ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Pedagogical Skills of Online Instructors: An Exploratory Study
Author: Khurshid, Farhana
Date: 2020-08-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Teaching Skills,Technological Literacy,Open Universities,College Faculty,Student Evaluation,Teacher Attitudes,Likert Scales,Virtual Universities,Educational Resources

This study was conducted to explore the e-pedagogical skills of Instructors essential for online teaching. Online education is an emerging concept in Pakistan. Online education is a planned learning that normally occurs in a different place from teaching, and as a result it requires special skills for course design, instructions, and special methods of communication through technology. The main objective of the study was to provide a description of those pedagogical skills which were mandatory for online Instructors to teach their courses effectively. A sample of 38 Instructors was purposively selected from the Allama Iqbal Open University, and the Virtual University of Pakistan. These Instructors were asked about their instructional responsibilities, method of teaching, the technology and online resources they used, and their assessment practices of students' learning. Research instrument of the study was a questionnaire having three point Likert scale type questions, and two open-ended questions. The results of both quantitative and qualitative data indicated that teaching online courses is not the same as face-to-face teaching. The Instructor requires a set of e-pedagogical skills to teach online courses. Online Instructors require a special set of e-pedagogical skills to teach online courses.
Evaluation of Vocational Training Programs for Developing Entrepreneurial Skills among Women in the Punjab
Author: Jamil, Shah Bano
Date: 2020-08-00
Type: Journal Articles
Subjects: Program Evaluation,Vocational Education,Skill Development,Females,Foreign Countries,Evaluation Methods,Knowledge Level,Entrepreneurship,Trainees,Business Skills,Job Skills,Interpersonal Competence

The CIPP evaluative model was employed to evaluate vocational training programs for developing entrepreneurial skills among women at Vocational Training Centers (VTCs) established by Government of the Punjab under TEVTA. A VTC center running under this program at Layyah was selected due to the backwardness of the area. Three programs were included; Dress Designing and making, Domestic Tailoring and Beautician in the study. The participants comprised the women, trainers and entrepreneurs of VTCs. Multiple stage sampling technique was used to select the sample. Mixed method approach was used by following CIPP program evaluation model. Data were based on classroom observation, semi-structured interviews and desk review validated through pilot testing, expert opinion, content validity ratio, content validity index and confirmatory factor analysis. Quantitative data were analyzed through central tendency; mean score and standard deviation while interviews and observation through thematic analysis. Findings showed that the level of entrepreneurial skills among women was very low. Majority of women did not attempt the assessment test related to technical skills. Some women got minimum score in business plan template and situational judgment. The entrepreneur's running their own setups had observations like, teacher training was inadequate. However, revision of course contents, provision of better environment at VTCs and effective teaching strategies with special focus on practical work is recommended.
Relationship of Teachers&apos; Empowerment and Organizational Commitment at Secondary School Level in Punjab
Author: Muhammad, Noor
Date: 2020-08-00
Type: Journal Articles
Subjects: Teacher Empowerment,Teacher Motivation,Work Attitudes,Work Environment,Industrial Psychology,Public Schools,High School Teachers,Correlation,School Administration,Leadership Styles,Participative Decision Making,Teacher Leadership,Principals,Foreign Countries

The purpose of the study was to find out the relationship of teachers' empowerment and workplace relations with organizational commitment. The public secondary school teachers of Punjab were the focus group of the study. The researcher developed instruments of teachers' empowerment and organizational commitment to gather information from sample of the study. The reliability of the questionnaires was as teachers' empowerment scale 0.910 and organizational commitment scale 0.781. The research design was correlation based on survey. A multistage random sampling technique was used to collect data of 1200 teachers (male = 600 and female = 600), and 1103 teachers sent questionnaire back. Results of the study showed positive strong relationship between teachers' empowerment and organizational commitment. School management must incorporate teachers' empowerment as motivational technique to enhance teachers' commitment toward teaching profession. So, educational administration must include teachers' empowerment in human resource policy to make teachers' committed personnel.
Work-Related Behaviors and Experience Patterns of Physical Education Teachers According to the Individually Burnout Factors
Author: Tasçioglu, Ramazan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Work Attitudes,Teaching Experience,Physical Education Teachers,Teacher Burnout,Foreign Countries,Teacher Attitudes,Predictor Variables,Individual Differences

Teachers who interact directly with people were evaluated one of risk groups of burnout syndrome. The aim of this research was to determine work-related behaviors and experience patterns of physical education teachers and to analyze them according to the individually burnout factors. A total of 179 physical education teachers, 98 (54.7%) males and 81 (45.3%) females who worked during 2012-2013 academic year in Izmir participated in the study. &quot;Work-Related Behavior and Experience Patterns Scale&quot; was used in this study. The data collection was analyzed with reliability analysis, descriptive analysis, Independent Sample t Test, and Pearson correlation. It was found that 10 (5.6%) were in &quot;Type B&quot; exhaustion group, 45 (25.1%) were &quot;Type A&quot; hyper devotion individuals, 33 (18.4%) were in &quot;Type S&quot; heedless attitude group, and 91 (50.8%) were in &quot;Type G&quot; healthy group among the physical education teachers. It was found that work-related behaviors and experience patterns of physical education teachers vary significantly in terms of institution, gender, and marital status at several dimensions. According to correlation analysis results, there was a significant relationship between age, professional experience, and work-related behaviors and experience patterns at several dimensions.
The Effect of Psychodrama on Subjective Well-Being and Trait Anxiety
Author: Katmer, Ayse Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Adults,Anxiety,Well Being,Pretests Posttests,Comparative Analysis,Masters Programs,Graduate Students,Foreign Countries,Likert Scales,Drama,Counseling Techniques,Outcomes of Treatment,Group Therapy,Student Attitudes

This study investigates the effects of psychodrama on adults' anxiety and subjective well-being levels. A pre/post-test experimental pattern is used with experimental and control groups. The study sample consists of 24 non-thesis master's program students at Gaziantep University, Human Psychology, and Communication. The State-Trait Anxiety Inventory (STAI) and the Subjective Well-Being Scale were applied as a pre-test to the experimental and control groups. The psychodrama group practice was performed with the experimental group once a week for eleven weeks, 90 minutes per session, while the control group did not receive any practice. After the application, the post-test was administered to both groups. The data were analyzed with SPSS 23 statistical program. The Mann-Whitney U test was used to evaluate the difference between the experimental and control group, and the Wilcoxon Signed Rank Test was applied for the changes within the experimental group. The findings indicate that the individuals' anxiety level in the experimental group significantly decreased compared to the control group. There was no significant difference between subjective well-being in the experimental and control group for pre-test and post-test applications.
You Are Not My Customer
Author: Burgess-Jackson, Keith
Date: 2020-00-00
Type: Journal Articles
Subjects: College Administration,Administrator Attitudes,College Students,Negative Attitudes,Economics,Commercialization,Teacher Student Relationship,Language Usage,Power Structure

I argue that it is degrading (and therefore insulting) for university administrators to refer to students as &quot;customers&quot; or &quot;consumers&quot; and to refer to instructors as &quot;vendors&quot; or &quot;service-providers.&quot; There is nothing inherently wrong with economic analysis, much less with economics as an academic discipline; nor is there anything objectionable per se about commerce or the commercialization of (mere) things; but economic terminology must not be allowed to encroach on institutions, practices, or relationships (such as the teacher-student relationship) that have special meaning and value.
Effect of Teaching Fundamental Movement Skills with an Inquiry-Based Instructional Model on Perceived Motor Competence
Author: Demir, Meral
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Basic Skills,Psychomotor Skills,Movement Education,Active Learning,Inquiry,Physical Education Teachers,Physical Activities,Competence,Children,Grade 5,Self Efficacy,Educational Objectives,Gender Differences,Urban Schools,Foreign Countries

The aim of this study is to investigate the effect of inquiry-based instruction in the teaching of fundamental movement skills to fifth-grade students on the children's perceived motor competence. Utilizing a post-test experimental design with control group, the study was carried out with 260 fifth-grade students studying in ten different classes at five different schools located in the city centre of Manisa during the 2019-2020 academic year. For collection of the data, the &quot;Perceived Motor Competence Questionnaire in Childhood&quot; (PMC-C), and a &quot;Personal Information Form&quot; (PIF) developed by the researchers, were used. To test the effectiveness of the quasi-experimental process in the post-test design with control group, t-test was used. In the inquiry-based instruction in the teaching of fundamental movement skills of the students, a statistically significant difference was found in favour of the experimental group in the subscales of perceived motor competence. Regarding the gender variable of the students, a statistically significant difference was found between female and male students in favour of boys in the subscales of fundamental motor skills. In conclusion, it can be said that the inquiry-based instructional model was more effective than the direct instructional model in developing the fundamental motor skills of &quot;locomotor skills&quot; and &quot;object control skills&quot;. Moreover, when evaluated in terms of gender, male students benefited more from the inquiry-based instructional model in terms of &quot;object control skills&quot;.
Discovering Turkish Generation-Z in the Context of Educational Technology
Author: Sanalan, Vehbi Aytekin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Generational Differences,Educational Technology,Technology Uses in Education,Internet,Familiarity,Technological Literacy,Socioeconomic Status,Interaction,Student Attitudes,Cooperation,Communication Skills,Student Characteristics,College Students,Social Media,Computer Use,Telecommunications,Handheld Devices

The main aim of this study was to investigate the new generation in order to identify their distinctive characteristics considering their everyday technology use during their lifespan. The secondary aim was to examine the needs of individuals in the Generation-Z in educational environments equipped with technology. A mixed-method research design was utilized. Data were collected by the New Generation Characteristics Scale (NGCS), and by an interview form. The participants of this study were 882 university students. The quantitative data were analyzed using descriptive and inferential techniques, and the qualitative data using content analysis. As a result, participants' internet and social media use frequency was found to be related with their NGCS scores. Internet use from childhood was also found to be an important characteristic for Generation-Z. On the other hand, socio economical statuses were not effective in identifying Generation-Z members. In addition, it was seen that interactive technological applications should be included in the courses in which students can work in collaboration. The students preferred interactive technologies and applications, supporting multitasking features of Generation-Z. In addition, the students wanted to see the availability of more flexible environments, such as online discussions and access to materials outside the classroom. In this study, Generation-Z was more open to cooperation, and they had higher communication skills, which is consistent with previous research.
An Examination of Teachers&apos; Attitudes towards the National Park in Their Environment: The Isparta, Denizli Example
Author: Karakas, Aytaç
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Positive Attitudes,Parks,Natural Resources,Conservation (Environment),Environmental Education,Physical Environment,Teacher Characteristics,Field Trips,Foreign Countries

Environmental education in national parks is equivalent to an open and permanent education process in which individuals and communities become aware of their natural environment and gain a critical and sensitive attitude towards it and the use of its resources. The aim of this study was to examine the attitudes of teachers towards national parks who work in schools near different national parks in terms of different variables. As a work of descriptive research, it was conducted with a total of 167 teachers who worked in schools around Kovada Lake National Park, Kizildag National Park, and Honaz Mountain National Park. In the study, an attitude scale with a Cronbach's Alpha coefficient of 0.83 and consisting of 32 items was used for the national parks. The SPSS (Statistical Package for Social Sciences Program) was used to evaluate the data obtained. A T-test and a one-way ANOVA test were used to analyze the data. According to the results obtained, teachers' attitudes towards the national park did not show a significant difference in terms of their gender, their tenure, the branches they serve, their purpose of visiting the national park, their opinions on the importance attached to the national park, the different schools near the national park, the national park near the schools they worked in, their purpose in visiting the national park previously while they differed significantly according to whether the teachers had visited the national park before.
Understanding the Impact of Differences: Using Tenets of Critical Race Pedagogy to Examine White Pre-Service Teachers&apos; Perceptions of Their Black Students&apos; Race &amp; Culture
Author: Ramsay-Jordan, Natasha
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,White Students,African American Students,Preservice Teachers,Student Attitudes,Racial Differences,Cultural Influences,Cultural Awareness,Teacher Student Relationship,Teacher Attitudes,Student Diversity,Secondary School Teachers,Mathematics Teachers,Discipline,Track System (Education),Masters Programs,Urban Schools,Internship Programs,Graduate Students,Social Bias,Racial Identification

Each year, U.S. teacher education programs work to prepare more than 3,500 candidates to be future educators (National Center for Education Statistics [NCES], 2016). This population of pre-service teachers (PTs), however, is overwhelmingly White, perpetuating a pattern in which 85% of all U.S. teachers are White, while Black or African American and Hispanic/Latinx teachers collectively comprise approximately 12.6% of the total (NCES, 2016). This hegemonic composition of U.S. teacher candidates is concerning, especially now because for the first time in the history of U.S. public schools the new collective majority of minority schoolchildren, Black and Latinx, has reached 50%, surpassing the number of White students (Maxwell, 2014). This shift in demographics poses a critical imperative for teacher preparation programs and anyone with a vested interest in the teaching and learning of historically marginalized culturally and linguistically diverse students (HMCLDS) such as Black children. Homogeneous teaching staffs may produce cultural mismatches and cultural discontinuity between teachers and students within an educational system, marked by cultural incongruity and disconnection. The cultural mismatches can produce unhealthy teacher-student relationships and deficit views of students (Doran, 2014; Ramirez, Gonzales-Galindo, &amp; Roy, 2016). When cultural mismatches occur in schools that serve predominantly Black students, those students often receive poor-quality instructional materials, limited resources, and limited, if not inadequate, pedagogical and curricular methods incongruent with their culture (Darling-Hammond, 2010; Irvine, 2003; Ostrander, 2015). It is within this mismatched racial and cultural context of a homogeneous U.S. teaching force and the increasingly diverse student populations that this investigation employed tenets of critical race pedagogy (CRP) to study the impact of such differences. The study in this article will explore how two White secondary mathematics PTs' perceptions of their Black students' race and culture influenced their teaching and learning experiences during practicum.
The Effects of Scenario-Based STEM Project Design Process with Pre-Service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes
Author: Çeliker, Huriye Denis
Date: 2020-00-00
Type: Journal Articles
Subjects: Vignettes,Problem Based Learning,Active Learning,Student Projects,Inquiry,STEM Education,Science Education,Engineering,Design,Preservice Teachers,Undergraduate Students,Public Colleges,Secondary Education,Instructional Effectiveness,21st Century Skills,Teacher Competencies,Intention,Student Attitudes,Scientific Attitudes,Self Efficacy,Foreign Countries

The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers' perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was used. The participants of the research are 66 fourth-grade pre-service science teachers in the south-west of Turkey. The 21st-century skills and competencies scale and an integrative STEM teaching intentions questionnaire, and a STEM attitudes scale were used as a pre-test and post-test. Pre-service teachers designed projects using engineering design processes to solve the problems in the scenarios given to them. In the analysis of the data, paired-samples t-test and Wilcoxon Signed Rank Test were applied using SPSS-21. The results show that designing a scenario-based STEM project certainly contributed to the 21st-century skills competence perceptions, STEM teaching intentions, and STEM attitudes of pre-service science teachers.
Investigation of Immediate and Delayed Effects of Bilateral Forearm Kinesio-Taping on Maximal Hand Grip Strength in Female Volleyball Players
Author: Kirkaya, Izzet
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Females,Muscular Strength,Foreign Countries,Late Adolescents,Intervention,Measurement,Program Effectiveness,Training

The aim of this study was to investigate the immediate and delayed effects of the kinesio-taping on the hand grip strength. Six-teen female volleyball players currently competing in Turkey Women's Volleyball 2nd league (age 18.1±2.3 years, height 172.9±7.3 cm) voluntarily participated in this study. In cross-over research design, all participants participated in a total of 4 different measurements, immediately after kinesio-taping (1), immediately after placebo taping (2), after volleyball training (3), 48h post taping (4). In kinesio-taping, approximately 2-3 cm ends of kinesio-tapes were applied without tension, and the middle region was stretched by approximately 10-15% in &quot;Y-shape&quot;. Hand grip strength measurements were made 4 times on different days that before kinesio-taping, immediately after kinesio-taping, immediately after training and 48 hours after taping with a portable handheld dynamometer. According to the results of the one-way repeated measures ANOVA, the kinesio-taping to forearm didn't elicit any significant changes in hand grip strength over the conditions (p &gt; 0.05). The results of the current study showed that the kinesio-taping in female volleyball players did not have a significant effect on immediate, right after training and 48 hours after taping, compared to placebo taping measurements in dominant and non-dominant maximal hand grip strength.
The Effect of ECRIF Taxonomy in Foreign Language Teaching on Academic Achievement
Author: Dalkiran, Büsra
Date: 2020-08-00
Type: Journal Articles
Subjects: Taxonomy,Second Language Learning,Comparative Analysis,Second Language Instruction,Academic Achievement,Elementary School Students,Grade 4,Cartoons,English Instruction,Pretests Posttests,Listening Comprehension,Speech Communication,Teaching Methods,Instructional Effectiveness,Achievement Tests,Language Tests,Foreign Countries

The aim of this study is to determine the effect of ECRIF taxonomy in foreign language teaching on academic achievement. For this purpose, this study has been carried out with 56 students at 4th grade of primary education in 2018-2019 academic years. In the research, pretest posttest control group design of experiment method has been used. This study covered a period of 5 weeks and the unit of &quot;Cartoon Characters&quot; in English lesson. As data collection tool, achievement test for listening and speaking which was developed by the researcher was used. In the analysis of data, pretest and posttest scores were compared by using t-test for dependent groups. In addition, to explain power of relation, effect size (Cohens' d) values were calculated. As a result of study, it was stated that ECRIF taxonomy provided significant differences in students' academic success in favour of the experimental group.