ethanporcaro/eric-fulltext-meta huggingface dataset:
Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation
Author: Alexopoulos, Nikolaos
Date: 2022-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Collegiality,Interpersonal Relationship,Adjustment (to Environment),Cooperation,Work Environment,Empathy,Foreign Countries,Teacher Characteristics,Administrator Role,Teacher Associations,Elementary School Teachers

Despite findings in the literature on its significance, the acclimatization of teachers into school units is not well organized. Hence, many newly appointed teachers fell as a &quot;foreign body&quot; into school, they do not interact with the other members of staff and they are not actively engaged in school life. This study aims to explore the factors involved in social behavior (collegial relations) among members of the educational community. These factors may affect the acclimatization/reception of teachers who, regardless of their teaching experience, are called to teach for the first time in a new school environment. According to the findings, it is essential the attitudes of teaching staff, in matters of cooperation, to be transformed and a collegial climate in schools to be established. To this end, fostering empathy among teachers through educational activities and enhancing opportunities for cooperation and teamwork inside and outside the classroom would be of significant contribution.
Post-COVID-19 Teacher Training: The Trends That Are to Stay
Author: Mikhailov, Aleksei
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Distance Education,Emotional Response,Soft Skills,School Closing,Blended Learning,Teacher Education,Higher Education

The COVID-19 pandemic has had a significant impact on Shuya University. For a year, the students had to do all their academic work online, which has turned out to be both intellectual and emotional lockdown for them. Now that the students are back at the campus, there has been a significant fall in the students' motivation to study and a rise in the withdrawals from the courses. The escape into the Internet and the absence of face-to-face communication with peers and professors have disorientated the students and have had an impact on their academic integrity. Yet, the crisis has showed some positive implications that result from revealing the potential of virtual learning environments with new methods of interactions between students and teachers and changing the overall way of governing the university. The authors present an overview of a few &quot;new-normal&quot; academic trends that emerged after the pandemic outbreak and seem to have set in at the provincial Russian university in the city of Shuya.
Adaptation of Students to Professional-Oriented Activities Based on Media Technologies
Author: Aigul, Akhmetova
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Distance Education,Media Literacy,Mass Media Effects,Educational Technology,Technology Uses in Education,Student Satisfaction,Gender Differences,Academic Achievement,Telecommunications,Handheld Devices,Foreign Countries,Grade 3,Grade 4

Media technologies make it simple for students to access accurate information wherever and whenever they want at a lower cost, however, many studies show that children do not see a difference between the real world and the fictional media world until they reach the age of 12. This study aims to determine primary school students' professional activity adaptation based on media technologies. The study was conducted in the spring term of 2020-2021, with 339 elementary school students voluntarily participating. The &quot;Media technologies&quot; questionnaire developed by the researchers was applied to primary school students. The questionnaire was developed and edited by experts in the field. Collected data were analyzed using an SPSS program. Frequency, percentage, average, standard deviation, minimum and maximum values, One Way Anova, and T-test were applied to analyze the data obtained from the media technologies survey. According to the results of the study, it was concluded that elementary school students have high results in determining media technologies concepts.
Critical Thinking Cycle Model to Promote Critical Thinking Disposition and Critical Thinking Skills of Pre-Service Science Teacher
Author: Fikriyatii, Amiq
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Preservice Teachers,Thinking Skills,Science Teachers,Preservice Teacher Education,Models,Validity,Reliability,Intervention,Foreign Countries

Developing critical thinking in teaching-learning activity is a major issue for educational institutions, and giving appropriate learning model intervention certainly provides an assurance to successfully develop competitive graduates for Industrial Revolution 4.0 challenges. This research aims to validate the development of Critical Thinking Cycle (CTC) model as an intervention. It employs educational development research through validation study design by examining two criteria, content validity (relevance) and constructs validity (consistency). The validation involved five experts through Focus Group Discussion (FGD). The results show that CTC model was valid and reliable (proved by 75% of experts' agreement) which means that CTC model is possibly implemented to promote critical thinking disposition and critical thinking skills from pre-service teachers. Yet, for future study, there is a need to conduct other research to determine the effectiveness and practicality of the model to increase critical thinking disposition and critical thinking skills.
Developing Metacompetence in Future Primary School Teachers
Author: Karashash, Zhanadilova
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Elementary School Teachers,Preservice Teachers,Blended Learning,Educational Technology,Technology Uses in Education,Internet,Student Attitudes,Gender Differences,Distance Education,Time,Age Differences

The general aim of this study is to determine the development of meta-competences of future primary school teachers. The research was carried out in the fall semester of 2021-2022. The research consisted of 362 volunteer primary school teachers who continue to work in various schools in Kazakhstan. The data collected for the quantitative method in the research through an online questionnaire were analyzed using the SPSS program. Thanks to this wide participation, the meta-competence status of distance education and primary school teachers were emphasized and described. The results demonstrated that the use of innovative education with the blended learning method provides a better understanding of the lesson and that thanks to the meta-competence model of education, a bond is formed between the students who take the course. Finally, it is thought that the repetition of these studies with different methods for primary school teachers will benefit both the field, the educator, and the future primary school teacher candidates.
Investigation of the Correlation between Self-Esteem and Coping Strategies of Students Attending Secondary School
Author: Özer, Esin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Self Esteem,Secondary School Students,Coping,Grade 6,Grade 7,Grade 8,Adolescents,Stress Management

The aim of this research is to explore the relationship between self-esteem in secondary school students and coping strategies. This study was carried out with 523 participants from the 6th, 7th and 8th grades of two secondary schools in Aydin. The 292 participants were female students and 230 male students. Of the applicants, 157 are in 6th grade, 238 are in 7th grade and 127 are students in 8th grade. The Coping Scale for Adolescents (Kidcope) and the Coopersmith Self-Esteem Scale were used as a data collection tool. The Pearson Moments Multiplication Correlation Coefficient Technique was used to evaluate the relationship between (Kidcope) CSA scores and the total Coopersmith Self-Esteem Scale score. Multiple regression analysis has tested the predictive intensity of dealing with self-esteem. It has been determined, according to the results, that there is a significant and positive relationship between self-esteem and strategies for coping.
Reading Difficulty and Development of Fluent Reading Skills: An Action Research
Author: Gedik, Osman
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Grade 5,Reading Skills,Reading Fluency,Reading Strategies,Elementary School Students,Reading Comprehension,Foreign Countries,Intervention,Program Effectiveness,Grade 3,Grade 4,Grade 2

In this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition, the meaning analysis, word map and vocabulary notebook techniques were also used due to the positive effect of rich vocabulary knowledge in remediating reading difficulties and improving skills of reading fluency. This study was designed as action research, one of the qualitative research designs, and it was carried out with a fifth-grade primary school student in Sivas in the spring term of 2018-2019. The Error Analysis Inventory was used to determine reading errors. In the case study to determine the levels of reading and comprehension, it was found that the participant was at the level of frustration in the fifth, fourth and third grade texts, and at the instructional level in the second-grade text. As a result of the reading, comprehension and vocabulary development activities, the student's reading motivation, desire and self-confidence increased, and he started to detect and correct reading aloud mistakes by himself. It was observed that the participant, who was at the second-grade instructional level at the beginning, reached the independent level in the text of the third grade and the instructional level in the text of the fourth grade at the end of the study lasted for 31 class hours.
Approaching EdD Program Redesign as a Problem of Practice
Author: Leach, Lesley F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Program Development,Doctoral Dissertations,College Faculty,Program Design,Doctoral Students,Alumni,Individual Characteristics,Courses,Teacher Student Relationship,Teacher Attitudes,Student Attitudes,Student Research,Elementary Secondary Education,Higher Education,Grouping (Instructional Purposes),Educational Improvement,Administrator Education

As members of the Carnegie Project on the Education Doctorate (CPED), universities across the United States are restructuring EdD programs to better prepare professional practitioners with the practical skills and theoretical knowledge needed to improve the educational environments that they serve. The hallmark of these programs is often the dissertation in practice, a scholarly investigation within which students define a problem of practice and then systematically test solutions to that problem. In this study, we investigate the experiences of university faculty participating in the redesign of an Educational Leadership EdD program who approach the redesign as a problem of practice. Root causes of identified program issues are presented in addition to the changes implemented in the redesigned program to improve upon the problem of practice.
The Relationship between Internal Locus of Control and Entrepreneurial Intentions of College Students: A Chain Mediation Model
Author: Wang, Li-Yu
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Intention,Entrepreneurship,Locus of Control,Correlation,Foreign Countries,Models,Measures (Individuals)

This study explores the relationship among the internal locus of control, entrepreneurial alertness, entrepreneurial opportunity recognition, and entrepreneurial intentions of college students. The scales of internal locus of control, entrepreneurial alertness, entrepreneurial opportunity recognition, and entrepreneurial intention have been used to conduct a questionnaire survey among 921 undergraduates from four universities in China. The results show four key findings. First, the internal locus of control has a positive and significant impact on entrepreneurial intention. Second, entrepreneurial alertness plays a mediating role in the relationship between internal locus of control and entrepreneurial intention. Third, entrepreneurial opportunity recognition plays a mediating role in the relationship between the internal locus of control and entrepreneurial intention. Finally, entrepreneurial alertness and entrepreneurial opportunity recognition have a chain mediation effect on the relationship between the internal locus of control and entrepreneurial intention. The study proposes suggestions and future research directions based on the research results, serving as a reference for entrepreneurial education and entrepreneurship planning of college students.
Examining Doctoral Student Development of a Researcher Identity: Using the Draw a Researcher Test
Author: Caskey, Micki M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Student Development,Researchers,Professional Identity,Freehand Drawing,Personal Autonomy,Student Experience,Reflection,Student Attitudes

With a core identity as working professionals, education doctoral students struggle with seeing themselves as researchers. Because research is essential in a doctoral program, the sooner doctoral students include researcher as an identity, the smoother and more successful their journey will be. To support doctoral student researcher identity development, we focused on scaffolding and embedding academic writing experiences in the first year seminar in a U.S. doctoral program. The purpose of this study was to describe and explain doctoral students' development of a researcher identity as measured by the Draw-a-Researcher Test (DART). In the fall and spring, we collected drawings (DART) and narrative reflections from nine students. We created a five-dimension DART scoring guide. In the fall, the drawings revealed students' uncertainty about the agency (ability to make changes) and the research process dimensions; in the spring, however, the drawings showed students' clearer understanding of these two dimensions. In the narrative reflections, students noted the influence of writing expectations and experiences on their role identity as researchers. Implications, as measured by the DART, are that an embedded writing support model seems to assure the development of doctoral students' core identity as researchers during the first year of the program.
Understanding Teacher Morale among Primary School Teachers
Author: Mboweni, L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Morale,Faculty Development,Violence,Parent Participation,Barriers,Educational Environment,Foreign Countries,Teacher Attitudes,Teaching Conditions

Teacher morale affects all aspects of the school and education system. Yet, the current status of teaching does not provide a rosy picture as teachers are reported to be demoralized and stressed. This qualitative study explored teachers' experiences that influence their morale. The study was guided by the research question: How do workplace experiences affect teacher morale in selected primary schools? Qualitative data were gathered through six focus group interviews with 36 teachers in four primary schools and were analyzed using a content analysis framework. Data revealed that teacher morale was low. Participants identified school climate factors such as inappropriate professional development activities and violence as threats to their morale. Furthermore, a lack of parental involvement in the affairs of the school was regarded as a setback by teachers. This study highlighted specific issues that influence teacher morale and contribute to the understanding of the state of their morale. The study recommends that more attention is given to ensuring that teacher morale is enhanced for educational goals to be realized. Improving teacher morale has many benefits in that it helps teachers to maintain a positive attitude and be happy at work.
Faculty Leaders Challenges and Strategies in Redesigning EdD Programs
Author: Perry, Jill A.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Leadership,Barriers,Change Strategies,Curriculum Development,Doctoral Programs

Producing change in higher education is not always easy or quick (Kennedy, et al., 2018; Perry, 2014a; Schuster &amp; Finkelstein, 2006; Tierney, 1998). Conferences provide faculty with exposure to new ideas, but that exposure is often not enough to produce programmatic and structural change. In addition to new ideas, faculty must also have the tools they need to navigate change and institutional resistance when introducing and implementing new ideas. Over the last decade or so, school of education faculty, guided by the Carnegie Project on the Education Doctorate (CPED) have worked to redesign the Education Doctorate and make it a professional practice degree. As a leader in educational change, CPED aims to reframe the EdD through both the cultivation of innovative ideas and the promulgation of those ideas across existing institutions and structures. CPED found faculty leaders to be necessary in creating institutional change, but also that the role of leader is a challenging one. Building upon earlier inquiries of faculty from CPED member institutions, this current study sought to discover more about the needs, challenges, and means for successful innovation implementation by EdD programmatic change leaders.
Predicting EdD Applicant Potential Using Structured Behavioral Interviews during the Application Process
Author: Kimbrel, Laurie A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Prediction,College Applicants,Interviews,Behavior,Student Characteristics,Educational Improvement

This essay describes the work of faculty at a public university in the southeast to align their application process with CPED principles through the addition of structured behavioral interviews. Their work was grounded in the premise that redefinition of the EdD program to focus on the successful preparation of scholarly practitioners also requires a redefinition of the type of student who is initially identified and admitted to the program. A structured interview was added to the application process as a tool to gather data to accurately predict the likelihood of student success in the program and as a leader of change in schools. Selection science literature guided the development of the interview with questions aligned to essential student attributes. Although the interview questions and process are still evolving, data from the initial administration suggests that the interview has promise as a useful element of the candidate selection process.
Charting Classroom Growth: How Often Should We Assess the English Performance of 11 and 12-Year-Old Children?
Author: Buttiler, Maria Belen
Date: 2021-11-00
Type: Journal Articles
Subjects: Elementary School Students,Language Tests,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Scores,Longitudinal Studies,Teaching Methods,Achievement Gains,Language Proficiency,Middle School Students,Listening Comprehension Tests,Reading Tests,Writing Tests

In this study, I investigate whether three A2 Key for Schools practice tests from Cambridge Assessment English for 6th-graders (11-12 years old) in Argentina measure growth and produce scores that are meaningful. Drawing data from three consecutive years, I analyze the scores of 80 children over a school year and consider whether the tests are beneficial for both students and teachers in terms of time and instructional impact. In this English as a Foreign Language (EFL) context, the results show no significant differences among the students' average performances across the Reading and Writing section of the practice tests and some significant differences across the Listening practice tests. I discuss the affective, pedagogical, and curricular implications and argue that because the tests are administered in tight succession, growth may be too small to measure. It is important for teachers and language program coordinators to ensure that the testing they do benefits instruction and positively impacts students in language classes. This is because testing should serve and inform instruction. In this study, I suggest how other teachers in charge of their elementary and middle school assessment programs can do similar analyses to ensure their students' language evaluation programming is maximally beneficial.
Pre-Service Teachers and Interdisciplinary Design in Global Virtual Teams: A U.S. Perspective
Author: Chen, Xiaojun
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Interdisciplinary Approach,Instructional Design,Electronic Learning,Cooperative Learning,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Intercultural Communication,Student Projects,Active Learning,Teamwork,Preservice Teacher Education,Technology Integration,Graduate Students,Concept Mapping

The author presents a qualitative study on engaging teacher candidates in virtual teams towards instructional design projects. Through virtual collaborations via synchronous and asynchronous tools, pre-service teachers engaged in cross-cultural exchanges through project-based learning. This study examines how teacher candidates work in global virtual teams, and discusses the design of the project, strategies to facilitate international virtual teams, and the findings on implementing design projects in teacher education. The results show pre-service teachers' teaching beliefs have been enhanced to integrate technology and live the experience.
Factors Influencing Washback of a High-Stakes English-as-a-Foreign-Language Test
Author: Dawadi, Saraswati
Date: 2021-11-00
Type: Journal Articles
Subjects: Testing Problems,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,High Stakes Tests,Exit Examinations,Secondary School Students,Parent Attitudes,Student Attitudes,Social Status,Oral Language,Diaries,Economic Factors,Educational Attainment,Parent Background,Political Influences,Cultural Influences,Social Environment,Language Tests

The effect of high-stakes language tests on teaching and learning a language is usually known as washback. The true nature of test washback can be understood only by taking account of the educational, cultural, political and social contexts in which the test operates. Nevertheless, little research has explored the factors that affect the nature of washback. This paper reports on a study that explored the factors that affect the washback of the Secondary Education Examination (SEE) English test on students and parents in Nepal. The data generated through oral diaries (n=72) and semi-structured interviews with students and their parents (n=24) indicate that several factors including economic factors, social prestige associated with the test performance, parents' educational background, and perceived importance of English affect the nature of a high-stakes tests' washback. Finally, some of the pressing policy, pedagogical and research implications are discussed.