ethanporcaro/eric-fulltext-meta huggingface dataset:
Association between Attitudes towards Science Subjects and Grades: The Mediation Role of Learning Strategies
Author: Maltar Okun, Tanja
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Learning Strategies,Scientific Attitudes,Biology,Chemistry,Physics,Student Attitudes,Grades (Scholastic),Outcomes of Education,Grade 8,Foreign Countries,Counties,Attitude Measures,Student Interests,Positive Attitudes,Learning Motivation,Learning Processes,Science Achievement

The students' attitudes towards school subjects may influence their behaviour and various educational outcomes. The research aimed to test students' attitudes towards the subjects of Biology, Chemistry, and Physics, and to examine the associations between those attitudes and students' learning strategies and grades achieved. The study included 245 eighth-grade students from five schools in Koprivnica-Križevci County in the Republic of Croatia. Attitude scale towards science subjects and Learning strategies scale were employed. The results of the analysis of variance showed a significantly higher assessment of interest for Biology and Physics than for Chemistry, while the assessment of importance for Biology was significantly higher than for Chemistry and Physics. Attitudes toward Biology, Chemistry, and Physics were positively correlated with the grades achieved in those subjects. Results of the mediation analysis indicated that the learning strategies were mediators between the attitude towards the science subject and the grades achieved in those subjects. Students with a more positive attitude towards a subject employ a deeper approach to learning, which ultimately results in a higher grade.
The State, Accessibility, and Significance of Education in Serbia
Author: Miloševic Radulovic, Lela R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Access to Education,Educational Attainment,Public Opinion,Student Rights,Educational Policy,Educational Opportunities,Equal Education,Education Work Relationship,State of the Art Reviews

International conventions state that the right to an education is a basic human right which countries are obliged to guarantee. In Serbia, as in most countries, this right is guaranteed by the Constitution. However, data on a large part of the structure of the Serbian population with a lower level of educational attainment indicated that one part of the citizens did not realize this right since they did not continue their education after primary school. Therefore, the aim was to determine how the citizens of Serbia evaluated the state of education in Serbia as a whole (its quality), the accessibility (whether there are fair opportunities in education for all categories of the population), and the significance of education in Serbia (whether the knowledge acquired, and skills developed are relevant for employment). The results were obtained by analyzing the latest data from the European Social Survey (ESS) from 2018/2019 in Serbia on a sample of 2043 interviewees. The study was carried out by trained interviewers, in face-to-face interviews. The initial hypotheses were confirmed: (a) a low prevalence of high grades for the state of education as a whole, the accessibility, and significance of education in Serbia, and (b) that there is a difference in the perception of education depending on some of the socio-demographic characteristics of the interviewees. The creation of a favorable social and institutional environment and changes in the education policy are preconditions for the improvement of the quality and accessibility of education in Serbia.
The Examination of the Relationship between Teacher Autonomy and Teacher Leadership through Structural Equation Modeling
Author: Kara, Mevlüt
Date: 2022-06-00
Type: Journal Articles
Subjects: Correlation,Teacher Leadership,Professional Autonomy,Teacher Attitudes,Measures (Individuals),Structural Equation Models,Foreign Countries,Public School Teachers,Elementary School Teachers,Teacher Characteristics,Teacher Collaboration,Faculty Development,Elementary School Curriculum,Teaching Methods

The purpose of this study was to investigate the relationship between teacher autonomy and teacher leadership. For this purpose, a predictive correlational research method was used. The study was conducted with 571 teachers who were determined through a simple random sampling technique among those working in Turkey during the 2020-2021 academic year. The &quot;Teacher Autonomy Scale&quot; was used to determine teachers' perception of teacher autonomy, and the &quot;Teacher Leadership Scale&quot; was exploited for their perception of teacher leadership. Descriptive analyses such as mean and standard deviation were estimated to determine teachers' perceptions of autonomy and leadership. Pearson product-moment correlation coefficient and structural equation modeling (SEM) was employed to control the relationship between teacher autonomy and teacher leadership. As a result of the study, the participants' teacher autonomy and teacher leadership perceptions were at higher levels. Moreover, it was established that there was a positive and significant relationship between teacher autonomy and teacher leadership. Teacher autonomy was found to be among the factors explaining teacher leadership. Therefore, it can be alleged that teacher autonomy should be promoted to reveal teachers' leadership skills.
Examining the Relationship between Prospective Teachers&apos; Listening Skills, Reading Habits, Effective Speech Self-Efficacy, Writing Dispositions and Communication Skills: A SEM Approach
Author: Kansizoglu, Hasan Basri
Date: 2022-06-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Listening Skills,Self Efficacy,Reading Habits,Writing Skills,Communication Skills,Language Skills,Teacher Education Programs,Student Attitudes,Models,Speech Communication,Language Role,Foreign Countries,Structural Equation Models

Conceptually, although the effectiveness of communication is generally associated with the development of language skills, studies that model this relationship comprehensively are limited. Based on this, the current study examines the relationship between different linguistic variables (listening skills, attitude towards reading habits, speech self-efficacy, and writing disposition) and their own and communication skills. The study data was collected from 566 prospective teachers in Turkey. As a result of the study, the theoretical structure between linguistic variables and communication skills has been statistically proven. In the model, it was seen that the model-data fit was at a good level (X[superscript 2]/df=4.46, CFI=0.955, RMSEA=0.078, SRMR=0.033). The proposed model indicates that listening skills affect communication skills at a medium level and speech self-efficacy at a high level. In addition, writing disposition affects communication skills indirectly through speech self-efficacy, and reading habits affect communication skills indirectly through both listening skills and speech self-efficacy. The highest relationship is between listening skills and speech self-efficacy. Also, the relationships between all the variables are significant. The study supports existing hypotheses about the role language plays in communication skills.
Investigation of Science Textbooks in Terms of Science Process Skills
Author: Yalçinkaya-Önder, Eylem
Date: 2022-06-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Textbooks,Science Process Skills,Units of Study,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Instructional Program Divisions,Content Analysis,Secondary School Students,Elementary School Students,Science Curriculum,21st Century Skills,Foreign Countries

The purpose of this study is to investigate the extent to which science process skills are represented in the texts and activities in 3rd, 4th, 5th, 6th, 7th, and 8th-grade science textbooks according to the learning areas of the science curriculum. The document analysis method is adopted in the current study. Course contents and activities in science textbooks are analyzed using descriptive analysis. The results show that there are 899 science process skills defined throughout 42 units in the 3rd, 4th, 5th, 6th, 7th, and 8th-grade science textbooks. Moreover, it is found that science process skills are mainly focused on the 6th grade science textbook (n=215) and the least on the 3rd grade science textbook (n=112). Furthermore, when the averages of science process skills used in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks are above the average. While science process skills in science textbooks increase from the 3rd grade to the 4th grade at the primary education level, a similar increase is not determined in the use of science process skills in secondary school science textbooks. When science textbooks are examined according to grade levels in terms of science process skills, it is discovered that &quot;observing&quot; is the most commonly utilized science process skill, while &quot;using data and modeling&quot; is the least used.
The Mediating Role of Leader-Member Exchange on the Relationship between Organizational Commitment and Organizational Cynicism among School Counselors
Author: Tümkaya, Songül
Date: 2022-06-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Attitudes,Leadership,Organizational Climate,Educational Environment,Foreign Countries,Likert Scales,Job Satisfaction

The study aims to examine the mediatory role of leader-member exchange in the relationship between organizational commitment and Organizational cynicism among school counselors. The research group consists of 171 school counselors (109 females and 62 males). The scales used are organizational commitment scale, organizational cynicism scale, leader-member exchange scale. For the mediation analysis, AMOS 26 was used. We used Pearson correlation to evaluate relationship between variables in data analysis. The model has been accepted that it is significant and the model is statistically confirmed. Bootstrapping procedures were applied to analyze the significance of indirect effects. The result of this research revealed that leader-member exchange was found to be partially mediated in the relationship between organizational commitment and organizational cynicism in school counselors.
The Mediating Role of Locus of Control in the Effect of Organizational Justice on Organizational Cynicism in School Organizations
Author: Bahadir, Muhammet
Date: 2022-06-00
Type: Journal Articles
Subjects: Locus of Control,Organizational Culture,Justice,School Administration,Public Schools,Foreign Countries,Public School Teachers,Teacher Attitudes

This study aims to examine the mediating role of locus of control in the relationship between organizational justice and organizational cynicism. This study examined the mediating role of the locus of control in the effect of organizational justice on organizational cynicism in school organizations, in a way that includes all personnel who have a direct effect on education and training in schools. This study used the relational survey model, which is one of the quantitative research methods. This study was conducted with 385 participants identified through simple random sampling among teachers working in public schools. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) analyzes of the obtained data were performed using SPSS and AMOS statistical package programs. As a result of the analysis, it was determined that there is a negative relationship between organizational justice and organizational cynicism and that locus of control plays a mediating variable in the relationship between organizational justice and organizational cynicism.
Using Ability Grouping to Examine the Effects of Differentiated Instruction in an Undergraduate Course in Communication Sciences &amp; Disorders
Author: Green, Katherine B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Ability Grouping,Undergraduate Students,Communications,Instructional Effectiveness,Intervention,Grades (Scholastic),Student Attitudes

Differentiated instruction is a student-centered approach to instruction that considers the differing characteristics and aspects of the learner. With increasing diversity in higher education, differentiated instruction is one strategy that instructors may use to facilitate student success. However, there is limited empirical research examining the effectiveness of differentiated instruction in higher education. Using a quasi-experimental pretest posttest group design, the effects of differentiation of instruction, specifically differentiation of content and variable grouping, on student content knowledge were examined in an undergraduate course in a Communication Sciences and Disorders program. Students in the intervention group scored significantly higher on final course grades and one unit posttest following participation in the intervention. Overall, the intervention group scored significantly higher on the final course grade than the comparison group. Yet, there were no significant differences between the intervention and comparison group on the final posttest scores, on the student perception survey, nor the weekly posttest quiz scores, except in the area of pragmatics. Implications for pedagogical approaches in CSD and higher education are discussed.
What Do You Expect? A Comparison of Perceptions on the Roles of Clinical Educators and Graduate Clinicians
Author: Torrington Eaton, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Supervisor Supervisee Relationship,Role Perception,Graduate School Faculty,Graduate Students,Speech Language Pathology,Allied Health Occupations Education,Expectation,Clinical Experience,Teacher Characteristics,Student Characteristics

In addition to explicitly defined pedagogical roles and responsibilities, shared perceptions of clinical educator and graduate clinician roles across both parties are essential for an effective supervisory relationship. Previous findings suggest subtle differences in expectations that could potentially impact the learning process. This study was designed to enable a within and across group comparison on perceived roles of supervisors and supervisees. A survey consisting of open-ended prompts, Likert-rating scale questions, and attribute rankings regarding their own and the others' roles was completed by 90 clinical educators and 63 graduate students in speech-language pathology. Thematic analysis was the primary method of analysis; findings were compared with quantitative results. Although many perceptions were in agreement, subtle differences emerged regarding clinical educators' role in facilitating learning and graduate clinicians' role in promoting their own success. The findings in this study highlight subtle differences in expectations, that are useful for clinical faculty, educators and directors, as well as researchers in scholarship of teaching and learning for preparing graduate students to fully benefit from the clinical experience.
Doing Our Work: Addressing Racially Based Conflict in Communication Sciences and Disorders Programs
Author: Newkirk-Turner, Brandi L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racism,Communications,Communication Disorders,Speech Language Pathology,Allied Health Occupations Education,Black Colleges,Conflict,Intervention,Minority Group Students,Minority Group Teachers,Race,Ethnicity,Administrator Role,Teacher Role,Student Role,Teamwork,Social Media

Conflicts based on race and ethnicity have been documented in CSD programs. The purpose of this paper is to discuss a racially based conflict that occurred in a speech-language pathology graduate program at a Historically Black University and how the program director, the university's chief diversity officer, the program faculty, and students worked together to address it. The paper discusses, in detail, the racially based conflict and the specific steps that the program took to address the conflict and to maintain a racially inclusive atmosphere in the program. Details of five specific activities that were used are discussed. The paper concludes with ten suggestions for other programs who may experience racially based conflicts among students.
Racism, Equity and Inclusion in Communication Sciences and Disorders: Reflections and the Road Ahead
Author: Mahendra, Nidhi
Date: 2021-00-00
Type: Journal Articles
Subjects: Racism,Equal Education,Inclusion,Speech Language Pathology,Audiology,Communication Disorders,Educational Research,Scholarship,Instruction,Learning

This article introduces this timely special issue on &quot;Beyond Cultural Competence: Addressing racism, equity and inclusion,&quot; and provides information on how this issue was conceptualized. The editors reflect on the critical importance of equity and inclusion work in speech-language pathology and audiology in order to address structural racism and inequities for diverse students and professionals. It concludes by offering insights about the emerging levels of evidence as well as a call to action for continued engagement and expanded scholarship of teaching and learning research on these topics.
Teachers&apos; Self-Efficacy Beliefs Regarding Out-of-School Learning Activities
Author: Demir, Engin
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Self Efficacy,Beliefs,After School Education,Learning Activities,Self Concept Measures,Gender Differences,Teaching Experience,Departments,Foreign Countries,Academic Rank (Professional)

Learning activities employed in out-of-school learning activities (OOSLA) provide students with a different learning experience while enabling teachers to discover, implement, and evaluate different teaching approaches. This study intends to investigate the self-efficacy beliefs levels of teachers as regards OOSLA and whether these self-efficacy levels differ significantly depending on their gender, graduated faculty, educational status, seniority, and department graduated from. It adopts the descriptive survey design. The sample is composed of 308 teachers. The data were collected utilizing the &quot;Teachers' Self-Efficacy Beliefs Toward Out-of-School Learning Activities Scale''. Parametric test statistics were used in data analysis. The results revealed that teachers had a high level of self-efficacy beliefs regarding OOSLA and that gender was not a determinant of teachers' self-efficacy beliefs. It was also found that the participants who completed graduate studies had firmer self-efficacy beliefs than those who did not. The teachers with 21 years and above of teaching experience had higher self-efficacy levels than those with 6-10 and 11-15 years of teaching experience. On the other hand, graduates of mathematics and science education departments had lower self-efficacy levels than primary education, Turkish education, and social science education departments. Finally, researchers recommend encouraging pursuing graduate studies, collaborating with experienced teachers, eliminating institutional obstacles to out-of-school activities, and supporting teachers in increasing their self-efficacy regarding out-of-school learning activities. [This article includes an extended summary in Turkish.]
Student Teachers&apos; Experiences in an Emergency Remote Microteaching Course: Lessons Learned for the COVID-19 Era and Beyond
Author: Sanal-Erginel, Senem
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Teaching Experience,Emergency Programs,Distance Education,Microteaching,COVID-19,Pandemics,Foreign Countries,Undergraduate Students,English (Second Language),Language Teachers,Student Attitudes

This case study, within the qualitative research paradigm, aimed to focus on the student teachers' experiences in an emergency remote microteaching course that was offered as an undergraduate course at a university in Northern Cyprus during the first wave of the COVID-19 pandemic. The qualitative data, that were gathered from 10 volunteering student teachers through written feedback forms and semi-structured interviews, revealed that the student teachers improved their instructional knowledge and skills. They also stated that they developed self-awareness on their teaching skills. However, the data also indicated that the student teachers felt lost, overwhelmed, and disappointed during this emergency remote microteaching course. The lack of interaction during synchronous lessons, problems and shortages concerning digital devices and skills, and the lack of appropriate learning environments for remote learning led the student teachers to feel lost. Also, the demanding nature of the course with a high number of assignments, as well as its focus on course completion, proved to be overwhelming for the student teachers. Additionally, the data indicated that the lack of authenticity in learning practices and the mismatch between the student teachers' pre-COVID expectations from the course and the realities of emergency remote education led to disappointment. The study suggests improvements, and recommends further research on remote microteaching courses in initial teacher education. [This article includes an extended summary in Turkish.]
History of the Flipped Classroom Model and Uses of the Flipped Classroom Concept
Author: Agirman, Nesibe
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational History,Flipped Classroom,Teaching Methods,Models,Educational Technology,Educational Development

Flipped Classroom (FC) Model is an approach based on learning the simple and theoretical parts of a subject in extracurricular time through educational technologies and performing higher-level studies during class time. With the development and spread of educational technologies, the interest in the FC Model has increased. In the present study, we aimed to reveal the historical development of the FC Model, which is a current teaching model, and what kind of uses it has as a concept. The findings, which were put forward in line with this purpose, were reached by the document analysis method. With reference to the results of the research, although the ideas and practices that paved the way for the emergence of the FC Model are older, it could be said that the approach was expressed as a concept in its present form in 2000. In addition, it was revealed that the interest in the FC Model continued to increase over the years and it was expressed with several concepts. As a result of the investigation, it was determined that flipped classroom was the one used most among these concepts. Based on the results of the study, certain suggestions were made. It is expected that this research will contribute to the field in terms of revealing the historical development of the FC Model and the concepts in which the concept of FC is used in the literature. [This article includes an extended summary in Turkish.]