ethanporcaro/eric-fulltext-meta huggingface dataset:
Banking Class Engagement and the Special Nature of Banks
Author: Reavis, Mark R.
Date: 2021-01-00
Type: Journal Articles
Subjects: Banking,Industry,Computer Mediated Communication,Discussion (Teaching Technique),Learner Engagement,Interaction,Critical Thinking,Peer Relationship,Assignments,Student Participation,Feedback (Response),Higher Education,College Students

A good understanding of banks and the banking industry are important in a quality business education. Focusing students early in the semester on the three major characteristics of banks and their place/importance in the economy that make them special establishes a solid foundation upon which to build a good understanding of the industry. However, getting students to engage the subject can be challenging. Typically, students' knowledge of banking is very limited at the beginning of the semester. This lack of knowledge, and other issues, often contribute to their lack of engagement in class. The use of an online discussion forum to engage students has many benefits. Instructors in online, as well as face-to-face classes can utilize this type of discussion forum. Effective use of an online discussion forum allows the instructor to encourage student engagement with the material as well as student-student interaction. A well-designed online discussion assignment leads to increased student engagement, critical thinking, and better student satisfaction with the educational process.
STB Developmental Bridge: Improve STEMM University CARED Outcomes (Grades 7-14)
Author: George, John H.
Date: 2021-01-00
Type: Journal Articles
Subjects: STEM Education,Medical Education,Secondary Education,Postsecondary Education,Premedical Students,College Freshmen,Cooperative Learning,Problem Solving,Teaching Methods,Student Diversity,Self Management,Academic Achievement,Thinking Skills,Inquiry,Metacognition,Visual Aids,Cognitive Processes,Models

The author was an engineer for 20 years in both development and applications followed by 15 years as adult educator primarily at a Midwestern urban university with under-represented students. Beginning fall 2008 and for the next 7 years, he developed interventions for &quot;underprepared&quot; STEMM (STEM and pre-Medical) students. This freshmen group entered with ACT math scores ranging from 14 to 21. By: &quot;S&quot;haping cooperative peer learning, &quot;T&quot;eaching problem solving, and &quot;B&quot;uilding self-regulated learning; these under-prepared, often under-represented students overcame fundamental future achievement obstacles (i.e., calculus and core (major) coursework sequences). Projected improvement per regression discontinuity for a student at point of discontinuity (21.5 ACT math score) participating or denied treatment is + 30% (+ 0.6 GPA) in follow-up Calculus sequence and + 20% (+ 0.4 GPA) in majority of core coursework. S TB &quot;program&quot; improvements for a 50% rate of participation: Completion: + 15%; Achievement (average): + 23%; Retention: + 21%; Enrollment: + 15%; and (Identity) Diversity: + 4.4%.
General Trends of Studies on Flipped Classroom Model: Bibliometric Mapping and Content Analysis
Author: Meral, Elif
Date: 2020-00-00
Type: Journal Articles
Subjects: Bibliometrics,Flipped Classroom,Teaching Methods,Achievement Tests,Databases,Active Learning,Chemistry,Content Analysis,Learning Motivation,Trend Analysis,Social Sciences,Science Education,Biology,Physics,Information Retrieval,Academic Achievement,Research Reports,Measurement Techniques,Educational Trends,Periodicals,Higher Education,Elementary Secondary Education

This study, which was based on qualitative research design, aimed to examine the research trends and results of bibliometric mapping analyses of articles about the Flipped Classroom Model (FCM) in education in the past ten years. For this purpose, 126 articles published with the keywords; flipped classroom, education, social science, science, chemistry, biology, and physics between the years of 2010-2019 were accessed through the Web of Science database. Out of these 126 articles, 63 were selected using criterion sampling model for the bibliometric and the content analysis. As a result of the bibliometric analysis, it was seen that the most frequently mentioned keywords were flipped classroom, active learning, and chemical education with many of them focusing more on &quot;motivation&quot;. EducationThe result of the content analysis showed that the variables included not only &quot;motivation&quot; and &quot;perception&quot; but also &quot;academic achievement/performance&quot; as the most common topics in the studies. The results also revealed that the most commonly used data collecting instruments were achievement tests, questionnaires and scales; the most commonly preferred sample groups were university students; and the most commonly utilized research design was the quantitative method.
Philosophical Orientation of Primary School Teachers in Uganda: A Case of Teachers in Iganga Municipality
Author: Kuteesa, Disan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Epistemology,Educational Philosophy,Teacher Attitudes,Teacher Effectiveness,Professional Identity,Exit Examinations,Low Achievement,Teaching Methods,Teacher Education Programs,Learning Processes,Alignment (Education)

This study explored primary teacher's philosophical orientation towards teaching, here defined as a teacher's set of interrelated beliefs that they develop and utilize when teaching. Teachers are expected to conflate epistemological beliefs, instructional training and societal expectations of effective instruction to construct a single perceptual identity and cause learning, but since 2009-2019 pupils in Eastern region of Uganda have persistently continued to perform poorly in Primary Leaving examination hence a need to examine the epistemological and ontological position of teachers. To accomplish this task, a qualitative research approach was used; interview and non-participant observation were the data collection instruments. A key finding of this work was that teachers do not practice the methods of teaching they learnt during their teacher education programs. The study suggests infusion of Karl Popper's Falsification principle, Michael Gibbons Mode 2 Knowledge Production and Epistemological codes in teacher education programs. The nature of subjects, learning and teaching must also be well aligned mutually to form a good base for teaching.
Greening STEM: A Theoretical Exploration for the Malaysian Context
Author: Yean, Aai Sheau
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Conservation (Environment),Epistemology,Correlation,Sustainability,Foreign Countries,Learning Processes,Teaching Methods,Environment,Preschool Education,Elementary Secondary Education,Higher Education,Educational Philosophy,Organizations (Groups),Scientific Literacy

This theoretical piece explores the frame of mind required for a Science, Technology, Education and Mathematics (STEM) education in an uncertain time. Predominantly argued from an epistemic standpoint, this paper analyses the relationship between environment, anthropomorphism, the essence of education, and our presumed mastery of nature. In the attempt to envision and realise a form of STEM education with sustainability as a frame of mind that would befit Malaysia, National Wildlife Foundation's Green STEM; Bybee's STEM Literacy; and Bonnett's idea of sustainability were explored. Through the exploration, a possible frame of mind for Green STEM that could facilitate learning and challenge the status quo of being emerges. Ultimately a STEM education with sustainability as a frame of mind is meant to encourage discussion and exploration of issues as it arises rather than being prescriptive. It is hoped that through such an educational approach, we will eventually arrive at a more harmonious way of being.
Developing Critical Intercultural Competence in Second Language Teacher Education
Author: Yaprak, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Comparative Analysis,Student Teachers,Critical Thinking,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Content Analysis,Student Teacher Attitudes,Undergraduate Students,Teacher Education Programs,Computer Assisted Testing,Rating Scales,Outcomes of Education,Measures (Individuals),Pretests Posttests

This study aims to explore the impact of critical thinking skills on promotion of intercultural competence among student teachers of an English language teaching program. The participants were 34 student teachers studying English language teaching at BA level. They were equally assigned to two groups as treatment (n=17) and non-treatment (n=17). The student teachers recruited for the experimental group received a 10-week teacher training on the cultivation of critical in intercultural contexts. The data were collected through online tests, rating scales, and a set of reflections. The statistical differences between the experimental and the control groups were confirmed with appropriate effect size calculations to scrutinize the effect of the training. How critical thinking skills and intercultural competence exert an impact on the personal and professional development of teacher candidates were analysed and reported qualitatively through the content analysis of the reflections. According to statistical analysis and student teachers' reflections, critical thinking skills played a complementary and crucial role in fostering intercultural knowledge, awareness, and sensitivity in second language teacher education.
Happiness, Wellbeing, and Mental Health in Bhutanese Higher Education: Exploring Student and Staff Experiences and Perceptions within a Framework of Gross National Happiness
Author: Schuelka, Matthew J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Well Being,Mental Health,Foreign Countries,College Students,College Faculty,Student Experience,Teaching Experience,Student Attitudes,Teacher Attitudes,Student Surveys,Teacher Surveys

Bhutan is a country known for happiness. In the 1970s, the Fourth Druk Gyalpo [Dragon King] of Bhutan established the development philosophy of Gross National Happiness (GNH). However, using 'happiness' as a measurement of social and economic development does not mean that all Bhutanese are 'happy' themselves. Schools -- including higher education -- can be stressful places in Bhutan, and there is little support or resources for the mental health and wellbeing needs of students. In this article, we explore the experiences and perceptions of both students and staff across the Royal University of Bhutan in regard to wellbeing and mental health. In all, there were over 1,700 respondents to our survey. We explore the results of the survey through an Educational Values Evaluation and Design (EVED) framework to understand the complex factors that both enable and challenge GNH as a value in higher education. The results show that while many students view their happiness and wellbeing as positive overall, there are still a significant amount that experience depression, stress, social difficulties, and other forms of distress. In comparison to college staff perception of student's mental health and wellbeing, the students are more positive about their own wellbeing than the staff.
The Role of Proactive Personality in the Relationship among Parentification, Psychological Resilience and Psychological Well-Being
Author: Eskisu, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Correlation,Resilience (Psychology),Well Being,Mental Health,Coping,Stress Variables,Early Experience,Child Responsibility,Parent Role,College Students,Foreign Countries

The study aimed at investigating the role of proactive personality in the relationship between the experience of parentification, psychological resilience and psychological well-being. In the study, the survey method based on quantitative data was utilized. The participants were composed of 416 university students (266 females, 150 males). The data were gathered via the Psychological Resilience Scale (PRS), the Proactive Personality Scale (PPS), the Psychological Well-Being Scale (PWBS), the Parentified Child Scale-Adult Version (PCS-A), and a personal information form. The data were analyzed via Pearson product-moment correlation coefficient and mediation analysis. The findings revealed that the experience of parentification had a negative direct effect on psychological well-being and psychological resilience, while it had an positive indirect effect on psychological well-being and psychological resilience through proactivity. In other words, as university students' level of proactivity increased, the negative effect of parentification on psychological well-being and psychological resilience decreased.
The Effects of Engineering Design-Based Mathematics Applications on Spatial Abilities and 3D Geometrical Thinking Skills of Students with Different Learning Approaches
Author: Yildiz, Sevda Goktepe
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering,Design,Teaching Methods,Geometric Concepts,Spatial Ability,Thinking Skills,Mathematical Applications,Mathematics Activities,Mathematics Instruction,Instructional Effectiveness,Learning Strategies,Middle School Students,Grade 8,Public Schools,Foreign Countries

Design activities help students develop their three-dimensional thinking skills and gain engineering and technology literacy. This study investigated whether the spatial abilities and 3D geometrical thinking skills of the students differed according to approaches to learning mathematics before and after engineering design-based mathematics (EDBM) applications. Seventy-five eighth-grade students from a public middle school participated in the study. Data were collected with 3D Geometrical Thinking Test (3DGTT), Spatial Ability Test (SAT) and Approaches to Learning Mathematics Scale (ALMS). In the research, quasi-experimental design with pre-test and post-test control group was used. Engineering design-based mathematics activities were carried out an eight-week period, while the control group received mathematics instruction in line with traditional teaching methods. The results of the study showed that the spatial abilities of the students differed according to the approaches to learning mathematics, whereas the 3D geometrical thinking skills of the students did not differ.
Peer Evaluation in Writing: How to Implement Efficiently
Author: Tuzcu-Eken, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Writing Instruction,Student Attitudes,Content Analysis,Teaching Methods,Foreign Countries,College Students,English (Second Language),Second Language Learning,Personality Traits

The aim of this paper is to investigate the most efficient ways to apply peer evaluation in writing courses, and a lack of studies on the views of students' experienced difficulties while responding to their peers' papers is the starting point of this paper. For this cause, the case study method was implemented, including an interview conducted with prep-class students (N=37) who attended a writing course for two semesters and a review of literature of related papers written over the past five years that specifically focuses on the ways to develop peer-evaluation skills of students. Both the interview and the relevant previous studies were analyzed through content analysis. As a result of the study, it was found that the challenges that students experienced were because of a lack of ability in language usage and having an avoidant personality, not having clear purposes for evaluation, a lack of ability in dominating the relevant terminology, and having difficulty in finding content and organization related mistakes. Consequently, students need effective training on peer evaluation to enhance their skills beforehand. The suggestions collected thanks to the literature review is expected to be helpful in this respect.
Assessing the Value Extension Adds to Decision Making among Natural Resources Leaders
Author: Rimsaite, Renata
Date: 2021-04-00
Type: Journal Articles
Subjects: Extension Education,Extension Agents,Natural Resources,Planning,Surveys,Forestry,Leadership Responsibility,Policy,Decision Making,Value Added Models,Program Effectiveness,Individual Characteristics,Evaluation Methods,Research,Evidence Based Practice

Extension professionals face challenges in quantifying the impact of their efforts in advancing the decision-making process inherent in setting natural resources policy. We developed a flexible tool that measures the impact of improving decision makers' planning efforts. The tool consists of two sets of survey questions that can be modified to fit an Extension program's goals. We illustrated how to use the tool by surveying leaders working with private forest owners to advance natural resources management. However, the tool can be of use to Extension professionals across various program areas.
Prospective Teachers&apos; Perception of Religious Identity in Terms of Different Identity Types
Author: Altintas, Irem Namli
Date: 2021-00-00
Type: Journal Articles
Subjects: Identification (Psychology),Preservice Teachers,Student Attitudes,Religion,Foreign Countries,Socioeconomic Influences,Gender Differences,Ethnicity,Moral Values,Correlation,Political Issues,Nationalism,Sexual Identity,Predictor Variables

Identity distinguishes an individual from other individuals, but it also unites individuals with other individuals with similar characteristics. This study aims to investigate the religious identity perception of prospective teachers. To this end, the study enrolled 78 male and 228 female students from three different departments (Social Studies Teaching, Classroom Teaching, and Science Teaching) of the Faculty of Education in a state university in Turkey. The data were collected via &quot;The identity Attitudes Scale&quot; developed by Yazici (2016), and &quot;The moral Identity Questionnaire&quot;, adapted to Turkish by Sariçam and Çelik (2018). The study employed the relational screening research design, one of the qualitative research models. In the analysis of the data, T-test and ANOVA were utilized to analyze the variables of identity types in terms of socioeconomic backgrounds and gender types. Also, multiple regression analysis was used to explore to what extent identity types predicted religious identity. The results revealed that religious identity perceptions differed depending on socioeconomic levels but not on gender. Besides, it was found out that prospective teachers' ethnic and moral identity perceptions did not correlate with their religious identity perceptions, however, their political, national, and sexual identity perceptions predicted their religious identity.
Pre-Service Primary School Teachers&apos; Beliefs about the Consistency of the Teacher Training Program on the Formation of Their Teacher Identity
Author: Çelik, Özkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,College Seniors,Primary Education,Teacher Education Programs,Program Effectiveness,Self Efficacy,Professional Identity,Predictor Variables,Public Colleges,Gender Differences,Foreign Countries

The present study aimed to determine the effect of belief about the consistency of teacher education program in the formation of teacher identity of pre-service primary school teachers. In the study, a correlational survey method was benefitted. The participants of the research study consisted of 203 senior pre-service primary school teachers of three different state universities in 2018-2019 academic year. Early Teacher Identity Scale and TEDS-M Beliefs about the Effectiveness of Teacher Education Program were used as data collection tools. As a result, it was determined that the pre-service primary school teachers' beliefs about the effectiveness of the teacher education program are high and the early teacher identity was at a medium level. In addition, it was revealed that the beliefs about the consistency of the teacher education program differed significantly in favor of the female pre-service teachers when compared to the beliefs of the males. However, the early teacher identity level of the two groups did not differ. It was concluded that there was a low positive relationship between belief about the effectiveness of teacher education program and the early teacher identity and belief about the effectiveness of teacher education program was a significant predictor of early teacher identity.
Language Teacher Immunity: Insights from Turkey
Author: Sariçoban, Arif
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,English (Second Language),Barriers,Resilience (Psychology),Teacher Burnout,Teaching Conditions,Coping,Teacher Characteristics,Teaching Experience,Foreign Countries,Professional Identity,Self Efficacy,Elementary School Teachers,Secondary School Teachers,College Faculty,Educational Attainment,Institutional Characteristics,Gender Differences

The construct of L2 teacher immunity refers to the self-established protective shield that teachers develop against challenges posed by the instruction process. Therefore, the aim of the present study was to measure this construct of L2 language teacher immunity, which was put forward by Hiver and Dörnyei (2017), based on the constituents constructs such as teacher resilience, burnout, attitude, openness, classroom affectivity, and coping. The present study was designed as a quantitative study. A questionnaire, offered by Hiver (2017), was administered to 87 EFL teachers. Purposeful sampling method was used to select the participants. both experienced and inexperienced teachers were selected to enable comparison possible. Another point in the selection of the participants was to select those who hold postgraduate degrees as well. The results indicated that the EFL teachers in the present study have a moderate level of immunity. Moreover, results also indicated that although experience did not play a significant role in L2 teacher immunity, graduation was more important. Finally, the cluster analysis demonstrated that highly immunized tended to have lower levels of burnout and tend to use more coping strategies.