ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Environmental Factors and Reading Comprehension
Author: Çigdemir, Seval
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Reading Comprehension,Parents,Elementary School Teachers,Family Income,Parent Education,Gender Differences,Private Schools

This study aimed to determine the relationship between environmental factors and elementary-school fourth-grade students' reading comprehension levels. In the research, the relational scanning model, one of the quantitative research methods, was applied. The research was conducted in Ankara in the 2019-2020 and 2020-2021 academic years. The research group consisted of 365 fourth-grade students, 365 parents, and 11 classroom teachers who taught these students. The Reading Comprehension Scale, the Family Effectiveness Scale for Creating a Reading Culture, and the Teacher Effectiveness Scale for Reading were used for data collection. ANOVA, t-test, frequency, and percentage values were applied for analysis. As a result of the findings, it was seen that there was a significant relationship between family income level and reading comprehension, and that the reading comprehension scores of the students in the upper-income group differed significantly from those in the middle and lower groups. It was determined that the average comprehension of the students whose parents had an undergraduate or higher education level was significantly higher. Gender was significantly correlated in favor of the female students. It was observed that the type of school the students attended made a significant difference in favor of the students attending a private school. It was determined that the activities performed by the teachers with regard to reading comprehension did not make a significant difference to their reading comprehension average scores. As a result, the data will shed new light on future studies that will contribute to research regarding reading comprehension.
The Relationship between Psychological Resilience, Teachers&apos; Self-Efficacy and Attitudes towards Teaching Profession: A Path Analysis
Author: Kavgaci, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Self Concept Measures,Self Efficacy,Resilience (Psychology),Student Teacher Attitudes,Teaching (Occupation)

The purpose of this research was to examine the relationships between prospective teachers' psychological resilience, teacher self-efficacy beliefs, and their attitudes towards the teaching profession. In this respect, a hypothetical model showing the causal relationships between the variables was developed and tested with path analysis within the structural equation modelling. Data were collected online from 247 prospective teachers who studied at pedagogical formation programs at a university in Turkey using Teachers' Sense of Efficacy Scale, Brief Resilient Coping Scale, and Attitude Towards Teaching Profession Scale. The results revealed that there were positive and significant relationships between all of the research variables. The fit indices for the path analysis model showed that the model had a good fit with the data. Accordingly, the psychological resilience of prospective teachers directly affects their attitudes towards the teaching profession and self-efficacy beliefs. In addition, the psychological resilience of prospective teachers also indirectly and positively affects their attitudes towards the teaching profession through their self-efficacy beliefs. Based on the results, some recommendations were made.
A Baker&apos;s Dozen of Influential and Exemplar Pre-2000 Publications for the College Reading and Study Strategies Field
Author: Stahl, Norman A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Reading Research,Educational History,Educational Change,Reading Strategies,Learning Strategies,College Students,Remedial Reading

Throughout the 20th century, a limited number of scholarly oriented books and monographs were issued that should have had great influence on later theory, research, and praxis associated with the college reading and study strategies field. Yet, these works have been, at least to some extent, lost to the winds of time. The lessons that can be learned from each text are important as we move through the reform era of the first three decades of the 21st century. This manuscript is intended to provide a review of selected foundational works of the 20th century of which early-career and established scholars in the field of college reading and learning strategies should have a working knowledge.
A Correlation Analysis of Education for Sustainable Development in Pre and Post COVID Scenarios
Author: Soler, Juan Franquelo
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,COVID-19,Pandemics,Student Attitudes,Conservation (Environment)

Education for sustainable development (ESD) has become a focus of international education attention, for its multidisciplinary character and for the interest in caring for the environment due to their degradation and environmental impact. This study compared two tests, one was conducted before confinement on 325 participants with 3545 responses, and one in confinement on 350 participants with 3832 responses. Surveys were conducted using Google Forms, based on 11 questions with its items verified by ANOVA and Bonferroni. The COVID-19 lockdown significantly influenced the results of both tests. The results indicated increased awareness of the environment during confinement. At the educational level it was intended to take an initial test and a year later perform a second test to compare them. The first test was carried out online at school, and the second one was held a year later in confinement due to COVID-19. This unexpected circumstance became an opportunity to value and compare them in different circumstances. Surveys were conducted using Google Forms. The results indicated a more significant concern for sustainability. The conclusion has been that students behave more sensitively to sustainable development in confinement circumstances.
Evaluation of the Application of an Inclusive Education Policy on Screening, Identification, Assessment and Support of the Learners at Schools in South Africa
Author: Matolo, Mantheme Florina
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Policy,Screening Tests,Identification,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes

The aim of this research was to evaluate the application of an inclusive education policy on screening, identification, assessment and support of learners (SIAS) policy at South African schools. The research explores how educators screen, identify, and assess barriers to learning as well as support learners with barriers. The variables on the screening, identification, assessment and support of learners were chosen as a focal point of this study mainly because they were all variables contained in the policy which must be mastered by the educators during the policy application. A survey design of quantitative research approach was followed. Document analysis of the SIAS 2014 policy document was done over the target population of educators in primary and secondary schools. A simple random sampling technique was used to select 320 male and female respondents from both primary and secondary schools. The quantitative data were collected using a seven-point semantic differential scale which elicited responses from a total of 250 educators. Descriptive statistics were used to analyze data on the educators? responses about the extent to which they implemented the inclusive education policy. Statistical data revealed that the implementation of the policy was modest. Educators do not effectively use the screen resources such as the learner profile to screen barriers and the Support Needs Assessment 1 is not effectively used to identify and assess the barriers experienced by learners. As a result, support of learners was found to be inadequate. An independent-samples t-test revealed that there was statistically significant difference between the means of primary and secondary schools in the application of SIAS 2014 policy. This research recommends that the teacher training institutions should capacitate aspiring educators about inclusive education policies such as the SIAS 2014 policy rationale, principles, and how the policy is to be effectively implemented at schools.
The Degree of Availability of Services Provided to Students with Disabilities at the Hashemite University
Author: Younis, Najati Ahmad Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,Foreign Countries,Academic Support Services,School Health Services,Access to Education,School Activities,Student Attitudes

The present study aimed to identify the degree of availability of services provided to students with disabilities at the Hashemite University. The study sample consisted of (68) students with disabilities at the university. To achieve the objectives of the study, it adopted the descriptive survey method where the researchers, developed a scale of the degree of availability of services provided to students with disabilities. The final version of the scale consisted of (92) items classified into nine domains. The researcher extracted the psychometric properties of the scale and found that it had appropriate validity and reliability coefficients. The results indicated that the arithmetic averages for the Hashemite University's total services ranged between medium and high, where services related to activities and events ranked first with the highest average, while social services and psychological support were ranked last. The results also indicated that there were no statistically significant differences due to the gender impact. The results also indicated statistically significant differences due to the impact of the type of disability on the degree of availability of services provided to students with both physical, and audio disabilities. This difference was equally seen in several other services such as academic services, social services and psychological support services and medical, financial and economic services as well. The study came up with a set of recommendations.
Relationship between Educational Factors and Academic Achievement of Deaf and Hard of Hearing Students in Saudi Universities: The Mediating Role of Teaching Expertise
Author: Alkharji, Manal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Deafness,Hearing Impairments,Academic Achievement,Teacher Effectiveness,Expertise,College Faculty

Issues related to academic achievement of deaf and hard of hearing (DHH) students in higher education has led to the need of deep understanding about factors that are related to academic achievement among DHH students. However, studies related to the relationship between educational factors, teaching expertise, and academic achievement among DHH students in Saudi universities are still scarce. To fill the gap, this study aimed to examine the relationship between educational factors and the academic achievement of DHH students in Saudi universities along with the mediating effect of teaching expertise on this relationship. The simple random sampling technique was employed to identify the target participants for this study. Using a quantitative survey approach, data were collected from 298 DHH students from Saudi universities. All questionnaires were analyzed by using structural equation modelling (SEM) via AMOS. The results indicated a statistically significant relationship between educational factors, teaching expertise and the academic achievement. Results revealed a statistically significant relationship between educational factors and teaching expertise. Moreover, a mediating role was found for teaching expertise in the relationship between educational factors and the academic achievement. These findings would offer perception for policymakers in future planning for such programs, which can positively reflect on the performance of educational institutions, thus improving the academic achievement of DHH students. The study suggests that the teaching expertise and educational factors should be employed to improve academic achievements of DHH students in Saudi universities.
Enabling Teaching and Learning Environments in a Contact-Less World
Author: Idoga, Patience E.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Teaching Methods,Handheld Devices,Computer Simulation,Simulated Environment,MOOCs,Electronic Learning

The educational paradigm is constantly evolving; this is largely due to continuous emerging educational tools and technologies. This development has altered the traditional ways of teaching and learning. Present global trends have further increased or forced the adoption of technology in all its ramifications, resulting in a reliance that could have prolonged implications for teaching and learning activities and outcomes. This study discusses the need for enabling teaching and learning environments in the face of swift and continuing technological developments in a post global pandemic era, which has resulted in a contactless world. Metadata and abstracts of reviews on studies were retrieved from science direct database via the search words &quot;enhanced teaching/learning&quot; and &quot;teaching/learning in COVID-19 era&quot;, published between the years 2018-2020 and the years 2020-2021 for teaching and learning in a COVID-19 era. This search led to the retrieval of articles on enhanced teaching and learning activities and subsequently articles related to the COVID-19 era. The findings from this study reveal that strategic planning of teaching and learning processes have to be reevaluated.
The Professional Competence of Teachers in Inclusive Practice and Their Advice for Prospective Teachers
Author: Deniz, Serdal
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Inclusion,Educational Practices,Preservice Teachers,Faculty Development,Regular and Special Education Relationship,Foreign Countries,Individualized Education Programs,Teaching Methods

This research was carried out to identify teachers' professional competence development about inclusive practice and their advice for prospective teachers about this practice. Parallel Mixed-Methods Design was used in this study. In the quantitative research part of this study, 'The Development of the Professional Competencies Scale' about Inclusion for teachers was used. Also, In the qualitative research part a Semi-Structured Interview Form was used to learn the recommendations of teachers who work in inclusive practices to prospective teachers about these practices. In this research, for data analysis in quantitative research part; percentage, frequency and arithmetic mean took part in descriptive statistics were used. Regarding the qualitative part, content analysis was implemented. As a result of this study, it was found out that teachers' professional development competencies related to inclusion were moderate, teachers' professional development competencies for inclusion didn't differ according to gender, teachers' getting education for inclusion was an important factor which determines teachers' professional development competencies for inclusion, and it has been determined that teachers' age, branches, the type of disability of their students are not important factors on their professional development competencies for inclusion. Teachers, about inclusion practices, teacher candidates; They provided advice on professional development, special education content information, arrangements for students, cooperation with staff, parent training, IEP training and integration adaptations.
The Relationship between Secondary School Teachers&apos; Creativity and Job Satisfaction
Author: Uçar, Rezzan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Job Satisfaction,Creative Teaching,Teacher Attitudes,Teacher Motivation,Creative Thinking,Thinking Skills,Teaching Experience,Questionnaires

This research aims to determine secondary school teachers' creativity and job satisfaction. For this purpose, a simple random sampling method was used in the study conducted with teachers working in secondary schools in Baglar, Kayapinar, Sur, and Yenisehir districts of Diyarbakir province. The research used short forms of the &quot;Minnesota Job Satisfaction Scale&quot; and the &quot;Teacher Creativity Scale&quot; as data collection tools. Teachers' perceptions about the sub-dimensions of job satisfaction and teacher creativity scales were described with arithmetic mean and standard deviation. Whether the job satisfaction levels of the teachers can be estimated from the creativity levels was tested by multiple regression analysis. According to the research findings, teachers have found themselves highly creative. In addition, the teachers expressed that they were satisfied with their work. Furthermore, it has been observed that teachers' job satisfaction levels can be estimated statistically from their expertise, creative thinking skills, and motivation perceptions. The relative importance of the predictive dimensions on job satisfaction is as follows; &quot;motivation,&quot; &quot;expertise,&quot; and &quot;creative thinking skills.&quot;
Development of Life and Career Skills Scale for University Students
Author: Dogru, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,College Students,Test Validity,Test Reliability,Foreign Countries,Factor Analysis,21st Century Skills

The purpose of this study is to develop a valid and reliable scale to determine the life and career skills of university students. 396 university students in Turkey who look for work have participated in Exploratory Factor Analysis (EFA) and also data were collected from 439 students for Confirmatory Factor Analysis (CFA). According to the result of the analysis, 4-factor scale consisting of 20 items was obtained. The Cronbach Alpha Coefficient was calculated to reveal the internal consistency of the scale and it was found to be 0.84. According to the result of CFA, fit indexes were calculated as X[superscript 2]/df = 3.56, NFI = 0.94, NNFI = 0.95, RFI = 0.93, CFI = 0.96, GFI = 0.88, AGFI = 0.85, SRMR = 0.073, IFI = 0.96. The life and career skills of students studying at universities were measured by &quot;Life and Career Skills Scale&quot; developed by the researchers.
Can an Understanding of Personal Barriers to Coaching Be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context?
Author: Kudliskis, Voldis
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Coaching (Performance),Males,Postsecondary Education,Learning,Late Adolescents,Self Destructive Behavior,Competition,Expectation,Stress Variables,Environmental Influences

The purpose of this exploratory study was to examine whether some personal inner and outer barriers found in coaching are reflected as personal inner and outer barriers to learning for boys in a post-16 education setting. The study predominantly sits within the interpretivist paradigm. This was an action research focus group case study that utilised a single qualitative methods approach. Participants, boys, engaged in a semi-structured interview that specifically examined their views relating to some personal inner and outer barriers to learning. It is a single-site, multi-voice study. 'Positions of Consensus' and individual comments are presented in relation to experiences of some inner and outer barriers to learning and the impact of these on engagement with learning. The results suggest that some inner and outer barriers identified in coaching can be transposed to aid understanding of some inner and outer barriers to learning. The outcome of this research provides some speculative evidence for boys, educationalists, managers, teachers and parents that some inner and outer barriers to learning impact negatively on engagement with learning for year 13 boys (boys between 17 and 19 years of age).
Following the Money: Property Taxes and School Quality
Author: Baines, Lawrence A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Taxes,Tax Rates,Socioeconomic Status,Low Income Groups,Educational Quality,Funding Formulas,Educational Equity (Finance),Crime,Family Income,Scores,College Entrance Examinations

An examination of school funding in cities in Michigan and Texas found wide disparities in the total amount of property taxes collected, but also differences in property tax rates. Families living in high-poverty neighborhoods whose children attended schools with relatively low funding actually paid higher property tax rates than wealthy families living in low-poverty neighborhoods whose children attended schools that enjoyed relatively high funding.
Key Components Contributing to Student Development and Cross-Cultural Adaptation during an International Internship
Author: Jensen, Karen D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Adjustment,Student Development,Internship Programs,College Students,International Programs,Foreign Countries,Success,Barriers,Experiential Learning

Globalization has been a motivating factor for institutions of higher education to reassess their mission statements and consider to how best prepare students for an increasingly globalized world (Green et al., 2008). As a result, universities are developing programs and initiatives to assist in this effort including on and off campus international learning experiences (American Council on Education, 2017). One of these initiatives is the field of education abroad. This narrative research study presents the experiences of university students who participated in an international internship and highlights the factors of their internship success and integration into the host community.
Vocational Presence in an Academic Setting: The Teaching with Industry Model
Author: Cain, William
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Videoconferencing,Online Courses,Industry,School Business Relationship,Undergraduate Study,Construction Management,Safety,Blended Learning,Team Teaching

Students pursuing applied degrees often express their desire for learning experiences that help them transition from academic to professional settings. The Teaching with Industry (TWI) model is a course design that combines videoconferencing technologies with best practices in online instruction to support greater industry presence during class sessions. The following paper describes TWI design iterations that were used in an undergraduate course on construction management safety practices. The designs featured industry practitioners as co-instructors but used different classroom setups and configurations of videoconferencing technologies to support their activities. Configurations, as well as challenges and affordances of the TWI designs are described; implications for future TWI designs and practices are discussed.