ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Argumentation-Based Teaching on Developing Argument Skills of Prospective Teachers, and on Their Willingness to Debate
Author: Meral, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Debate,Teaching Methods,Moral Issues,Instructional Effectiveness,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Skill Development,Thinking Skills,Public Colleges,Foreign Countries

The study aimed to examine the effect of argumentation-based teaching approach on developing prospective teachers' argument skills, and on their willingness to debate. The study employed the one-group pre-test-post-test experimental research design based on quantitative data. The participants consisted of a total of 192 3rd grade prospective teachers who were selected using maximum variation sampling method from the departments of Social Studies Education, Classroom Education and Mathematics Education in a state university in Turkey in 2019-2020 academic year. The data were obtained using the &quot;Moral Dilemma Stories&quot; developed by Rest (1979), and adapted into Turkish by Akkoyun (1987); and the &quot;Scale of Willingness to Debate&quot; developed by Infante and Rancer (1982), and adapted to Turkish by Kaya (2005). The data were analyzed via descriptive and inferential statistical analysis methods and Argumentation Assessment Rubric developed by Erduran, Simon, and Osborne (2004). The results revealed that the argumentation-based teaching increased the prospective teachers' argument skills and their willingness to debate. It was also found out that making use of such skills as researching, reasoning, discussing, expressing thoughts, and persuading, in student-oriented education systems in a more comprehensive way could be helpful to support the argumentation-based teaching approach.
The Impact of Teacher Idealism on Curriculum Literacy: The Role of Believing in Education as a Mediator Variable
Author: Yildirim, Veda Yar
Date: 2021-00-00
Type: Journal Articles
Subjects: Beliefs,Positive Attitudes,Multiple Literacies,Teacher Competencies,Knowledge Level,Educational Attitudes,Correlation,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Curriculum Development,Foreign Countries

This study examined the relationship between teachers' curriculum literacy levels, their level of idealism and the level at which they believe in education. The participants of the study were made up of 480 teachers, who were selected via convenience sampling method. The data were collected using the &quot;Teachers' Curriculum Literacy Scale&quot;, the &quot;Teachers' Belief in Education Scale&quot;, and the &quot;Idealist Teacher Scale&quot;. Confirmatory factor analysis was performed on the scales used and their reliability coefficients were calculated. The study tested a hypothetical model that teachers' level of belief in education is a mediator in the impact of teacher idealism levels on curriculum literacy levels. In order to test if the hypothetical model was a mediator model, prerequisite models were formed and the models were tested in the software MPLUS 7.4. The requisites being met verified the hypothesis that belief in education is a mediator in the impact of teacher idealism on curriculum literacy. The significance of the results was verified using the Sobel, Aroian and Goodman tests. In the study, in which the mediator model, one of the structural equation models, was used, the results revealed that the model was acceptable. Accordingly, the participant teachers' level of belief in education mediated the impact of their level of idealism on their level of curriculum literacy.
School Librarian Preparation and Practice: An Exploration of the AASL National School Library Standards and ALA/AASL/CAEL School Librarian Preparation Standards
Author: Burns, Elizabeth A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Librarians,School Libraries,Library Education,National Standards,Library Associations,Alignment (Education),Academic Standards

The American Association of School Librarians (AASL) recently released standards to guide the practice of school librarians. The &quot;National School Library Standards for Learners, School Librarians, and School Libraries&quot; (2018) were put forward as a single text with integrated frameworks. One year later, the &quot;ALA/AASL/CAEP School Librarian Preparation Standards&quot; (2019) were adopted to inform the preparation of school librarians. Using a one-way crosswalk analysis, this study explores the alignment of the &quot;AASL Standards Framework for School Librarians&quot; from the AASL Standards with the &quot;ALA/AASL/CAEP Preparation Standards&quot; to determine consistencies in expectations as well as identify noted gaps. Findings will assist educators of school librarians to develop meaningful coursework and pre-service experiences.
The Predictive Power of Emotional Intelligence on Self-Efficacy: A Case of Primary School Teachers
Author: Akdogan, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Teacher Effectiveness,Teacher Competencies,Teacher Characteristics,Teaching Experience,Self Efficacy,Role Models,Elementary School Teachers,Foreign Countries,Predictor Variables

The study aimed to investigate the Emotional Intelligence (EI) and its relationship with self-efficacy among primary school teachers. The study was conducted to determine whether primary school teachers develop their EI that would increase their levels of self-efficacy. The participants of the study were composed of 118 primary school teachers. The Emotional Intelligence Scale (Göçet, 2006) and the General Self-Efficacy Scale (Alpay, 2010) were used in the study. Model: The data were based on quantitative data. For the data analysis Spearman's Rho correlation and a series of Mann Whitney-U test and Kruskal Wallis H test (ANOVA non-parametric test) were utilized. According to results, the total EI competence score of primary school teachers were X-bar=127.87 with the highest value of 205. In addition, the self efficacy score of primary school teachers were X-bar=33.88 with the highest value of 50. Meanwhile, the results revealed that there were significant differences between primary school teachers according to their working experience (F (3, 90)=3.319, p=0.023). In order to determine differences between groups Tukey post hoc test was used. According to the results, there were significant differences between primary school teachers that are those who have 6-10 years working experience had lower self-efficacy perception (X-bar=32.40) than primary school teachers are those who have 11-15 years working experiences (X-bar=37.00). In addition, a positive correlation was not observed between the score of primary school teachers' EI scale and general self-efficacy scale (r=0.07, n=94, p=0.50) thus, Simple Linear Regression analysis was not conducted in the study.
A/r/tographic Inquiry for the Transformation of Pre-Service Art Teachers&apos; Concept of Social Justice
Author: Güler, Ebru
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Social Justice,Foreign Countries,Social Problems,Art,Research Methodology,Culture,Art Products,Visual Learning,Aural Learning

This study seeks to enable sophomore-level students in the Department of Art Teaching to make inquiries about their environment and to critically interpret some visuals through a/r/tographic practices. Therefore, it draws on a/r/tographic inquiry, which is one of the art-based research methods. The participants of the study are 13 sophomore-level students (6 female, 7 male students). The data were obtained from reflective diaries, semistructured interviews and document analysis, and analysed through content analysis. The researcher organized 5 different travel plans for the students in Erzincan, a city located in the Eastern Anatolia of Turkey. The focus trips were made to a shopping mall, a market, a local bazaar, a modern street and an old settlement. The students completed their trips within a period of 10 weeks. The findings of this study showed that the students were able to make critical inquiries about the environment they live in, gained awareness about social issues thanks to the auditory or visual experiences they had in daily life and reflected this awareness to their artistic works. [Note: The publication month (December) shown on the PDF is incorrect. The correct month of publication is March.]
The Mediating Role of Initiative Climate on the Relationship between Distributed Leadership and Organizational Resilience in Schools
Author: Limon, Ibrahim
Date: 2021-03-00
Type: Journal Articles
Subjects: Organizational Climate,Correlation,Leadership Styles,Role,Teamwork,Participative Decision Making,Resilience (Psychology),School Administration,Principals,Teacher Administrator Relationship,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Foreign Countries

This study investigated the mediating role of initiative climate on the relationship between distributed leadership and organizational resilience in schools. The study employed a cross-sectional design following quantitative methods. The sample consisted of 310 teachers recruited from different cities located in seven geographical regions of Turkey in 2020-2021 academic year using convenience sampling. Data were collected online (Google Forms) using the &quot;Distributed Leadership Inventory,&quot; &quot;Personal Initiative Scale,&quot; and &quot;Organizational Resilience Scale,&quot; all of which had acceptable validity and reliability. Participants &quot;agreed&quot; with initiative climate and organizational resilience in schools and school principals' distributed leadership behaviors. There were positive correlations between the variables. The results showed that distributed leadership (leadership coherence and leadership functions) fosters initiative climate and organizational resilience in schools. Initiative climate also contributes to organizational resilience in schools. Lastly, it can be said that distributed leadership has a significant effect on schools' resilience through initiative climate.
The Pandemic Period and the Parent-Child Relationship
Author: Öngören, Sema
Date: 2021-03-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Parent Child Relationship,Parent Attitudes,Parent Responsibility,Mothers,Fathers,Preschool Children,Conflict,Interpersonal Communication,Activities,Time Management,Social Support Groups,Change,Family Environment,Family Relationship,Foreign Countries

The aim of this study is to investigate parents' relationships with their children during the pandemic period. The study is a qualitative research study and was conducted with a case study design. The study group of this research consisted of 19 parents. The study group was selected using the criterion sampling method of purposive sampling. The criteria specified in this research were that parents should have a child attending preschool and at least a secondary school level of education. The research data were gathered during the 2019-2020 academic year via interviews conducted with parents having at least one child who was still receiving preschool education, using a semi-structured interview form. The study variables were age, occupation, education level, number of children, and cohabitation status of the parents. The data obtained from the interviews were analysed using the content analysis method. Accordingly, the researcher aimed to assess, through content analysis, the reasons for directly unobservable or non-quantifiable behaviours of the parents by conducting interviews. The research findings revealed that the positive aspects of the parent-child relationship during the pandemic were stated to be spending time together, sharing, doing activities, and communication, while the negative aspects were reported as social isolation, domestic conflicts, and mobile phone addiction. Changes in the mother-child relationship during the pandemic were revealed to be related to knowing each other, spending time together, conflicts, and obeying rules, while in terms of the father-child relationship, changes were seen in communication, doing activities and sense of responsibility. While participants evaluated domestic relationships positively with regard to being together, being supportive and positive communication, they regarded them negatively in terms of conflicts, communication problems and boredom. Lastly, participants stated that educational activities, playing games, watching educational videos and preparing food were the activities on which the most time was spent.
Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities
Author: Kisige, Abdu
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Educators,Teacher Attitudes,Teacher Education Curriculum,Professionalism,Teaching Methods,Teaching Skills,Skill Development,Specialization,Relevance (Education),Positive Attitudes,Stakeholders,Pedagogical Content Knowledge,Public Colleges,Foreign Countries

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.
The Effect of Lexical Inference Strategy Instruction on Saudi EFL Learners&apos; Reading Comprehension
Author: Hamouda, Arafat
Date: 2021-00-00
Type: Journal Articles
Subjects: Inferences,Reading Comprehension,Second Language Learning,Reading Strategies,Foreign Countries,English (Second Language),Second Language Instruction,Reading Instruction,Reading Skills,Instructional Effectiveness,College Students,Majors (Students)

Lexical inference strategy plays an important role in increasing the level of reading comprehension of second or foreign language learners. Lexical inferencing as an efficient strategy to deal with unfamiliar words has attracted much attention in the comprehension literature. However, few studies on lexical inferencing have been conducted in an English as a foreign language (EFL) setting. To fill in the existing gap, the current study aimed at investigating the effect of lexical inferencing strategy instruction on Saudi EFL students' reading comprehension. Additionally, it sought to identify the lexical inferencing strategies used by Saudi EFL learners while they were inferring unknown words in a text. Last, the current study attempted to find the relationship between lexical inference strategies and reading comprehension among Saudi EFL learners. Sixty students from the English department were selected based on their scores on the Oxford Placement Test, indicating that they were at intermediate levels of English proficiency. The participants were randomly divided into two groups: control and experimental (each consisting of 30 students). The participants in the control group received regular instruction, while the participants in the experimental group were treated using lexical inference strategies. The instruments used for collecting data were Oxford Placement Test, reading comprehension test, and think-aloud protocol. A pre-test and post-test were administered for control and experimental groups. The results of the independent samples t-test revealed that teaching inference skills had a significant effect on reading comprehension performance among EFL learners. The results of the paired t-tests showed that lexical inferencing instruction had a statistically significant effect on EFL learners' reading comprehension development. The results of the Spearman correlation coefficient indicated that there was a significant relationship between lexical inferencing strategies and reading comprehension. The findings revealed the profound impact of lexical inferencing strategy instruction on the experimental group's performance in understanding reading text. Hence, it was concluded that lexical inferencing strategies were recommended to teach to improve the students' reading comprehension performance.
Demographic Variables and English Proficiency of Adult Language Learners: A Correlational Study
Author: Meniado, Joel C.
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Proficiency,Language Skills,Language Tests,Knowledge Level,College Faculty,Teacher Characteristics,Adults,Age Differences,Educational Attainment,Tenure,Correlation,Foreign Countries

This study examined the influence of demographic variables on adult language learners' English proficiency development. Specifically, it tried to ascertain the level of English proficiency of the respondents when grouped according to demographic variables such as gender, age, civil status, length of work experience, highest educational attainment, specialization, and designation. It also tried to find out if there are significant differences in the respondents' level of proficiency in the four macro-linguistic skills and if there are significant correlations between the respondents' English proficiency and the identified demographic variables. Using descriptive-correlational research design with academic professionals working in a higher education institution in the Philippines as respondents, this study found that the respondents have intermediate level of English proficiency (B1, CEFR), lower than what is expected from academicians in a higher learning institution. Findings further reveal that there are significant differences in the respondents' level of proficiency in the identified macrolinguistic skills and that age, educational attainment, and length of service are positively correlated with English proficiency, while gender, civil status, specialization, and designation are negatively correlated with the same. Implications of the findings are discussed in relation to curriculum development, language teaching and assessment, and language policy and planning.
Lesson of Inclusive Education Implementation in Jakarta: Availability and Accessibility Issues
Author: Maulida, Ernita
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Special Education,Program Implementation,Students with Disabilities,Children,Adolescents,Elementary Secondary Education,Equal Education,Accessibility (for Disabled),Public Schools,Educational Facilities,Educational Resources,Resource Allocation,Program Budgeting,Teacher Welfare,Physical Environment,Foreign Countries

Inclusive education is believed to be an innovative educational approach that can promote the educational opportunities for all children with special needs including those with disabilities. It also stresses the principle of human right, social justice and quality of education for all. The institution education has an obligation to making education available and accessible particularly for children with special needs. This article will provide an overview of availability and accessibility issues concerning inclusive education program in public school Jakarta. The study formed within qualitative research and uses a case study as strategy research for the collection and analysis of data. Semi-structured interview with the government, schools, parents, and NGO have been conducted to analyse the implementation of inclusive education in Jakarta in terms of availability and accessibility at both primary and secondary level. The result of this research revealed that there is an inadequacy in the provision of facilities and personnel to adequately prepare the children with special needs in the inclusive education program and the inequality of accessibility to basic education services between institutions. It thus called for intervention in the education sector of the region, if the goal of education for all is to be realized. There is also a discussion of recommendations and conclusions that may assist in supporting inclusive education in Jakarta.
The Implementation of the New Technologies in the Modern Teaching of Courses
Author: Patsia, Androniki
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Technology Uses in Education,Teacher Attitudes,Foreign Countries,Secondary School Teachers,Allied Health Occupations Education,Economics Education,Science Education,Nursing Education,Agricultural Education,Computer Science Education

Rapid developments in science require the application of new technologies in the field of education, aiming at changing the traditional and obsolete ways of teaching, providing ground for new forms. These new forms of teaching do not replace the teacher but adapt his role from omniscient to mentor and role model for students. With the use of technological means and the teacher's contribution to the teaching of the courses, the results in learning--let alone in the understanding of specialty courses--can be even more remarkable and bring about changes and perspectives for new approaches in the field of education. The aim of this survey was to investigate the use of new technologies by teachers today in the teaching of specialty courses and to what extent this implementation can improve the learning process. The results of the research show that our sample not only has a positive attitude towards the use of new forms of technology in the teaching of specialty courses but also seems to understand the benefits that arise from their use for the teachers themselves, for students, and the whole educational process.