ethanporcaro/eric-fulltext-meta huggingface dataset:
Employee Training and Development and Competency-Based Approach: Any Relationship?
Author: Fejfarová, Martina
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Competency Based Education,Workplace Learning,Job Training,Efficiency,Organizational Effectiveness,Foreign Countries,Human Resources,Institutional Characteristics,Employees

The article focuses on the relationship between the use of employee training and development and the competency-based approach. The objective of this article is to evaluate the use of the competency-based approach in employee training and development in organisations in the Czech Republic based on long-term research (n = 1,360) since the year 2013. The results showed that the competency-based approach in the management of organisations is utilized by only 21.8% of the organisations. An important finding is that 93.2% of organisations using the competency-based approach support employee training and development. The results confirmed that there is the relationship between the use of the competency-based approach and training and development in the organisation (p &lt; 0.001, Cramer's V = 0.178) and also between the use of the competency-based approach and evaluation of training and development efficiency in the organisation (p &lt; 0.001, Cramer's V = 0.299).
How Do Studies at the University Help Prospective Physical Education Teachers Form Their Professional Identity?
Author: Poteliuniene, Sniegina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Physical Education,Professional Identity,Learning Motivation,Self Efficacy,Student Satisfaction,Undergraduate Students,Expectation,Emotional Response,Psychological Patterns

This study examines the expression of self-efficacy, academic motivation, study satisfaction of prospective physical education teachers in different years of study, their interrelationships and intends to explain how studies help prospective physical education teachers shape their professional identities. A questionnaire survey was administered to 783 1st to 4th year undergraduate physical education students from four Lithuanian universities. The year of study did not affect changes in students' self-efficacy expectations and intrinsic academic motivation, which may mean that such professional identity indicators are less affected by contextual factors. The correlations among the analysed variables showed that the quality of teaching, clear goals, and the maintenance of autonomy are essential components of the academic environment in order to strengthen the prospective PE teacher's professional identity. The results of the study may encourage physical education teacher educators' deeper analysis of the ongoing feedback on student satisfaction with their studies as an emotional PI indicator.
Critical Representation: Mattering &amp; Belonging for Students of the Global Majority
Author: Haslam, Rebecca E.
Date: 2022-12-00
Type: Journal Articles
Subjects: Students,Well Being,Group Membership,Critical Race Theory,Equal Education,Justice,Self Concept,Interpersonal Relationship,Language Usage,School Libraries,Preschool Education,Elementary Secondary Education,Library Materials,Content Analysis,Cultural Pluralism,Curriculum

Critical representation in literature and curricula requires an emancipatory agenda and examination of the ways in which people of diverse racial, cultural, linguistic, and other socially marginalized identities are portrayed, an assessment of how relevant, affirming, and accurate those representations are, and a consideration of the impact on a child's sense of self and 'other.' This essay includes sample audit criteria for critical representation highlighting five sections: Storyline &amp; Sense of Justice; Affirmation &amp; Self-Worth; Relationships Among People; Author/Illustrator Background; and Language &amp; Terminology, all with a focus on 'mattering' and holistic wellbeing of students of the global majority. Audit criteria explicitly engage questions of critical race theory such as: Does the storyline encourage passive acceptance of inequity, or active resistance against it? Are there messages that limit or damage a child's aspirations or sense of self-worth? The essay concludes with examples of how practitioners are using the audit criteria to identify strengths, needs, and opportunities to improve their practice.
Reported Benefits of Yoga in Middle Schools: A Review of the Literature
Author: Caldarella, Paul
Date: 2022-12-00
Type: Journal Articles
Subjects: Middle Schools,Metacognition,Physical Activities,Mental Health,Relaxation Training,Educational Benefits,Intervention,School Activities,Executive Function,Physical Health,Academic Achievement,Interpersonal Relationship,Stress Variables,Anxiety,Depression (Psychology),At Risk Students,Program Implementation,Middle School Students

Middle school is a time of adjustments in youth: physical, intellectual, and social changes often result in stress. Middle school students are vulnerable to academic, behavioral, and mental health problems. Yoga is an Indian discipline practiced for health and relaxation. School-based yoga programs are becoming increasingly common given their potential benefits for students. We conducted a literature review of studies of middle school-based yoga programs, focusing on the reported benefits for students. We identified and retrieved 12 studies from electronic databases including Education Resources Information Center, PsycINFO, and Google Scholar that met inclusion criteria: (a) examined the benefits of yoga as the primary intervention conducted in a middle school setting with students ages 10 to 15 years old, (b) was published by June 2022, (c) was reviewed either by a journal editorial board or by a student's dissertation or thesis committee, (d) was available in English, and (e) a full text copy was available. Results of studies were synthesized by clustering findings into common domains. Study results suggested that middle school-based yoga interventions showed mental health, executive functioning, physical, social, and academic benefits for students. Yoga also showed benefits for middle school students who were stressed, anxious, or depressed, and those at risk. We provide considerations for those contemplating the implementation of yoga in middle schools.
&quot;They Always Make It Right. We Can Do That for Everybody&quot;: Young Adolescents Considering (In)Justice When Reading
Author: Chandler, Caleb
Date: 2022-12-00
Type: Journal Articles
Subjects: Early Adolescents,Adolescent Attitudes,Adolescent Literature,Social Justice,Experience,Ideology,Thinking Skills,Student Attitudes,Middle School Students,Grade 7,Social Class,Race,Reading Assignments,Student Experience,Discourse Analysis

This paper draws on Bakhtin's (1981) notions of discourse and ideological becoming to investigate how adolescents' experiences with young adult literature and other texts might inform their thinking around issues of social justice. We engaged in a number of activities with the young adolescent participants: thought maps, illustrations of poignant scenes, written accounts of personal experiences, and focus group interviews. Using these activities as our data for this paper, we explain how the young adolescent participants called upon discourses of social justice to engage in the process of ideological becoming. Thus, the paper concludes that texts have the potential to affect students' ways of thinking and being in profound ways.
Understanding Middle School Teachers&apos; Levels of Efficacy to Meet the Needs of Young Adolescents
Author: Daniels, Erika
Date: 2022-12-00
Type: Journal Articles
Subjects: Middle School Students,Early Adolescents,Middle School Teachers,Student Needs,Teacher Effectiveness,Teacher Competencies,Knowledge Level,Adolescent Development,Self Esteem,Student Behavior,Social Emotional Learning,Stress Variables,Self Efficacy,Classroom Techniques,Teacher Student Relationship,Grade 6,Grade 7

Middle school students are in even more need of social and emotional support due to the cognitive, social, and emotional changes occurring at this stage of their development (Caskey &amp; Anfara, 2014), and their teachers are key players in providing what is needed. Unfortunately, there are few Institutions of Higher Education that offer programs or coursework focused on young adolescents' unique and specific needs (Howell et al., 2016). This contrasts with calls for school contexts that are intentionally designed to support young adolescents (Bishop &amp; Harrison, 2021) and raises questions about whether and how middle school teachers are prepared to meet the wide-ranging needs of their students. Therefore, the purpose of this study was to understand how middle school teachers feel about their skills and knowledge in terms of supporting students' cognitive, social, and emotional needs. The teachers' perspectives shed light on ways educator preparation programs might refine and enhance their curriculum and instruction to better meet teachers' needs in terms of supporting middle school students most effectively. Five themes arose from data analysis, which were (a) appreciation of young adolescents, (b) knowledge of young adolescent development, (c) confidence and growth, (d) strategies for working with young adolescents behaviorally and academically, and (e) external stressors. The findings offer insights for teachers, teacher education programs, and school districts to create supportive and productive educational contexts for all learners.
Computer-Aided Argument Mapping: Effect of Individual and Collaborative Practices on Reasoning Skills
Author: Memis, Esra Kabatas
Date: 2023-01-00
Type: Journal Articles
Subjects: Persuasive Discourse,Thinking Skills,Preservice Teachers,Science Teachers,Cognitive Mapping,Electronic Learning,Cooperative Learning,Pretests Posttests,Intervention,Foreign Countries

This study mainly examines the effects of computer-aided individual and collaborative argument mapping practices on pre-service science teachers' reasoning abilities by adopting an experimental research method, i.e., pre-test post-test control group pattern. Fifty senior pre-service science teachers participated in this study. The science writing heuristic tool and individual argument mapping practices were used within the scope of the subject of optics for eight weeks in the experimental and control groups. In addition, students in the experimental group participated in collaborative argument mapping practices. The logical thinking ability test was used as a data collection tool. Results of the quantitative analysis showed that the pre-service teachers who participated in collaborative argument mapping practices were more successful in developing their reasoning skills. In this regard, computer-assisted collaborative argument mapping is an effective method for improving reasoning skills. These findings can be attributed to the fact that collaborative argument mapping gives students more room for group discussion in the context of the subject. It is possible to say that collaborative argument mapping includes social and cognitive activities required for the development of reasoning skills. In other words, in collaborative argument mapping, the pre-service teachers with different views in the same group had the opportunity to develop their reasoning skills by critically questioning their own ideas and those of their group mates. In general, it is normal for collaborative pre-service teachers who have more social and cognitive argumentation experiences to perform better in terms of reasoning than the individual argument mapping group.
Primary School Pupils&apos; Perception of VR Technology in Developing Intercultural Communicative Competence in the Mandarin as a Second Language (MSL) Course
Author: Pei, Ng Mun
Date: 2023-01-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Computer Simulation,Intercultural Communication,Communicative Competence (Languages),Mandarin Chinese,Second Language Instruction,Technology Uses in Education,Grade 5,Foreign Countries

Virtual reality has been found of great potential to develop intercultural communicative competence and as an effective tool to incorporate intercultural learning principles into engaging lessons in second language education. In this study, Intercultural Communicative Competence Virtual Reality (IC2VR) is a module that employs VR technology to promote ICC among primary school pupils. The study aims to investigate Year 5 pupils' perceptions of the use of VR technology in developing ICC in the Mandarin as a Second Language (MSL) course. A group of 32 pupils who were enrolled in the MSL course were selected from two different national schools to participate in this study. A survey questionnaire was developed to identify the pupils' technology usage and the pupils' learning experiences of the use of VR technology throughout the ICC development effort in the MSL course. Statistical analysis was conducted to analyse the data and presented as frequencies and percentages in tables. Responses from the openended question were gathered, coded and organised into themes. General findings were that majority of the pupils were first-time VR users and they had positive perceptions towards VR technology. The study revealed that the pupils were comfortable with VR technology used in the MSL course. It also indicated that VR technology brings enjoyable lessons to pupils and increases their interest in obtaining new cultural knowledge. This study will benefit policy makers, teachers, instructional designers, and pupils in an effort to understand pupils' perception of VR technology and how it impacts the development of pupils' ICC in MSL classes.
Teacher Candidates&apos; Evaluation of the Fringe Series in the Science-Technology-Society Triangle
Author: Yildirim, Ezgi Güven
Date: 2023-01-00
Type: Journal Articles
Subjects: Science and Society,Information Technology,Preservice Teachers,Television,Student Attitudes,Beliefs,Foreign Countries,Scientists,Individual Characteristics,Responsibility,Attitude Change,Mass Media Effects

It is widely accepted that one of the most important series that sheds light on the triangle of science-technology-society is the Fringe series. This study intends to make teacher candidates analyze the Fringe in the triangle of science-technology-society and to get their views on the future technologies mentioned in the series and the dilemmas about the effects of these technologies on society. The phenomenology method, one of the qualitative research methods was used when designing the study. During the application process, the teacher candidates were shown the Fringe series and based on the science and technology applications in this series as well as the effects of these applications on society, the existing phenomena related to the subject in the context of science-technology-society were examined. Semi-structured interview questions for the Fringe developed by the researchers were used as a data collection tool. As a result of the study, it was seen that the science teacher candidates evaluated the events in the Fringe with different perspectives on the science-technology-society triangle.
Factors Influencing Pre-Service Teachers&apos; Confidence in Teaching during the COVID-19 Pandemic
Author: Hoon, Teoh Sian
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Self Esteem,COVID-19,Pandemics,Influences,Technological Literacy,Online Courses,Electronic Learning,Distance Education,Emergency Programs,School Closing,Relationship,Activities,Motivation,Intention,Educational Technology

Purpose: Pre-service teachers, who are practising teachers are exposed to numerous technical skills at university. Studies on the use of technology on pre-service teachers' self-confidence are still in their infancy, despite the abundance of studies addressing pre-service teachers' intention to utilise technology in online learning. Therefore, this study seeks to investigate pre-service teachers' use of technology and their confidence in handling online classes effectively. Methodology: A survey was conducted on 93 teachers at two randomly selected universities in Malaysia during the early stages of the COVID-19 pandemic (March-May 2020) through online data collection. A five-point Likert scale-adapted questionnaire on preservice teachers' perceptions of technology use, effort, and confidence was administered to the respondents. The questionnaire was validated by three experts and data were analysed empirically using structural equation modelling-partial least-squares analysis. Findings: According to the study's findings, pre-service teachers held that technology was a great tool for online instruction and that peer contact helped them broaden their understanding about teaching. Despite this, there was no significant correlation between the use of technology and pre-service teachers' self-confidence. Nevertheless, the effort factor was found to mediate between pre-service teachers' confidence and technology. Significance: The results of this study provide important findings; that pre-service teachers could train their minds to put forth specific effort, such as increasing their interpersonal experience to support and enhance their online teaching. This in turn could help pre-service teachers in preparing to embark on technology-related activities to enable them to work with students more frequently and to support and enhance online education.
Effects of Gamification on Active and Reflective Learners&apos; Engagement and Cognitive Load
Author: Topu, Fatma Burcu
Date: 2023-01-00
Type: Journal Articles
Subjects: Gamification,Active Learning,Reflective Teaching,Learner Engagement,Cognitive Processes,Difficulty Level,Undergraduate Students,Student Behavior,Foreign Countries

This study aimed to investigate the effects of gamification on active and reflective learners' engagement and cognitive load. It also compared both groups' experiences in a 10-week gamification process. It employed triangulation, one of the mixed research designs in this study. Participants consisted of 70 undergraduate students (45 active, 25 reflective learners). According to the results, both active and reflective learners had a high rate of behavioral, emotional, and cognitive engagements in gamification and low cognitive load. There was no significant difference between the groups' engagement and cognitive load. It was determined that the Challenge and Competition, Engagement in Group Tasks and In-Class Activities, Leaderboard, and Reward System were common themes regarding the pros and cons of the gamification process. The &quot;Challenge and Competition&quot; theme had the highest frequency in terms of the pros of the gamification process, whereas the &quot;Engagement in Group Tasks and In-Class Activities&quot; theme had the highest cons. Although common themes related to the pros and cons of gamification were available, similarities and differences were determined by active and reflective learners' opinions on various codes in themes. Consequently, characteristic features affected the reaction toward gamification elements and processes.
Microclass: A Pedagogical Innovation for Teaching-Learning Process in Science
Author: Saura, Rex Bomvet De Leon
Date: 2023-01-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Learning Processes,Instructional Innovation,Higher Education,Student Role,Teacher Role,Biology,Facilitators (Individuals),Microteaching,Large Group Instruction,Small Group Instruction,Undergraduate Students,College Faculty,Teacher Student Relationship,Learning Motivation,Student Leadership,Learner Engagement,Soft Skills,21st Century Skills,Foreign Countries

Purpose: Innovation is imperative to address a wide array of challenges in higher education. The term &quot;microclass&quot; is coined by the researcher to describe the division of a large class into smaller classes, which are handled by student facilitators who have undergone microteaching and performed similar teacher tasks to facilitate students, assessment, discussion, and feedback. Methodology: This was an explorative study and employed the triangulation method (self-designed questionnaire, observation by teacher peers, and semi-structured interview) as well as thematic and descriptive analysis to evaluate the roles of the teacher and student facilitators, level of engagement, and effectiveness of this innovation in the teaching-learning process for the subject, biology. Findings: Data revealed that the role of the teacher and student facilitators concurred to work responsibly in a synergistic manner as implementers of microclass. The teacher, conducted microteaching, observed, supervised, consulted, and provided feedback to the student facilitators. The student facilitators acted as discussant, motivator, collaborator, coordinator, and executor of initiatives such as scaffolding and pair method throughout the duration and stages of the microclass, resulting in an organized classroom. Furthermore, the microclass was innovatively effective and improved student engagement in the teaching-learning process, which in turn developed soft skills among the students-leadership, commitment and discipline. Significance: It assists science teachers in constructively engaging their students in learning science including boosting students' soft skills, essential for 21st-century skills education and thus warrants further investigation.
Teaching Children&apos;s Rights by Problem-Based Learning (PBL) Approach: An Action Research
Author: Sever Serezli, Esra
Date: 2023-01-00
Type: Journal Articles
Subjects: Childrens Rights,Problem Based Learning,College Students,Child Development,Foreign Countries,Student Attitudes,Grade 2

The purpose of this action research was to enable university students to learn about children's rights with the scenarios developed based on the problem-based learning (PBL) approach. In this context, three scenarios related to daily life have been developed on the right to participate, the right to education, the right to rest, leisure, play, and participate in cultural and artistic life and the legal basis of these rights. The study group consists of students studying in the Child Development associate degree program of a state university in Türkiye. Pre-post application questions, structured interview form, and researcher diary were used as data collection tools. The obtained data were subjected to content analysis with the NVivo qualitative analysis program. As a result of the analysis, it was determined that the students' knowledge about children's rights increased, they could make more accurate and explanatory definitions, and they could explain national and international legal bases. In addition, students expressed positive opinions about the scenarios developed for the application.