ethanporcaro/eric-fulltext-meta huggingface dataset:
Opinions of Graduate Students of Social Studies Education about Qualitative Research Method
Author: Ezer, Feyzullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Teacher Education,Social Studies,Social Science Research,Qualitative Research,Research Methodology,Research Training,Research Skills,Knowledge Level,Research Problems,Student Attitudes,Foreign Countries

The purpose of the study is to determine the opinions of graduate students from social studies education regarding the qualitative research method. The study was conducted in accordance with the phenomenological design, one of the qualitative research designs. The sample group of the study was composed of 25 postgraduate students including 11 females and 14 males studying in the Department of Social Studies Education in Division of Turkish Language and Social Sciences Education of Educational Sciences Institute, in Firat University in the spring semester of the 2019-2020 academic year. The sample group was determined with criterion sampling, one of the purposeful sampling methods. The data of the study were obtained through interview method by using semi-structured interview form. Content analysis method was used in the analysis of the data obtained in the study and the qualitative data analysis program was employed to assess the data. It was determined as a result of the study that the graduate students expressed the qualitative research method as sensitivity to the natural environment, in-depth examination of a social phenomenon, and revealing perception and experiences. Since the qualitative research experience positively affect the knowledge and skills of the graduate students towards the study, they should be included more in the research environment and process. In addition, during the qualitative research process, graduate students should be encouraged and directed to academic activities.
Boys Are Boys: A Contrastive Study of Nominal Tautology between L1 English and L1 Arabic
Author: Kabli, Hanan Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: English,Semitic Languages,Language Usage,Context Effect,Native Speakers,Repetition,Cognitive Processes,Cultural Influences,Semantics,Pragmatics,Foreign Countries,Adults

This study aims to examine nominal tautology functioned as human nature based on the assumptions by Wierzbicka (1987). It compares English and Arabic tautology on construction like &quot;Boys are boys.&quot; This study integrates Miki's evocation function with two other core concepts namely a &quot;macro-frame&quot; and a &quot;micro-frame.&quot; In addition, the role of the context is closely investigated as it forms an essential component in the realization of nominal tautology as proposed by Gibbs and McCarrell (1990). All these notions are merged into one solid framework to comprehend the mechanism of tautology in the brain of the speakers/hearer in any given language. Acceptability Judgment Task is used as an instrument to elicit participants' acceptable judgments and interpretations on human nature tautology. The study includes two groups; English native speakers (51 participants) and Arabic native speakers (34 participants). According to the analyses, the results show no difference between the study groups, in the realization of nominal tautology related to human nature at the level of the acceptability and the interpretation.
Negotiating the Cultural Terrain in Transforming Classrooms--The LEAP MODEL
Author: Kapofu, Lifeas Kudakwashe
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Teaching Methods,Culturally Relevant Education,Student Diversity,High School Students,Cultural Awareness,Sociocultural Patterns,Anthropology,Teacher Attitudes,Teacher Student Relationship,Urban Youth,Models,Faculty Development,High School Teachers,Cultural Pluralism,Cultural Differences,Knowledge Base for Teaching,Reflective Teaching,Student Characteristics,Minority Group Students

This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers' experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.
Saudi Pre-Service Special Education Teachers&apos; Knowledge and Perceptions toward Using Computer Technology
Author: Alanazy, Manal M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Special Education Teachers,Preservice Teacher Education,Computer Uses in Education,Educational Technology,Technological Literacy,Knowledge Level,Technology Integration,Barriers,Teaching Methods,Self Efficacy,Females,Experience

The authors investigated pre-service special education teachers' prior experience in using computers and their perception of the knowledge, and their preparedness toward integrating computer technology in teaching, barriers in integrating computer technology in their teaching practices and the level of confidence teachers gained from using technology applications in teaching. Fifty-eight pre-service special education female teachers from a college of education in Saudi Arabia responded to a needs assessment survey. Most participants had more than eight years of experience in using computers. They reported that they are able to integrate computer technologies in their teaching but acknowledged the need for more training courses. The barriers mentioned were a lack of equipment, lack of practice, and lack of maintenance. The findings of this research reveal that there is a need to intensify or enhance the technology courses in programs that prepare special education teachers and focus on the practical aspects of integrating technology in teaching.
The Effect of Occupational Stress and Coping Strategies on Mental Health and Emotional Well-Being among University Academic Staff during the COVID-19 Outbreak
Author: Shen, Panshuo
Date: 2021-00-00
Type: Journal Articles
Subjects: Stress Variables,Stress Management,Coping,Mental Health,Emotional Response,Well Being,College Faculty,COVID-19,Pandemics,Work Environment,Foreign Countries,Life Satisfaction,Drinking

The level of stress among academics in higher education institutions has significantly increased over the past decade. Mental health and well-being of academics can be affected once they are exposed to stressful work conditions and use negative coping strategies. This study was set against the backdrop of the pandemic disease, COVID-19, which has challenged the daily work of academics and risen to the various new stressors. This study aims to investigate the current status of occupational stress, coping styles, mental health and emotional well-being of university academics during the COVID-19 outbreak in Northern Ireland, and examine the effect of stress and coping strategies on mental health and emotional well-being. A cross-sectional online survey was conducted using a sample size of 87 academic staff working in a university in Northern Ireland. SPSS version 25 was used to analyse the collected data. The results showed academics experienced moderate stress levels, and distraction behaviours were the most common form of coping mechanism. Academics were in the moderate status of mental health and poor emotional well-being. Occupational stress has a significant effect on mental health and emotional well-being. Positive reframing and acceptance coping styles have an impact on emotional well-being. This study contributes to the understanding of occupational stress, coping strategies, mental health and emotional well-being of academics in higher education in Northern Ireland. The findings can help to develop reliable methods to inform policy on health and well-being for university academics, which in turn lead to increased productivity at work.
The Effect of Motivation on Students Studying in Sports Departments
Author: Özdemir, Kübra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Student Participation,Physical Education,Athletics,College Students,Age Differences,Gender Differences,Intellectual Disciplines,Skill Development,Psychomotor Skills,Competition,Friendship,Physical Fitness,Student Attitudes

This study aims to analyze participation motivation of the students studying in the department of Physical education and Sports teaching. The study population consists of 160 students from the Department of Physical Education and Sports Teaching in Kazim Karabekir Faculty of Education at Atatürk University in the 2019-2020 academic year. The study sample is 99 students out of 160 students by choosing the random sampling method. A form consisting of two parts has been used as a data collection tool in the study. In the first part of the data collection tool, there is a personal information form, including the students' age, gender, and sports information branch. In the second part, participation motivation questionnaire has been used. Normal distribution criteria have been controlled using Kolmogorov-Smirnov and Shapiro-Wilk tests in the obtained data. Non-parametric tests have been used in the next stage's statistical analysis. While comparisons of gender and sports type have been fulfilled with the Mann Whitney-U test, the Kruskal Wallis test has been used for the age variable. Consequently, it has been observed that the most crucial reason directing students to sports is &quot;skill development&quot; and the least important reason is &quot;friends&quot;. When looking at the values obtained from the Participation Motivation Questionnaire by gender, it is evident that there is no statistically significant difference according to the scores obtained by male and female students from the sub-dimensions of the scale.
Investigation of Teachers&apos; Perceptions of Work Engagement through Some Variables
Author: Nanto, Zülküf
Date: 2020-10-00
Type: Journal Articles
Subjects: Work Attitudes,Positive Attitudes,Elementary School Teachers,Secondary School Teachers,Public Schools,Teacher Characteristics,Gender Differences,Age Differences,Educational Background,School Location,Employment Level,Foreign Countries

Increasing the energy that employees have towards their work has become an important issue today. As in every field, it has started to feel compulsory in the education sector. The work engagement is to transfer the desire and energy of the teacher to his work. It will only be possible for the teacher to feel attracted to his job in an educational atmosphere where the person is supported. For this reason, this study was carried out in order to examine the perceptions of teachers working in primary and secondary schools about work engagement. The sampling of the descriptive survey model consists of 747 teachers selected from the public elementary schools in the central district of Elazig using the stratified sampling method. In order to create the data of the research, the &quot;work engagement&quot; scale was used. As a result of the research are examined, a significant difference was found between the variables of gender, branch, graduated school, seniority and age according to the opinions of teachers about the &quot;Vigor&quot; sub-dimension. According to the opinions of teachers belonging to the sub-dimension of &quot;devotion&quot;, a significant difference was found between the variables of school, seniority and age. In the &quot;concentration&quot; sub-dimension, a significant difference was found between the variables of branch, seniority and age. The levels of attractiveness towards their work in the schools, in which the teachers worked, resulted in a positive level.
An Analysis of EFL Students&apos; Learning Main and Subskills in Terms of Hand Usage, Study Style and Gender
Author: Tomakin, Ercan
Date: 2020-11-00
Type: Journal Articles
Subjects: Handedness,Native Language,Gender Differences,Second Language Learning,Second Language Instruction,English (Second Language),Brain Hemisphere Functions,Undergraduate Students,Study Habits,Learning Processes,Grammar,Visualization,Reading Processes,Music,Phonetics,Student Attitudes,Cognitive Style,Foreign Countries

The brain asymmetry and contralateral control of the body by the left and right brain hemispheres is known (Crystal, 1997; Fromkin, 1998). It is widely accepted that language lateralization, damage to the left brain, Magnetic Resonance Imaging (MRI) Positron Emission Tomography (PET) and results show that the left brain is regarded as the language learning center. Yet it is difficult to explain counter evidences such as Phinea Gage, an abbot, and Genie's cases. Besides, it is also important to consider the left handed people's cases. It does not matter whether the learnt language is L1 or L2; supposing that the language learning center is strictly limited to (lateralized) only the left hemisphere, it was difficult to explain how the left handed people have learned their L1 or L2. Hence this study investigated how undergraduate students learn the main and sub-skills of ELT according to hand-usage (left or right), study style (individual or group) and gender (male or female) variables. A questionnaire of seven skills including 5 options was applied to 27 left handed and 75 right handed EFL from grade 1 to 4. Fisher's Exact Test (FET) was used to detect the statistical relations among each demographic variable and the students' preference level for each different skill. Although the language learning is usually regarded as main function of the left brain, it was found that left handed students' learning mother and English, visualizing the listened text by the left handed students, visualizing the grammar rules as figure, table and image by most right-handed males, the left handed females' listening music while reading, visualizing the phonetic symbols by the left handed students tend to imply that the right brain has also relation with the language learning. Results were discussed with other findings and some suggestions were posed.
A New-Institutional Analysis of Inclusion Policy Enactment in Teacher Education: A Case from Ontario
Author: Massout, Ayman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Policy,Preservice Teacher Education,Case Studies,Coordinators,Curriculum Development,Teacher Education Curriculum,Educational Change

This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program's coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio &amp; Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators' understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.
Cell Phones, Student Rights, and School Safety: Finding the Right Balance
Author: Smale, William T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Student Rights,School Safety,Student Behavior,Well Being,Cheating,Bullying,Sexuality,Search and Seizure,Classroom Environment,Incidence,Mental Health,Influence of Technology,Risk,Policy Formation,Court Litigation,Foreign Countries,Elementary Secondary Education,Educational Research,Academic Achievement

Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students' academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students' individual rights with their safety and well-being before ending with a brief conclusion.
Field Experiences in the Ether: The Pandemic-Induced Realities of Learning to Teach
Author: Howell, Penny B.
Date: 2021-02-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Middle Schools,Electronic Learning,Preservice Teachers,COVID-19,Pandemics,Preservice Teacher Education,Educational Change,Middle School Teachers,Teacher Attitudes,Field Experience Programs

In the United States during March and April of 2020, more than 50 million K-12 students were impacted by school closures with many forced to engage in online teaching for continuity in their 2019-2020 school year. This disruption to K-12 public and private schools reverberated in programs of teacher education around the country. As school-university partners, we wanted to provide opportunities for new teacher candidates to be able to engage in some form of interaction with students and veteran teachers. We drew on the structures and strengths of our school-university partnership to build our plan to engage in pandemic-induced, alternative field experiences. In this article, we describe how one middle level school-university partnership leaned into virtual learning spaces and provided opportunities to help teacher candidates who were beginning their teacher education program conceptualize teaching and learning in new ways. Additionally, we provide classroom teachers' perspectives on hosting teacher candidates in a virtual learning format, offering insights on best practices and challenges to ponder.
Mediated Field Experiences during Worldwide Pandemic: Adjusting Pedagogies to a Changing Climate
Author: Pinter, Holly Henderson
Date: 2021-02-00
Type: Journal Articles
Subjects: Field Experience Programs,Preservice Teachers,Middle Schools,Laboratory Schools,Educational Change,Distance Education,Electronic Learning,Pandemics,COVID-19,Mathematics Instruction,Middle School Mathematics,Student Attitudes,Teacher Educators

This paper explores the use of a mediated field experience (MFE) for teacher candidates in a middle school setting, a small laboratory school. This work focuses on adjustments made for the MFE to function in an online environment during remote instruction caused by a worldwide pandemic. Teacher candidates completed a learning cycle focused on experiencing mathematics as a learner, planning for mathematics instruction, implementing mathematics instruction, and analyzing teaching episodes alongside a mathematics teacher who is also the mathematics teacher educator for a methods course. Teacher candidates reflected on this experience positively, noting the benefits of learning how to teach effectively online in a safe and supportive environment. This paper will share the highlights and challenges for the mathematics teacher educator regarding the shifting of pedagogy to meet the current educational climate.
Uncharted WATERS: Sustaining a Meaningful Student Teaching Experience amidst a Global Pandemic via an Online STEM Curriculum
Author: Marcum-Dietrich, Nanette I.
Date: 2021-02-00
Type: Journal Articles
Subjects: STEM Education,Student Teaching,Electronic Learning,Distance Education,COVID-19,Pandemics,Student Teachers,Cooperating Teachers,Student Teacher Supervisors,Middle School Teachers,Adjustment (to Environment),Teaching Skills,School Closing,Team Teaching,Student Development,Affordances,Barriers

Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed schools across the country, pre-service teachers' field experiences were disrupted. This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning. The findings suggest that there were gains and losses in terms of the pre-service teachers' ability to develop essential skills; classroom management skills suffered while formative assessment practices, innovative lesson delivery, and reflection on instruction were enhanced. The transition to remote learning also caused the way student teachers' skills were valued, as well as the effectiveness of their teaching, to change. How future teachers are prepared will need to be altered. Going forward, all teachers will need the skills to reach students in a variety of environments including face-to-face, remote, and hybrid models.
Linguistic Predictors of Single-Word Spelling in First-Grade Students with Speech and/or Language Impairments
Author: Werfel, Krystal L.
Date: 2021-04-00
Type: Journal Articles
Subjects: Spelling,Predictor Variables,Grade 1,Elementary School Students,Speech Impairments,Language Impairments,Early Reading,Phonological Awareness,Morphology (Languages),Expressive Language

The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children (N = 529) completed measures of spelling, early word reading, expressive vocabulary, phonological awareness, and morphosyntactic knowledge. Children with language impairment, with or without speech impairments, demonstrated lower spelling performance than children with typical development; children with speech impairment only did not differ from children with typical development. In addition, early word reading and phonological awareness predicted spelling performance, regardless of group. Study findings indicate that language status, but not speech status, is a risk factor for low spelling performance in first grade, and that first-grade spelling instruction should focus on developing early word reading and phonological awareness.