ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Testing English in the Algerian Educational System
Author: Meriem, Othmane
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Evaluation Methods,Student Evaluation,Global Approach,Language Tests,Communicative Competence (Languages),Higher Education,Bachelors Degrees,Masters Degrees,Doctoral Degrees

The relationship between teaching and assessment seems to be direct since they both complete each other. This current paper is an attempt to provide a systematic description of instruction and evaluation in the Algerian educational context within the License-Master-Doctorate reform (LMD reform). The present study has significant benefits in terms of researching the adequacy of applying new approaches in the classroom--as a new envision--for assessing the learners' competences. Using a multiplicity of modes enables the teacher to evaluate his learners' capabilities elaborately and consequently fulfill their needs. This paper is an attempt to answer the question, how can EFL teachers assess their learners' competences with the implementation of new approaches that foster their communication skills. First, it tackles the status of English in the globalization era and the effect of this latter on evaluation. Second, it sheds light on the LMD reform with its main changes that affects teaching and testing, finishing up with speaking about English Language Teaching (ELT) in Algeria and, more precisely in Biskra, to provide data about the implemented methodology of measurement. In the present study, we employed classroom action research to assess the learners' communicative competence using a range of multimodal speaking tasks (videos, games, songs, role- plays, oral presentations, and discussion tasks). We opt for the use of both quantitative and qualitative methods for two chief reasons; first, to investigate the effectiveness of using the multimodality approach while assessing learners' competences and performances, second to explore the area under study. The findings revealed that EFL Teachers might evaluate their learners' abilities using a multiplicity of modes (visual such as videos, auditory such as songs, kinesthetic such as roleplays). Consequently, teachers are highly recommended to use innovative approaches to assess their learners' competences.
The Challenges and Prospects of Using E-Learning among EFL Students in Bisha University
Author: Ja'ashan, Mohammed Mohammed Nasser Hassan
Date: 2020-03-00
Type: Journal Articles
Subjects: Barriers,English (Second Language),Second Language Instruction,Electronic Learning,Educational Technology,Instructional Effectiveness,College Faculty,Language Teachers,College Students,Foreign Countries,Time,Teacher Student Relationship,Knowledge Level,Technology Integration,Access to Computers,Technological Literacy,Technical Support,Training,Administrator Role,Teacher Role

This study attempts to find out the challenges students' face in learning English as a foreign language when using E-learning system at University of Bisha. It also investigates whether using E-learning is beneficial to EFL students in their learning English to the degree anticipated. There are many challenges face both teachers and students during use E-learning. These challenges include academic, technological; and administrative challenges. The study sample included 36 teaching staff and 261 EFL students at University of Bisha -- English department. To collect data required, the researcher developed questionnaires that consist of three domains for both teaching staff and students separately. The study results show that there are no significant differences between EFL students (males and females) of E-learning activities. Therefore, it argued that all domains of teaching staff and students' challenges could not predict academic achievement. The findings reveal that some factors such as academic, administrative, and technical challenges regarding E-learning were the main challenges of E-learning at University of Bisha. The results also show that students aware of the benefits of using E-learning. They perceive themselves as having a highly positive attitude towards E-learning in English. However, the main advantage can be used anywhere, anytime, and the E-learning system can adapt to the aims of improving communication and enriching students' learning experiences.
Comparative Analysis of the Process of Training Education Managers in Educational Institutions
Author: Kusainov, Askarbek K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrator Education,Educational Administration,Readiness,Foreign Countries,College Students,Self Actualization

Context: A significant part of future specialists receive only practical skills without formal practical exam situation. In this regard, there is a need to train a manager who can adapt and be ready to carry out his/her activities in a specific profile interaction. The aim of the experimental study was to develop and test the advanced working hypothesis about the possibility of effective formation of readiness for future self-realisation of future education managers. Approach: The work uses mathematical methods for testing the hypothesis of testing the readiness of education managers with verification of competency type. Findings: The novelty of the study is determined by what the authors are considering &quot;the possibility of training a manager in accordance&quot; including not only the standards for the provision of educational services to the population, but also the possibility of introducing world-class training standards. The authors show that the basis for such a development may be the readiness to work in a globalised environment. The dynamics of changes in the indicators of the levels of readiness for professional self-realization of students studying in the control and experimental groups from the first to the fourth year were compiled and recorded. The methodology of vocational training of students for the purpose of their self-realisation during training has been specified. The practical significance of the study is determined by the fact that integration with the global educational environment should be based on international standards for the provision of educational services. Conclusions: The results of this research can be useful and interesting to international readers, as the parameters of educational and methodological support have been developed and tested, which contains a set of situational exercises to form readiness for professional self-realisation for future education managers. Also, the conducted analysis indicated serious problems with the employment of university graduates both in the Republic of Kazakhstan and in the Republic of Lithuania.
Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers
Author: Goller, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Occupations,Information Technology,Technology Integration,Technological Literacy,Agricultural Production,Technology Uses in Education,Vocational Education

Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years. Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.
Evaluation of the Professional Development Program in Digital Material Design According to the Kirkpatrick&apos;s Model
Author: Göçen Kabaran, Güler
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Evaluation,Measures (Individuals),Self Efficacy,Technology Integration,Faculty Development,Material Development,Educational Technology,Instructional Design,Teacher Competencies,Teacher Attitudes,Teaching Methods,Transfer of Training,Technological Literacy,Pedagogical Content Knowledge,Student Attitudes,Pretests Posttests,Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Characteristics,Foreign Countries

Today's developments have revealed the necessity of using digital materials in educational environments. The digital material design competencies of the teachers on this subject are essential. In this context, it is necessary to develop and evaluate a professional development program. The purpose of the current study is an evaluation of the professional development program developed for the digital material design according to Kirkpatrick's Model. In the current study, a digital materials design professional development program consisting of 10 modules and 21 subjects was developed. Kirkpatrick's Program Evaluation Model was used in the evaluation of the program. In this context, teachers' reactions to the program, their learning levels, their ability to transfer the knowledge they have acquired to the classroom environment, and the target audience's opinions on the practices were determined. &quot;The Digital Materials Design Competences Scale&quot; and &quot;The Scale of Self-Efficacy Perception of Technology Integration&quot; was used to collect quantitative data. Interviews and the observation technique were used to collect qualitative data. According to the findings, it was determined that the teachers expressed positive opinions about the program and that they were satisfied with the program. It was concluded that after the professional development program, the teachers' digital material design competencies and their self-efficacy perceptions of the integration of technology developed. The follow-up evaluation study determined that teachers could transfer the knowledge and skills they gained in the professional development program to the actual classroom environment, and students expressed positive opinions about these practices. [This article includes an extended summary in Turkish.]
&quot;I Saw a Change&quot;: Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership
Author: Marquis, Elizabeth
Date: 2021-09-00
Type: Journal Articles
Subjects: Equal Education,Teacher Student Relationship,Partnerships in Education,College Students,Foreign Countries,Minority Group Students,Student Attitudes,Teaching Methods,Educational Change,College Faculty,Teacher Attitudes

Persistent inequities in access to and experiences of learning in postsecondary education have been well documented. In line with efforts to redress these inequities and develop more just institutions, this study explores the potential for pedagogical partnerships in which students and faculty collaborate on teaching and learning initiatives to contribute to classroom equity. We investigate this issue by drawing on qualitative interviews with students who have participated in extracurricular pedagogical partnership programs in institutions in Canada and the United States, and who identify as members of marginalized groups (e.g., racialized students, 2SLGBTQ+ students, students from religious minorities, disabled students). While much existing research on equity and student-faculty partnership primarily focuses on the outcomes of partnership for participating students, we instead investigate students' perceptions of the extent to which their partnership efforts contributed to wider impacts--such as developments in faculty thinking and teaching practice and student experiences in the classroom. We also consider challenges students noted connected to power imbalances and faculty resistance, which influence partnership's capacity to contribute to equity and raise important considerations for those interested in partnership practice.
The Comparison of Turkish and Chinese Primary Math Teacher Education Programs
Author: Özkan Elgün, Imgehan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Teachers,Teacher Education Programs,College Admission,Teacher Education Curriculum,Teacher Selection,Preservice Teacher Education

The aim of this study is to compare Turkey and China in terms of admission to primary math teacher education programs, the content of primary math teacher training programs and appointment to teaching post. Within the scope of this aim, document analysis method was used in the study. As data sources the websites of Ministry of Education, OECD, National Center on Education and Economy and articles on primary Mathematics teacher education systems and teacher education systems in general were used. The documents were examined in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post in Turkey and China. While choosing the countries, 2018 PISA Math results of China and Turkey were considered. According to the findings of the study it was concluded that although Turkey and China have some similarities in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post, there are also big differences between two countries. Accordingly, some suggestions are proposed especially for the Turkish teacher education system. Some of the suggestions are increasing the hours of practicum, having an interview before they are accepted to education programs, having an interview and a written exam in every five years after they are appointed to a teaching post. [Note: The page range (p111-126) shown on the PDF is incorrect. The correct page range is p111-125. This article includes an extended summary in Turkish.]
Pre-Service Teachers&apos; Perspectives on Their Preparation for Inclusive Teaching: Implications for Organizational Change in Teacher Education
Author: Massouti, Ayman
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Inclusion,Teaching Methods,Organizational Change,Preservice Teacher Education,Foreign Countries

This single case study examined the perspectives of 12 pre-service teachers in one Ontario teacher education program towards their preparation for inclusive teaching using Sensemaking theory as a theoretical framework. Semi-structured interviews as well as document analysis for inclusive education policies were conducted. The findings showed that pre-service teachers perceive inclusion as a collaborative policy practice that requires the possession of a positive mindset, respect towards all learners, and the necessary resources. Moreover, the findings suggest the need for the examined program to critically review its curricular structure in terms of how course designs and requirements would further support future teachers' knowledge and practices around inclusive teaching. In addition, completing the field-based experience component under the supervision of inclusion-oriented associate teachers and in K-12 classrooms that exemplify students' diversity was found crucial.
An Analysis of the Qualities of the Problems Posed by the Students in a Seventh Grade Mathematics Course Assisted by the Problem Posing Approach
Author: Yig, Katibe Gizem
Date: 2021-06-00
Type: Journal Articles
Subjects: Problem Solving,Grade 7,Middle School Students,Mathematics Education,Scoring Rubrics,Equations (Mathematics)

In this study, it is primarily aimed to determine the qualities of the problems posed by the students in a mathematics class delivered through the problem-posing approach and to examine the mean scores of the students obtained from these qualifications. The linear equations topic at the seventh grade was taught using the problem-posing approach. The study was designed as a case study and involved twenty students as participants. The data were collected using thirteen problem-posing tasks. At the first step of the study, a problem-posing evaluation rubric was developed. The rubric involved the following criteria: clarity, mathematical accuracy, contextual originality, originality in terms of mathematical relations, complexity level and pertinence to situation qualifications. Then, this rubric was used to identify the qualities of these problems. It was also employed to determine whether or not the mean scores of the participants significantly differed based on the objectives stated. The findings of the study suggest that in parallel to the participants' improvement on the objectives, their mean scores on contextual originality, originality in terms of mathematical relations, and complexity also improved. It is concluded that the integrity of the problem-posing approach into the educational program will improve the qualities of the problems developed by the participants.
An Investigation into the Changes and Developments in Teaching Methods Applied in Ottoman Educational Institutions: Sati Bey&apos;s Suggestions and Practices
Author: Karagöz, Savas
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Educational Change,Educational History,Memorization,Rote Learning,Notetaking,Questioning Techniques

From the perspective of Turkish education history, it can be said that the teaching methods applied in the educational institutions of the Ottoman Empire had deductive characteristics. The application of the deductive method was carried out in various forms including memorization, repetition, comprehension, discussion and note taking. Since the transfer of lessons in primary schools and madrasahs, which were traditional Ottoman educational institutions, was predominant, memorization as a teaching method was also dominant. Along with the modernization period in the nineteenth century, with innovations in the social, economic and military fields of the Ottoman state, there were also changes and developments in the field of education. After the second Constitutional Monarchy, the &quot;Darülmuallimin&quot; (the teachers' school for men), which was established in 1848, started to train more qualified teachers as part of the changes and developments in the historical process. The ideas, suggestions and practices of Sâti Bey, the principal of the teachers' school in that period, as the key implementer of these changes are still considered important today. In this study, the necessity, importance and characteristics of the methods of &quot;takrir&quot; (&quot;explaining&quot;) and &quot;teksif&quot; (&quot;discovering&quot;) in Sati Bey's thinking as opposed to memorization are emphasized. The findings show that the discovering method is more useful than the explaining method in terms of permanent learning as an alternative to memorization. Another finding of the present study is that methods of explaining and discovering cannot be applied in every academic course. [Note: The publication year (2020) shown on the PDF is incorrect. The correct publication year for v8 n2 is 2021.]
Are We Online or in Class? Students&apos; Smartphone Usage Habits
Author: Kocak, Omer
Date: 2021-06-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Habit Formation,Computer Use,Social Media,Time Management,Affordances,Undergraduate Students,Student Attitudes,Public Colleges,Data Collection,Classroom Environment,Foreign Countries

Smartphones, which enable us to be online everywhere and every time, are also commonly used by students today. This study aims to reveal undergraduate students' habits of using smartphones. With this purpose, the phone usage track application was installed on students' smartphones, and their 7-day use was recorded with the application and was then analyzed. In addition to that, the students' views on using smartphones during classes were also investigated through open-ended questions. As a result, it was found that they used their smartphones for 4 hours and 50 minutes on average and that they used the same or different applications approximately 380 times a day. The most frequently used smartphone applications were found to be social media and messaging applications. The students were found to use their smartphones the most intensely between 21.00 and 24.00. The majority of the students used their smartphones during classes and their reasons for using the phones for noneducational purposes were more than the reasons for using them for educational purposes. The students stated that they used their smartphones for non-educational purposes such as check the time, make calls, and texting and for educational purposes such as research, take the photo of the blackboard or slides. While the great majority of the students had negative views about using smartphones during classes, some of them also had positive views.
The Readiness of Primary and Preschool Pre-Service Teachers&apos; for Teaching Profession in Turkey: A Mixed Methods Research
Author: Girgin, Derya
Date: 2021-06-00
Type: Journal Articles
Subjects: Career Readiness,Elementary School Teachers,Preschool Teachers,Foreign Countries,Preservice Teachers,Student Attitudes,Teaching Skills,Technology Integration,Teaching Methods

This study aims to examine the readiness of pre-service teachers for teaching in terms of different dimensions. Among the mixed research designs, combined design in which the priority order of qualitative and quantitative methods is equal was preferred for the study. The participants were 127 pre-service teachers in the Faculty of Education. The research data set was obtained from the Preparedness to Teach Scale. In order to determine to what extent pre-service teachers, feel ready for teaching, two focus group sessions and the pre-service teachers were observed. In the study, it was determined that the pre-service teachers' level of readiness for teaching is at a medium level and the pre-service teachers used technology to attract attention and increase participation. It was observed that the pre-service teachers had problems in choosing appropriate teaching strategies, noticing special learning needs or difficulties, and classroom management.