ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of the Mentoring Relationship on the Development of Talented Students -- A Narrative Review
Author: Vrabie, Tina
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Student Relationship,Academically Gifted,Gifted Education,Educational Research,Student Development

In order to provide quality instruction for students, to cultivate free and entrepreneurial spirits, the educational system needs teachers capable of acting as mentors for their students; inspiring them, teaching them about moral values and helping them develop their cognitive and career-orientation skills. Through the impact that it has on the development of students in general and on the talented students in particular, mentoring is one of the most appropriate strategies for achieving this goal. This article is a narrative review of the studies identified in the literature that describe a series of mentoring programs especially designed for talented students, which have contributed to their development on the psychosocial and cognitive level, as well as on career orientation. Complete research articles related to mentoring programs for talented students were gathered from online database searches and needed to meet several criteria: (1) the program evaluated needed to involve mentoring as the practice has been defined like an &quot;ideal type&quot; of mentoring in the literature (Grassinger, Porath, &amp; Ziegler, 2010); (2) the study had to examine the impact of involvement in a mentoring program on the development of talented students on several levels: psychosocial, cognitive, career support; and (3) the sample used in the evaluation of the program needed to include the talented students that are more predisposed to benefit from a mentoring program: talented primary, gymnasium and high school students and twice-exceptional students (Goff &amp; Torrance, 1999; Subotnik, Olszewski-Kubilius, Khalid, &amp; Finster, 2021). The results of this review underline the impact of the talented students' involvement in a mentoring relationship on their development and the necessity for this type of programs to be sustained in an educational context, not only at an informal level but also through formal programs specifically designed and implemented for this purpose. The paper concludes by presenting a series of recommendations on how such programs can be effectively implemented at the educational institutions level.
The Effect of Problem-Based Learning on Pre-Service Primary School Teachers&apos; Conceptual Understanding and Misconceptions
Author: Senyigit, Çigdem
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Preservice Teachers,Elementary School Teachers,Concept Formation,Misconceptions,Instructional Effectiveness,Electronic Equipment

The aim of this research is to investigate the effect of problem-based learning on misconceptions and conceptual understanding regarding simple electric circuits. Participants are 54 pre-service primary school teachers enrolled on the &quot;Basic Science in Elementary School&quot; course at a state university. The research employs a nonequivalent control group model. The activity sheets containing problem-based scenarios prepared by the researcher were used in the experimental group. In the control group, the lecture-based learning supported by problem solving, question-answer, discussion activities and demonstration experiments was used. Data were gathered by three-tier Simple Electric Circuit Diagnostic Test consisting of 12 questions developed by Pesman (2005). The research revealed that problem-based learning is more effective in improving conceptual understanding and overcoming misconceptions than lecture-based learning.
Teaching Applications of Mathematics in Other Disciplines: Teachers&apos; Opinion and Practice
Author: Asli, Abdallah
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teacher Attitudes,Teaching Methods,Mathematics Education,STEM Education,Foreign Countries,Secondary School Teachers,Technology Uses in Education

One of the main topics of mathematics education nowadays is teaching applications of mathematics in various fields, which lead in the recent decades to the development of the STEM education (Science, Technology, Engineering, and Mathematics), connecting these disciplines using transdisciplinary or interdisciplinary approaches. Applications of mathematics has become important not only from academic point of view, as helping students to understand mathematics, to apply mathematical knowledge in various contexts, and to show the utility of mathematics, but also because mathematics is an integral part of our daily lives. Teachers have an important role in this approach, so it is important to study their attitude towards teaching applications of mathematics and their experience. The research was conducted in 2021 in Israel. The participants are 221 mathematics teachers from post primary schools. The research instrument was a questionnaire developed for this study based on the scientific literature and aimed to find out teachers' opinion about teaching applications of mathematics and their practice in integrating applications in their teaching. The questionnaire contains both closed and open questions. The responses were quantitatively and qualitatively analyzed. The results of the study show that 42.5% of teachers in Israel are teaching applications of mathematics. Analyzing the answers given by those teachers, who teach applications of mathematics, 47% are teaching applications in physics, 47.5% integrate them in their lessons few times a semester, and 52.1% of them teaching applications through presenting it to the students. In the participants' opinion, the most important benefits of teaching applications of mathematics are arising students' interest for mathematics (44.3%) and motivating students for learning mathematics (34.8%). The most important obstacles of teaching applications of mathematics are time-constrains (30.8%) and lack of teachers' skills to teaching mathematical applications in other disciplines (24.6%).
Raising Intercultural Awareness through Short Stories in EFL Classes
Author: Tural, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Multicultural Education,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Story Reading,Instructional Effectiveness,Intercultural Communication,Knowledge Level,Gender Differences,Student Experience,College Students,Foreign Countries,Literature

Teaching culture is an indispensable part of language teaching as language and culture are intertwined. Awareness of one's own culture and the target culture is necessary to be able to communicate efficiently. To raise intercultural awareness among EFL learners, literary sources can be a great source as they are authentic and reflect cultural elements. The aim of this study was to investigate the effect of short stories on intercultural awareness. In this quasi-experimental study, an experimental and a control group were chosen among B1 level of EFL students. The research was carried out in the School of Foreign Languages at a university in the Western part of Turkey. In a six-week implementation period, the experimental group (18 students) read short stories with cultural themes from different cultures. On the other hand, the control group (19 students) read nonliterary texts again with cultural themes in them. In the study, quantitative data was collected through the Intercultural Awareness Questionnaire prepared by Zorba (2019), and the questionnaire was implemented as a pretest and posttest to gather data. The findings of the study showed that there was no meaningful change in the intercultural awareness of the study group before and after the implementation in terms of intercultural awareness. Furthermore, no significant difference was observed between the experimental and control groups. In the study, it was also concluded that gender and international experience did not lead to a difference in terms of intercultural awareness of participants. The overall conclusion that can be made from this study is that intercultural awareness focus in language teaching may ameliorate the language competence of learners, but it might take time to increase awareness among learners, so institutions should prioritize increasing awareness of EFL learners with various activities.
The Effect of Digital Materials on Listening Comprehension Levels of Second Grade Elementary Students
Author: Gezer, Burcu
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Native Language Instruction,Turkish,Multimedia Materials,Multimedia Instruction,Listening Skills,Listening Comprehension Tests,Skill Development,Student Motivation,Student Attitudes,Elementary School Students,Grade 2,Attention,Teacher Attitudes,Foreign Countries

The purpose of the research is to reveal the effect of digital materials on the listening comprehension levels of second grade elementary school students. The study sample consisted of 50 second grade students in a elementary school located in Eskisehir. During the 8-weeks intervention period, Turkish lessons were performed with digital materials in the experimental group. In the control group, Turkish lessons were conducted without using digital materials. In the research, parallel design is used. Quantitative datas were obtained by Listening Comprehension Test developed by the researcher. Qualitative datas were obtained by the diaries of students and researcher, the semi-structured interviews of students and teacher. In this study, it was concluded that digital materials positively affect students' understanding of what they listened to, and increased their attention and motivation. In this context, it was determined that using digital materials can have positive contributions for developing listening skills.
Specialised Content Knowledge: The Convention for Naming Arrays and Describing Equal Groups&apos; Problems
Author: Hurst, Chris
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Middle School Teachers,Knowledge Base for Teaching,Elementary School Mathematics,Numbers,Multiplication,Mathematical Concepts,Naming

Specialised Content Knowledge (SCK) is defined by Ball, Hoover-Thames, and Phelps (2008) as mathematical knowledge essential for effective teaching. It is knowledge of mathematics that is beyond knowledge which would be required outside of teaching; for instance, the capacity to determine what misconception(s) may lie behind an error in calculation. Such knowledge should be core business of teachers of mathematics, and any perceived shortfall in SCK viewed as problematic. The research reported on here is part of a large study about multiplicative thinking involving approximately two thousand children between nine and twelve years of age and their teachers. Data were generated from semi-structured interviews and a written diagnostic assessment quiz. As part of that large project, forty-four Australian and New Zealand primary and middle school teachers were asked to respond to student work related to multiplicative thinking, particularly to concepts of numbers of equal groups and commutativity. Participants' responses reflected confusion about a pivotal piece of SCK, the convention for naming arrays. As well, questionable assumptions about the children's work samples were made. Given that there is not unanimous agreement amongst mathematics educators about naming conventions, these observations may not be surprising. Due to the sample size, broad generalisations cannot be made, but the results suggest that many teachers may have limited SCK with regards to the important mathematical area of Multiplicative Thinking (MT).
Teachers&apos; Experiences with Overcrowded Classrooms in a Basic School in Ghana
Author: Osai, Joycelyn Adwoa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Experience,Class Size,Crowding,Foreign Countries,Elementary School Teachers,Classroom Techniques,Teacher Attitudes,Stress Variables

This research sought to investigate teachers' experiences with overcrowded classrooms: the case of new Gbawe experimental 1 basic school in Ghana's Greater Accra region. The study explicitly followed a qualitative approach to research specifically a case study design. Unstructured questionnaires and Teacher observations were utilised in the process of generating the data. This investigation's general results indicate that educators' perceptions with overcrowded classrooms are 'stressful'. Similarly, teachers described some situations in an overcrowded classroom which they defined as stressful. Some of the descriptions given by educators include insufficient learning environments, safety and health concerns, limited contact between pupils and educators, disruptive behaviour, emotional and mental challenges for educators, increased workload and insufficient time in the classroom. In addition, the factors contributing to traumatic experiences include lack of administrative support, lack of policy enforcement, insufficient teacher preparation and professional development and lack of teaching material for learning. Educators, however, suggested that they still had recourse to improvisation to allow them to handle overcrowded classrooms. Working on teacher best practices in overcrowded classrooms was suggested to be helpful in helping teachers who find themselves in such circumstances.
No Good Options: Analysis of Catholic School Reopening Plans in Fall 2020
Author: Kowalski, Monica J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholic Schools,School Closing,COVID-19,Pandemics,Educational Planning,Distance Education,Public Health,Decision Making

As schools across the country made decisions about how to safely reopen during the COVID-19 pandemic in the Fall of 2020, Catholic schools reopened for in-person instruction more than surrounding public schools. This study analyzes published reopening plans from 136 Catholic schools in 18 different states to explore how schools reopened and how they communicated their plans. Results showed that Catholic schools mostly did not decide to reopen virtually, consistent with local health data trends and public school decisions. Rather, Catholic schools offered in-person education with health and safety protocols in place. Most schools in the sample did not communicate their plans in full on their websites. Plans that were accessible on websites were analyzed based on the National Standards and Benchmarks of Effective Catholic Schools for evidence of the added value of Catholic education during this time.
Primary School Teachers&apos; Attitude to Board-Games and Their Board-Game Playing Practice
Author: Juhász, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Games,Game Based Learning,Foreign Countries

The usage of games in the process of teaching and learning is always advantageous, because children prefer to learn playfully. Board-games are particularly enjoyable for children. They do not learn consciously, but they enjoy playing together with their parents and siblings, because board-games bring together both family and friends. Playing board-games is not only a joyful activity, it also develops different skills of the player, as communication skills, strategy creating and problem solving competency, cooperation, etc. Nowadays there are many boardgames on sale, active board-game playing communities organize events, and a culture of playing board-games is developing. Thus integrating board-games in educational activities seems to be a natural process to follow. But this integration has many obstacles, as time and curriculum constrains, the lack of methodological knowledge of the teachers, inadequate choose of educational board-games for some subjects, etc. The aim of this research is to study primary school teachers' attitude to playing board-games and their board-game playing practice. The results show that majority of the participating elementary school teachers love playing boardgames, almost half of them also play board games in their private life. Most of them bring these games to the classroom as well. Teachers love these games, because they are fun, teach logical thinking, make students creative, help them to relax, are team builders, motivate students to learn, get used to speed, develop attention, teach strategies, and are childhood favorites. [This paper was presented at the TDID Doctoral Students' Conference, 14-16 May 2020.]
Reflections of Authentic Learning on Students&apos; Scientific Process Skills and Achievements in Mathematics
Author: Ozkan, Tuba
Date: 2021-00-00
Type: Journal Articles
Subjects: Authentic Learning,Science Process Skills,Mathematics Achievement,Grade 7,Middle School Students,Foreign Countries,Problem Solving,Mathematics Education

In this research, the effect of authentic activities on the scientific process skills of 7th grade students was investigated. Research has been studied in a secondary school with 37 students in Turkey. In the research, authentic learning based education was carried out for 5 weeks in the 2017-2018 academic year. In this semi-experimental model, academic achievement and scientific process skills test, interview form, students' worksheets and observer notes were used as data collection tools. The quantitative data obtained were analyzed statistically in SPSS 20 program, and qualitative data were analyzed by content analysis. It was found that the quantitative data and the experimental and control groups differed statistically as a result of the application as an academic achievement, but did not differ according to the scientific process skill test results. With the qualitative data of this research, it was revealed that the students of the experimental group generally reflect the scientific process skills more than the control group students.
Organizational Climate in Schools across the Archdiocese of Detroit
Author: Pogodzinski, Ben
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Climate,Educational Environment,Catholic Schools,Parent Attitudes,Student Attitudes,Teacher Attitudes,School Effectiveness,Elementary Secondary Education,Enrollment Trends,Institutional Characteristics,Differences

To help inform continuous improvement efforts across Catholic Schools in the Archdiocese of Detroit (AOD), the Catholic Identity Program Effectiveness Surveys were administered to parents, students, and faculty/staff across schools in the AOD during Winter 2018. This work sought to identify variation in responses across respondents and schools. Additionally, we sought to identify an association between the survey responses and enrollment trends across schools. Our findings show some significant differences in responses across the domains of the survey as well as across respondent group. The initial analysis found no statistically significant association between measures of organizational climate and enrollment trends, though we acknowledge limitations in the data and call for continued research in this regard.
Preparing Priests to Lead Parish Schools: Concerns and Recommendations
Author: Simonds, Thomas A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Clergy,Catholic Schools,Administrator Education,Governance,Administrator Attitudes,Instructional Leadership,Theological Education,School Administration,Principals,Educational Finance,Best Practices,Leadership Role,Church Role

Canon law recognizes the pastor as the chief educational officer (CEO) of the parish school. However, recent studies demonstrate that seminaries do not prepare seminarians for work in or leadership of Catholic schools, and recent scholarship also demonstrates that an increasing number of seminarians lack the desire to lead a parish school. Our research study examined the post-seminary preparation of priests for leadership of parish schools. We also explored alternative governance models for Catholic schools. We conducted structured interviews with 10 national leaders to explore these two areas of interest. Our findings demonstrate that preparation of newly ordained and veteran priests for parish school leadership is woefully inadequate. Interviewees suggested that the pastor/principal relationship and school finance are two important topics that should be addressed in best practice preparation programs for school leaders. All 10 interviewees had difficulty imagining alternative governance models for schools in which the pastor would not serve as the CEO, but at the same time, some of the participants could see potential benefits of alternative governance models. Based on the findings of our study, we recommend that: (1) seminary programs include an initial introduction to the importance of Catholic schools for evangelization; (2) a new national model for preparing young and veteran priests for school leadership be developed and implemented; (3) existing best practices for alternative governance models be collated and promulgated; and (4) church leaders and stakeholders determine the best governance models for their schools and then prepare the appropriate people for leadership roles accordingly.
The Montessori Educational Method: Communication and Collaboration of Teachers with the Child
Author: Kocabas, Hatice Uslu
Date: 2022-01-00
Type: Journal Articles
Subjects: Montessori Method,Interpersonal Communication,Teacher Student Relationship,Student Role,Teacher Role,Educational Practices,Cooperation,Barriers,Peer Influence,Student Participation,Preschool Teachers,Females,Foreign Countries

Montessori learning environments, described as prepared environment, allow children to choose their work freely and construct their own learning. Because the child is in the center and the roles of the teacher differ from the roles of the teachers in traditional schools, the direction of the communication and collaboration between the child and the teacher is determined accordingly. This study aims at examining the practices of Montessori teachers in communication and collaboration with the child. A phenomenological approach was adopted in the study. Purposive snowball sampling was employed to identify 12 Montessori preschool teachers. A focus group interview and semi-structured interviews were used to obtain data. The obtained data were transcribed and analyzed through the content analysis method. The findings were examined under three main themes, which are &quot;the communication of the teacher with the child&quot;, &quot;the collaboration between the teacher and the child&quot; and &quot;the difficulties Montessori teachers face in communication and collaboration with the child&quot;. The study showed that teachers' communication approach was based on respect for the child. When communicating with the child, teachers adopted a guidance role. However, teachers' practices in communication deviated from Montessori philosophy in case of conflict and undesired behaviors. Support from the child's peers, involving the children in forming class rules, giving children responsibility, and collaboration in learning were the main subjects that maintain collaboration with the child. Besides, study findings indicated that Montessori teachers faced some difficulties in communication and collaboration with the child. The results of this study imply that the communication and collaboration practices of Montessori teachers and the Montessori philosophy are mostly in line but can contradict in some cases.