ethanporcaro/eric-fulltext-meta huggingface dataset:
A Retrospective Snapshot of Academic Staff Preparation at the Onset of COVID
Author: Calonge, David Santandreu
Date: 2022-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Adjustment (to Environment),School Closing,Distance Education,Readiness,Experience,Faculty Development,Teacher Attitudes,Student Experience,Foreign Countries,Educational Technology,Educational Practices

The abrupt emergence and spread of the COVID-19 virus compelled institutions worldwide to swiftly suspend face-to-face instruction in favor of a remote teaching mode. This extraordinary shift of instructional delivery created one of the biggest infrastructural, pedagogical and operational challenges for universities in recent history. As institutions that traditionally have been slow to respond to sudden external influences, universities struggled to respond effectively to COVID-19. Using the Human Systems Dynamics approach as conceptual framework, this paper retrospectively explores how academic staff adapted their Emergency Remote Teaching strategies and became more learning-agile to respond to such challenges in the future. This exploratory case-study article summarizes the results of a survey of teaching staff's readiness, experience and struggles with Emergency Remote Teaching during COVID-19 in the United States, the United Kingdom and Australia, at the height of the pandemic. A total of 73 usable responses were received between July 17 and August 7, 2020. The results were classified into four categories: (1) Preparation and training; (2) Faculty impressions of own teaching; (3) Faculty experience; and (4) Faculty impressions of student experience.
Collective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction
Author: Yurt, Eyüp
Date: 2022-06-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Burnout,Self Efficacy,Correlation,Questionnaires,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Foreign Countries

This study examined the predictive relationships between collective teacher efficacy, job satisfaction, and burnout. In addition, the mediating role of job satisfaction in the relationship between collective teacher efficacy and burnout was tested. Three hundred fifty teachers participated in the research in which the correlational research design was used. Collective Teacher Efficacy Scale, Short Form Minnesota Satisfaction Questionnaire, and Maslach Burnout Inventory were used as data collection tools. Pearson Correlation Coefficients were calculated to examine the relationships between collective teacher efficacy, job satisfaction, and burnout. Structural equation model analysis was applied to test the mediating role of job satisfaction in the relationship between collective efficacy and burnout. The results indicated that collective teacher efficacy predicts job satisfaction positively and burnout negatively. Collective teacher efficacy and job satisfaction have a large effect on burnout. Evidence has been obtained that teachers' job satisfaction can increase and, accordingly, burnout can be prevented when collective teacher efficacy is achieved.
Decision-Making in the Physical Education Curriculum: An Analysis of the Student Voice in English Secondary State-Schools
Author: Hardwicke, Jack
Date: 2022-06-00
Type: Journal Articles
Subjects: Physical Education,Student Attitudes,Secondary School Students,Foreign Countries,Participative Decision Making,Student Participation

Debates surrounding youth participation in governance have permeated a range of fields in the last two decades. This commentary is predominately situated in education and civic participation domains, with sporting domains remaining largely under researched. Indeed, this research becomes sparser when considered in school physical education and sport. In this paper we consider the position of the student within decision-making in the physical education curriculum in English secondary state-schools. The study draws on survey data from 288 English secondary state-schools exploring physical education administrator's knowledge and practice of engaging with student's decision-making related to the PE curriculum. Findings reveal considerable numbers of the schools reported no contribution from students to the physical education curriculum (n=54), and processes that were in place were problematic. Drawing on the legal framework of The UN Convention on the Rights of the Child, we argue that the lack of student voice in the physical education curriculum presents a contemporary policy concern within the English education system that requires further investigation.
The Mediating Role of the Locus of Control in the Impact of Organizational Trust on Organizational Cynicism
Author: Bahadir, Muhammet
Date: 2022-06-00
Type: Journal Articles
Subjects: School Personnel,Public Schools,Organizational Climate,Organizational Culture,Trust (Psychology),Psychological Patterns,Locus of Control,Emotional Response,Work Environment

This study aims to examine the mediating role of the locus of control in the effect of organizational trust on organizational cynicism in school organizations with latent variables, including all personnel who directly impact education and training in schools. In this study, the relational scanning model, which is one of the quantitative research methods, was used. The research started with a detailed literature review, and the information on the definitions and theories of the concepts of organizational cynicism, organizational trust, and locus of control were achieved; and a research model was created by developing hypotheses in line with this information. The data of the study were obtained from 385 participants who were selected by simple random sampling method among school personnel working in public schools. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) analyses of the obtained data were performed using SPSS and AMOS statistical package programs. As a result of the analysis, it was determined that there is a negative relationship between organizational trust and organizational cynicism, and locus of control has a mediator role in the relationship between organizational trust and organizational cynicism.
Emergency Remote Teaching (ERT) in Multilingual Contexts: A Mixed Methods Case Study
Author: Gkougkoura, Christina
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Distance Education,COVID-19,Pandemics,Educational Change,Refugees,Multilingualism,Elementary School Students,Teaching Methods,Immigrants,Crisis Management,Online Courses,Inclusion,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Foreign Countries,Learner Engagement,Social Integration,Diversity,Task Analysis,Greek

In recent years, a significant number of students with a multilingual background have attended Greek educational institutions, mainly because of migration and the refugee crisis. In March 2020, due to the Novel Coronavirus (COVID-19), Greek educational institutions started organizing emergency remote teaching on online educational platforms. This paper describes a case study (through intervention) conducted in a digital multilingual elementary classroom, that aimed to explore strategies for facilitating remote lesson engagement and establishing inclusive pedagogy under emergency situations. The main aim of this study was to explore to what extent task-based language teaching (TBLT) activities grounded on the migrant students' needs analysis and supported by computer-assisted language learning (CALL) features contribute to active lesson participation during emergencies and their effect on migrant students' social inclusion in a formal educational context. Results established the most critical factors required for differentiated multilingual distance education. This is an original research work on how diversity and inclusion in emergency remote teaching may be achieved.
Developing Students&apos; Positive Affective Entry Characteristics towards Mathematics: An Action Research Study
Author: Çaliskan, Muhittin
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Instruction,Action Research,Assignments,Affective Measures,Diaries,Disadvantaged,Instructional Effectiveness,Remedial Instruction,Time Management,Positive Attitudes,Teaching Methods,Outcomes of Education,Grade 5,Foreign Countries,Barriers,Mathematics Achievement,Prior Learning

Past research has indicated the vital role of affective factors in mathematics learning. This action research study aimed to develop and evaluate the effectiveness of an action plan, which was implemented to foster students' positive affective entry characteristics towards mathematics specifically by fixing the deficiencies in prior learning and promoting the allocation of time to study. Thirteen students attending a secondary school participated in the study over a 12-week period. We collected both quantitative and qualitative data through the Affective Entry Characteristics Scale for Mathematics, the Attitude Observation Form towards Mathematics, the research diary, and indirect observation of use traces on student assignments. First of all, the analysis of these data sources confirmed that there was a substantial improvement in the students' affective entry characteristics, indicating the effectiveness of our implementation. On the other hand, the qualitative data analysis of the diary and student assignments revealed that this effect was not long-lasting for students who lived in a disadvantaged family/home environment. In other words, remedying the deficiencies in prior learning and promoting the allocation of time to study alone were not sufficient for these students. As a result, we came to the conclusion in the study that non-modifiable variables (such as family home environment) are as important as or even more important than modifiable ones in the development of positive affective entry characteristics towards mathematics.
Implementation and Evaluation of a Media Literacy Skills Curriculum: An Action Research Study
Author: Erdem, Cahit
Date: 2022-06-00
Type: Journal Articles
Subjects: Curriculum Implementation,Curriculum Evaluation,Media Literacy,Action Research,Preservice Teachers,Preservice Teacher Education,COVID-19,Pandemics,Distance Education,Foreign Countries

The literature highlights the significance of media literacy instruction in pre-service teacher education period, but there are few attempts to develop and implement curricula to this end. This action research study aimed to report the steps to adapt 'the media literacy skills curriculum design' for pre-service teachers, which was developed for face-to-face education environments, to an online learning management system in line with emergency remote teaching amid COVID-19 pandemic, and report the results of curriculum evaluation. The study adopted 'The Curriculum Development through Action Research Model'. The participants were pre-service teachers at an education faculty of a state university in Turkey. The quantitative data were collected through Media Literacy Skills Scale and qualitative data were collected using several forms, rubrics, and reflection tools. The study revealed that the implementation of the media literacy skills curriculum had a strong positive effect on pre-service teachers' levels of media literacy skills. The study also revealed changes in pre-service teachers' perceptions of media and media literacy, interactions with media, as well as certain areas for curriculum development in terms of contents, teaching-learning experiences, and assessment components of the curriculum. The study discusses the results and offers implications for media literacy education in preservice teacher education.
The Same, but Different? Learning Activities, Perceived Learning Success, and Social Support during the Practical Term of Teacher Education in Times of COVID-19
Author: Neuber, Katharina
Date: 2022-06-00
Type: Journal Articles
Subjects: Learning Activities,Academic Achievement,Student Attitudes,Social Support Groups,Teacher Education,COVID-19,Pandemics,Preservice Teachers,Foreign Countries,Student Experience,Distance Education

The practical phases of teacher education programs are of high relevance for pre-service teachers and their professional development. The challenges posed by the COVID-19 pandemic and the resulting changes in schools might have affected pre-service teachers' learning experiences during the long-term internships of initial teacher education programs in various ways. This article focuses on pre-service teachers' experiences during their practical term during the COVID-19 pandemic. We will address three questions: first, how did pre-service teachers experience different kinds of learning activities in school (e.g., the delivery of and reflection on teaching); second, how did they perceive social support and their learning success associated with the implementation of learning activities in different areas of teaching; and third, which types of learning activities and social support were predictive of their perception of learning success? To this end, we will present findings from a cross-sectional survey which was conducted in the academic year 2020/21. A total of 164 pre-service teachers from different universities in North Rhine-Westphalia, Germany, participated in the online survey after having completed their practical term. The results of the study illustrate heterogeneous experiences concerning the preparation and implementation of remote teaching scenarios during the internship. Despite changes in schools due to the pandemic, pre-service teachers perceived a high level of social support and learning success during their practical term. Own teaching experiences and social support from mentors have proved to be relevant predictors for the perception of learning success.
Awareness Regarding the Implication of Artificial Intelligence in Science Education among Pre-Service Science Teachers
Author: AlKanaan, Huda Muhammed Nasser
Date: 2022-07-00
Type: Journal Articles
Subjects: Artificial Intelligence,Science Education,Preservice Teachers,Technology Integration,Knowledge Level

This study aimed to identify pre-service science teachers' awareness of employing artificial intelligence in science education. It sought also to determine the reasons that led to this level of pre-service science teachers' awareness of employing AI in science education. The mixed-method was used with an interpretive sequential design. The researcher prepared a measurement and distributed it to all forty-three pre-service science teachers. In terms of the qualitative method, interviews were conducted with a sample consisting of 15 female pre-service teachers. The quantitative study revealed pre-service science teachers' awareness of employing AI in science education low level. The results of the qualitative interviews used to explain the results of the quantitative study. There are statistically significant differences, at a level of confidence of 0.01, between the hypothetical and actual means of the total score of pre-service science teachers' awareness of employing AI in science education, as well as in the case of dimensions. The differences are in favor of the hypothetical mean.
Examining Some of Students&apos; Challenges and Use of Algorithmic Problem-Solving Approaches in Electrochemical Titrations
Author: Salame, Issa I.
Date: 2022-07-00
Type: Journal Articles
Subjects: Mathematics Skills,Problem Solving,Urban Schools,Minority Group Students,College Students,Chemistry,Science Instruction,Minority Serving Institutions,Scientific Concepts,Concept Formation,Barriers,Animation

Redox titration problems are considered difficult for students to learn due to their abstract nature, the myriad amount of representations, and the mathematical competency required to learn and solve. The goal of this research project is to examine challenges students face in learning about redox titration-related problems, approaches they use in learning about electrochemical titration problems, and reliance on algorithmic problem-solving instead of conceptual understanding in solving these problems. The research project took place at the City College of New York, which is an urban, minority serving, and public institution. The research instrument used in this research investigation is a survey comprised of Likert-type and open-ended questions. The number of research participants is n = 184. The data was collected and analyzed and histograms and figures were made based on the data analysis. A single factor ANOVA method was performed on the Likert-type questions which showed evidence against the null hypothesis and that shows a strong relationship between variables. The data indicate that the principal barrier to learning about redox titration related problems is that students' reliance on algorithmic problems solving, rote learning, and mathematical approaches. Students' dependence on rote learning and memorization in problem solving could be attributed to the lack of well-developed understanding of the concepts. The investigation shows that students focus on surface features in learning and this translates to hindrance of knowledge transfer.
EFL Reading: Learning-to-Read and Test-Taking Strategies
Author: Supakorn, Patnarin
Date: 2022-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Instruction,Test Wiseness,Reading Strategies,Undergraduate Students,Foreign Countries,Reading Tests,Reading Achievement

Several past studies of EFL learners' reading strategies have focused either on the strategies they used for learning to read or on those they used for taking tests. However, studies that distinguish the reading strategies used by EFL learners for learning-to-read purposes from those used for test-taking purposes in the target language, and that focus on the probable hierarchy of language learning strategies, have not been found. This study attempted to address these research gaps in the rarely studied EFL context of Thai undergraduates. One hundred and thirty-five Thai undergraduates were categorized based on reading test scores into high and low proficiency readers. Then, a questionnaire, five multiple-choice and 22 5-point Likert scale items, was administered to identify reading strategies for learning to read and for taking tests that distinguished the two groups. All significant learning-to-read and test-taking strategies were then ordered based on degrees of mean differences to determine the hierarchy. The data were analyzed with descriptive statistics and tests of statistical significance (p &lt; 0.05). The results showed the top learning-to-read and test-taking strategies that significantly distinguished the high proficiency from the low proficiency readers were affective and cognitive strategies, respectively. The findings shed light on significant cultural consideration for EFL strategy-based reading instruction.
Critical Thinking Skills and Dispositions of Turkish Pre-Service Teachers: A Systematic Review of Research
Author: Yildirim-Tasti, Ozlem
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Critical Thinking,Thinking Skills,Personality,Research Utilization,Research Reports,Data Analysis

This paper aims to analyze the research literature on Turkish pre-service teachers' critical thinking skills (CTS) and critical thinking dispositions (CTD) to identify the major knowledge claims and areas of further research. This systematic review study examined both quantitative and qualitative studies conducted between years 2010-2020, in Turkey. The educational research regarding Turkish pre-service teachers' CTS and CTD was investigated in electronic national and international databases including ERIC and TR Dizin. Considering our inclusion criteria, we included 88 studies in our review. Firstly, we completed descriptive analysis of the selected studies. Then, we analyzed their content. The descriptive analysis showed that quantitative research designs dominate the field. These studies report low-level of CTS of the participants. On the other hand, we presented our thematic analysis under two main themes: traditional perspectives and critical perspectives. We conclude that a few studies adopt a critical stand in the realm of traditional approaches. We argue that such a perspective downgrades CT into a set of generic skills and neglects contextual and individual differences. It further diverges pre-service teachers from their roles as critical educators who actively participate in transformation of their society.
A Model for Improving the Competence of Education Teachers through In-Service Training in Malang
Author: Prabowo, Sugeng Listyo
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Effectiveness,Teacher Competencies,Knowledge Base for Teaching,Inservice Teacher Education,High School Teachers,Foreign Countries,Teacher Attitudes,Phenomenology

This study was conducted with the objective of analyzing the development of teacher competency accomplished through various stages, namely, training needs analysis; training implementation; training outcomes material and evaluation; and the development of an appropriate model for improving teacher competence with in-service training. Qualitative research methods adopted include data collection techniques, namely, documentation and interviews. Documentation involved analyzing the model's role in improving the competence of education teachers and investigating the field's reality. The findings of this study demonstrated inadequate performance of teaching staff in the field of education. This incompetence is attributable to inadequate career development initiatives that are typically less supported by related elements such as evaluation, training, development, knowledge, reproductive skills, and leadership attitudes. The government must prioritize the improvement in teacher knowledge. Furthermore, teachers are personally responsible for their quality, and thus, it is critical for them to expand their knowledge and skills. The study findings are anticipated to be useful for helping educational institutions in developing teacher professionalism, as well as the concept of an appropriate training model for developing PGRI competencies.
Blind Patriotism Is out and Constructive Patriotism Is in: Critical Thinking Is the Key to Global Citizenship
Author: Kaya, Mehmet Melik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Patriotism,Global Approach,Citizenship,Critical Thinking,Thinking Skills

The purpose of this study is to examine the relationship between blind patriotism, constructive patriotism, global citizenship and critical thinking in pre-service teachers. The study group includes 372 teacher candidates studying at a state university in the Central Anatolian region of Turkey. Data collection tools used in the study were the Patriotic Attitude Scale, the Universal Citizenship Scale, and the Critical Thinking Tendency Scale. The research findings suggest that there are negative relationships between constructive patriotism and blind patriotism, between blind patriotism and critical thinking, and between universal citizenship and blind patriotism. In other words, as blind patriotism scores increase, the level of universal citizenship, critical thinking and constructive patriotism decreases. The research results also reveal that there is a positive and significant relationship between constructive patriotism, critical thinking and universal citizenship. That is, as the critical thinking tendencies of pre-service teachers increase, constructive patriotism and universal citizenship scores increase. A society having critical thinking tendencies would be more democratic, and more correct decisions could be made on political, social, economic and societal issues. It therefore distances people from blind patriotism and makes it easier for them to become constructive global citizens.