ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Efficacy Beliefs of Students of Primary School Teaching Department Regarding Mathematics and Teaching Mathematics
Author: Ellez, Murat A.
Date: 2020-10-00
Type: Journal Articles
Subjects: Self Efficacy,Elementary Education,Preschool Education,Preservice Teachers,Gender Differences,Departments,Coping,Correlation,Foreign Countries,Beliefs,Mathematics Education

Prospective teachers' attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students' attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students' attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The &quot;Relational Scanning Model&quot; is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self--efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes.
Gender and Politeness/Hedging Strategies in English among Igbo Native Speakers in Nigeria: A Difference in Conversational Styles
Author: Dozie, Chinomso P.
Date: 2020-06-00
Type: Journal Articles
Subjects: Gender Differences,Pragmatics,English (Second Language),Second Language Learning,African Languages,Native Language,Interpersonal Communication,Task Analysis,Speech Communication,Age Differences,Cultural Background,Sociolinguistics,Personality Traits,Religion,Foreign Countries

Gender and language studies in general have not been fully explored in most parts of the globe particularly in Nigeria. The objective of the study therefore was to examine the politeness and hedging strategies in the English language conversation of Igbo native speakers in Nigeria as well as establish whether men and women's conversational styles have been gendered As a cross-sectional questionnaire and interview-based survey, the sample population was studied by means of ten-item questionnaire in the form of Discourse Completion Task and structured interview at seven Universities systematically selected from the South-East and South-South geo-political zones in Nigeria. The study instruments were completed, returned, transcribed and statistically analysed using the quantitative and qualitative tools for analysis of production and perception data respectively. Results showed that politeness and hedging are indispensable sociolinguistic elements in the conversational English of the study sample. Also, results revealed that to accomplish a communicative goal, the samples adopted different politeness/hedging strategies given the discourse situation. Also, findings showed that the female respondents were found to adhere more to linguistic politeness principles than their male counterparts considering the context hence demonstrating a difference in conversational style. The study found evidence to establish that females are more polite than males in conversations. In conclusion, findings of this study showed that respondents yielded to certain sociolinguistic factors such as age, culture, hierarchy, disposition and religion as they were believed to inform the use of a particular strategy or another.
The Effect of Critical Thinking Education on the Critical Thinking Skills and the Critical Thinking Dispositions of Preservice Teachers
Author: Palavan, Özcan
Date: 2020-10-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Personality,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Program Effectiveness,Student Attitudes,Measures (Individuals),Foreign Countries

The aim of this study is to identify the dispositions and opinions of prospective teachers towards critical thinking and to develop primarily their critical thinking dispositions. Pretest-posttest research design was implemented in this study without a control group. The study group was formed with the purposive sampling method. A total of 57 preservice teachers, of whom 26 were males and 31 were females, volunteered for the study. California Critical Thinking Disposition Scale was used for data collection and semi-structured interview form was used to obtain the qualitative data. The overall critical thinking dispositions pre-test scores of the students as well as the scores they have obtained in the sub-dimensions of analyticalness, open mindedness, inquisitiveness, and systematicness revealed that they had moderate dispositions in these sub-dimensions, whereas the scores they obtained in the sub-dimensions of self-confidence and truth-seeking revealed that they had low critical thinking dispositions in the respective sub-dimensions. The overall critical thinking dispositions post-test scores of the students obtained after the experimental procedure indicated a moderate disposition, as it was revealed by the overall pre-test scores, with the exceptions of the sub-dimensions of self-confidence and truth-seeking, in which the students' scores increased from low to moderate. All in all, a significant difference was found between the mean pretest and posttest scores. It was determined that when encountered an event or a problem that the participants took cognizance of subjects such as paying attention to the data available and unavailable, being attentive to seeking evidence, developing empathy, making reasonable conclusions, and making judgments through creating criteria when making decisions. These results have indicated that the education provided contributes positively to critical thinking and to the critical thinking disposition.
Action Research in a Juvenile Detention School: New Processes, Paradigms, and Possibilities
Author: Coker, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Action Research,Juvenile Justice,Delinquency,Teacher Attitudes,Student Attitudes,Reading Instruction,Intervention,Instructional Effectiveness,Institutionalized Persons,Assignments,Scores,Reading Tests,Teaching Methods,Educational Practices,Heuristics,Behavior Problems,Child Behavior,Questionnaires,Screening Tests

The purpose of this study was to explore the roles, perspectives, and actions of teachers and students for first-time-detained juvenile delinquents by examining a reading intervention for a student. Using an action research methodology, the reading intervention was explored within the broader context of the history and operations of the juvenile detention center in the United States of America. There is a description of education in a short-term, small juvenile detention center, which has not been clearly defined in previous research. Test scores, observations, and review of a student's assignments were analyzed to determine the effectiveness of the reading intervention. The situation was further broken down by roles assumed for each participant. The conclusion was action research improved a student's results and aided in examining educational practices. Four recommendations were offered to improve practices: iterative processes, heuristic challenge, positionality, and pragmatic rationality. A truncated methodology gives practitioners a plan to implement action research.
Impact of Quality Assurance on Quality Teaching among Teachers in Oman Higher Education
Author: A-Maawali, Wafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Quality Assurance,Teacher Effectiveness,Teacher Evaluation,College Faculty,Teacher Attitudes,Evaluation Methods,Faculty Development,Foreign Countries

The study aims to investigate the internally driven factors that should contribute to quality in the teaching process in order to inform the current measures of teacher performance in higher education. Previous studies reported ambivalent views and reactions towards measures of quality which raised the presumption that quality processes were not teacher-driven but imposing. Hence, a sequential mixed study research was employed that included both qualitative and quantitative methods of data collection. The methods are seven interviews with academic faculty from higher education and a questionnaire which was distributed to 154. The findings of this study indicate an average level of teachers' perceptions towards practices of quality assurance and their impact on quality teaching. This study recommends empowering teachers to take active part in quality teaching protocol and a model of internally driven factors is recommended.
Examination of Postgraduate Theses on String Instruments in Turkey
Author: Atilla, Burcu
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Musical Instruments,Masters Theses,Theses,Intellectual Disciplines,Institutional Characteristics

The amount of scientific researches is increasing steadily. In today's information age, parallel to technological advances, scientific research keeps pace with innovation and development. Recent research in social and humanities sheds light on many innovative approaches and guides. In this study, answers were sought with the help of the document analysis model for answering the &quot;What is the distribution of postgraduate studies on string instruments in Turkey between 1993 and 2019 in terms of years, institute types, permission status, and university variables?&quot; problem statement. With the research, it was intended to determine the frequency and percentage rates of postgraduate studies carried out under the name of &quot;Stringed instruments&quot; in the National Thesis Centre of Higher Education Institution between 1993 and 2019, to obtain answers to &quot;How are the distributions by the university?&quot; &quot;How are the distributions by years?&quot; &quot;How are the distributions by postgraduate thesis type?&quot; and &quot;How is the distribution of the theses made according to the access status?&quot; questions.
A Proposed Comprehensive Model of &apos;Value-Creation University&apos; and Transformational Indicators of Higher Education in Iran
Author: Rashidi, Ahmad Amanzadeh
Date: 2020-09-00
Type: Journal Articles
Subjects: Universities,Higher Education,School Business Relationship,Foreign Countries,Knowledge Economy,Taxonomy,Specialists,College Faculty,Models,Teacher Attitudes,Intervention,Educational Finance,Outcomes of Education,Institutional Mission,Structural Equation Models,Grounded Theory,Educational Development,Educational Change,Value Added Models

Today, most high education experts consider value creation (a term different from entrepreneurship or entrepreneur) as a condition necessary for the survival and development of universities and higher education systems. In this era of advanced technologies and knowledge-based industries in global, regional, national and even local economies, universities can only cope with current widespread crises by strengthening their relationship with industries. The purpose of this study is to design a 'Value-Creation university' model with emphasis on indicators of higher education system. Mixed method (combination of exploratory plan and taxonomy development plan) was applied in this study terms of purpose and implementation. The statistical population consisted of two qualitative and quantitative groups. For the qualitative group, 15 individuals were selected from academic experts and professors in Golestan Province while for the quantitative group 140 individuals were selected from the staff of Ali Abad Katoul University. The selected sample volume based on Morgan's formula was 103. Sampling in the present study was judgmental or purposive at the first stage and simple at the second stage. The research tool used was a questionnaire. Data analysis was done manually in the qualitative part using Grounded method (open-axis-selective coding) while for the quantitative part structural equation method was used together with SPSS and Amos software. The results show that (1) interventionist conditions with focus on the indicators of higher education system, that is, structural component, have a positive effect on the central category, (2) central category has a positive effect on the encouragement, financial and pragmatic strategies, (3) strategies have positive impact on individual and social outcomes, (4) intra-organizational platforms have positive impact on central category and (5) the causal category, namely the indicators of the value creation in universities and the evolution of the higher education system, has a positive effect on the central category.
Quiet Students&apos; Experiences with the Physical, Pedagogical, and Psychosocial Aspects of the Classroom Environment
Author: Medaille, Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Extraversion Introversion,Classroom Environment,Physical Environment,Social Environment,Student Characteristics,Student Attitudes,Undergraduate Students,Acoustics,Interaction,Learner Engagement,Social Attitudes,Cooperative Learning,Stress Variables,State Universities,Communication (Thought Transfer),Anxiety

The classroom environment can be highly social, a situation which may prove challenging for students with quiet tendencies. This qualitative study focused on the perceptions of 10 self-identified quiet college students through an analysis of their first-hand accounts of their experiences in postsecondary classrooms. This study found three major themes: (1) attempting to minimize noise, interactions, and distractions, (2) struggling to outwardly express engagement, and (3) fear of social judgment. This study suggests that quiet students may be deeply affected by the physical, pedagogical, and psychosocial aspects of classroom environments. Thus, instructors may need to give attention to ways that they can adjust the classroom environment to help quiet students learn at their best.
Analysis of Self-Esteem and Self-Efficacy Levels of Music Students
Author: Otacioglu, Serkan
Date: 2020-10-00
Type: Journal Articles
Subjects: Self Esteem,Self Efficacy,Music Education,Undergraduate Students,Foreign Countries,Self Concept Measures,Gender Differences,Individual Differences,Musical Instruments

The main aim of this study is to determine whether professional music education has any effect on &quot;self-esteem&quot; and &quot;self-efficacy&quot; of undergraduate students who study at different universities. The study was carried out with 55 students who study at Marmara University Atatürk Faculty of Education Department of Music Education and Istanbul University State Conservatory. Self-esteem level of students was measured with Self-Esteem Scale (RSE) which was developed by Rosenberg in 1965; self-efficacy levels were measured with Self-Efficacy Scale (SES) which was developed by Sherer et al. in 1982. The results showed that there were some statistically significant differences between RSE levels of students and some variables.
Race and Gender Factors in ACT English and Composite Scores
Author: Brazill, Shihua Chen
Date: 2020-00-00
Type: Journal Articles
Subjects: Racial Differences,Gender Differences,College Entrance Examinations,High School Students,Grade 11,Academic Achievement,American Indian Students,Hispanic American Students,White Students

This study utilized quantitative research methods using the Montana Office of Public Instruction's Growth and Enhancement of Montana Students (GEMS) data set. This quantitative research is important because it provides insight on the following relationships (1) Is there a statistically significant difference among students from different races on their mean 11th grade ACT English scores?; (2) Is there an interaction between gender and race on students' mean 11th grade ACT English scores?; and (3) Is there a statistically significant difference among American Indian students mean ACT composite score from their Junior to their Senior year?
Examination of Intrinsic Motivation, and Job Satisfaction of Physical Education and Other Branch Teachers
Author: Karagün, Elif
Date: 2020-10-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Motivation,Physical Education Teachers,Teacher Participation,Gender Differences,Age Differences,Marital Status,Family Structure,Institutional Characteristics,Foreign Countries,Leisure Time,Preschool Education,Elementary Secondary Education,Athletics,Teaching Experience

The goal of this study is to determine the level of job satisfaction, and intrinsic motivation of physical education teachers, and other branch teachers. It also aims to assess whether the teachers' participation in an event during their free time varies based on gender, age, marital status, having children, year of study, and type of school attended. After obtaining research permits, teachers were informed about the research in the schools located in Kocaeli Central District. The Minnesota job satisfaction scale and intrinsic motivation scale were applied to 362 teachers who wished to participate voluntarily. Since the data showed normal distribution when analyzed in the SPSS 21.00 packet program, T test was used for independent groups for binary cluster comparisons, and variance analysis for more than two groups (one-way ANOVA). The direction of the inter-scale relationship was tested by Pearson correlation analysis. Margin of error is 0.05. As a result, when examined according to the branch, significant differences in intrinsic motivation, and job satisfaction scores were determined in favor of physical education teachers. In terms of the type of school, intrinsic motivation scores were found to be significant in favor of teachers working in secondary school. [This article was presented at the International Conference on Lifelong Education, and Leadership for ALL (6th, Serdivan, Sakarya, Turkey, July 6-8, 2020.]
Coping with COVID
Author: Munsell, Sonya E.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Coping,Undergraduate Students,Personality Traits,Emotional Response,Stress Variables,School Closing,Online Courses

The recent COVID-19 pandemic has brought with it an unprecedented amount of change to the daily lives of individuals around the world. Stay at home/safer at home measures have drastically limited individuals' face to face contact. College students have had to quickly adapt to new modes of instruction, including various forms of distance learning. Many colleges have yet to make final decisions regarding how instruction will be delivered in the coming semester. The uncertainty COVID-19 brings in regard to daily living and higher education pursuits may lead to a variety of negative outcomes for college students, including increased stress and anxiety and decreased academic performance. The current research examines how undergraduate students attending a small college in the Southwestern United States are coping with the pandemic compared to the general adult population. 289 participants completed survey items related to coping, hope, and personality. Results reveal that college students employ significantly more maladaptive coping strategies than the general population in response to the stress surrounding the pandemic. Additionally, they have significantly lower levels of hope and possess lower levels of conscientiousness, emotional engagement, and openness to new experiences. The results of this study have important implications for higher education institutions, who should take these findings into consideration as they make plans for the coming academic year.
Dual Credit Financing: Friend or Foe?
Author: Starkey, Kathryn
Date: 2020-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Educational Finance,High School Students,College Credits,Educational Benefits,Tuition,Fees,Incentives,College Readiness,Textbooks,Student Attitudes

This study sought to uncover insight into dual enrollment funding policies and procedures for institutions and their school district partners. Through a social constructivist lens, this phenomenological research study investigated the experiences of first-year, full-time students that had participated in a regional comprehensive university in the west, as seven students participated in semi-structured interviews. Qualitative results yielded implications for practice to improve orientation, staff training, transparency in funding processes, better advising, and funding improvements for school district agreements. The analysis also yields avenues for future research to further delve into dual credit funding policies and ameliorate the limitations in the current study.
Student and Faculty Satisfaction: Can Distance Course Delivery Measure up to Face-to-Face Courses?
Author: Young, Suzanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Satisfaction,College Faculty,Graduate Students,Undergraduate Students,Electronic Learning,Blended Learning,Conventional Instruction,Student Attitudes,Teacher Attitudes,Videoconferencing,Delivery Systems,Distance Education,Preferences

The purpose of the present study was to examine higher education undergraduate student, graduate student, and instructor preferences and satisfaction for various modes of course delivery. Instructors and students in a College of Education who had participated in courses using face-to-face, video-conferencing (Zoom), online, and hybrid deliveries were asked to complete an online survey. Face-to-face and online courses were the most preferred delivery modes. Not surprising, participants indicated the most satisfaction with face-to-face courses; but of the distance delivery modes, participants were least satisfied with online courses. When considering the enrollment trends of higher education and the long-term impact of COVID-19, declines in campus enrollment and increases in distance enrollment, Zoom and hybrid course deliveries may be the mode of distance education for the future.
The Application of Geographic Information System (GIS) in Academic Success Center (ASC) of a Medium-Sized Liberal Art University
Author: Yuan, Xiao
Date: 2020-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Academic Support Services,Educational Research,Geographic Distribution,College Students,Educational Change,Differences

This research paper demonstrates the distribution and change of students' geographic origin in the Academic Success Center of a liberal art university from academic year 2015 to 2017. GIS (Geographic Information System) is used as the research tool, and maps are produced in accordance with the count of participants' home address zip code. Results imply that school districts, college recruitment offices and other centers or departments can attain straightforward images of the geographical distribution of their students. This research gives valuable insights on how educational researchers or administrators can use the GIS for recruitment and marketing purposes.