ethanporcaro/eric-fulltext-meta huggingface dataset:
Views of Turkish Teachers on Skills-Based Turkish Questions
Author: Bayburtlu, Yavuz Selim
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,Turkish,Skill Development,Thinking Skills,Test Items,Questioning Techniques,Test Construction,Test Anxiety,Textbook Content,Grade 8,Grade 5,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students

Purpose: Certain changes occurred in measurement and evaluation systems, centralized exams and exams implemented in schools in alignment with developments in the world. Our mean scores in exams including PISA and TIMMS were lower than other countries. This led the Ministry of Education to introduce skills-based questions in exams with the purpose of familiarizing students with such questions and get successful results in these exams. The purpose of this study is to identify teachers' views on skills-based questions introduced to exams in our country and provide solution options in alignment with these views. Method: 26 Turkish teachers voluntarily participated in the study. Interviews were held using semi-structured questions prepared in alignment with expert opinions on skills-based questions. A descriptive analysis method was used to analyze the data. Findings: The results showed that the majority of participants try to focus on skills-based questions when they conduct their classes. Participants try to ask skills-based questions in exams, but they don't prepare the questions. Instead, they use other resources for questions. Majority of participants stated that skills-based Turkish questions create exam stress in students and increase their exam anxiety. Implications for research and practice: This study revealed that it would be beneficial for students to encounter skills-based Turkish questions frequently. Within this scope, Turkish textbooks should be re-designed.
Insights into Grade 2 Teachers&apos; Enactment of Formative Assessment in Mathematics in Selected Priority Schools in Gauteng
Author: Govender, Poomoney
Date: 2020-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Grade 2,Teacher Attitudes,Curriculum Implementation,Formative Evaluation,Classroom Techniques,Feedback (Response),Knowledge Level,Professional Development,Inservice Teacher Education,Urban Schools,Public Schools,Young Children,Foreign Countries

This article reports on Grade 2 teachers' perceptions of formative assessment in explaining the phenomenon of the underutilisation of formative assessment practices in mathematics teaching. A qualitative and interpretative case study investigated two Grade 2 teachers' enactment of formative assessment in priority schools in Gauteng. Data were collected through semi-structured interviews and observations of lessons. The basic principles of qualitative content analysis were applied during data analysis and guided by the formative assessment theoretical framework proposed by Black and Wiliam (2009). The study revealed that teachers' enactment of formative assessment was limited by their vague understanding of formative assessment and the tensions between formative assessment and curriculum compliance. The study's central claim is that teachers may know about formative assessment, but if they do not understand how children learn and engage in mathematics learning, then they are unlikely to enact it correctly. While teachers who attended the in-service training programme were able to use some of the strategies as singular tools, they were still unable to implement the combined strategies that constitute the formative assessment pedagogy. Hence, the formative assessment practices of teachers bore limited possible returns on investment to improve learning outcomes in mathematics. The unique contribution of this study is its potential to inform teacher development, policy and practice as it yielded important insights while reinforcing and amplifying existing knowledge.
What Do Pre-Service Science Teachers Views about the Nature of Scientific Inquiry?
Author: Güngören, Seda Çavus
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Scientific Principles,Inquiry,Teaching Methods,Mathematics Teachers,Science Teachers,Preservice Teacher Education,Foreign Countries

The nature of scientific inquiry is a concept associated with the nature of science and is an important product of inquiry-based teaching. Inquiry-based teaching is an important method proposed in science education all over the world. The aim of this study is to determine the pre-service science teacher's views about nature of scientific inquiry. As a data collection tool, The Views about Scientific Inquiry (VASI) questionnaire which developed by Lederman et al. (2014) was used. The questionnaire was translated in to Turkish by the researchers, and experts were assisted by their opinions and arrangements. The pilot data of the study were obtained with the participation of 56 pre-service teachers in the mathematics teacher program and 252 pre-service science teachers participate to get the main data. In addition, semi-structured interviews were conducted with 10 pre-service teachers. The results of the data variety are used to confirm the analysis of each other. In the analysis of the data, the participant's views are coded as uncategorized, naive, mixed, and informed. The results are presented as frequency and percentage. The data were evaluated by comparing with the pre-service teachers' grade levels. It was determined that the views of pre-service teachers about nature of scientific inquiry were not sufficient, but they were informed in terms of some aspects.
Does a Job Satisfaction and Organisational Citizenship Behaviour Relationship Exist among Teachers?
Author: Cek, Kemal
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Job Satisfaction,High School Teachers,Teacher Behavior,Organizational Culture,Citizenship,Foreign Countries

The purpose of this study was to contribute to the educational management literature by testing a model that combines the overall job satisfaction, intrinsic satisfaction, extrinsic satisfaction and organisational citizenship behaviour of high school teachers. Structural equation modelling and hierarchical regression were used and the model was tested through the collection of data from questionnaires completed by high school teachers in Northern Cyprus. The findings of the study indicate that teachers are more intrinsically satisfied with their jobs when compared to extrinsic and overall job satisfaction, and that teachers display a high degree of organisational citizenship behaviour. The findings also show that, as hypothesised, teachers' job satisfaction (overall, intrinsic and extrinsic) positively influences organisational citizenship behaviour, however intrinsic job satisfaction is the most influential. Practical implications for both organisations and education institutions are outlined.
The Ambivalence of Comradeship in the Appointment of Principals: A Threat to the Provision of Quality Education
Author: Dube, Bekithemba
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Personnel Selection,Faculty Promotion,Politics of Education,Evaluation Criteria,Educational Quality,Ethics,Unions,Administrator Qualifications

In this article, we problematise the practice of appointing principals on the basis of comradeship instead of excellence, qualifications and competency. The appointment of principals in South Africa has, over the years, become politicised and unionised to the extent that it is contextualised within comradeship narratives, thereby negating the competency and qualifications that are required to champion quality education -- education that is essential to empower people. To cement its arguments, the article is couched in decoloniality, a framework that evokes the need to challenge coloniality, which has displaced professionalism and competency as criteria for appointing principals. The data for the study were generated through questionnaires completed by, and interviews with, 19 participants in KwaZulu-Natal (KZN) province. The article reports that most schools with comrade principals face challenges related to competency, learner performance and indiscipline. The article recommends that the Department of Basic Education revisit its appointment policy for principals to ensure that competent principals are appointed, regardless of whether they are comrades or not.
Rhetorical Structure of the News Story and Implication for Language Teaching
Author: Sahan, Anselmus
Date: 2020-00-00
Type: Journal Articles
Subjects: Rhetoric,News Reporting,Text Structure,Form Classes (Languages),Grammar,Writing Skills,Rhetorical Theory

This study tried to investigate the application of the Rhetorical Structure Theory (RST) in analyzing the relationships between the markers used in the four texts and identify the types of the marker relationship and their functions in the whole clauses. It found out that RST operated with highly generalized Rhetorical Relations, such as elaboration, sequence, and motivation; it was intended to be applicable across a variety of different registers. Based on the analysis of texts 1-4, it was also found that the texts apply four types of elements of a clause complex covering elaboration, enhancement, projection, and extension. These findings are in line with the logical meaning which functions to realize its existence and application in some forms of news stories being analyzed. Therefore, teaching of Grammar and Writing Subjects should involve the process of discourse development and news stories so that students will enhance and update their knowledge and improve their understanding.
Teach Effectively or Guide Wisely? Discussing the Application of Wisdom Approach to Language Teaching in Thai Higher Education
Author: Chung, Ji Hye Jaime
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Foreign Countries,Teacher Attitudes,Classroom Techniques,International Education,Universities,College Faculty,Citizenship Education,Teacher Student Relationship,College Students,Language Role,Socialization,Consciousness Raising

This study aimed to explore English language teachers' perceptions and their classroom practices toward the application of teaching the 'common good' by incorporating a moral and ethical side of education to English Language Teaching (ELT). The data were collected by using a mixed-method approach consisting survey questionnaire, semi-structured interview, and class observations. Thirty teachers who taught English language at an international university located in Thailand participated in this study. The results revealed that the English language teachers do have a positive perception of the significance and value of cultivating students to achieve the common good in order to help them grow as virtuous citizens. However, their practices in classroom did not match the general perceptions as their behaviors were more focused towards linguistic effectiveness rather than wise guidance. It is recommended that language teachers raise awareness of the holistic aspect of education by valuing the social role of language in ELT.
EFL Learners&apos; Comprehension of Scalar Emotion Verbs
Author: Saka, Ismail
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Verbs,Comprehension,Language Proficiency,Emotional Response,Preservice Teachers,College Faculty,Language Teachers,Native Speakers,Cultural Differences,Word Order,Scaling

This study investigated EFL learners' comprehension of scalar properties of three types of emotion verbs, namely, fear type, liking and disliking emotion verbs and compare their performance with instructors and native speakers of English. The participants were 38 nonnative pre-service teachers from ELT department at a state university in Turkey, 11 ELT instructors at different universities and 10 native speakers from the USA and the UK. A scale construction task was administered, and data were collected via in person and e-mail according to participants' judgements on scalar emotion verbs in terms of their relative order on a linear scale. The quantitative data were analysed using SPSS. The results revealed that in terms of constructing consistent scales with previously determined scales in literatutre, pre-service teachers performed poorly for fear-type and disliking emotion verbs, they were partly successful in constructing consistent scales for liking verbs. It was also found that similarly instructors performed poorly in constructing scales for fear-type and disliking verbs, but they were better than pre-service teachers. They were also successful in constructing scales for liking verbs. Native speakers were successful in fear-type and liking verbs; however, like non-native participants, they performed poorly in constructing consistent scales for disliking verbs. This means that there are cross-cultural differences among participants' judgement of emotion verbs on a linear scale in terms of their intensity. This study provides valuable information for the studies on lexical resources (e.g., VerbNet, WordNet etc.) Previous studies (e.g. Fellbaum &amp; Mathieu,2014; Sheinman, &amp; Tokunaga, 2009) show a way to represent the scalar properties of emotion verbs in WordNet, and other possible extensions to additional verb families can cause a more subtle semantic analysis of emotion verbs in lexical databases with potential benefits for automatic inferencing, language pedagogy and translation. This study contributes to semantic analysis of emotion verbs in lexical databases. It also provides some implications for students, language teachers, and policy makers in terms of vocabulary learning and teaching.
Refugee Education Coordinators in the Greek Educational System: Their Role as Mediators in Refugee Camps
Author: Konstantinos, Tsioupis
Date: 2020-12-00
Type: Journal Articles
Subjects: Refugees,Public Education,Social Integration,Access to Education,Administrator Role,Parent Participation,Emergency Shelters,Consciousness Raising,Foreign Countries,Models,Inclusion,Barriers,Reliability,Validity,Administrator Attitudes,Elementary Secondary Education,Trust (Psychology)

In Greece, the program for the integration of school-aged refugee children in public education has been implemented since 2016. An innovation established by the Greek Ministry of Education to facilitate refugee children's access to public school was the institution of the Refugee Education Coordinator (REC). The research explores the role of RECs regarding involvement of refugee parents. Therefore, semi-structured interviews were conducted with fourteen RECs positioned in refugee camps in order to acquire the qualitative data required to answer the research questions. The research participants considered that RECs had a determining role in raising refugee parents' awareness on the necessity of their children's schooling, as well as connecting them with their children's school.
Teacher Cognition in Grammar Teaching: A Case Study in a Turkish EFL Context
Author: Basar, Serhat
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Teacher Attitudes,Beliefs,Grammar,Teaching Methods,Second Language Instruction,English (Second Language),Context Effect,Textbooks,Teaching Experience,Knowledge Level,Educational Theories

This Language Teacher Cognition (LTC) study primarily explores language teachers' beliefs and practices about a common Instructed Second Language Acquisition (ISLA) construct: Grammar Teaching (GT). This study also aims to investigate to what extent teacher beliefs and practices compromise with each other and cognitive and contextual factors behind their cognition. The data were collected through interviews, observations, and stimulated recall with the teachers. The findings after a cross-case analysis revealed that course book-based beliefs, experience-based beliefs, lack of theoretical knowledge and inclination for communicative activities influence what teachers believe about GT. There are both congruent and incongruent relationships between beliefs and practices varying from one teacher to another due to the effect of experiential knowledge, unconscious decisions, and some contextual factors. The findings can contribute to the integration of LTC into ISLA studies, and to LTC framework by exploring the effects of many variables on teachers' decision-making processes.
Transition from Special School to Post-School Life in Youths with Severe Intellectual Disability: Parents&apos; Experiences
Author: Ellman, Emalda
Date: 2020-12-00
Type: Journal Articles
Subjects: Special Schools,Adjustment (to Environment),Individualized Transition Plans,Students with Disabilities,Severe Disabilities,Intellectual Disability,Young Adults,Late Adolescents,Parent Attitudes,Coping,Occupational Therapy,School Role,Municipalities,Context Effect,Foreign Countries

Transitions are important landmarks in the educational career of youths, as successful transitions prepare them for adult life. When youths with disabilities leave school, the transition to post-school life is accompanied by several challenges. To our knowledge, there is currently limited information about how parents of youths with severe intellectual disabilities in South Africa experience this transition process. The study reported on here aimed to describe parents' experiences of the transition of their child with severe intellectual disability from special school to post-school in a small town in the Western Cape, South Africa. A qualitative descriptive study using in-depth semi-structured interviews was conducted with 5 parents of youths with severe intellectual disability. Inductive analysis of the transcripts yielded 2 themes: &quot;It really hit us hard&quot;, and &quot;adjustment to post-transition life.&quot; The findings indicate that the meanings that parents attribute to their experience of transition are influenced by their personal responses and coping strategies within the context in which they find themselves during the transition period. Occupational therapists can assist in providing smoother transitions for youths with disabilities. Recommendations include addressing transition services on policy level.
Inclusive Education for Students with Severe or Profound and Multiple Learning Difficulties: Identification of Influencing Factors and Challenges
Author: Al Shoura, Hamza Mahmoud
Date: 2020-12-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Multiple Disabilities,Severe Disabilities,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Special Education,Barriers,Predictor Variables,Student Attitudes,Student Characteristics,Gender Differences,Specialization,Program Implementation,Foreign Countries

In the study reported on here we examined the extent of pre-service teachers' supportiveness for educational inclusion (EI) of students with severe or profound and multiple learning difficulties (SPMLD) in order to identify their attitudinal predictors, as well as the challenges faced in such a process. An attitudinal survey with 33 items was developed to collect data from 542 participants. The results show that the attitudes/beliefs of pre-service teachers (ABpST) regarding inclusion were moderate to positive and strengthened across the teachers' knowledge and experiences. However, some variations, based on their characteristics and study constructs were revealed. The findings also illustrate the combined effects of practical knowledge and courses, besides teaching and working experiences in shaping ABpST attitudes towards inclusion of SPMLD students. The implications of these results for educators and national education institutions and other international universities are discussed.
The Influence of Professional Identity and Self-Interest in Shaping Career Choices in the Emerging ICT Workforce
Author: Tsakissiris, Jane
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Vocational Interests,Career Choice,Information Technology,Labor Force,College Students,Foreign Countries,Expectation,Vocational Education,Social Status,Sense of Community,Self Efficacy

Significant concerns have been raised about supplying sufficient numbers of qualified and experienced information and communications technology (ICT) workers to meet the ongoing demands of the industry. This paper explores how professional identity and self-interest shape the career choices of ICT students. In-depth semi-structured interviews were conducted with 52 ICT students from four Australian tertiary education institutions. The findings reveal that nascent professional identity (such as mastery, sense of belonging, and status and esteem) and self-interest (such as anticipated income, perceived opportunities, and work-life balance) work together to exert a strong push away from or pull toward, seeking an ICT career following graduation. The findings contribute to understandings of how ICT students conceptualize a professional career in the ICT industry and the expectations of the emerging ICT workforce. This can influence the development of career marketing materials to attract high-quality entrants into undertaking ICT qualifications and ultimately an ICT career and assist universities and professional associations in their efforts to attract and educate a diverse and inclusive ICT workforce.
Competing Stakeholder Understandings of Graduate Attributes and Employability in Work-Integrated Learning
Author: Rook, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Stakeholders,Undergraduate Students,Employment Potential,Work Experience Programs,Human Resources,Personnel Management,Academic Achievement,Foreign Countries,Job Skills,Counselor Attitudes,Student Attitudes,Soft Skills,Transfer of Training

This study examined academics, students, professionals and careers advisors' perceptions of how the inclusion of of Work-Integrated Learning (WIL) in Human Resource Management (HRM) undergraduate degrees influenced students' achievement of Graduate Attributes (GAs) in Australian universities. Prior research finds that student participation in WIL can strengthen the opportunities for acquiring GAs, thus influencing their employability. Utilizing stakeholder theory 38 qualitative semi-structured interviews revealed different and sometimes competing understandings of GAs and employability, along with their link to WIL, across four stakeholder groups. Notably, a marked lack of understanding of GAs and employability was found in the student stakeholder group. These findings have practical teaching and learning implications for the embedding of GAs in higher education programs to increase student understanding of GAs and employability, and their importance for their future.