ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultivating Research Culture: Capacity Building Program toward Initiatives to Improve Teachers Self-Efficacy, Research Anxiety and Research Attitude
Author: Samosa, Resty C.
Date: 2021-03-00
Type: Journal Articles
Subjects: Capacity Building,Teacher Researchers,Self Efficacy,Anxiety,Teacher Attitudes,Educational Research,Program Effectiveness,Public School Teachers,Action Research,School Culture,Foreign Countries,High School Teachers,Junior High School Teachers

The teaching-learning process is built on evidence-based practice. Teachers must consider the research foundations in order to apply evidence-based practice effectively. According to previous results, only a few teachers at the school participate in action research. It suggests that the school's research culture has not yet been completely accepted, despite the fact that it is being promoted which is articulated on the training needs assessment indicate that teachers need a lot of training in doing action research. On these premises, a study was carried out to assess the effectiveness of capacity building program toward initiatives to improve the teacher's self-efficacy, research anxiety and research attitude. It employed descriptive -evaluative research design. It administered likert questionnaires to 50 teachers. Data were analyzed using descriptive and inferential statistics. The results revealed that most of the teacher respondents are Technology Livelihood Education Teachers with a 6-10 years of teaching in the public school and bachelor's degree holder. More so, teachers have high research self-efficacy, low anxiety, and high positive attitude toward conducting action research. Notably, Teacher described the capacity building program towards research initiative in conducting action research as highly effective. However, the level of the research culture index of the school were fair which the scored below 80%. It showed that significant relationship between research self-efficacy, research anxiety, and research attitude and the profile of novice teachers-researchers. Similarly, there was a statistically significant association between research self-efficacy, research anxiety, and research attitude among novice teachers-researchers. When novice teachers-researchers are categorized according to profile, there is a substantial gap in the evaluation of research self-efficacy, research anxiety, and research attitude. This study recommended to adapt these capacity building program in the division level to help the teachers raise their level of capability in research.
Leadership in Educational Management Research: The Bibliometric Analysis of the Last 20 Years
Author: Gomec, Deniz
Date: 2021-00-00
Type: Journal Articles
Subjects: Bibliometrics,Educational Administration,Databases,Periodicals,Instructional Leadership,Journal Articles,Theories,Leadership Styles,Principals,Geographic Location,Citation Analysis,Authors

This research aims to reveal trends in leadership research published in the most prominent journals of educational management. A total of 1846 articles that were indexed by the Scopus database after the year 2000 were included in the bibliometric analysis. The quantitative and qualitative properties of these articles draw a big picture that shows the most important authors, journals, topics, and countries in leadership research. This review concluded that interest in leadership has been constantly growing, but research on leadership is not prevalent worldwide.
Investigating Translation Courses at an Undergraduate EFL Teacher Education Program: Views of Instructors and Pre-Service Teachers
Author: Bekereci-Sahin, Melike
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Preservice Teacher Education,Preservice Teachers,Second Language Learning,English (Second Language),Undergraduate Students,Educational Quality,Teacher Educators,Teacher Attitudes,Student Attitudes,Language Skills,Reading Comprehension,Introductory Courses,Instructional Materials

This study aims to investigate the contribution of translation courses to pre-service EFL teachers' professional skills. Also, it is aimed to get in-depth insights from both pre- service EFL teachers and instructors in order to identify the weaknesses and strengths of translation courses in EFL teacher education programs. This study was designed as a qualitative case study and the participants were two course instructors and ten pre- service EFL teachers. The convenient sampling method was used, and the relevant data were collected through in-depth semi-structured interviews. After data analysis, it was found that translation courses are very rewarding for pre-service EFL teachers in terms of increasing their linguistic competence, improving reading comprehension and making contributions to teaching language skills; however, it was also suggested that the number of translation courses should be increased and the content of these courses should be redesigned in order to turn them into introductory courses for pre-service teachers who plan to work as translators or pursue their education in master's degree programs after graduation. Also, it was found that choosing course materials from wide range of topics in translation courses would make positive contributions to prospective teachers' intercultural competence. In the light of above-mentioned findings, this study aims to fill in a gap in the existing research by touching upon the current issues in translation courses in EFL teacher education programs.
Gamification in Genetics: Effects of Gamified Instructional Materials on the STEM Students&apos; Intrinsic Motivation
Author: Funa, A. A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Science Instruction,Teaching Methods,Genetics,STEM Education,High School Students,Grade 12,Foreign Countries,Competition

Gamification in education offers an innovative way of learning. However, some studies claim that, while it helps raise students' motivation, the kind of motivation is extrinsic and, so, intrinsic motivation declines with time. The researchers used the descriptive research design to describe the STEM students' intrinsic motivation along with the utilization of game elements in teaching genetics through a learning management system. The researchers collected quantitative data using the Intrinsic Motivation Inventory, which were analyzed through descriptive statistics and complemented with qualitative data from the students' journals and interviews. Overall, the students agreed (M = 5.38, SD = 1.20) that gamification, despite being characterized as extrinsically motivating, had intrinsically motivated them. Its proper implementation helps students adapt to and overcome unfavorable behaviors towards competitiveness and emphasizes the role of teachers in facilitating learning. Time constraints, peer pressure, and distractions were noted; hence, more research is needed to address these challenges and determine the long-term effects of gamification.
Postgraduate Theses Written on Digital Storytelling in Turkey: A Content and Citation Analysis
Author: Karagoz, Beytullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Theses,Doctoral Dissertations,Story Telling,Technology Uses in Education,Content Analysis,Citation Analysis,Computer Software,Multimedia Materials,Film Production,Citations (References)

The aim of this research is to examine postgraduate theses carried out on digital story in the field of education in Turkey with content and citation analysis. Methodological evaluation and citation analysis techniques were used in the research. In the research, 68 postgraduate theses accessed on the National Thesis Centre of the Council of Higher Education, a search platform, were examined. The findings of the research reveal that the number of theses on digital stories has increased until 2020. Most of the theses were prepared at Gazi University. Postgraduate theses were mainly carried out under the guidance of advisors with the title Associate Professor. The theses on digital stories were mostly prepared in the field of Elementary Education. Mixed approach models were mostly preferred as a method in theses. The sampling of the theses mostly consisted of students at K-12 level. Scale, achievement test, and interview form were used as data collection tools. The data were analyzed mostly using the t-test and content analysis. Digital stories were most frequently prepared by using Photo Story 3 and Movie Maker programs. Digital storytelling applications were mostly used with elementary and secondary school students. &quot;Digital story/(storytelling) narration/design&quot;, &quot;academic achievement and &quot;attitude&quot; were the most frequently used keywords. The most cited type of source in the theses examined was articles. The most frequently cited source in the theses was the &quot;Computer &amp; Education.&quot; Among the references to the books, Joe Lambert's &quot;Digital storytelling cookbook and traveling companion&quot; is at the top of the list. In addition, the most frequently cited researcher was Bernard R. Robin.
International Comparison of the Sharing Content of Science Teachers in Facebook Groups: Sample of Turkey-Europe
Author: Orhan, Ugur
Date: 2021-12-00
Type: Journal Articles
Subjects: Social Media,Teacher Collaboration,Science Teachers,Foreign Countries,Cultural Differences,Computer Mediated Communication,Content Analysis,Science Instruction,Courses,Instructional Materials,Educational Resources,Learning Activities,Publications,Information Dissemination,Information Seeking,Professional Development,Educational Technology,Technology Uses in Education

Social media has become an important part of our lives with the widespread use of the internet. On Facebook, the largest social media platform, people with similar interests can establish a group and communicate with each other. There are Facebook collegial groups created by teachers in many countries. The research aims to identify the similarities and differences of science teachers' share content on Facebook groups. In the study, the case pattern was adopted which is one of the qualitative research methods. as a data source, two Facebook groups established by science teachers in Turkey and Europe which were determined through criteria sampling were analyzed for one-month shares. 341 posts of science teachers' group in Turkey were analyzed by analysis method, 396 posts in Europe were subjected to descriptive analysis. Analysis results are presented in tables and compared. Based on the research results we can say science teachers in Turkey focus on course content while the ones in Europe are more interested in professional and personal development, scientific developments, and academic activities. The research results were compared with the education systems of countries, teacher training policies, and other studies in the field, and various suggestions were made. [This article was presented as a summary at the International Conference on Science, Mathematics, Entrepreneurship and Technology Education (2nd, November 19-22, 2020).]
Computer Self-Efficacy and Its Relationship with Web Portal Usage: Evidence from the University of the East
Author: Bringula, Rex P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Literacy,Self Efficacy,Internet,Web Sites,Electronic Libraries,Electronic Learning,College Faculty,Online Searching,Use Studies

Purpose: The University of the East Web Portal is an academic, web-based system that provides educational electronic materials and e-learning services. To fully optimize its usage, it is imperative to determine the factors that relate to its usage. Thus, this study, to determine the computer self-efficacy of the faculty members of the University of the East and its relationship with their web portal usage, was conceived. Method: Using a validated questionnaire, the profile of the respondents, their computer self-efficacy, and web portal usage were gathered. Results: Data showed that the respondents were relatively young (M= 40 years old), majority had master's degree (f = 85, 72%), most had been using the web portal for four semesters (f = 60, 51%), and the large part were intermediate web portal users (f = 69, 59%). They were highly skilled in using the computer (M= 4.29) and skilled in using the Internet (M= 4.28). E-learning services (M= 3.29) and online library resources (M= 3.12) were only used occasionally. Pearson correlation revealed that age was positively correlated with online library resources (r= 0.267, p&lt; 0.05) and a negative relationship existed between perceived skill level in using the portal and online library resources usage (r= -0.206, p&lt; 0.05). A 2x2 x[superscript 2] revealed that the highest educational attainment had a significant relationship with online library resources (x[superscript 2]= 5.489, df = 1, p&lt; 0.05). Basic computer (r= 0.196, p&lt; 0.05) and Internet skills (r = 0.303, p&lt; 0.05) were significantly and positively related with e-learning services usage but not with online library resources usage. Research Implication: Other individual factors such as attitudes towards the web portal and anxiety towards using the web portal can be investigated.
The Experience of Bahir Dar University Teacher Educators in Practicing Society-Centered Instruction
Author: Worku, Mulugeta Yayeh
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Education Programs,Schools of Education,Teacher Educators,Social Problems,Educational Philosophy,Teaching Methods,Teaching Experience,Evaluation Methods,Foreign Countries

The purpose of this study was to understand the practice of society-centered instruction in teacher education classrooms. Hence, a qualitative research approach focusing on phenomenological design was employed. Participants of the study were six teacher educators from the College of Education and Behavioral Sciences, Bahir Dar University. They were selected through purposive sampling technique. Semi-structured interviews and document analysis were used to collect data essential for the study. An adapted five-stage data analysis model was also used to analyze the data collected through the above methods. The findings of the study revealed that the experience of teacher educators in practicing society-centered teaching methods and assessment techniques was minimal. The study also revealed that the instructional processes in teacher education classrooms of Bahir Dar University were not satisfactorily interconnected with major issues of society. Towards the end of the article, the implications of these findings for classroom practices and policy initiatives are highlighted.
Meta-Thematic Analysis of Flipped Classroom Applications
Author: Basaran, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Video Technology,Homework,Electronic Learning,Elementary Secondary Education,Postsecondary Education,Program Effectiveness,Learning,Student Motivation,Student Attitudes,Interpersonal Relationship,Interaction,Teacher Attitudes,Barriers

The aim of this study is to determine the effectiveness of the flipped classroom, which is one of the activities and student-centered models, on the cognitive, affective, and social dimensions of students by making a meta-thematic analysis of qualitative studies. In the screening carried out by considering these criteria, 683 studies were reached, and 71 studies were analyzed according to the content analysis technique due to various eliminations. It is found that the flipped classroom model increases academic success by facilitating effective learning; it has been concluded that it increases the learning motivation and reduces the stress of not learning by encouraging them to engage in learning processes.
Discourse Markers in Journalism: A Case in Compostela Valley State College-Maragusan
Author: Inansugan, Kei
Date: 2021-00-00
Type: Journal Articles
Subjects: Journalism,Discourse Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Privacy,Writing Evaluation,Writing (Composition),Error Patterns,Ethics,Confidentiality,Knowledge Level,Student Attitudes,Teaching Methods,Language Usage,Writing Instruction,Undergraduate Students

This study mainly explored the use of Discourse Markers (DMs) in journalistic writings and the factors that prompted the BSED English students of CVSC Maragusan to commit errors. This study employed the qualitative research. Ten (10) informants were part of the writing assessment and phone interview and were chosen through purposive sampling. For ethical considerations, this study underwent an ethics review before the data were gathered. Furthermore, to adhere to the Data Privacy Act, the identity of the respondents was held confidential. The Coding and thematic analysis were used in data analysis. The study's findings revealed that students have limited knowledge about DMs and their functions in basic writing. Additionally, the limited knowledge about DMs are the factors that prompted the respondents to commit errors in using the DMs in their journalistic writings. These findings imply that students should be taught more about the DMs, their types, and their proper usage in writing. With this, the incorporation of the DMs in the discussion should be given more attention, especially in writing class.
Impacts of the Teach for America Investing in Innovation Scale-Up. Revised Final Report
Author: Clark, Melissa A.
Date: 2017-02-08
Type: Reports - Research
Subjects: Program Evaluation,Program Effectiveness,Beginning Teachers,Disadvantaged,Teacher Effectiveness,Elementary School Teachers,Reading Achievement,Mathematics Achievement,Teacher Recruitment,Teacher Selection,Preservice Teacher Education,Teacher Placement,Teacher Background

The study found that, on average, TFA corps members hired in the first two years of the scale-up period were as effective as other teachers in the same high-poverty schools in both reading and math. TFA teachers in lower elementary grades (prekindergarten through grade 2) had a positive, statistically significant effect on students' reading achievement relative to other teachers in the same schools. Similarly, TFA teachers in grades 1 and 2 had a positive effect on student math achievement of 0.16 standard deviations, or about 1.5 additional months of learning. This difference was almost statistically significant at conventional levels (p-value = 0.054). We did not find statistically significant impacts for TFA teachers in upper elementary grades (3 through 5) in reading or math.
Persistent Critical Incidents during Practice-Teaching of Filipino Pre-Service Physical Educators
Author: de Leon-Pineda, Josephine Luz S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Incidents Method,Practicums,Preservice Teachers,Preservice Teacher Education,Physical Education Teachers,Physical Education,Teacher Interns,Instruction,Cooperating Teachers,Coping,Self Determination,Student Motivation,Classroom Techniques,Experiential Learning

Critical incidents are unanticipated challenges experienced in the context of practice-teaching, by teacher-interns which are turning points for prospective improvements later on in the profession. With this in mind, the researchers aimed to identify the common persistent critical incidents experienced by pre-service physical educators (PSPEs) from a certain Philippine higher education institution during their off-campus teaching. One hundred and fifty-eight (158) pre-service physical educators from a teacher education institution in Pampanga, Philippines composed the pool of prospective key informants. From this, they were streamlined to ten (10) to participate in a focus group discussion; particularly those with extreme cases. The transcriptions were analyzed using content analysis and trustworthiness of data was also ensured. The emerging critical incidents dealt within the challenges encountered in terms of instruction, the students, and their cooperating-teachers. However, their coping strategies in managing these incidents included their self-determination, acceptance, motivation; behavior management; and professional guidance. It is of significance that these incidents be explored to improve the delivery of experiential learning courses relevant to the ever-changing educational mainstream.
Analyzing Curriculum Materials from a Gender Perspective: Grade Eight English Textbook of Ethiopia in Focus
Author: Worku, Mulugeta Yayeh
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Grade 8,Gender Issues,Gender Bias,Illustrations,Power Structure,Disproportionate Representation,Sex Stereotypes,Role Models

The purpose of this study was to examine the place of some gender issues in curriculum materials of Ethiopia. To achieve this purpose, a qualitative content analysis was made on the country's Grade Eight English textbook. The analysis was conducted on two interrelated categories: nature of narrations and sensitivity of illustrations. In doing so, a nine-stage content analysis model, developed by Frankel and Wallen (2006), was employed. The analysis revealed that in all of the evaluation criteria, the textbook was gender-biased favoring the male gender. For instance, most of the passages and stories presented in the textbook were narrating the fame, contributions, and achievements of the masculine gender. The study also revealed that the great majority of the role models in the textbook under consideration were representing the male gender. Besides, most of the illustrations presented in the textbook were male-dominated that convey unequal power relationships between the two genders. Overall, from the findings of the present analysis, it was understood that some gender issues that need to be considered while writing a language textbook were not adequately addressed. Finally, the implications of these findings for future research and policy initiatives are briefly indicated.
Investigating the Factors Affecting the Teaching Efficacy of Filipino Science Teachers: A Correlational Study
Author: Panergayo, Albert Andry Echor
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Science Teachers,Teacher Effectiveness,Educational Technology,Technology Uses in Education,Predictor Variables,Teacher Leadership,Teacher Attitudes,STEM Education,Beliefs,Career Awareness,Teacher Influence,Teacher Characteristics,21st Century Skills,Self Efficacy

Objective: This study investigated the factors influencing the science teaching efficacy of Filipino science teachers. Methods: A correlational research design was employed to collect the data from 261 Filipino science teachers using adapted and validated research instrument, encoded and administered via web-based program. Findings: The results uncovered that student technology use, 21st century learning attitudes, and teacher leadership attitudes are not significant predictors of science teaching efficacy. The teaching outcome expectancy beliefs, STEM instruction, and STEM career awareness, however, can significantly explain the variation in the science teaching efficacy of the respondents. This indicates that teacher actions in science classroom, their pedagogical practices, and their awareness to STEM-fields should be considered in crafting capacity building program for science teachers. Conclusions: These factors are crucial in enhancing of teacher quality of science educators, thereby, uplifting the quality of science education in the country.