ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I Apology No No I Mean I Am Sorry … Please Let Me Explain That First&quot;: Enhancing Communicative Language Competence of Thai University Students through CEFR-Based Online Intercultural Communication
Author: Huttayavilaiphan, Rutthaphak
Date: 2022-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Interpersonal Communication,Student Attitudes,Foreign Countries,College Students,English (Second Language),Second Language Instruction,Computer Mediated Communication,Program Effectiveness,Placement Tests,Language Proficiency,Cultural Awareness

During this COVID-19 pandemic, no one can deny the value of online communication. It has saved our lives by preventing us from going outdoors and becoming infected, while also facilitating achievement of various personal and professional goals. Online communication can also assist us with our academic goals, whether it is used to communicate with supervisors or with people from other lingua-cultural backgrounds to practice the language. This form of communication is emphasized in the Common European Framework of Reference for Languages (CEFR) framework, which is one of the most significant guidelines for language teaching and learning throughout the world. The present research has two aims: first, to determine the extent to which CEFR-based online intercultural communication can improve Thai students' communicative language competence, and second, to investigate Thai students' attitudes toward CEFR-based online intercultural communication and international volunteers. The results received from 15 fifth-year dual B.A. (Chinese) and B.CM. (Traditional Chinese Medicine) students and international volunteers using various research instruments revealed that Thai students could increase their communicative language competence after participating in CEFR-based intercultural communication activities. This encompassed linguistic, sociolinguistic, and pragmatic abilities that correspond to the CEFR (2001) scales. In terms of attitudes, the study indicated that, because they were more confident in their communicative language ability, they had a positive attitude toward the CEFR-based online intercultural communication activities and their international volunteers. Finally, further research on this topic should include a proper design of online communication activities as well as methods for assessing students' competency both before and after participation.
Teacher Professional Development in Research Skill of Teacher in Non-Formal Education Center, Lampang, Thailand
Author: Fongkanta, Pongwat
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Research Skills,Foreign Countries,Educational Policy,Research Training,Informal Education,Coaching (Performance),Teacher Motivation,Action Research,Measures (Individuals),Teacher Attitudes,Content Analysis,Difficulty Level,Scores,Teacher Workshops

The educational policy will be developing strong human competency in which teachers' research skill was one of most competency standards. This study introduces teachers' research skill development through the Wlodkowski's motivational approach and coaching and to study the teachers' attitude toward action research. This study also examines the struggles and problem of doing action research. Participants included 12 teachers who are in the non-formal education center, Lampang, Thailand. The Wlodkowski's motivational approach and coaching were used to develop teachers' research skill. Data was collected by using the research skill inventory (RSI) and the research attitude toward inventory (RATI) which struggle and problems of doing action research questions. Descriptive statistics were used to analyze teachers' research skill and teachers' attitude toward. Friedman test and Wilcoxon test were conducted to evaluate median differences among the research skills and created pairwise comparisons. Content analysis was used to analyze the struggles and problem of doing action research. Results revealed that in-service teachers' research skills increased in all domains. Teachers' research skill scores after received treatment were significantly greater than the teachers' research skill scores before received treatment, z = -3.07, p = 0.002. The posttest score of teachers' attitudes toward was significantly greater than pretest score, z = -3.08, p = 0.001. Teachers struggled with how to conduct research and who could help them.
The Effect of Using Cryptology on Understanding of Function Concept
Author: Erol, Ramazan
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Technology,Mathematics Instruction,Teaching Methods,College Mathematics,Elementary School Teachers,Concept Formation,Preservice Teachers,Teacher Education Programs,Coding

The aim of the study is to teach the concept of function using cryptology and to investigate whether it provides support to students who have difficulty integrating this topic into everyday life. The study's research group consisted of 50 elementary school teachers in the department of mathematics education at a public college in Ankara. Since the study aimed to show the advantages and disadvantages of using cryptology in teaching the basic function concept, qualitative data were collected and analyzed. The data collection instrument of the study is a performance test which consists of 10 questions prepared by an observer, a practicing researcher and an evaluation expert. This performance test was used as both pretest and posttest. For the functions, only function definition, inverse function, one-to-one function, set of values, set of definition, set of images, and cryptography were used where functions can be used in daily life. As a result of the study, it was found that the prospective teachers' awareness of functions has increased and it is beneficial and possible to use cryptology to relate functions to daily life.
The Mediating Role of Organizational Happiness in the Relationship between Work Engagement and Life Satisfaction: A Study on Teachers
Author: Çayak, Semih
Date: 2021-12-00
Type: Journal Articles
Subjects: Psychological Patterns,Work Attitudes,Life Satisfaction,Organizational Culture,Teacher Attitudes,Public School Teachers,Foreign Countries,Factor Analysis

This study aims to examine the mediating role of organizational happiness in the relationship between teachers' work engagement and life satisfaction. The study involved 767 teachers, 557 women (73%) and 210 men (27%). Data from the study were collected using the Work Engagement Scale, the Organisational Happiness Scale, and the Life Satisfaction Scale. Descriptive statistics, Pearson product moment correlation coefficient, path analysis and bootstrapping procedure were used in the analysis of the data to test the significance of the mediating effect. As a result of the study, it was found that there is a significant positive relationship between work engagement, organizational happiness and life satisfaction. The bootstrapping result showed that organizational happiness has a partially mediating role in the relationship between work engagement and life satisfaction. It is thought that the results obtained can be used to increase the life satisfaction of teachers. In addition, it can be said that the results obtained from the research will be a guide for future studies.
The Relationship between School Administrators&apos; Supportive Behaviors and Teachers&apos; Job Satisfaction and Subjective Well-Being
Author: Ertürk, Ramazan
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,Job Satisfaction,Well Being,Principals,Foreign Countries,Prediction,Elementary School Teachers

This research aimed to determine the relationships between school administrators' supportive behaviors and teachers' job satisfaction and subjective well-being via a correlational survey model, a quantitative research method. The study group of this research was composed of 400 teachers working employed at primary schools in the city center of Bolu. Principal Support Scale, Teaching Satisfaction Scale, and Teacher Subjective Well-being Questionnaire were used in the study. Since the data had a normal distribution, parametric tests were utilized in data analysis. Research results demonstrated positive and highly significant relationships between informational support and teachers' job satisfaction and subjective well-being; between informational support and teachers' job satisfaction and between principal support and emotional (expressive) support dimension and teachers' subjective well-being. Supportive behaviors of school administrators were found to have a significant impact on teachers' job satisfaction and subjective well-being. Teachers' job satisfaction was found to affect their subjective well-being levels. The findings that school administrators provided moderate emotional and informational support to teachers and teachers had moderate job satisfaction were also remarkable and striking. This study presented the importance of school administrators' supportive behaviors, finding that school administrators' support predicted both teachers' job satisfaction and subjective well-being.
The Bigger the Storm, the Bigger the Strength: Did Social and Emotional Skills (SES) Make a Difference on a COVID-19 Lockdown Scenario among Children and Young People?
Author: Lemos, Gina C.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Coping,School Closing,Children,Adolescents,Young Adults,Social Influences,Emotional Response,Foreign Countries,Psychological Patterns,Self Management,Age Differences,Learning Activities,Recreational Activities,Gender Differences

Little is known about the emotional experience of children and young people during lockdown, their coping strategies on COVID-19 pandemic context and their influence on the emotional state when dealing with the challenges associated with lockdown. In this study, 1031 children and young people (865 aged 8-15 years old and 166 aged 16-25 years old) answered an online self-report survey, specifically designed to assess the perceived potential contribution of SES learned/developed in the Gulbenkian Academies for Knowledge--a national initiative--in coping with the consequences of the context of the COVID-19 pandemic during the Portugal first lockdown. There are three main findings. First, the prevalent emotional pattern was predominantly negative (53.7%) for the younger participants (most frequent emotions: boredom 66.9%; worry 47.8%) and predominantly positive (52.0%) for the older participants (most frequent emotions: boredom 70.1% and tranquillity 52.6%). Second, school activities (25.2%, 8-15 subsample; 32.7%, 16-25 subsample) and self-knowledge and self-regulation activities/strategies (24.8%, 8-15 subsample; 20.0%, 16-25 subsample) were the most frequently reported by participants from both subsamples and that this has significantly interfered with their emotional state: among 8-15 subsample, they reported feeling more excited, more calm, more optimistic and more hopeful; among 16-25 subsample, they reported feeling more cheered up, more optimistic, more quiet and more hopeful. Culinary and horticultural activities predict about 4% the possibility of feeling hope, sadness, optimism, irritation, and worry (8-15 years old) and school activities contribute about 17% to the explanation of the emotional states of sadness and optimism (16-25 years old). Third, both the younger and the older participants showed a medium-superior level of socio-emotional skills and those SES predict about 20% the possibility of feeling optimistic, irritation, sad, hopeful, and bored (8-15 years old) and about 12% the possibility of feeling sadness (16-25 years old). The potential of social and emotional skills in exceptional circumstances and vulnerabilities are discussed.
Examination of Education Quality Perceptions of Physical Education and Sports School Students (Bayburt University School of Physical Education and Sports Example)
Author: Kul, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Physical Education,Athletics,Educational Quality,College Students,Gender Differences

This study aims to measure the perceptions of students of Bayburt University School of Physical Education and Sports about the quality of education at the institution where they study and to investigate whether there is a difference between perceptions of students about the quality of education concerning different variables. This study is a descriptive study designed using the scanning model. The study population consists of 673 students continuing their education in 2020-2021 at Bayburt University School of Physical Education and sports. The sample consists of 276 students studying in this institution. The scale Physical Education and Sports Sciences Performance in Universities Providing Physical Education and Sports Education (PESPERF) developed by Paktas (2015) for the School of Physical Education and Sports students was used for the study. The analysis of data was carried out using SPSS 25.0 package program. The significance tests were based on a significance level of 0.05 (p). Independent samples t-test (Independent Samples T-test), one-way analysis of variance (One Way ANOVA) for unrelated samples with more than two means, and tests for correlation analysis were used to analyze the data concerning the sub-dimensions. Before the research was carried out, permission was obtained from Ethics Committee of Bayburt University. As a result of the analysis, a significant difference was found in favor of male students in all sub-dimensions except manager's vision according to the gender variable. Consequently, it can be said that the variable of gender, have a significant influence on individual perceptions of educational quality.
The Relationship between Longevity and a Leader&apos;s Emotional Intelligence and Resilience
Author: Allen, Erica L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Emotional Intelligence,Instructional Leadership,Principals,Superintendents,Administrator Attitudes,Resilience (Psychology),Leadership Role,Administrator Characteristics,Assistant Principals,Competence,Comparative Analysis,Work Experience,Elementary Secondary Education

The role of an educational leader is complex, challenging and, at times, fraught with adversity. Overcoming the many challenges and hardships, and flourishing as an educational leader, requires resilience and an instinct for survival. According to Maulding, Leonard, Peters, Roberts and Sparkman (2012), understanding how to prevail in the face of difficult conditions, by employing one's emotional strengths as well as vulnerabilities and how to increase one's ability to remain resilient, is valuable for an educational leader to succeed in the face of adversity. The purpose of this study was to research Montana educational leaders to discern whether emotional intelligence (EI) is necessary to remain resilient and successful in a leadership role despite adversity. This quantitative research was undertaken as a non-experimental, ex post facto, or after-the-fact research. Participants for this study included sixty-one superintendents, principals, and assistant principals, from a population of 935 educational leaders, who held a leadership position in the State of Montana during the 2017-2018 school year. A linear regression was used to examine the proportion of variance in years in a leadership position that can be explained by emotional intelligence and resilience. This analysis demonstrated that some EI competencies appear to have an effect on the longevity of an educational leader in a position. However, the effects vary between assistant principals, principals, and superintendents, not all competencies were equal. The coefficient of determination showed assistant principals and principals' years of service is more strongly influenced by all emotional intelligence competencies than is that of the superintendent.
School Counseling during the COVID-19 Crisis--From Crisis to Growth
Author: Heled, Einat
Date: 2022-00-00
Type: Journal Articles
Subjects: School Counseling,COVID-19,Pandemics,School Counselors,Foreign Countries,Counselor Role,Professional Identity,Stress Variables,Counselor Attitudes

This study focuses on the role of school counselors during the COVID-19 crisis. Previous studies indicated that school counselling lacks a robust professional identity and an unequivocal role definition. Therefore, this study seeks to explore how the school counselors operated during the pandemic and to what extent the school counselor was a significant figure in coping with the challenges of schools, teachers, students, and parents during the crisis. The study focuses on school counselors in Israel, the structure of their work before and during the COVID crisis, and conclusions for the profession's future. Based on eleven school counselors' interviews, the research findings raised the need to hold a significant discussion and reexamination of the essence of school counseling role. They emphasize that, due to the sense of chaos and uncertainty among the school staff and students, the work of school counselors in Israel during the pandemic became limited mainly to systemic work and guidance and support of the teachers. The findings attempt to reach conclusions regarding school counselor's future work structure, clarify their role, and highlight deficiencies that afflict this role.
Teaching-Learning Process of Architecture Workshops in Virtual Environments Based on Research-Action Methodology
Author: Morales, Nataly Revelo
Date: 2022-00-00
Type: Journal Articles
Subjects: Architectural Education,Workshops,Computer Simulation,Teaching Methods,Educational Change,COVID-19,Pandemics,Learning Processes,Design,Futures (of Society),Distance Education,Soft Skills,Action Research,Student Projects,Active Learning,Foreign Countries,Conventional Instruction,Virtual Classrooms

In the School of Architecture at the Pontificia Universidad Católica del Ecuador, we are continuously reflecting on the teaching-learning process in order to offer the best education. The COVID-19 pandemic brings different changes in social, health, work and educative practices, which people have had to adapt to. These new conditions have shifted the perception of life and society, so it has demanded a new perspective to solve problems and meet the challenges that have arisen. It has happened with education, in which all stakeholders have been working to face and manage the educational practice in a virtual modality. Based on teaching experience, the present research is focused on the teaching-learning process in Architecture, considering design workshops during the first years of the major. The purpose of this paper, which uses an action research methodology, is to explore those changes that come about from this process in virtual environments. In this way, understanding architecture's teaching and practice through virtual environments can generate an important impact that can transform the perspective on education in this field in the present and in the future.
Positive Thinking Schools: Projects from Teachers
Author: Gür, Çagla
Date: 2021-00-00
Type: Journal Articles
Subjects: Positive Attitudes,Faculty Development,Well Being,Program Development,Program Implementation,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teacher Attitudes,Parent Attitudes

This study was carried out within the scope of the Art of Happiness, Positive Thinking, and Subjective Well-Being Project. Within the scope of the project, 8-session pre-training was provided to teachers to inform them on the scope of positive thinking and in order to support their subjective well-being. Within the scope of positive thinking applications at schools, which formed the second stage of the project, teachers developed and applied their own projects at their schools. In the study, teachers' views on the scope of the projects they applied at schools and the project application process were analyzed. As the study design, the case study design was applied. The study group consisted of 28 voluntary teachers who received positive thinking training in the first stage of the project and were entitled to get a certificate of achievement. Within the scope of the study, teachers planned their projects and reported on the process. In addition, they kept researcher diaries regarding their applications and noted down their observations. In the research process, 28 teachers at 15 different schools developed and applied 17 different projects. The teachers' views were analyzed in the context of interviews, reports, and diaries. In the study, teachers' observations and evaluations regarding positive thinking education realized in the COVID-19 process were discussed.
Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors
Author: Babanoglu, M. Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teacher Education Programs,Language Teachers,Practicums,Program Effectiveness,Student Teachers,Elementary Education,Barriers,Cooperating Teachers,Technological Literacy,Teaching Skills,Technology Uses in Education,COVID-19,Pandemics,Foreign Countries,Online Courses,Distance Education

Teaching practicum is a vital and challenging phase of English Language Teaching (ELT) teacher education in which student teachers experience their first teaching practices In line with the global pandemic status quo, official regulations that leaded educational activities at state primary schools and universities to be carried out online, have also changed the modes and means in the practices and experiences of in-service and pre-service ELT teachers. Therefore, in respect of three participant groups of the practicum process as student teachers, cooperating teachers and university supervisors, it is essential to examine the impact of this new coercive teaching practice system on them. This study attempts to gain insight into the teaching practicum period that ELT student teachers, cooperative teachers and university supervisors cooperatively carried out fully online through English lessons administered by state primary schools. The results elicited by the participants' views on online practicum revealed that pupil-related issues like their low attendance and participation in online English lessons and technological problems such as internet access or computer-related malfunctions were compelling factors for student teachers and cooperative teachers. Regarding practicum performances, cooperative teachers confirmed student teachers' technological skills and the use of a variety of web 2 tools in their practices was found as an opportunity for student teachers to develop their teaching skills.