ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Technology on Students' Opinions about Authentic Learning Activities in Science Courses
Author: Coskun, Hilal
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Learning Activities,Science Curriculum,Science Education,Science Instruction,Grade 7,Foreign Countries,Technology Uses in Education,Semi Structured Interviews,Qualitative Research,Teaching Methods,Technology Integration,Technological Advancement

Today, most of the researchers have agreed on the importance of classroom environment where students responsible of their own learning. It is important to use modern learning methods with technology to reach this aim in courses. The main purpose of this study is to investigate the effect of using Technology in science courses to investigate 7th grade students' opinions about Authentic Learning and using technology in science courses. In order to achieve that, a qualitative study was administered with a total of 32 students been in 7th grade. The study was conducted at a public secondary school during the spring term of the 2014-2015 education years in Turkey. At the beginning of the study we implemented Authentic Learning Activities that supported by technology (ALAST) in 7th grade science course for 9 weeks. These activities were &quot;Publishing a Newspaper&quot;, &quot;Filming a Short Movie&quot; and &quot;Preparing a Mini-Symposium.&quot; After implementation, semi-structured interviews were performed with small group of participants. The obtained data was evaluated by considering the context analysis of interview forms. Results of the study showed that, with ALASTs, students' opinions about authentic learning and technology usage in science class change through to a positive perspective. Students wanted to attend lesson more actively, they realized what authentic learning is and stated out that they can use technology for learning science. Also their opinions developed through using technology in school and out of school life for learning science.
Retrieving Online Language Learning Resources: Classification and Quality
Author: Krajcso, Zita
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Technological Advancement,Technology Uses in Education,Language Teachers,Second Language Learning,Second Language Instruction,Learning Activities,Shared Resources and Services,Multimedia Materials,Classification,Web Based Instruction,Resource Units,Teaching Methods,Educational Resources,Electronic Libraries,Information Technology,Online Searching,User Needs (Information),Interaction

Foreign language teachers and learners use digital repositories frequently to find appropriate activities for their teaching and learning activities. The question is: How can content providers support them in finding exactly what they need and in retrieving high quality resources? This question has been discussed in the literature and in the context of research projects. The answers are a taxonomy of searching mechanism and quality criteria of online resources from the methodologic point of view. Correspondingly, this paper introduces a classification of online resources according to the four skills (speaking, writing, reading, listening/watching) and two language use types (grammar, vocabulary), representing the changing paradigm of foreign language teaching and learning. Further the paper identifies quality criteria for designing online learning materials with regard to content, methodology, technic and design. Finally, the findings are illustrated by an example of a learning scenario.
The Relationship between Learning Style, Test Anxiety and Academic Achievement
Author: Yazici, Kubilay
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Style,Test Anxiety,Academic Achievement,Correlation,Statistical Analysis,Foreign Countries,Social Studies,Preservice Teachers,Cooperative Learning,Likert Scales,Gender Differences,Anxiety

This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger. According to the findings, SSPTs' academic achievements had negative and low-level relationship with the TAS' worry sub-dimension while they had no significant relationship with the emotionality sub-dimension. No statistically significant relationship was observed between test anxiety and independent, participant and avoidant learning styles, which are among GRLSS sub-dimensions. The findings revealed that competitive and cooperative learning styles had positive, low-level and significant relationship with the TAS' emotionality sub-dimension, and the same relationship was observed between the competitive learning style and the worry sub-dimension. The relationship of gender and class level with learning styles and test anxiety was also investigated in this study.
Investigating the Relationship among the Level of Mobbing Experience, Job Satisfaction and Burnout Levels of Primary and Secondary School Teachers
Author: Okçu, Veysel
Date: 2017-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Elementary School Teachers,Secondary School Teachers,Bullying,Foreign Countries,Measures (Individuals),Teacher Burnout,Comparative Analysis,Correlation,Teacher Surveys,Work Environment,Questionnaires,Antisocial Behavior,Stress Variables,Employee Attitudes,Work Attitudes,Employees,Likert Scales

The aim of this study is to examine the level of mobbing experienced by primary and secondary school teachers and to determine how and to what extent this affects their job satisfaction and burnout levels. This research used a relational survey model. As a result of the study, it has been determined that there is a negative and medium-level relationship between the teachers' level of exposure to mobbing towards their profession or social relationships and their job satisfaction levels; a positive and medium-level relationship between the teachers' level of exposure to mobbing towards their profession or social relationships and their burnout levels; and a negative and low-level relationship between their internal and external job satisfaction levels and their burnout perceptions. According to the results of the path analysis, the teachers' job satisfaction level decrease in line with an increase in their mobbing experiences related to their profession and social relationships, and thus, their burnout levels also increase. However, it has also been determined in the study that in line with an increase in the internal and external job satisfaction levels of teachers, their burnout perceptions decrease. Accordingly, it has been concluded that mobbing towards their profession and social relationships is a stronger predictor of burnout level in comparison to job satisfaction.
What Makes a Good Teacher?
Author: Ida, Zagyváné Szucs
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Foreign Countries,Academic Achievement,Beliefs,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Personality Traits,Teacher Competencies,Professional Development,Teacher Characteristics,Teacher Student Relationship,Questionnaires,Student Surveys,Grade 11,Secondary School Students,Teaching (Occupation),Likert Scales,Statistical Analysis

The introduction of the new Teacher Career Model, the School Inspectorate and the Complex School Assessment imply the basic question &quot;What makes a good teacher?&quot; The scholars have been focusing on the issue for a long period of time. The target of the recent studies is the teachers', school principals' and the teacher students' beliefs. The primary and secondary school students' beliefs have been neglected. This study presents the results of a research in which we explore the secondary school students' expectations of a good teacher. We carried out an anonymous questionnaire survey and asked the students to write an essay on the good teacher. The results show that the students assess their teachers in a lot of aspects. The categories of the questionnaire and the essays reveal certain personality traits and the eight teaching competences of the recently introduced Teacher Career Model. The students would like to have teachers who put a lot of efforts into helping students with acquisition. Furthermore, personal attention, dealing with the students' problems, fair treatment and showing respect to each other take the priority in their beliefs. The results of this study regarded as the starting point of a bigger-scale research can contribute to the development of the graduate and postgraduate teacher training system in Hungary.
The Relevance of Classroom Audits and Student Feedback on Teacher Effectiveness
Author: Machera, Robert P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Foreign Countries,Mixed Methods Research,Data Collection,College Students,Content Analysis,Focus Groups,College Faculty,Interviews,Teacher Evaluation,Educational Improvement,Classroom Observation Techniques,Research Design,Case Studies,Student Surveys,Comparative Analysis

Measuring of performance for lecturers' has become a popular event not only in the Botswana academic environment but in many parts of the world (16). Being charged with responsibilities as an AAT Team Leader the researcher was interested in getting feedbacks for faculty members in his department. This study focused on the relationship between classroom audits, student feedbacks and students' throughput. This study used a mixed method for data collection. This research positions itself into two paradigms between the adherents' quantitative approach &quot;QUAN&quot; and qualitative approach &quot;QUAL&quot;. The population for lecturers who were teaching AAT at Botho University during the time of the research was 23. A quantitative content analysis was followed with a focus group. The researcher used a convenient sampling to select 12 lecturers to participate in the focus group. Face-to-face interviews were conducted on 6 lecturers who were conveniently selected from the 12 participants who were part of the focus group. There were comparisons between quantitative content analysis, focus group and face-to-face interviews in order to determine the truth from the participants. The results of this study revealed that there was no relationship between the classroom audits, student feedback and students throughput. Additional instruments methods were recommended to evaluate lecturers' performance. The findings from this research may assist Botho University and other universities world-wide.
How Early Childhood Learning Influences Beginning Literacy Teachers' Professional Learning
Author: McGlynn-Stewart, Monica
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Learning Experience,Literacy Education,Teacher Attitudes,Decision Making,Elementary School Teachers,Case Studies,Teacher Education Programs,Preservice Teachers,Educational Experience,Beginning Teachers,Foreign Countries,Grounded Theory,Qualitative Research,Semi Structured Interviews

Research has shown that teachers' beliefs and personal experiences play a significant role in their professional decision-making and practice, including their experiences as school children. This research study examined how the professional learning of Canadian beginning elementary teachers was influenced by their own early learning experiences in school. Six teachers were observed and interviewed in their classrooms 5 times over the first 3 years of their teaching career. Case studies were developed for each teacher and themes were explored across cases. The findings from this study suggest that pre-service and in-service teacher education programs need to provide teachers with opportunities to critically examine how their early learning experiences influence their professional learning experiences and priorities.
Allosteric Learning Model in English Lesson: Teachers' Views, the Instructions of Curriculum and Course Book, a Sample of Daily Lesson Plan
Author: Berkant, Hasan Güner
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Lesson Plans,Foreign Countries,Questioning Techniques,Semi Structured Interviews,English (Second Language),Second Language Instruction,English Teachers,Grade 5,Constructivism (Learning),Cognitive Structures,Qualitative Research,Data Collection,Content Analysis,Data Analysis,Prior Learning,Educational Environment,Secondary School Students,Secondary School Teachers

The changes which occur during the learning process have been explained by many teaching-learning models and theories. One of these models is allosteric learning model (ALM) which was developed by André Giordan in 1989. This model was derived from a biological metaphor related to proteins. The interaction between individual and environment in a learning situation is tried to be clarified by using a metaphor of allosteric regulation. This regulation explains how enzymes and proteins can change form and function according to the environmental factors, in the same way, the model explains how individuals can change their minds as a result of environmental conditions. Various studies have been conducted in science especially in biology about allosteric regulations; however, there are few studies available especially in Turkey in social and educational sciences and foreign language teaching related to ALM. Hence, the main purpose of this study is to determine the compatibility of English teachers' views and instructions of curriculum as well as 5th grade English course book with the principles of ALM. Moreover, the study aims to present a sample of daily lesson plan for the use of ALM in English lessons. The teachers' views and the data from the curriculum show that most of the ALM principles are available in the curriculum, course books, and classroom activities. Only three of them are not integrated into the curriculum and 5th grade English course book. This study also presents theoretical explanations of ALM and a sample of daily lesson plan prepared for the 5th grade English lesson &quot;Health&quot; unit. Accordingly, in-class activities of sample were developed through the principles of ALM. The current study also provides a framework for an experimental study which is planned to be realized in another study in the future.
Individual Paths to Literacy Engagement: Three Narratives Revisited
Author: Scheffel, Tara-Lynn
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy Education,Personal Narratives,Guidelines,Doctoral Programs,Participant Observation,Grade 8,Middle School Students,Student Attitudes,Mixed Methods Research,Learner Engagement,Grade 2,Interviews,Parent Surveys,Parent Attitudes,Rating Scales,Ethnography,Elementary School Students,Literacy,Foreign Countries,Workshops

What does it mean to be engaged, especially when it comes to literacy learning? It is this question that drove my doctoral research in 2007 when I became a participant observer in a grade two classroom with the goal of making the everyday visible while sharing a greater understanding of classroom life in relation to engagement. Six years later, I returned to the original school where the grade two students were in grade eight to revisit and expand student understandings of successful engagement in learning. In this paper, I revisit the narratives of Spike, Jasper and Avery (Scheffel, 2012) to consider themes of change and continuity, including ways in which initial success and struggle appeared to influence their journey over time. I also propose a revised Framework for Engagement that draws upon grade eight students' insights.
Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program
Author: Block, Lee Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Identity,Practicums,Teacher Education Programs,Preservice Teachers,Knowledge Base for Teaching,Personal Narratives,Student Attitudes,Inquiry,Risk,Critical Thinking,Community Involvement,Foreign Countries,Interviews

Teacher candidates' individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates' experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.
Experience in Education Environment Virtualization within the Automated Information System &quot;Platonus&quot; (Kazakhstan)
Author: Abeldina, Zhaidary
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Systems,Learning Processes,Computer Simulation,Multimedia Materials,Teaching Methods,Efficiency,Student Attitudes,Educational Environment,Foreign Countries,Universities,Global Approach,Management Systems,Science Experiments,Science Instruction,Electronics,Questionnaires,Student Surveys,Computer Literacy,Physics,College Students

This work reports on the use of virtual tools as means of learning process activation. A good result can be achieved by combining the classical learning with modern computer technology. By creating a virtual learning environment and using multimedia learning tools one can obtain a significant result while facilitating the development of students' intellectual faculties. One of the effective ways to form knowledge and skills is to carry out experimental studies. By carrying out laboratory practicals, one can set various goals facilitating the extension of frontiers of knowledge, significant enrichment, and diversification of learning. Students did some tasks in a traditional way, and the other tasks--when immersing themselves in a virtual environment. The work included monitoring the efficiency of virtual tools and degree of students' satisfaction.
The Policy of Multicultural Education in Russia: Focus on Personal Priorities
Author: Sinyagina, Natalya Yuryevna
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Policy,Multicultural Education,Foreign Countries,International Relations,Educational Development,Social Differences,Cultural Pluralism,Antisocial Behavior,Negative Attitudes,Ethnicity,Aggression,Social Discrimination,Diseases,Disabilities,Graduate Students,Prevention,Positive Attitudes,Attitudes toward Disabilities

The article contains the results of the study of the current state of multicultural education in Russia. The history of studying the problem of multicultural education has been analyzed; an overview of scientific concepts and research of Russian scientists in the sphere of international relations, including those conducted under defended theses, and the description of technologies of multicultural education in Russia (review of experience, programs, curricula and their effectiveness) have been provided. The ways of the development of multicultural education in Russia have been described. Formulation of the problem of the development of multicultural education in the Russian Federation is currently associated with a progressive trend of the interethnic and social differentiation, intolerance and intransigence, which are manifested both in individual behavior (adherence to prejudices, avoiding contacts with the &quot;others&quot;, proneness to conflict) and in group actions (interpersonal aggression, discrimination on any grounds, ethnic conflicts, etc.). A negative attitude towards people with certain diseases, disabilities, HIV-infected people, etc., is another problem at the moment. This situation also manifests in the education system and requires taking immediate measures to optimize interpersonal relationships and considering peculiarities of different people within the framework of multicultural education and the creation of the inclusive educational environment. The materials presented in the article may be useful for graduate students studying the issues of multicultural education, optimization of interethnic relations, prevention of extremism and xenophobia, formation of a positive attitude towards people (including those with developmental disabilities, health problems, the HIV-positive status, etc.), as well as professionals engaged in organizing prevention activities.
Electronic School Atlas as an Innovative Means of Development of Geographic Education in Kazakhstan Schools
Author: Damekova, Saule Kairollovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Geographic Information Systems,Learning Activities,Foreign Countries,Extracurricular Activities,Role,Instructional Innovation,Experiential Learning,Maps,Control Groups,Experimental Groups,Atlases,Secondary School Students

Strategic role of geographic information systems (GIS) for the geographical entity is not in doubt, but there are differences in the understanding of what, when and how to teach. The article presents some aspects of the GIS integration in school education in Kazakhstan. An analysis of the scientific and technical literature, teaching practice shows that the use of electronic school atlas in geography lessons and in extracurricular activities significantly expands the scope of learning activities of students and teachers, stimulates cognitive interest, forms the GIS competence of students. The article considers the problem of formation of geo-information competence of the students on the basis of the use of the electronic geography school atlas developed by the author in the context of the requirements of the state standard of education in Kazakhstan. Scientific novelty of our study is that there has been developed an innovative learning tool, that is an electronic school atlas that provides effective school training at geography lessons in school.
On Anticipatory Development of Dual Education Based on the Systemic Approach
Author: Alshynbayeva, Zhuldyz
Date: 2016-00-00
Type: Journal Articles
Subjects: Systems Approach,Teaching Methods,Foreign Countries,Professional Education,Thinking Skills,Skill Development,School Business Relationship,Innovation,Schemata (Cognition),Educational Quality,Acceleration (Education),Cognitive Development

The article addresses separate theoretical and methodical aspects of the anticipatory development of dual education in the Republic of Kazakhstan based on the systemic approach. It states the need to develop orientating basis of prospective professional activities in students. We define the concepts of anticipatory cognition and anticipatory learning based on the systemic approach. The technology of anticipatory education based on the systemic approach is founded not only in the systemic organization of the educational process, but primarily, on accelerated development of students' abilities and skills of systemic thinking, and systemic approach in cognitive, theoretical, practical and other types of activity.