ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem-Based Learning Modules with Socio-Scientific Issues Topics to Closing the Gap in Argumentation Skills
Author: Purwati, Rani
Date: 2019-10-00
Type: Journal Articles
Subjects: Problem Based Learning,Science and Society,Persuasive Discourse,Instructional Effectiveness,High School Students,Grade 12,High Achievement,Low Achievement,Foreign Countries,Biology,Secondary School Science,Science Instruction

Problem-Based Learning (PBL) modules based on the topic of socio-scientific issues are behaved to be effective to improve argumentation skills. This aim of the research was to look at the effectiveness of PBL modules on the topic of socio-scientific issues, in order to empower argumentation skills for students with high and low achievements. Method was used the 2x2 factorial design. Samples of this research were participants of the twelfth-grade students of senior high schools in Surakarta. Cluster of random sampling technique was used to determine the samples, and the samples were divided into two groups, namely the control group using conventional modules and the experimental group using PBL modules. Each sample group was divided into two groups base on high and low achievements. The instrument used to obtain the data on argumentation skills was an essay test. The results showed that the application of PBL-based modules is more effective in improving students' argumentation skills than conventional modules and the PBL-based module can minimize the gap in argumentation skills in students with high and low academic achievements.
Saudi Teachers&apos; Perceptions Regarding Adopting Digital Games in Teaching Practice
Author: Alsuhaymi, Dhaifallah
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Video Games,Computer Uses in Education,Technology Integration,Barriers,Public School Teachers,Computer Science Education,Middle School Teachers,High School Teachers

This study applied a qualitative approach to shed light on computer teachers' perception of video games and the barriers toward integrating these games into their teaching. The data were gathered through face-to-face interviews with 22 Saudi teachers from the Eastern Province of Saudi Arabia. The results show that teachers in Saudi schools hold a positive attitude toward adopting video games and they realize the importance of adopting new technologies; however, they do not use them for teaching purposes. As far as barriers to adopting video game are concerned, lack of facilitating conditions, low awareness of the potential for video games in learning, and the lack of video games that are suited to Saudi peculiarities and curricula are the most perceived barriers among teachers.
Attitudes of Physical Education and Classroom Teacher Candidates towards Teaching Profession in Turkey
Author: Yildiz, Mehtap
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Preservice Teachers,Secondary School Teachers,High School Teachers,Elementary School Teachers,Student Attitudes,Teaching (Occupation),Gender Differences,Socioeconomic Status,Athletics

It is important to determine the attitudes of physical education teacher candidates who will carry out physical education courses in secondary and high schools and classroom teacher candidates who will carry out physical education courses in primary schools. The purpose of this study is to determine the attitudes of physical education and classroom teacher candidates towards teaching profession. The research was evaluated with a general survey model. The research group consisted of totally 280 teacher candidates; 168 of them study at School of Physical Education and Sports in Physical Education and Sports Teaching Department, 122 of them study at the Faculty of Education Primary School Teaching Department in the 2017-2018 academic year Hatay Mustafa Kemal University in Turkey. As data collection tools Personal Information Form developed by the researchers and the &quot;Attitude Scale Toward Teaching (ASTT)&quot; developed by Erkus (2000) et al. were used. In the statistical analysis of the data, t-test and one-way analysis of variance (ANOVA) were used. In the result of the research, it was determined that the attitudes of physical education and classroom teacher candidates towards teaching profession were high, but it was found that physical education teacher candidates had higher attitudes than classroom teacher candidates.
Action Research to Overcome the Stress Caused by the Combination of Academic and Work Life of Korean Early Childhood Education Doctoral Students
Author: Kim, Mikyung
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Graduate Students,Stress Variables,Stress Management,Student Responsibility,Early Childhood Education,Coping,Mental Health,Physical Health,Intervention

The purpose of this action study is to take a closer look at the factors of stress with doctoral students majoring in early childhood education and to identify changes through the process of overcoming them. As a starting point, in order to do that, two Korean doctoral students (Park, Joo-yeon and Kwak, Ji-min) majoring in early childhood education were selected, one is a nursery director and the other is a college lecturer. In-depth interviews, journal writing, and quantitative analysis were used as data collection methods. Park Joo-yeon has chosen internal resource to get up early in the morning to study for classes and to exercise. Kwak, Ji-min has chosen internal resource to travel, study in café, and to exercise. Park, Joo-yeon chose two methods as external resources. One pointed out emotional support as a warm word of comfort and encouragement, and the other pointed out physical support to reduce household chores through sharing with her husband. On the other hand, Kwak, Ji-min did not choose external resources. One conclusion we can draw from this process was that not only two doctoral students' stress and stress response were alleviated but also overcoming power increased through the process of overcoming them. Proceeding from this fact, we could logically assume that overcoming power were effective in individual ability and acceptance of life.
Faculty&apos;s Usage of Academic Support ICT Services at Kuwait University
Author: Safar, Ammar H.
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Educational Technology,Technology Uses in Education,Technical Assistance,Institutional Characteristics,Electronic Mail,Integrated Learning Systems,Libraries,Access to Information,Academic Support Services,Distance Education,Human Resources,Internet,Networks,Teacher Characteristics,Barriers

This study aimed to identify the degree of usage by Kuwait University (KU) faculty members of the academic support information and communication technology (ICT) tools, services, systems, and resources provided by KU. The study comprised an exploratory descriptive research design, using a survey questionnaire technique. A total of 304 faculty members willingly participated in the study. Regardless of two decades of massive investment to situate ICT tools, services, systems, and resources as a pivotal tenet of KU's teaching, learning, research, and administration practices, the findings revealed that formal academic usage of these ICT services and resources by KU faculty is only &quot;average&quot; (overall mean score is 3.48 (SD = 0.937) on a 6-point rating scale). This implies that the potential benefits of these academic support ICT systems and services have not yet been attained, in terms of serving KU's strategic objectives. Lack of technical support, awareness of availability, time, knowledge/training, and impracticality (e.g., difficulty accessing ICT services and resources due to slow speed connection, or too much maintenance, etc.) were among the key factors that led KU faculty members either to not use at all or to infrequently use academic support ICT services and resources provided by KU. In light of these findings, a number of important implications are provided to help increase the extent of ICT tools and resource usage by KU faculty members. Other academic institutions can use this study as a reference to evaluate their faculty members' ICT use.
Knowledge, Perceptions and Attitudes on Education for Sustainable Development of Pre-Service Early Childhood Teachers in Greece
Author: Maidou, Anthoula
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainable Development,Preservice Teachers,Early Childhood Education,Student Attitudes,Knowledge Level,Environmental Education,Foreign Countries,Sustainability,Educational Needs,Teaching Methods

Education for Sustainable Development (ESD) is an important issue for the education of students worldwide because it offers knowledge, skills, attitudes and values necessary to ensure a sustainable future for humanity at local and global levels, which is nowadays becoming critical. The decade 2005-2014 called 'Decade of ESD' was an initiative by the United Nations to promote ESD worldwide, followed currently by the Agenda 2030. ESD should be an ongoing subject for students in formal and informal education, at all educational levels, and in life-long learning programs, starting with early childhood education. This paper reports on the knowledge, perceptions and attitudes of pre-service early childhood teachers of the University of Ioannina, Greece, on ESD using a quantitative approach utilizing a questionnaire. Our findings showed that most pre-service teachers had knowledge on environmental aspects but did not consider societal and financial matters to be aspects of ESD. Furthermore, most students had never ESD lessons during their formal education. Our findings depict that pre-service teachers believe that ESD is an important issue, that it should be included in the curricula and that lessons on EDS during their studies would develop their ability to teach ESD to their students.
Using the Number Line and Educreations in a Second Grade Classroom: A Collaborative Action Research Project
Author: Koç, Selma
Date: 2019-10-00
Type: Journal Articles
Subjects: Grade 2,Numbers,Addition,Subtraction,Elementary School Mathematics,Elementary School Students,Mathematics Instruction,Computer Uses in Education,Teaching Methods,Instructional Effectiveness

The inquiry-oriented and cyclic process of action research can lead to the innovative use of technology and instructional strategies to improve teaching practice, particularly for beginning teachers. This action research project examined the impact of the number line and Educreations on second-grade students' verbal and written explanations of three-digit addition and subtraction operations using whole numbers. Pre- and post-surveys were implemented to examine how the second-graders worked on the given three-digit addition and subtraction problems. The students' perceived value of using the number line indicated that the majority of the students found the number line helpful. Classroom observations and the students' use of the number line and Educreations indicated that student skills for solving and explaining the process of addition and subtraction methods increased as demonstrated in the post- assessment and the student videos.
Research Trends and Issues in Educational Technology: Content Analysis of TOJET (2012-2018)
Author: Erdem Aydin, Irem
Date: 2019-10-00
Type: Journal Articles
Subjects: Educational Research,Educational Technology,Periodicals,Journal Articles,Research Reports,Research Design,Foreign Countries,Elementary Secondary Education,Higher Education,Learning Theories,Research Methodology,Data Collection,Sample Size

The overall aim of this study was to review research trends and issues in the field of educational technology specifically focused on the articles published in the Turkish Online Journal of Educational Technology (TOJET) from 2012 to 2018. Content analysis was used to examine (a) general characteristics of studies; (b) research themes and issues; and (c) research design in TOJET for the period of study. The data was collected from the website TOJET to establish publication characteristics and compare current trends with the previous patterns in the field of educational technology. The findings show that for the period of last 7 years a total of 560 articles were published in the TOJET.
What Really Matters for Social Adaptation among Left-Behind Children in China? A Systematic Review and Meta-Analysis
Author: Zhang, Junhua
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Children,At Risk Persons,Social Adjustment,Resilience (Psychology),Self Efficacy,Emotional Intelligence,Self Esteem,Coping,Attachment Behavior,Social Support Groups,Psychological Patterns,Anxiety,Age Differences,Parent Influence,Migration,Parent Child Relationship,Rural Areas,Childhood Needs,Adolescents,Peer Relationship,Race,Life Style,Socioeconomic Status,Health,Locus of Control,Depression (Psychology)

Compared with non-left-behind children, left-behind children in China have lower social adaptation and the underlying reasons deserve further study. This systematic review and meta-analysis included 29 studies published between 2006 and 2019. Protective factors of Left-behind children's social adaptation were resilience (r=0.574), self-efficacy (r=0.538), emotional intelligence (r=0.421), self-esteem (r=0.404), positive coping (r=0.471), attachment (r=0.354) and social support (r=0.338) while risky factors were loneliness (r=-0.453) and social anxiety(r=-0.360). Age, birthplace, father/mother migration and the frequency of parent-child communication also have a certain impact on their social adaptation, but the effect size is relatively small. This study can provide some enlightenment for intervention programs and policy adjustment. More empirical studies focusing on influencing factors for social adaptation of left-behind children will be needed in the future.
The Preparation and Certification of School Librarians: Using Causal Educational Research about Teacher Characteristics to Probe Facets of Effectiveness
Author: Kimmel, Sue C.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Education,Certification,Academic Achievement,Educational Research,Teacher Characteristics,Teacher Influence,Elementary Secondary Education,Teacher Effectiveness

How do we define a high-quality school librarian? Decades of educational researchers have attempted to link teacher characteristics--such as how teachers are prepared, which credentials they carry, and years of experience--to student outcomes. These researchers have contended that individual educator attributes may have a direct effect on what and how much their students learn. School librarians are also teachers who have direct student contact, and although numerous studies have indicated that school librarian preparation, licensure, and other background characteristics are promising areas for further direct exploration, researchers have yet to examine if, how, and why school librarians' certification or preparation positively impacts students' learning outcomes. The purpose of this paper is to compare findings from causal educational research to findings from descriptive school librarianship research to discern possible areas of causal alignment that warrant further investigation. In this study, we present a subset of a larger mixed research synthesis of causal educational research related to student achievement, contextualized with existing school librarianship research, to draw relationships between classroom teacher and school librarian preparation and characteristics and to shape researchable conjectures about school librarians' effects on learner outcomes.
Is Children&apos;s Literature as Hard as Scholarly Articles about Children&apos;s Literature? A Comment on Macalister and Webb (2019)
Author: McQuillan, Jeff
Date: 2019-10-00
Type: Journal Articles
Subjects: Childrens Literature,English,Native Speakers,English Language Learners,Difficulty Level,Vocabulary,Language Proficiency,Foreign Countries,Adults,Second Language Instruction

Macalister and Webb (2019) claim that &quot;children's literature&quot; written for native English speakers is too difficult for intermediate English as a Second Language (ESL) students, those who have acquired the first 3,000 to 4,000 most commonly used words in English. The authors analyzed a corpus of short stories written for a classroom magazine published by the New Zealand Ministry of Education. They found that children would need to know 8,000 of the most commonly used English word families in order to read the stories with 98% vocabulary coverage. A previous analysis of a similar corpus (Webb &amp; Macalister, 2013) found that 10,0000 word families were needed to obtain 98% coverage. Macalister and Webb (2019) omit any mention of the author's research, also published in this journal, in which he analyzed more than a dozen fiction series popular with children and young adults. Several of those series would be comprehensible with 98% vocabulary coverage to intermediate ESL readers with knowledge of 3,000 to 5,000 word families. As he pointed out in McQuillan (2016a), the classroom magazine corpus Webb and Macalister (2013) used is clearly not typical of the kinds of books children actually read for pleasure. The same is true of their narrative fiction corpus used in the current paper. [This comment is in response to &quot;Can L1 Children's Literature Be Used in the English Language Classroom? High Frequency Words in Writing for Children&quot; (EJ1212805).]
Why Might Children&apos;s Literature Be Difficult for Non-Native Speakers of English?
Author: Webb, Stuart
Date: 2019-10-00
Type: Journal Articles
Subjects: Difficulty Level,Childrens Literature,Native Speakers,English,English Language Learners,Research Needs,Vocabulary,Language Proficiency,Adults,Second Language Instruction

The authors respond to the comment by Jeff McQuillan. It is important to question research findings and so they appreciate this opportunity to further discuss their two studies on the appropriacy of children's literature for foreign and second language learning (Macalister &amp; Webb, 2019; Webb &amp; Macalister, 2013). They also agree with McQuillan's comments and see value in this discussion and hope that it sheds greater light on the role that children's literature might play in second-language (L2) learning. McQuillan's response touches on some important issues with corpus driven studies of vocabulary, and they hope that this discussion raises awareness of the limitations of these studies, as well as case studies. Finally, differing interpretations of research findings suggest a need for further research in that area. They hope that these responses will spur more research investigating the use of children's literature in L2 learning. [This response is to &quot;Is Children's Literature as Hard as Scholarly Articles about Children's Literature? A Comment on Macalister and Webb (2019)&quot; (EJ1232284).
Descriptive Investigation of Preschool Education in the Field of the Master&apos;s Thesis in Turkey
Author: Güven, Gülhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Masters Theses,Foreign Countries,Child Development,Home Economics,Interpersonal Competence,Teacher Competencies,Teaching Methods,Young Children,Student Research

This research was carried to identify characteristics of the master dissertations completed in the field of preschool education, between the years of 2015-2019 in Turkey. The sampling of the study consisted of master dissertations in preschool education, child development and education/home economics department registered to National Dissertations Center database. The design of this study was descriptive study using document analysis model. The main purpose of the study was to bring out arguments that made in the field of preschool education in Turkey. For this purpose 151 master dissertations were analyzed. Results indicated that the majority of the master level dissertations related to preschool education were completed in 2015. Most of these researches were studied in Gazi University and quantitative statistic methods were preferred. The common subject was personal competence.
Teacher Development through Coaching and Mentoring Integrated with the 21st Century Instructional Strategies
Author: Thipatdee, Goachagorn
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,21st Century Skills,Foreign Countries,Mentors,Teacher Effectiveness,Pretests Posttests,Lesson Plans,Coaching (Performance),Student Projects,Active Learning,Scores,National Competency Tests,Student Research,Teaching Methods,Teacher Attitudes,Elementary School Teachers

The research aimed to develop and evaluate teacher concepts and performances before and after training through coaching and mentoring procedures integrated with the 21st century instructional strategies of project-based learning, problem-based learning, and research-based learning. The subjects were 96 teachers teaching at schools under the jurisdiction of Si Sa Ket Primary Education Office 3, Si Sa Ket Province, Thailand, purposively selected from 11 schools with lower average scores of ordinary national educational test (ONET) than those of the national level. The results revealed the teachers gained better concepts since the posttest scores were significantly higher than those of the pretest at the .01 level. The teachers' performances were at a level of pass with distinction, they satisfied with the training session at a higher level, and their composed lesson plans were at a fair level.
The Effect of Classical Music on Anxiety and Well-Being of University Students
Author: Osmanoglu, Devrim Erginsoy
Date: 2019-00-00
Type: Journal Articles
Subjects: Classical Music,Anxiety,Well Being,College Students,Measures (Individuals),Music Therapy,Stress Variables,Listening,College Seniors,College Faculty,Likert Scales,Pretests Posttests,Interpersonal Relationship,Mastery Learning,Individual Development,Self Concept,Comparative Analysis,Foreign Countries,Scores,Correlation

Psychological and spiritual effects of music on people have been revealed by various studies and still continue to be investigated. The sound which has existed since the first formation of the universe; and music and music therapy which are as old as the history of mankind have constituted one of the treatment methods widely investigated at hospitals and universities. In the daily lives of people, anxiety, stress, well-being and similar phenomena clearly remain in the foreground. The current study is an experimental study designed to determine the effect of listening to classical music on anxiety and well-being. The sampling of the study is comprised of senior students in an education faculty. A total of 15 students (7 females and 8 males) participated in the current study. The data were collected with the State-Trait Anxiety Scale and the Psychological Well-being Scale. In the analysis of the data, Paired Sample t-Test was used. The findings of the current study have revealed that while listening to classical music for a 60-day period (listening to classical music ever day according to a music listening schedule) did not have any significant effect on the students' State Anxiety scores, it led to a statistically significant effect on their Trait Anxiety and Psychological Well-being scores (t=3,451 P&lt;0,004; t=-3.699, P&lt;0.002). When the pre-test and post-test Psychological Well-being mean scores were compared, no significant difference was found for the sub-dimension of &quot;autonomy&quot;, significant differences in favour of post-test scores were found for the sub-dimensions of &quot;positive relations with others&quot;, &quot;environmental mastery&quot;, &quot;personal growth&quot;, &quot;purpose in life&quot;, and &quot;self-acceptance&quot;.