ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian Initial Teacher Education: The Participants&apos; Perspectives
Author: Sulistiyo, Urip
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Preservice Teachers,Student Attitudes,Experiential Learning,Program Effectiveness,Coaching (Performance),Mentors,Principals,Teacher Educators,Teacher Attitudes,Administrator Attitudes,Foreign Countries,College School Cooperation,Practicums,Partnerships in Education

Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) program to school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) model in an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators (lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University's context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond.
In-Service Home Economics Teachers&apos; Attitudes to the Integration of Sustainable Topics in the Home Economics Subject
Author: Erjavšek, Martina
Date: 2021-00-00
Type: Journal Articles
Subjects: Family and Consumer Sciences,Family and Consumer Sciences Teachers,Teacher Attitudes,Curriculum Development,Sustainable Development,Foreign Countries,Clothing,Nutrition,Consumer Education,Learning Modules,Elementary School Teachers

Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in their courses and if they can identify the topics related to sustainable development that they can integrate into the subject of home economics. To determine this, a study using a questionnaire with a non-random sample of 89 Slovenian in-service home economics teachers was conducted. The results were qualitatively and quantitatively analysed. According to the research results, in-service home economics teachers understand that the topics of the subject promote education for sustainable development. They see the most opportunities for integrating sustainable topics arising in the fields of food and living environments, and less in economics and textiles. This is evident because sustainability topics are predominantly connected to food and the living environment classes in the current education system. Based on the research results, it can be deduced that in-service home economics teachers should be offered ongoing professional development in order to achieve the competences needed to teach sustainable development as part of the home economics subject. The need to update the curriculum of this subject has emerged as it offers numerous opportunities to educate the young in topics related to sustainable living.
Rhyming in the Context of the Phonological Awareness of Pre-School Children
Author: Grofcíková, Sona
Date: 2021-00-00
Type: Journal Articles
Subjects: Rhyme,Phonological Awareness,Preschool Children,Foreign Countries,Nursery Rhymes,Kindergarten

Rhyming is one of the basic skills associated with phonological awareness. This paper aims to introduce theoretical starting points and the results of research into children's rhyming in the context of phonological awareness. The text explains theoretical circumstances pertaining to the theme and defines key concepts. The main part of the paper includes the results of the research of pre-school children in Slovakia. There were 866 respondents (children) of 4 to 7 years of age. The subject of the research was the rhyming skills of children, which was tested in three independent areas: completing the rhyme in a nursery-rhyme, awareness of rhymes, and the production of rhymes.
The Effect of the Think-Pair-Share Model on Learning Outcomes of Civics in Elementary School Students
Author: Wuryandani, Wuri
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Outcomes of Education,Civics,Elementary School Students,Grade 4,Cooperative Learning

This study aims to test and prove the effect of the think-pair-share learning model on student learning outcomes in Civics in elementary schools. The research design used is a pre-experimental design with the One Group Pre-test-Post-test type. This research was conducted in one group that was randomly selected. The treatment intended is the think-pair-share learning model. The research sample used was 31 students who were at the grade IV level. The data collection technique was carried out using test instruments in Civics. Data analysis was carried out using descriptive statistical analysis and inferential statistics through the t-test. The results of this study indicate that there is a significant effect of the think-pair-share learning model on student learning outcomes in Civics. The score of the student learning outcomes has increased significantly after implementing the think-pair-share learning model in Civics learning.
The Organizational Culture in Autism Centers from the Teachers&apos; Viewpoint
Author: Al-Sabayleh, Obaid Abdlekarim
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Teacher Attitudes,Foreign Countries,Special Schools,School Culture,Special Education,Values,Beliefs,Expectation,Standards,Governance,Power Structure,Work Environment

The study aims to identify the degree of availability of the prevailed organizational culture in autism centers from the teachers' viewpoint. The researcher adopted the descriptive survey approach and used the questionnaire as a tool to collect data. The study sample consisting of (116) teachers from autism centers in Jordan was selected in a simple random way. The results showed that the organizational culture in autism centers in Jordan was of a medium degree. The study recommended the necessity of developing a strong organizational culture in autism centers through effective collaboration between the center's administration and the teachers working in autism centers in Jordan to be consistent with the desires and expectations of all workers at autism centers.
Emotion Regulation Skills and Self-Control as Predictors of Resilience in Teachers Candidates
Author: Sagar, Mehmet Enes
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Response,Self Control,Predictor Variables,Resilience (Psychology),Preservice Teachers,Foreign Countries

This research aims to examine how emotion regulation skills and self-control variables influence teacher candidates' levels of resilience. The research was conducted based on the relational screening model. The research group consisted of a total of 462 students, 225 (48.7%) boys and 237 (51.3%) girls, studying at Afyon Kocatepe University Faculty of Education in the 2020-2021 academic year. The average age of the research group was 20.23. &quot;Personal Information Form&quot;, &quot;Brief Resilience Scale&quot;, &quot;Emotion Regulation Skills Scale&quot; and &quot;Self-Control Scale&quot; were used as data collection tools in the context of the research. Stepwise regression analysis method from multiple linear regression analysis was used to analyze the data obtained from the research. In the study, it was concluded that emotion regulation skills and self-control significantly predicted teacher candidates' resilience.
Opinions of Social Studies Teacher Candidates Prepared for KPSS Regarding the Effect of the Pandemic Period on Their Course Studies
Author: Oran, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Occupational Tests,Public School Teachers,Student Attitudes,COVID-19,Pandemics,Test Preparation,Video Technology,Electronic Learning,Social Support Groups,Family Relationship,Stress Variables,Barriers,Foreign Countries

This study aims to reveal the opinions of social studies teacher candidates who are prepared for KPSS on the effects of the pandemic period on their studies. KPSS: It is the shortening of the Public Personnel Selection Exam. These exams determine people to work in public institutions and organizations in Turkey. The phenomenology model, one of the qualitative research techniques, was used in the study. The study group of the research consists of 34 teacher candidates (male = 19, female = 15) graduated from Usak University, Department of Social Studies. In the collection of data in the research, firstly review of literature about the subject was done, and then a semi-structured interview form was used to apply to social studies teacher candidates. Some questions are standardized, some questions are prepared open-ended. In this type of interview, it is possible to obtain in-depth information. The data collected within the scope of the research were transferred to a word file in computer-mediated and subjected to content analysis. At the end of the research, the most frequently applied sources of candidate teachers preparing for KPSS during the pandemic period is that; videos, books, online lessons, articles and lesson notes. The teacher candidates stated that their families' attitudes towards them were generally positive during the pandemic period. The advantages of the pandemic period was revealed that candidate teachers studied more than usual, the disadvantages of the pandemic period was that there was no activity, anxiety and stress increased, and the fear of getting sick came out. In addition, it was emphasized in the study that preparing for KPSS during the pandemic period is more difficult than preparing for it in the normal period.
Financial Gains and Moral Satisfaction as Key Factors for Greater Efficiency in the Field of Education
Author: Brinia, Vasiliki
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Job Satisfaction,Teacher Motivation,Teacher Effectiveness,Productivity,Teacher Salaries,Efficiency,Collegiality,Self Esteem,Professional Recognition

The present study examines teachers' perceptions regarding moral satisfaction, financial gain and professional motivation in order to examine the relationship between these factors and their work efficiency. The degree of agreement and disagreement in the perceptions of 270 Primary Education teachers, regarding the extent to which their effectiveness at work is affected by the existence of the above factors, is studied, and the study was conducted in 31 primary schools in Greece. The size of the sample and the way the results are extracted is a key innovation of the research, as for the first time, the above concepts are quantified through the answers of those involved in education. Their answers are examined by the method of quantitative research and the statistical program IBM-SPSS 24. It appears that moral rewards, the relationship with their manager and colleagues and their degree of self-esteem are elements that, if increased and positive, lead to higher productivity in their work. The recognition of the overall offer of the teachers by colleagues, the manager, society and the state have a positive effect on the effectiveness of their work, while its lack reduces their motivation to be efficient.
When We Teach for Positive Creativity, What Exactly Do We Teach For?
Author: Sternberg, Robert J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Positive Attitudes,Teaching Methods,Improvement,Social Influences,Cultural Influences,Beliefs,Philosophy,Ethics,COVID-19,Pandemics,Risk,Psychology,Models

Positive creativity is creativity that makes the world a better place--that makes a positive, meaningful, and potentially enduring difference to the world. Positive creativity can be a bit of a slippery concept in that, what is positive to one person or one group may be neutral or even negative to another group. Much of teaching young people for positive creativity, therefore, involves providing the tools to decide what positive creativity means to them, and teaching them how to defend their decision. This essay focuses especially on alternative conceptions of what positive creativity means. It considers a variety of approaches, such as definitional models--objective and subjective betterment; ratings, including from layperson and experts; philosophical models--utilitarian and categorical-imperative models; decision-theory models--minimax, maximin, and maximax models; psychologically based models--a Four-C model and a model based on wise creativity. The essay also discusses steps toward teaching explicitly for positive creativity.
Discourses in ICT Integration: Pedagogical Orientations in Selected City Primary Schools in Uganda
Author: Charles, Muweesi
Date: 2021-05-00
Type: Journal Articles
Subjects: Technology Integration,Elementary School Teachers,Elementary School Students,Urban Schools,Public Schools,Barriers,Access to Computers,Time Management,Class Size,Technological Literacy,Professional Development,Educational Needs,Children,Foreign Countries

This study sought to recognize the tricky keystones in the execution of the amalgamation of ICT usage during teaching and learning in Ugandan city primary schools in Kampala focusing on the cumbersomeness teachers face while employing modern ICT tools and pedagogical experiences. A mixed research design with compliments from questionnaires, interviews and classroom observations was employed in the study to obtain data from the respondents (N=80). It was observed that teachers and students occasionally/rarely had access to technological tools due to limited time allocation and an insufficient number of technological tools and this negatively affects lessons. Teachers' lack of ICT skills is due to inadequate training that intensely influences the use of ICT in the classroom despite most of the schools being highly populated. It was thus established that for effective and efficient use of ICT tools in Ugandan schools, the government via the Ministry of Education should consider involving all teachers in rigorous ICT training to gain adequate knowledge and skills. The more ICT training is prioritized, the more integrating ICT in pedagogical orientation in primary schools will be enhanced. Thus, teacher access to personal laptops, exposure laboratories, and teacher's continuous ICT training sessions could be a good recommendation/justification if the government is to achieve its vision 2040 ICT agenda.
Investigation of Knowledge and Usage Levels of Problem-Solving Strategies of Prospective Classroom Teachers
Author: Ozdemir, Emine
Date: 2021-05-00
Type: Journal Articles
Subjects: Knowledge Level,Problem Solving,Learning Strategies,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Elementary Education,Mathematics Education,Mathematical Concepts,Foreign Countries

Today, it is important how much individuals acquire knowledge and use this theoretical knowledge in their daily life. A qualified training program is expected to train individuals who can solve problems. The prospective classroom teachers, who are expected to train individuals who can solve problems, should also have knowledge about the problem-solving process and applying it to the problem situations that they face in their own lives. This situation is thought to have a positive effect on the academic achievement of the students who will be trained. The study was conducted at the beginning of 2019-2020 academic year with 52 third grade prospective classroom teachers. Semi-structured interview form prepared by the researchers were used to examine the knowledge and usage levels of the prospective classroom teachers about problem-solving strategies. This study concluded that prospective classroom teachers could informally use some problem-solving strategies, even if they were not trained. However, the prospective classroom teachers failed to perform as expected.
Empowerment of the School Management Team by Secondary Schools&apos; Principals in Tshwane West District, South Africa
Author: Mosoge, Madimetsa Joseph
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Secondary Schools,Leadership Styles,Participative Decision Making,Teamwork,Stakeholders,Barriers,Instructional Leadership,Governance,Rural Urban Differences,Gender Differences,Administrator Attitudes,Empowerment

The South African education scene is characterised by principals who come from the apartheid era where they manage the school alone in an authoritarian manner. Old approaches to school management have changed because the society has also changed. There is a shift from top-down style of leadership to shared or distributed leadership which requires the empowerment of those in managerial positions in schools. The principal is expected to manage the school together with significant stakeholders. In this study attention was focused on the extent to which principals perform the duties of instructional leadership and how they empower the School Management Team (SMT) to execute instructional leadership. Additionally, the study aimed at finding out impediments that principals experience in the course of empowering the School Management team. The study used a quantitative method involving the use of a questionnaire. The study population consisted of 90 principals and deputy principals and 165 heads of department in Tshwane-West District. Data analysis consisted of descriptive and inferential statistics. The greatest challenge is the administrative workload experienced by principals. The study also found that rural principals perform the duties of instructional leadership more than the urban principals. Principals perform their duties well and this is good for the academic performance of learners.
Teachers&apos; Concerns about the Implementation of the Standard-Based Curriculum in Ghana: A Case Study of Effutu Municipality
Author: Apau, Stephen Kwakye
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Curriculum Implementation,Elementary School Teachers,Barriers,Teacher Characteristics,Academic Standards,Faculty Development

The successful implementation of a school curriculum depends significantly on the extent of how stakeholders address the concerns of teachers. This study, therefore, investigated the concerns of basic school teachers in the Effutu Municipality towards the implementation of the standards-based curriculum. The explanatory sequential design of the mixed-method approach was adopted. The study randomly selected 197 primary school teachers for the quantitative research method, whilst six teachers were purposively sampled for the qualitative phase of the study. The quantitative data were analyzed through means and standard deviation. The qualitative data were analyzed thematically. The study found that the primary highest concern of the basic school teachers was collaboration and their second-highest concern and lowest concern were focusing and management, respectively. The study further found that age and experience statistically predict the stages of concern of the teachers in the implementation of the standard-based curriculum. However, the gender and educational qualifications of the teachers were not statistically significant predictors of their concerns towards the implementation of the standard-based curriculum. The study recommends that the district training officers should train and sensitize teachers in the various districts to create enabling environments within the different schools for teachers, school authorities and parents to collaborate among themselves in the implementation of the standard-based curriculum.
The Effect of Phenomenon-Based Learning Approach on Students&apos; Metacognitive Awareness
Author: Akkas, Esref
Date: 2021-05-00
Type: Journal Articles
Subjects: Teaching Methods,Metacognition,Learning Activities,Middle School Students,Grade 7,Pretests Posttests,Cognitive Measurement

This study aims to determine the effect of learning activities conducted in accordance with the phenomenon-based learning approach on the metacognitive awareness level of students. Pre-test and post-test control group design of the experimental method was used. The application of the study was carried out in a sample of 60 students studying in the 7th grade of middle school in the 2019-2020 academic year. While &quot;phenomenon-based learning approach&quot; was implemented in the experimental group, traditional teaching was used in the control group. In this research, as data collection tool &quot;metacognitive awareness&quot; scale was used. The scores of the experimental and control groups obtained from the scale were compared to the dependent groups with the t-test, and when there was a significant difference between the students' pre-test scores and post-test scores, the effect size of the difference was found by looking at the Cohen's &quot;d&quot; value. In addition, when the pre-test scores of the students in the experimental group and the control group were taken under control, covariance analysis was conducted to determine whether there was a significant difference according to the post-test scores. According to the indications obtained at the end of the research teaching activities conducted in accordance with the phenomenon-based learning approach provided significant differences in the metacognitive awareness levels of the students in favor of the experimental group.
Difficulties Encountered by Students during Distance Education in Times of Confinement in Turkey
Author: Yücelsin-Tas, Yaprak Türkân
Date: 2021-03-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Graduate Students,Masters Programs,Doctoral Programs,Teacher Education,Language Teachers,French,Stress Variables,Internet,Fatigue (Biology),Mental Health,Physical Health,Financial Problems,Student Problems,Foreign Countries

This article presents the issue of distance education in times of confinement. In particular, it points out the difficulties encountered by masters and doctoral students at French Language Teaching Department (FLT) of Marmara University during distance education. In this research, a semi-structured interview form, one of the qualitative research methods, was applied to 20 students. The data was collected from May to November, 2020. The main objective of this research is to make a general assessment of the data collected in the university context, more particularly in the masters and doctoral programs. With regard to the results of this research, it has been found that overwork, some technical problems, physical, psychological and financial problems are among the most pronounced problems.