynamic&quot; nature of multilingual competence from the conceptual lens will also be provided.
Benefits to Secondary School Chemistry Teachers Who Have Brought Their Students to Engagement Activities with a University Chemistry Department for Several Years; Continuing Professional Development by Diffusion?
Author: Glover, Sarah R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Secondary School Teachers,Science Teachers,Outreach Programs,Chemistry,College School Cooperation,Interviews,Pedagogical Content Knowledge,Financial Support,Networks,Faculty Development,Learning Activities,Foreign Countries,Program Effectiveness,Knowledge Level,Teacher Collaboration,Teaching Styles,Science Instruction

Outreach is often seen as only having an impact on the school students taking part rather than also having an impact on the accompanying teachers participating in university led outreach activities. A group of secondary school science teachers who have been long-term engagers in chemistry outreach at a single Higher Education Institution have been interviewed and their feedback has been grouped into several categories of impact; Pedagogical Content Knowledge, updating subject knowledge, access to the university, funding for projects, access to Learned Societies, networking opportunities and changing or otherwise affecting teaching practice. Many of these are aspects of continued professional development (CPD) that teachers are picking up subconsciously during the engagement.
Global Citizenship Levels of Polish University Students and Turkish Erasmus Students in Poland
Author: Karatekin, Kadir
Date: 2018-00-00
Type: Journal Articles
Subjects: Citizenship Education,Study Abroad,Foreign Countries,Student Exchange Programs,Global Education,College Students,Likert Scales,Citizen Participation,Student Surveys,Social Responsibility,Factor Analysis,Statistical Analysis

The aim of this study is to compare global citizenship levels of Polish university students and Turkish Erasmus students in Poland. To this end, the survey method was employed. The fieldwork was carried out in Warsaw, Krakow and Rzeszow. The study tries to answer two common hypotheses and the answers provide an unanticipated result for European framework and a supportive one for the relation between study abroad experience and global citizenship. The study has significant implications for the effect of education abroad experience on global citizenship
Students&apos; Attitudes toward Blended Learning in EFL Context
Author: Akbarov, Azamat
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,Educational Technology,Technology Uses in Education,Conventional Instruction,English (Second Language),Second Language Instruction,Preferences,Language Tests,Computer Assisted Testing,Teaching Methods,Foreign Countries,College Students,Questionnaires,Statistical Analysis

The scope of this article is an investigation into students' attitudes toward blended learning and related concepts (e.g. paperless and traditional classroom). There were 162 students who participated in this study (100 females and 62 males, with the mean age of 18.80 and its standard deviation of 1.16). The study revealed that students prefer blended learning to traditional classroom in EFL context. However, they liked to take English exams in paper-and-pencil form, rather than in digital form. As for submitting English assignments online or personally, their opinions were divided. They also similarly trusted to analog and digital English teaching/learning materials. Students had a moderately positive attitude toward infographics and paperless classroom within EFL environment.Their English proficiency levels were in a positive correlation with their preferences toward blended learning for EFL purposes. The obtained results were discussed in line with contemporary approaches in educational sciences. Additionally, some recommendations for future work in this field were made.
Technological Pedagogical Content Knowledge (TPACK) Craft: Utilization of the TPACK When Designing the GeoGebra Activities
Author: Kirikçilar, Rabia Gül
Date: 2018-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Mathematics Instruction,Algebra,Geometry,Preservice Teachers,Mathematics Teachers,Middle School Teachers,Mixed Methods Research,Observation,Semi Structured Interviews,Computer Software,Outcomes of Education,Technology Integration,Case Studies

There are many studies with a focus on examining and developing individuals' Technological Pedagogical Content Knowledge (TPACK). When examining these studies, one can recognize that these studies are usually conducted with preservice teachers. Nevertheless, examining teachers' preparation processes of classroom activities constitutes an important area for the improvement of instruction. In this respect, it is important to examine the preparatory process of computer assisted activities that mathematics teachers include in their lessons. Hence, in this study, middle school mathematics teachers' utilizations of the TPACK when designing classroom activities, which they prepared by using the GeoGebra software, were investigated. Participants of the study consisted of three mathematics teachers who have been working in a middle school. The data was collected by using an observation form, which was developed by the authors, and by conducting semi-structured interviews with the participants. The quantitative and qualitative data analysis methods were used in analyzing the collected data. The findings showed that teachers had difficulty integrating their pedagogical knowledge into the technology throughout the activity design processes and had deficiencies in terms of the TPACK.
The Relationship among Information and Communication Technology Utilization, Self-Regulated Learning and Academic Performance of Prospective Teachers
Author: Onivehu, Adams Ogirima
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Information Technology,Information Utilization,Academic Achievement,Preservice Teachers,Self Control,Foreign Countries,Questionnaires,Hypothesis Testing,Multiple Regression Analysis,Teacher Education Programs,Test Reliability,Learning Strategies,Research Design,Influences,Statistical Analysis,Gender Differences,Participant Characteristics

This study investigated the relationship among Information Communication Technology utilization, self-regulated learning and academic performance of prospective teachers. The ex-post facto design (correlation method) was employed for the study. The research subjects were 580 prospective teachers who were drawn using multi-stage sampling technique from University of Ilorin, Nigeria. Seven research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged &quot;Information Communication Technology Utilization and Self-Regulated Learning Questionnaire (ICTUSRLQ)&quot; was used for data collection. The instrument was administered on 60 selected prospective teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.79 that was obtained through the Cronbach's Alpha formula. Data were analysed with percentage, mean and rank order, t-test, Pearson Product Moment Correlation and multiple regression statistical tools. The findings revealed that prospective teachers have a high level of ICT utilization, self-regulation and academic performance; gender did not influence prospective teachers' ICT utilization, self-regulation and academic performance; there was a significant relationship between Information Communication Technology utilization and self-regulated learning and that there was a significant composite relationship among ICT utilization, self-regulation (elaboration, organization, critical thinking, metacognition, peer learning and help seeking) and academic performance of prospective teachers. The researchers recommended that self-regulation training and ICT competence capacity building workshops should be organized for prospective teachers in University of Ilorin.
Graduate Students&apos; Opinions of Professors&apos; Competencies in Graduate Schools of Education
Author: Senemoglu, Nuray
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Opinions,Student Attitudes,Schools of Education,Teacher Competencies,Teacher Effectiveness,Qualitative Research,Teacher Educators,Semi Structured Interviews,Academic Advising,Student Evaluation,Interpersonal Communication,Teacher Expectations of Students,Foreign Countries

The quality of teacher education is closely related to the quality of teacher educators. High quality teacher education requires that teacher educators possess relevant knowledge and skills, professional experiences, and commitment. It also can be assumed that the quality of graduate-level education influences the quality of teacher education since educational departments train future teacher educators. The purpose of the study is to investigate graduate students' opinions about their professors' competencies in terms of facilitating learning, measurement and evaluation, advisement, subject area knowledge, and communication skills. A qualitative research design using in-depth interviews was used to capture graduate students' opinion about graduate educators' competencies. Students' opinions about their professors' competencies were classified under the themes of subject area knowledge, facilitating learning, advisement, measurement and evaluation, communication, and expectations. Findings were discussed under these themes.
Mathematics Fluency and Teaching Self-Efficacy of Teacher Candidates
Author: Rushton, Sheryl J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Preservice Teachers,Self Efficacy,Mathematics Skills,Teacher Competencies,Correlation,Teacher Effectiveness,Elementary School Teachers,Addition,Subtraction,Multiplication,Arithmetic,Scores,Student Evaluation,Student Surveys,Statistical Analysis

Developing high levels of mathematical skills in students is a concern for teachers worldwide, since most of the fastest growing occupations require significant mathematics or science preparation. Teachers need to be prepared to teach mathematics successfully. If teachers are not fluent in simple mathematical calculations, they may not feel confident in applying complex pedagogical content knowledge. This paper explores the association between mathematics fact fluency and mathematics teaching self-efficacy. Fifty-seven elementary teacher candidates completed two assessments. The first assessment was a mathematics fact fluency assessment evaluating the participants' fact fluency for the four basic mathematics operations: addition, subtraction, multiplication, and division. The second assessment was the commonly used Mathematics Teaching Efficacy Beliefs Instrument. Pearson r correlations were completed to examine the relationship between mathematics fact fluency and self-efficacy in teaching elementary mathematics. Positive relationships were found between participants' scores on the Mathematics Teaching Efficacy Beliefs Instrument and the addition and multiplication fact fluency scores. Personal mathematics teaching efficacy was related to addition fact fluency with higher teacher candidates' efficacy scores associated with the correct completion of more addition facts. Mathematics teaching outcome expectancy was positively related to addition, multiplication, and total facts completed.
In-Service Teachers&apos; Perceptions of the Design and Quality of Mathematics Videos in Their On-Line Learning
Author: Brodahl, Cornelia
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Mathematics Education,Inservice Teacher Education,Secondary School Teachers,Online Courses,Video Technology,Distance Education,Multimedia Instruction,Teacher Attitudes,Questionnaires,Preferences,Faculty Development,Integrated Learning Systems,Foreign Countries

This investigation is part of a continuing education program in mathematics, directed at in-service teachers in lower secondary schools holding teacher certificates. Online mathematics lessons, offered through a distant education course, consisted of a combination of text and video podcasts. University educators' podcast development was guided by research-based design principles related to e-learning and multimedia instruction. The question arose as to whether in-service teachers enrolled in the course would perceive the podcast design as supportive for their learning. Using questionnaires, this study monitored how in-service teachers perceived podcast quality based on design dimensions. It sought to identify participants' preferences and their recommendations for video development improvement. Key factors for quality included podcast length and the speaker's narration. Inservice teachers perceived the podcasts as being useful for their learning processes and indicated efficiency, enjoyment, and concentration as critical learning conditions.