ethanporcaro/eric-fulltext-meta huggingface dataset:
Formation of Future Teachers&apos; Ability to Organise Educational Activities on the Basis of Pedagogical Tasks
Author: Kastayev, Serik
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Age Differences,Teaching Methods,Gender Differences,Elementary School Teachers,Science Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Student Attitudes

The purpose of this research is to determine the ability of future teachers to organise educational activities on the basis of pedagogical tasks. This research was designed in accordance with the quantitative research method. The study group of the research consists of 448 teacher candidates studying in education faculties of various universities in Kazakhstan in the 2021-2022 academic year. As the data collection tool of the research, the scale of the ability to organise educational activities on the basis of pedagogical tasks was developed by the researchers. As a result of the research, it has been determined that preservice teachers' ability to organise educational activities on the basis of pedagogical tasks has a medium level of proficiency in the fields of pedagogical content knowledge and organising educational activities. It is seen that there is no significant difference regarding the ability of the teacher candidates participating in the research to organise educational activities on the basis of pedagogical tasks according to the variables of gender and the department they study in. However, it is seen that there is a significant difference regarding the ability of the teacher candidates participating in the research to organise educational activities on the basis of pedagogical tasks according to the class variable. The significant difference determined that it is in favour of pre-service teachers studying in the third and fourth year. In line with the results of the research, it has become necessary to increase the course content in teacher training programmes in order to improve the formation of teacher candidates' ability to organise educational activities on the basis of pedagogical tasks.
Formation of the Professional Status of Teachers on the Basis of a Synergetic Approach to the Organisation of Methodological Work
Author: Kabulovna, Issabekova ?inash
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Professionalism,Ethics,Standards,Teacher Qualifications,Teaching (Occupation),Teacher Rights,Teacher Salaries,Teacher Education Programs,Faculty Development,Expectation,Barriers,Social Change,Social Status,Foreign Countries

The purpose of this research is to receive teacher opinions on the formation of the professional status of teachers on the basis of a synergistic approach to the organisation of methodological work. This research was created in accordance with the qualitative research method. The study group of the research consisted of 40 primary schoolteachers working in various primary schools in Almaty, Kazakhstan, in the 2021--2022 academic year. The data of the research were collected with a semistructured interview form developed by the researchers. As a result of the research, the majority of primary schoolteachers participating in the research stated that teachers' behaviour in accordance with the ethical principles of the profession, providing a qualified teaching education, transforming them into a profession with high economic returns and improving their personal rights are factors that positively affect the status of the teaching profession. The majority of primary schoolteachers participating in the research evaluated the low economic return of the profession, the insufficient personal rights of the profession, the lack of appreciation of the teacher in the education system and the high expectation from the teacher as factors that negatively affect the status of the teaching profession. The majority of primary schoolteachers participating in the research determined that developing the reorganisation of teacher training policies, providing professional motivation in-service trainings for teachers, creating a sharing platform for teachers and working to improve the perception of society in a positive way are suggestions for the formation of the professional status of teachers on the basis of a synergetic approach to the organisation of methodological work.
Speech-Language Therapist and Teacher Knowledge of Early Literacy Skills
Author: Krimm, Hannah
Date: 2022-10-00
Type: Journal Articles
Subjects: Speech Language Pathology,Allied Health Personnel,Emergent Literacy,Knowledge Level,Language Impairments,Self Evaluation (Individuals),Preschool Teachers,Kindergarten,Reading Instruction,Writing Instruction

Purpose: The purposes of this study were: (a) to compare speech-language therapists' (SLTs') and general education teachers' perceived skill for providing early reading and writing instruction and (b) to compare SLTs' and teachers' knowledge of early reading and writing skills. Method: SLTs (n = 28) and general education teachers (n = 25) participated in this study. Participants completed a self-assessment of their own skill level for providing early reading and writing instruction and an objective measure of their knowledge of early reading and writing skills. Results: There was a significant difference between groups in self-assessment of current skill for delivering early reading and writing instruction; SLTs rated their own current skill as lower than teachers rated their own current skill. There was not a significant difference in knowledge of early reading and writing skills between SLTs and teachers. Conclusions: SLTs and teachers can benefit from continued professional development related to providing evidence-based reading and writing instruction. Because of their different perceptions of their own skills, professional development may need to be approached differently for SLTs and teachers. Future research will examine specific areas of knowledge strength and weakness for SLTs and teachers.
Teachers&apos; RA 4670 Awareness during the COVID-19 Pandemic Times
Author: Alcoran-Alvarez, Giselle Ann
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Public School Teachers,Knowledge Level,Civil Rights,Public Schools,School Districts,Foreign Countries,Educational Legislation,Teaching Conditions,Teacher Rights,Elementary Secondary Education,Gender Differences,Instructional Program Divisions,Kindergarten,Teaching Experience

This study investigated the public schoolteachers' level of awareness of the Magna Carta for Public School Teachers (RA 4670). An online survey was administered to public schoolteachers from three congressional districts and data were treated using appropriate statistical tools. The results revealed the respondents' high awareness on the observance of due process at each stage of any disciplinary procedure, gradual salary progression every 3 years and required information was given in case of transfer. However, they were less aware of the permanency status of non-eligible teachers after rendering 10 years of service with no probationary period for eligible teachers. Also, there was a significant difference between teachers from districts 2 and 3, with the latter having a higher level of awareness. Therefore, this study recommends intensified information dissemination of the Magna Carta for Teachers, and further study may examine the relationship between teachers' experience and awareness level of the said law.
Students&apos; Perceptions toward a Smart Equation Exam System for Students with and without Handwriting Difficulties
Author: Jaber, Ahmad M. D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Assisted Testing,Students with Disabilities,Physical Disabilities,Handwriting,Tests,Physics,Science Instruction,Foreign Countries,College Students

This study suggests a digital assessment tool - Smart Equation Exam System (SEED) - as a substitute for traditional multiple-choice and paper and pen exams. SEED includes a question bank, an answer platform, mathematical equations, and physics formulae. The novelty of SEED is that it allows all students with or without physical disabilities via creation of an equal and non-discriminatory platform to solve the physics questions step by step and submit all the solution steps as well as the final answer. The study population was composed of students enrolled in the General Physics (II) course at university level. The sample consisted of fifty students who were selected randomly. The results showed that more than eighty presents of the participants had a positive perception of SEED compared to traditional exams, and they found it more flexible in reviewing solution steps, and getting feedback, especially for the student with handwriting disabilities.
The Perspective of Work Readiness in Vocational School Students with 21st Century Communication and Collaboration Skills
Author: Hidayatulloh, Muhammad Kris Yuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Readiness,Vocational Education,21st Century Skills,Communication Skills,Cooperation,Foreign Countries

The 21st-century skills consist of life and career, study and innovation, and information technology skills. The ability to communicate and collaborate is one of the skills. Therefore, this study aims to determine the effect of communication and collaboration skills on the work readiness of vocational students. A total number of 350 students were used as respondents. Furthermore, the instruments used were Self-Perceived Communication Competence, Work Readiness scale and Teamwork Scale for Youth. The results showed that communication and collaboration skills had both partial and simultaneous influences on student work readiness. Also, these skills were directly proportional to the level of the vocational students' work readiness. In addition, the teacher was a factor that played a role in improving communication and collaboration skills in schools. Meanwhile, with intensive supervision, parents play a role in the improvement of these skills when students are outside the school.
The Problem of the Development of Emotional Intelligence of Future Social Educators
Author: Nabi, Gulzi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Emotional Intelligence,Skill Development,Social Studies,Educational Needs,Student Teacher Attitudes,Barriers,Self Evaluation (Individuals)

The purpose of this research is to evaluate the development problem of the emotional intelligence of future social educators in line with the views of future social educators. This research was designed in accordance with the qualitative research method. The study group of the research consisted of 40 pre-service teachers studying in the department of social studies teaching at a university in Almaty, Kazakhstan, in the 2021-2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of teacher candidates have a medium level of emotional intelligence. The majority of teacher candidates show behaviours that show high emotional intelligence. They expressed it as knowing which emotions and why, understanding the emotions of the people around them, empathising with the people around them, being able to control their own emotions and expressing their own emotions only when they want. The pre-service teachers who participated in the research evaluated the barriers to the development of emotional intelligence in three categories: family barriers, personal barriers and environmental barriers. In line with the results of the research, the necessity of organising seminars that can be guided by emphasising the importance of emotional intelligence for future social educators has emerged.
Predictors of University Adaptation and Grades for Direct Entry and Transfer Students
Author: Quinn-Nilas, Christopher
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Student Adjustment,Grades (Scholastic),Academic Achievement,College Transfer Students,College Bound Students,Self Control,Undergraduate Students

This study compared the differences between students entering university directly from high school vs. those transferring from other higher education institutions for the variables of the academic self-control model (general resourcefulness, academic resourcefulness, academic self-efficacy, preparedness, failure attributions, and university adaptation). The goals of the research were to test the following: (1) the full academic self-control model using a large sample of undergraduate students to predict university adaptation and final grades; (2) if the pathways of association implied by the model are equally predictive regardless of whether students are direct entry, university transfer, or college transfer; and (3) if the means of the variables differed among these three groups. Results replicated previous studies showing that, for the entire sample, general resourcefulness, preparedness, explanatory style for failure, and academic self-efficacy were strongly predictive of academic resourcefulness, which, in turn, was strongly associated with university adaptation and grade. Moreover, the indirect and direct pathways of the model were found to be equivalent for the three student groups. Comparisons of the groups' means for the psychological variables revealed the university transfer group to have the most favourable scores followed by the college transfer group. The findings suggest that both college and university transfer students bring valuable skills to undergraduate programs and the keys to their university adaptation and academic achievement are the same as for direct entry students.
Academic Profession and Gender among Academics in Formative Stages: International Trends and Successful Public University Strategies
Author: Berríos, Paulina
Date: 2022-03-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Mentors,Gender Differences,Sex Fairness,Faculty Development,Foreign Countries,Equal Education,Career Development,Women Faculty,Teacher Surveys,Predictor Variables

This article addresses issues related to academics' perception on how well their institutions support and accompany them during their academic career. The main questions addressed in the article are: How accessible is mentoring for academics? Do academics perceive they are well supported in their academic careers? What strategies do higher education institutions use to address gender inequality in the academic profession? The article discusses conceptual elements from the literature on faculty development, mentoring, and gender, and analyses initial findings from the international Academic Profession in Knowledge Society (APIKS) survey related to institutional support for academics in their formative career stages. Particular attention is given to actions undertaken by the one of the most prestigious public universities in Chile, the case of University of Chile, to tackle gender gaps in academic career development. University of Chile offers an interesting case study in relation to the development of policies that support women and promote gender equality at the level of the academic and student body. In this sense, it has carried out important initiatives of a transversal nature to all academic units and that have great support and legitimacy within the university community.
A Competency Level Model for Communication Skills
Author: Walz, Kristina
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Competence,Communication Skills,Interpersonal Communication,Models,Mastery Learning,Performance Based Assessment,Item Response Theory,Role Playing

This paper examines a communication model based on six theoretical facets. Each facet was operationalised according to two aspects of Habermas' theory of communicative action: strategic and understanding-oriented action. The aim of the empirical analyses was to ascertain whether the postulated model could be used to measure different levels of competence, employing analyses from item-response-theory. We used a sample of 515 students from 11 German higher education institutions. Our empirical study confirmed qualitatively different levels of competence in all six facets. By linking rubrics with quantitative results, we were able to describe each level of competence qualitatively and to relate the different facets to each other. The purpose of this study is to support higher education institutions in the development of concrete strategies for helping students master complex competencies that aid them in their personal and professional development.
A Hidden Cultural Force: Contextualizing Taiwan&apos;s Higher Education Governance
Author: Lin, Warangkana
Date: 2022-03-00
Type: Journal Articles
Subjects: Higher Education,Governance,Educational Policy,Policy Formation,Foreign Countries,Case Studies,Administrator Attitudes,College Faculty,Teacher Attitudes,Government School Relationship,Government Role,Western Civilization,Guidelines,Cultural Influences,Confucianism,Professional Autonomy,Educational Legislation,College Presidents,Deans,Administrative Organization,Educational Finance,Institutional Autonomy

The approaches to governance employed by various societies have become increasingly similar, following a pattern of reforms that move away from the control mode to the supervisory mode. To this end, direct central involvement is being replaced by a model that relies on more sophisticated forms of funding, monitoring, and performance review. This case study research adopts in-depth semi-structured interviews with 31 top- and mid-level administrators and academics at two premier universities and senior members of the ministry and its affiliated organizations. Through the lens of agency theory, it explores stakeholders' perceptions of university-government relations and how the government maintains its support, control and influence through a system of checks and balances. The findings reveal a salient role of the government as a policy driver. In addition, the coalitions of universities, the state, and society have exerted a significant impact on policy development and implementation in Taiwan. Empirically, this study has illustrated how a cultural force hidden in agency theory influences higher education governance in Taiwan. Thus, it sets an implication and further theorizes an application of this widely-used and western-based framework to understand the state-university relationship in East Asia.
English Medium Instruction Programs in Private Universities in Mongolia -- Rationales and Challenges
Author: Gundsambuu, Sainbayar
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Language of Instruction,English,Private Colleges,Barriers,College Faculty,Teacher Attitudes,Administrator Attitudes,Global Approach,Employment Qualifications,Foreign Students,Competence,Cultural Influences,English (Second Language),Second Language Instruction

This study explored the rationales for English medium instruction in private universities in Mongolia and investigated the challenges they face. Through a qualitative case study design, this study examined the programs taught in English in two private universities. Data were generated via 20 interviews with senior and junior administrators and faculty members. The results of this study indicate that the rationales for implementing programs taught in English are grounded in: (1) a desire to raise their international profile, with a focus on; (2) increasing the number of international students, and; and (3) fostering the international competencies of graduates in the global job market. Administrative, managerial, and institutional challenges were found to be the most severe obstacles to program implementation at the case study universities.
Higher Education and the Marriage Market: Educational Attainment, Educational Homogamy, and Inequality
Author: Andres, Lesley
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Marriage,Family Income,Well Being,Proximity,Educational Attainment,Spouses,Foreign Countries,Family Characteristics

The purpose of this article is to examine if educational homogamy patterns are associated intergenerationally, the extent to which today's couples are homogamous, and how this translates into levels of family income and financial and overall well-being. To examine these relationships, 28 years of longitudinal data from the British Columbia &quot;Paths on Life's Way&quot; project are employed. First, changes in marital status, educational completion, and homogamy are examined with the goal of defining these constructs more precisely. Through descriptive statistics, the relationship between educational attainment and related homogamy levels of Paths respondents and their parents is established. Then, the technique of correspondence analysis is used to determine the relationship between assortative mating and the nature and extent of inequality experienced by &quot;Paths&quot; respondents. Findings reveal that educational homogamy and its intergenerational associations exist and the extent to which it exacerbates inequality in terms of family income levels, contributions to registered investment plans, and physical, mental, and financial well-being in the sample. The findings of this article highlight the value of a post-secondary education in relation to marriage strategies, and the reproduction of inequalities.
Stress Testing the University Fall Break Policy: Understanding the Impact on Student Mental Health
Author: Pilato, Kelly A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Vacations,School Schedules,Stress Variables,Mental Health,Anxiety,Coping,Educational Policy,Policy Analysis

Attempting to support student mental health, many Canadian universities have implemented a fall break with the assumption it would be helpful in alleviating students' stress and anxiety. However, there is no baseline data regarding stress level or mental illness burden of students to understand its effectiveness. Using case study methodology with mixed methods, this research sought to appraise, given a lack of baseline data, the impact of a fall break on student mental health. While the surveys revealed that students overwhelmingly liked the break and perceived it to reduce their school related stress, the focus groups revealed key insights into understanding stress and coping among university students about how students like to de-stress that have practical implications for any policy aimed at promoting students' mental wellness. This research offers practical policy suggestions to help post-secondary institutions determine whether a fall break week can be effective in addressing students' stress and anxiety.
Data Literacy Training for K-12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes
Author: Filderman, Marissa J.
Date: 2022-10-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teachers,Data,Technological Literacy,Training,Faculty Development,Teaching Skills

This meta-analysis explores training teachers in the use of data, defined as any quantifiable information that helps teachers know more about their students for instructional decision-making. The questions addressed are as follows: (1) What are the features of data literacy training for kindergarten through 12th-grade teachers?; (2) What are the effects of data literacy training on kindergarten through 12th-grade teacher outcomes?; and (3) Do training characteristics moderate the effects of training? A comprehensive search of research conducted between 1975 and 2019 yielded 33 studies with 163 effect sizes that met inclusion criteria. Using a random effects model, the researchers found significant positive effects on knowledge and skills, g = 0.67, 95% confidence interval (CI) = [0.40, 0.93], and beliefs, g = 0.48, 95% CI = [0.17, 0.79]. A collaborative training format significantly and positively moderated effects. Implications for teacher trainings and the design of future research are discussed.